DISASTER READINESS AND

RISK REDUCTION (DRRR)

• DESCRIPTION: This course focuses on the
application of scientific knowledge and the
solution of practical problems in a physical
environment. It is designed to bridge the gap
between theoretical science and daily living.
DISASTER READINESS AND
RISK REDUCTION (DRRR)
• TYPE: Core Subject
• NO. OF HOURS: 80 hours
• PRE-REQUISITE: Grades 3–10 Science
 BASIC CONCEPT OF
DISASTER AND DISASTER
RISK
CONTENT STANDARD
The learner demonstrates understanding of:
• The concept of disaster
• The concept of disaster risk
• The nature of disasters
• The effects of disasters
PERFORMANCE STANDARD
Relate the concept of disaster with daily life.
REMEMBER THESE
• Explain the meaning of disaster.
• Differentiate the risk factors underlying
disasters.
• Describe the effects of disasters on one’s
life.
• Explain how and when an event becomes a
disaster.
REMEMBER THESE
• Identify how and when an event becomes a
disaster.
• Analyze disaster from the different
perspectives (physical, economic, political
and biological).
CULMINATING PERFORMANCE
STANDARD
• The learner develops a community disaster
preparedness plan to minimize vulnerability
and disaster risk in the community and avoid
or limit adverse impacts of hazards.
PERFORMANCE TASK
• The provincial government seeks for a proposed
component study about disaster preparedness
provincial disaster risk reduction management
plan. As an Academic track student of Central
Bukidnon Institute, you are to submit an entry as
a meteorologist teaming up with an agriculturist
to conduct a study on flood-resistant seeds.
PERFORMANCE TASK
(continuation)
• You must provide firsthand information on local
atmospheric conditions for a period of four (4)
months. You are to establish any weather
pattern for future weather forecasting necessary
for the planning and planting of flood-resistant
seeds and include daily, monthly, and annual
measurements of solar radiation, precipitation,
typhoon events and flooding occurrences in the
area where you plan to grow the flood-resistant
seeds.
PERFORMANCE TASK
(continuation)
• This is to prepare for any crop destruction or
loss during the typhoon or the monsoon
season. Your work will be critiqued
according to how the data is organized,
correct and valuable.
GOAL
• To submit and present a proposal about
disaster preparedness provincial disaster
risk reduction management plan.
ROLE
• A student will play the role of a meteorologist
and an agriculturist.
AUDIENCE
• The Provincial Government
SITUATION
• To prepare for any crop destruction or loss
during the typhoon or the monsoon
season/Disaster preparedness.
PRODUCT
• A proposal paper
STANDARDS
• Accurate data
• Usefulness of data
• Organization
BASIC CONCEPT OF
DISASTER AND
DISASTER RISK
• What calamities or disasters have you
experienced in your life?
• What struggle have you encountered during
the course of the disaster?
• What solution/s did you find that solved the
problem?
• How would you prepare for another disaster
in the future?
The ants are a people not strong,
yet they provide their food in the
summer;

– Proverbs 30:25, The Holy Bible English

Standard Version (ESV)
HAZARDS, DISASTER OR
DISASTER RISK?
WHAT IS A HAZARD?
• A threat or harm that has the potential to
cause damage (e.g., injury, destruction of
properties, environmental degradation) to a
community.
WHAT IS A DISASTER?
• Any event that causes widespread human,
economic and environmental losses or
impacts that seriously disrupt the normal
functioning of a community.
WHEN IS A SITUATION
CONSIDERED A DISASTER?
According to:
• Significant number of dead or missing people in an
area
• Number of human lives missing or lost
• Condition of survivors
• Assessed cost of repairing or rehabilitating damaged
or destroyed structures and public infrastructures
• Amount of income lost from work, livelihood and
other economic activities stopped or slowed down
HOW CAN YOU SAY
WHETHER AN EVENT IS A
DISASTER OR NOT?
UNANTICIPATED HAZARD = DISASTERS
WHAT IS DISASTER RISK?
• Determines the tendency of a community to
face disasters.
WHAT IS DISASTER RISK?
A Community living 100 km away from the
seashore has a low disaster risk compared to
a community living 10 km near the shore.
We cannot eliminate disaster
(hazard), but we can mitigate the risk.
We can reduce the damage and save
more lives.
- Ban Ki-moon, Former Secretary General, United Nations (UN)
HOW DO COMMUNITIES
ASSESS THEIR DISASTER
RISKS?
WHAT ARE THE TYPES OF
DISASTERS?
WHAT ARE THE TYPES OF
DISASTERS?
Natural disasters
• Devastating outcomes that result from
natural hazards.
WHAT ARE THE TYPES OF
DISASTERS?
Man-made disasters
• Technological disasters
• Destructions from man-made hazards.
EFFECTS OF DISASTERS
• Vary depending on severity of the exposure
of life, property and environment to the
hazard.
• Higher severity of the effects of a disaster if
community directly affected by the hazard.
• Nearby communities of the affected have
lower severity yet effects may still be felt and
be significant.
EFFECTS OF DISASTERS
• Primary effects are direct situations arising
from the disaster itself.
• Geographical zone can be mapped to
identify areas that are included among the
primary effects.
EFFECTS OF DISASTERS
• Secondary effects are situations resulting
from primary effects.
EFFECTS OF DISASTERS
• Tertiary effects are those that are not
experienced as a disaster is taking place but
can be felt some time after the disaster has
occurred.
• May develop from primary or secondary
effects that have become permanent and
may change a natural process in the
community.
CITE A RECENT DISASTER IN
YOUR COMMUNITY.
ARE THE EFFECTS PRIMARY,
SECONDARY, OR TERTIARY?
AFFECTED COMPONENTS
• People
• Number of casualties is assessed.
• Depending on the severity of a disaster, actual
number cannot be achieved.
• Missing persons presumed dead, injured or sick,
persons
• Persons evacuated or relocated – post-disaster
assessments
• Loss of family members, friends and other loved
ones.
AFFECTED COMPONENTS
• Buildings and Infrastructure
• Homes, buildings and other infrastructure are
important components considered in the
aftermath of a disaster.
AFFECTED COMPONENTS
• Economy
• Loss of livelihood, employment, and even
tourism opportunities for the community.
AFFECTED COMPONENTS
• Environment
• Disasters can cause negative effects on the air,
soil, water and ecosystems in a community.
TASK 1
• Count off from 1 to 4 and then back.
• Each group will be assigned a hazard.
• Draw the disaster effects of the given hazard
to categorize the types of disasters.
• Connect a common situation in the drawings
to the different effects and components of
disasters.
PERSPECTIVES ON
DISASTERS
• Physical perspective
• Visible or tangible materials, whether natural or
man-made, which have been affected by
disaster.
PERSPECTIVES ON
DISASTERS
• Psychological perspectives
• People’s emotional, cognitive, or interpersonal
reaction to difficulties.
PERSPECTIVES ON
DISASTERS
• Sociocultural perspective
• Response of the people, whether victims or
not, to emergency situations and to the kind of
assistance they receive.
PERSPECTIVES ON
DISASTERS
• Economic perspective
• Disruption of economic activities in the
community.
PERSPECTIVES ON
DISASTERS
• Political perspective
• How government services are used to reduce
loss or damage by preparing for and preventing
disasters.
PERSPECTIVES ON
DISASTERS
• Biological perspective
• Potential infectious or communicable diseases
after a disaster takes place.
RISK FACTORS UNDERLYING
DISASTERS
• Housing and building development
• Presence of physical structures prone to
disaster risks
• Institutional framework and system for risk
reduction and prevention
TASK 2
• Count off from 1 to 6 and then back.
• Each group will be assigned with the following
perspective:
• Physical
• Psychological
• Sociocultural
• Economic
• Political
• Biological
TASK 2
(continuation)
• Discuss in your group how a disaster would
be planned and solved in whatever
perspective your group is assigned.
• Compare views how different professionals
study the effects of disasters.
WHAT HAVE YOU
LEARNED?
TASK 3: PAIR WORK
• Conceptualize a memo with at least five-point
instructions that you would like your barangay
leaders to use in checking the structures within
your area. The instructions should consider all
likely affected components of a disaster.
• Write in a 1 whole sheet of paper the draft to be
passed today, and the final output in a
computerized paper to be passed next meeting.
SAMPLE HEADING
TASK 4
• Disaster hero–
https://www.ready.gov/kids/games/data/dm-
english/
• Play the game online at home.
INDIVIDUAL TASK
• Do any of the following activities to reflect
understanding of the topic:
• Take photos or videos in your community. Are there
hazards waiting to happen? Why do you say so?
• In your own capacity, what can you do to contribute
to the reduction of disaster risk in your area? Write
in a ½ CW.
• In your area, are there existing buildings or
structures that can increase disaster risk? Why do
you think so. Write in a ½ CW.
REFERENCE
• De Guzman, F.R. and Suarez, D.A. (2016).
Disaster readiness and risk reduction. G.
Araneta, Avenue, Quezon City: Vibal Group,
Inc.
• Olivia, M.D.G. (2019). Disaster readiness
and risk reduction. Makati City: DIWA
Learning Systems, Inc.