A DETAILED LESSON PLAN IN DISASTER READINESS

AND RIDK REDUCTION

GRADE 11
By Mary Ann L. Tolibao

TOPIC/ LESSON Chapter 2: Exposure and Vulnerability

CONTENT STANDARD The learners demonstrate an understanding of various elements that may be
exposed to hazards: 1. Physical 2. Social 3. Economic 4. Environmental; and
vulnerability of each exposed element.
PERFORMANCE The learners conduct hazard hunts of exposed elements and propose corresponding
STANDARD corrective actions for one’s preparedness.
LEARNING The learners…
COMPETENCIES  enumerate elements exposed to hazards (DRR11-IIIb-7);
 explain the meaning of vulnerability (DRR11-IIIb-8);
 explain why certain sectors of society are more vulnerable to disaster than
others (DRR11-IIIb-9);
 analyze why certain structures are more vulnerable to specific hazards than
others (DRR11-IIIb-10);
 determine the elements that are exposed to a particular hazard (DRR11-IIIb-
11);
 recognize vulnerabilities of different elements exposed to specific hazards
(DRR11-IIIb-12); and
 differentiate among hazards, exposure, and vulnerabilities and give examples
from actual situations (DRR11-IIIb-13).
SPECIFIC LEARNING At the end of the lesson, the learners will be able to:
OUTCOMES/ OBJECTIVES 1. identify elements that may be exposed to hazard or at risk;
2. understand how exposure and vulnerability are considered as
determinants of disaster;
3. understand how vulnerability affects risks; and
4. conduct hazard hunt in their community to understand the potential
human impact and consequences.
TIME ALLOTMENT 270 mins, November 12-14, 2018
REFERENCE Disaster Readiness and Risk Reduction Textbook by Rolly E. Rimando (pages 14-22)

I. Procedure:
Teacher’s Activity Student’s Activity

Everyone is requested to please stand up for the prayer. (one student will lead the prayer)

Before you take your seats, kindly pick up some pieces of

papers and arrange your chairs properly.

Now, let’s check your attendance. Do we have absentees

today? (checking of attendance)

I am glad that all of you are present today.

Good morning, class? Good morning, ma’am.

A. Preliminary Activity
Learning Task 1- Introduction/Review
Last week, we were able to identify some of the impacts
of the disaster that may have resulted from failure to
anticipate the timing and enormity of natural hazard. The
impact does not only refer to the number of deaths, but
it also includes the destruction of property, the
destruction of main source of livelihood and other
factors.
Today class, we will find out the various elements that
may be exposed to hazard, including environmental,
social and economic factors and how exposure and
vulnerability become a main determinant of disaster.
Learning Task 2-Motivation
Lack of awareness about the range of consequences of a (Student’s answer)
hazard event is a big reason why many take natural 1. Falls—Injuries due to falls are one of the most
hazard for granted. People are not the only ones that can common household hazards. In fact, one out of
be affected by hazard. For this, one should however, try five older adults who falls incurs a broken bone
to think in terms of who and what might be affected if or a head injury. Wet floors, slippery stairs, and
something goes wrong. To be aware of exposure and scattered toys all create the potential for falls.
vulnerability, let us be familiar with smaller elements Ways to minimize risks:
that are exposed to hazard which is no different from  Stabilize Staircases
doing it with bigger things exposed to bigger sources of Make sure all staircases have solid handrails, securely
danger. affixed flooring, adequate lighting, and safety gates if
there are small children in the home.
Now, in your group, make a list of those which might be  Clear Outdoor Steps
affected by various man-made hazards at home and in Keep all outside stairs clear of debris and hazards like
your neighborhood. Then, explain what one can do to get ice and snow. Add secured mats or grip tape to make
these out of harm’s way. surfaces less slippery.
 Secure Bathrooms
Secure rugs to avoid slipping and water pooling on
slick surfaces. Non-slip stickers are another good way
to keep everyone in your home from slipping in the
shower.

2. Fires—causing everything from mild smoke

damage to total devastation, including loss of life.
Even candles or an unattended iron could lead to
an accidental fire in your home.

Ways to minimize risks:

 Install Fire Alarms
Install fire alarms on all levels of your home, and
check and change the batteries at least annually.
 Monitor Candles
Never leave candles unattended or near loose cloth
like drapes or blankets. Also, make sure they are out
of reach of children and that pets can’t knock them
over.
 Unplug Appliances
Avoid an electrical fire by making sure that all
appliances are in good working order and no wires are
frayed. Don’t overload electrical outlets, either. In
fact, it’s a smart practice to unplug small appliances
like toasters when not in use.
 Purchase a Fire Extinguisher
Keep at least one fire extinguisher in your home—and
check it annually to verify it is in good working order
and up to date.

3. Choking—Is the country’s fourth-largest cause of

accidental death, claiming nearly 5,000 victims in
2014. From a bit of dinner going down the wrong
way to a youngster accidentally swallowing a
small item

Ways to minimize risks:

 Close the Trash
Use a locking garbage can to protect small fingers and
pets from finding sharp edges on opened cans and
lids.
 Store Kitchen Supplies
Knives, graters, and peelers are common items that
can lead to nasty cuts. Properly store all sharp kitchen
tools and lock them up if you have small children in
the home.
  Lock the Bathroom
If you use a razor, keep it on a high shelf or locked in
a cabinet. Store extra blades in drawers with safety
guards and keep other grooming tools like cuticle
scissors safely stowed as well. Child safety locks are
easy to install and keep little fingers away from
dangerous implements.
 Point Knives and Forks Down
Keep little ones safe from sharp points by pointing
knives and forks downward in the utensil basket of
the dishwasher. Place the basket away from the front
of the dishwasher as well, to make sharp objects even
less accessible.
4. Poisoning—several household items present
poisoning hazards, including cleaning and home
maintenance supplies.

Ways to minimize risks:

 Store Medications Properly
Both over-the-counter and prescription medications
need to be kept away from children and teens.
Dispose of all unused medications and never leave
them out on a counter.
 Keep Paint Out of Reach
Even paint that isn’t lead-based needs to be properly
stored and kept out of reach of children. Never put
paint in a container other than the one it came in,
otherwise your child may mistake it for a drink or
other item.
 Make Sure Chemicals Are Secure
Protect both children and pets from accidental
poisoning by cleaning supplies. Keep all household
cleaners in a high cupboard with a safety lock to keep
kids and animals from accidentally finding them. Lock
up pesticides and items like turpentine in a cupboard
or lockbox in the garage or shed.
 Put Away Personal Products
Keep all makeup, hair products, soaps, and other
personal products out of the reach of children and
pets. Use safety latches on all doors and drawers to
help keep even the most determined youngsters out.
 Lock Up Detergent
As with all household cleaners, keep detergent locked
out of reach of pets and kids. If you use detergent
pods, make sure children don’t mistake them for
candy. Never fill the soap dispenser until you’re ready
to start a load and always check your dishwasher for
leftover residue after each cycle.

B. Lesson Proper:
Learning Task 3- Activity

Activity 1. Elements at Risk and Exposure

Elements at risk are the people, properties, economic

activities, and private and public services potentially
threatened by a harmful event.
 Draw the disaster risk model and identify the
different variables that would reduce
vulnerability.
 As the risk model (Risk = Hazard x Exposure x
Vulnerability) shows, risk is also a function of hazard.
The combination of both hazard and exposed
population provides the physical exposure:
PhExp = Hazard x Exposure
where:
PhExp = physical exposure for the affected area
Hazard = probability of occurrence of an event at a
given magnitude.
Exposure = total population living in the affected area
for each event

Activity 2. Social, Environmental, and Economic Activity 2.

Dimensions of Exposure and Vulnerability (the student will conduct hazard hunt in their
community to understand the potential human
Here is a detailed list of the physical elements exposed to impact and consequences.)
various hazards.
1. Essential Facilities (each group will present their discussions)
 Educational facilities
 Medical and healthcare facilities (hospitals and
clinics)
 Emergency response facilities (fire station, police
station, and shelters)
 Government offices
 Recreational or tourist facilities (hotels, resorts,
parks, public gardens, camping grounds, sporting
areas, etc.)
 Places of worship (churches and mosques)
 Banks and financial centers
 Markets and shopping centers
 Cemeteries

2. Industrial and High Potential Loss Facilities and

Facilities Containing Hazardous Materials
 Dams and ponds
 Fuel reservoirs, pipelines and pumps
 Power (electric) generating plants and lines
 Multi-purpose hydropower plants, water tanks and
lines
 Food processing facilities

3. Transportation Lifelines
 Highways, bridges, railway tracks, and tunnels
 Bus facilities
 Port and harbor facilities
 Airport facilities and runways

4. Utility lifelines
 Potable water and waste water facilities, pipelines
and distribution lines
 Oil and natural gas system facilities, pipelines and
distribution lines
 Electric power facilities and distribution lines
 Communication facilities (stations) and distribution
lines (cable and networks)

For the activity 2, do the following:

1. Choose three elements from each of the four
physical elements types listed above. Take note of
the location of the items you have chosen in your
community. Which of these can be affected in case
of:
 a) A large magnitude earthquake
b) Flooding due to river or sea water
2. Analyze the possible consequences of these hazard
events to the physical elements you chose. Example
of consequences are:
a. Total or partial building collapse
b. Structural damage
c. Loss of electric power
d. Communication lines down
e. Rupture gas pipes
f. Water lines damage
g. Explosion
3. Analyze the potential human impact (possible death
or injury) for each consequence you have listed.

Activity 3. Social, Environmental, and Economic Factors Activity 3.

of Vulnerability Social
Most vulnerable populations:
Cite example for each of the factors of the vulnerability.  People with disabilities
 Social  Children
 Environmental  Seniors
 Economic  Medication-dependent individuals
(diabetic and schizophrenics)
 Women (single, single parents, or the
unemployed)
 Ethnic minorities, aboriginal or
indigenous people
 Homeless or “street people”
 Incarcerated individuals
 Marginalized groups (society or
community)
Environmental
 Developing nations face more exposure and
vulnerability compared to developed
countries
 Rapid urbanization in hazardous areas
 Quintupling of the world’s urban population
 Increasing population versus the funds to
cope with the effect of hazard event
 The increasing number of informal settlers
Economic
Economic vulnerability is the susceptibility of
individuals, communities, businesses, and
governments to absorb or cushion the effects of
hazard events.
 Rural household and urban environments
 Limited access to markets and other services
 Women vs men in the access to livelihood

Learning Task 4- Analysis

An example of exposure map (tropical cyclones map)

What can you say about the exposure map? Ma’am, the physical exposure map was derived from
a frequency map and a population distribution map.
Although estimates of risk are not shown, these maps
are useful indicators of the possible impact of the
occurrence of hazard events to people and residential
structures.
Now, let us have the different the social, environmental,
and economic dimensions of exposure and vulnerability.

When a disaster strikes, casualties (deaths, missing

persons, and injured people) and property losses and
damages are the first to be reported in tri-media. Long
after a disaster, the effects to the other elements assume
greater attention. These are the consequences that
cannot be measured or quantified as easily as property
losses or damages. Tangible and intangible losses fall
under social, environmental, and economic categories.

What is your understanding on social dimensions? The social dimensions of exposure and vulnerability
covers a wide range of concerns (including migration,
social groups, health and well-being, education,
culture, institutions, and governance aspects) but
demography is the most important aspect.

How about the environmental dimensions? The physical aspects of exposure and vulnerability
refer to location and built structures.

Environmental aspects of exposure and vulnerability

encompasses those beyond the physical dimension.
Also include are potentially vulnerable natural
systems such as low-lying areas, coastal regions, and
mountainous areas. Sometimes, the combination of
human settlement patterns and environment makes
populations more vulnerable to hazard events.

And the economic dimensions? Economic effects of hazard event include business
interruptions due to accessibility problems, loss of
jobs and access to work, and loss of government
income due to inability of business and people to pay
taxes at a time when more funds are needed for relief
and rehabilitation. Disaster may also affect the gross
domestic product (GDP).

Learning Task 5-Abstration

Answer questions below.
1. How does exposure and vulnerability consider as 1. Exposed elements can refer to the number of
determinants of disaster? people or structures within the exposed area
while vulnerability refers to the degree of loss to
2. How vulnerability affects risks a given element at risk at a certain severity level.
Levels of vulnerability (and exposure) help to
explain why some non-extreme hazards can lead
to extreme impacts and disasters, while some
extreme events do not.
2. By including vulnerability in our understanding of
disaster risk, we acknowledge the fact that
disaster risk not only depends on the severity of
hazard or the number of people or assets
exposed, but that it is also a reflection of the
susceptibility of people and economic assets to
suffer loss and damage.
Learning Task 6-Application
Let us play celebrity bluff’s fact or bluff.

Direction: I will be reading statements/information from

our discussion earlier. Identify whether the statements
state a fact or bluff. Raise the red flag if you think that
the statement is a bluff or raise your blue flag if it is a
fact.
Remember: Wait for the word “RAISE” before you raise
your flags. Failure to follow this rule will be subjected to
disqualification. This means that the group that had
failed to follow the rule will have a zero point directly on
that round. The group however, will be allowed to
answer the next round after being disqualified with the
previous round.
Is this clear, class? Yes, ma’am.

Statements: Answers:
1. Natural hazard includes implication that the 1. Fact
natural phenomenon under discussion has the 2. Bluff—hazard
potential to cause danger and damage to 3. Bluff—risk assessment
human and their property. 4. Fact
2. There is a disaster when an event like tsunami 5. Bluff—environmental factor
hits an uninhabited area.
3. Disaster risk estimates the impact that a hazard
would have on people, services, facilities and
structures.
4. The social dimensions of exposure and
vulnerability covers a wide range of concerns
including migration, social groups, health and
well-being, education, culture, institution, and
governance aspects.
5. Rapid urbanization in hazardous areas is an
example of economic factors that determines
the severity of damage from a given hazard.

II. Assessment
Direction: In a ½ crosswise paper, answer the following questions.

For Social, Environmental, and Economic Factors of Vulnerability

1. For a storm surge hazard, which is more important to minimize, a building’s exposure or its
vulnerability? Explain.
2. Why are poor people more vulnerable to certain natural hazards (example flood)?

For Social, Environmental and Economic Dimensions of Exposure and Vulnerability

1. If your choice of applying protective measures is limited, which five specific physical elements at risk
would you prioritize? Explain.
2. How different are the exposure to flood hazard of people from cities in developed countries and in
less developed countries? Cite examples.

III. Assignment
List down some methods on expressing vulnerability (quantifying vulnerability) of the following:
 For people
 For buildings
 For larger areas

Submitted to:

ZITA B. DURAN
Principal, SHS-SJIT Main