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- 1. Introduction to Different Types of Disasters
- 2. Contoso S u i t e s 2 •At the end of the lesson, the learners will be able to: •• explain what a hazard is; •• define the two main categories (Natural and Man-made) of hazards; and •• identify the impact of hazards common in their environment.
- 3. Contoso S u i t e s 3 RECALL: • what are the natural processes that shape and change our environment?
- 4. Contoso S u i t e s 4
- 5. Contoso S u i t e s 5
- 6. Contoso S u i t e s • Hazard - A dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage. • Disaster - A serious disruption of the functioning of a community or a society involving widespread human, material, economic, or environmental losses and impacts which exceeds the ability of the affected community or society to cope using its own resources. 6
- 7. Contoso S u i t e s 7 Activity 1: Classifying Phenomena according to Hazard • H. Typhoon • I. Forest fire • J. Liquefaction • K. Storm surge • L. Tsunami • M. Extreme rainfal • A. Ground shaking • B. Tornado • C. Landslide • D. Flood • E. Indoor fire • F. Lava flow • G. Industrial pollution
- 8. Contoso S u i t e s 8 • 2. classify the phenomena in a table. You can classify them in any way they want but you have to describe the basis of your classification. write their answers in their activity notebook. 3. • Pair up with your seatmate you have to come up with a final classification scheme written on a sheet of paper. • You should discuss the differences and similarities, if any, and the basis for your classification with each other.
- 9. Contoso S u i t e s 9 NATURAL HAZARDS MAN-MADE AND TECHNOLOGICAL HAZARDS DEFINITION Naturally-occurring physical phenomena caused either by rapid or slow onset events A hazard originating from technological or industrial conditions, including accidents, dangerous procedures, infrastructure failures, or specific human activities. BIOLOGICAL HAZARD GEOLOGICAL HAZARD HYDROMETEOROLO GICAL HAZARD GREEK ETYMOLOGY (“bios” - life) (“ge” - Earth) (“hydro” - water) (“meteoros” - sky) DEFINITION (2009 UNISDR Terminolog y on Disaster Risk Reduction) Process or phenomenon of organic origin or conveyed by biological vectors/ agents, including exposure to pathogenic microorganisms, toxins and bioactive substances Geological process or phenomeno n Process or phenomenon of atmospheric, hydrological or oceanographic nature
- 10. Contoso S u i t e s 10 SAMPLE RESPONSES Natural, usually from living sources Natural process, originates from the solid earth- geosphere Natural process, but involved with the atmosphere and/or hydrosphere Man-made EXAMPLE Ebola Virus, flu virus, rabies Ballistic projectiles (Rocks from an erupting volcano), ground shaking, landslide, lava flow, liquefaction, tsunami Tornado, flood, typhoon, forest fire, tsunami Oil and chemical spill, forest fire, industrial pollution
- 11. Contoso S u i t e s 11 Activity 2: Role Play • This activity is meant for the learners to think independently and their quick analysis on the impacts of certain hazards according to specific locations.
- 12. Contoso S u i t e s 12 • A: Family in concrete house near the highway far from river and mountain • B: Mountain climbers going up the slope • C: Exchange learners in a local family home in the barrio near the river • D: Friends in a beach resort E: Fishermen out on the sea • F: Passengers in a jeep along a road with moderate traffic
- 13. Contoso S u i t e s 13 Imagine the impacts of certain phenomena (the hazards) on specific settings • A. There should be one reporter, who will explain what the group is representing • B. The rest of the group, actors, will take on roles, whether of living or non-living things. But there should always be at least one human in every situation. For example, they can be all humans, or one human and the rest are either animals, plants, or inanimate objects. • C. No member is needed to represent the hazard. • D. The actors must represent what is happening to the living and/or non-living things caught in the given situation. The assumption is that they are unable to avoid the situation. • E. 5-10 minutes to make a depiction. • F. The grade will be based on the accuracy of the depiction of possible impacts, not on the acting. • G. Each group should submit the list of roles to the teacher. This will be used as a guide for grading.
Editor's Notes
- I. Plate tectonics – leading to mountain building, volcanism, ocean formation, etc. II. Atmospheric processes – formation of clouds, precipitation, wind, etc. III. Biological accumulation – reef building, colony formation, forestation, etc. IV. Human activities – urbanization, extracting resources, geoengineering, etc. V. Point out to the local environment any of the processes that have been mentioned.
- Recall a recent or historical disastrous event. Ask the learners to tell the class what they know about it. 2. Emphasize how the Philippines is one of the most hazardous countries in the world, having more than 20 tropical cyclones in a year, earthquakes everyday, and more than 20 active volcanoes found all over the country.
- DEFINE THESE IN YOUR OWN WORDS AND YOUR OWN DIALECT
- (if odd numbered class, one group can be three learners)
- Provide feedback after every play, mentioning the aspects they have missed.