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QUARTER 3 MODULE 2
EFFECTS OF DISASTER AND ITS DIFFERENT PERSPECTIVES

Locally Developed Self-Learning Material

SCHOOLS DIVISION OF OLONGAPO CITY

Disaster Readiness and Risk Reduction – Grade 11
Quarter 3 – Module 2. Effects of Disaster and Its Different Perspectives

First Edition, 2021

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sent nor claim ownership over them.

Development Team of the Module

Key Teacher-Writer : Maria Aurora A. Calixto

Editor : Yvette H. Roque

Reviewers : Yvette H. Roque

Ramil G. Gonzales, PhD
Roderick A. Tadeo, PhD
April Joy V. Albior

Management Team: Leilani S.amson Cunanan, CESO V

Maylene M. Minimo, EdD, CESE
Ariel C. Lansang
Jose C. Tala, EdD

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 MODULE 2. EFFECTS OF DISASTER AND ITS DIFFERENT PERSPECTIVES
Disaster greatly affects many lives. In order to mitigate, an understanding of disaster should be realized.
This module is designed to help students have an understanding of disaster through its effects, and as viewed
from different perspectives.

Content Standard: The learners demonstrate understanding of:

1. Concept of disaster,
2. Concept of disaster risk,
3. Nature of disasters, and
4. Effects of disasters.
Performance Standard: The learners should be able to:
1. The learners relate the concept of disaster with daily life.
K to 12 CG Code & Most Essential Learning Competency: In this module, the learners should be able to:
1. Describe the effects of disasters on one’s life; (DRR11/12-Ia b-3); and
2. Analyze disaster from the different perspectives (physical, psychological, socio-cultural, economic, political,
and biological). (DRR11/12-Ia b-6).

Directions: Choose the BEST answer from the options given and write the CAPITAL LETTER.
___1. What is the term used referring to damaging incident that happened unexpectedly in a certain society and
caused harm to people and their properties?
A. disaster
B. hazard
C. politicking
D. terrorism
___2. –What effect of disaster refers to the shortage of sustenance among people?
A. displaced population
B. emotional aftershock
C. food scarcity
D. health risk
___3. These are the most visible and quantifiable effects of a disaster, which are damage to physical elements such
as buildings, infrastructures, including people and their properties, e.g. houses & environmental sources of
living.
A. Physical Perspective
B. Psychological Perspective
C. Emotional Perspective
C. Socio-cultural perspective
___4. The following are emotional effect of disaster EXCEPT for:
A. Shock
B. Terror
C. reduced immune system
D. difficulty feeling love
___5. What is the collective term used for the condition of people who develop stress reaction that negatively affect
their physical and mental behavior after suffering from a disaster?
A. displaced population
B. emotional aftershock
C. food scarcity
D. health risk

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 POEM: DISASTERS
Directions: Read the poem, Disasters. List down what you have felt after reading and interpreting.

Disasters
(JMF)
Tragedies come in different forms
Tsunami, landslides, fires, and typhoons
Floods, earthquakes, droughts, and volcanic eruptions
Shipwreck, forest fire, epidemic, pandemic, and even explosions
Imminent hazards are associated with disasters
Threat in health, physical danger, and emotional concerns
Damage to properties, death, and other fears
That the victims see, hear and experience.
Countless times, we have watched disasters all around us;
We knew its effects; we understand the horror that it has;
We shed tears for others; we prayed for some; we might had helped a mass,
Trying moments like this, to be a man for others---really is a MUST!
Therefore, disasters must be foreseen and forecasted;
It must be anticipated for everyone to be prepared;
Its effect on human and society must be planned and considered;
To save lives and properties and preserve social order.

Effect of Disasters on My Life

Directions: Think of five (5) disasters that you had experienced, watched, or read in the past two years. Write how
you feel while experiencing, watching, or reading it.

Calamity/Disaster How Did You Feel?

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 Effects of Disaster and Its Different Perspectives

A hazard is a dangerous situation or event that carries a threat to humans, while a disaster is an event that
harms humans and disrupts the operations of society. Hazards can only be considered disasters once it affected
humans. If a disaster happened in an unpopulated area, it would only be considered as an incident.
Effects of Disaster
The effects of disaster could be categorized either as primary, secondary, or tertiary effect.
Primary effects are direct situations arising from the disaster itself. When a strong typhoon hits a village, it
can cause primary effects such as flooding, destruction of houses, damage property, and loss of life.
Secondary effects are situations resulting from primary effects. Among the secondary effects of strong ty-
phoon that has hit a village is the disruption of electrical and water services because of power and water lines.
Tertiary effects are those that are not experience as a disaster is taking place but can be felt sometime after
the disaster has occurred. Flooding is a primary effect that may become a tertiary effect when the location of the
village’s river channel changes as the result of flooding leaving the old channel dry. This in turn, can give rise to oth-
er affects such lack of water for crop grown in the village and lack of liveli-
hood to the destruction of farmland.
A disaster, natural or man-made, can bring about many devastating
effects. Among these are deaths, destruction of infrastructures, loss of liveli-
hood and services, and other physical and nonphysical effects.
Displaced Populations. One of the most immediate effects of natural
disasters is population displacement. When countries are ravaged by earth-
quakes or other powerful forces of nature, many people need to abandon
their homes and seek shelter in other regions. A large influx of refugees can
disrupt accessibility of health care and education, as well as food supplies Figure 1. The displaced Aeta
and clean water. communities during Mt. Pinatubo
When Mt. Pinatubo erupted in 1991, thousands of families in Zam- eruption. From https://
earlpadunan.wixsite.com/drrr/gallery?
bales and Pampanga were displaced. Their communities were ravaged by lightbox=dataItem-izs11hra1
lahar flow that turned these communities.
Health Risks. Aside from the obvious immediate danger that natural disasters
present, the secondary effect can be just as damaging. Severe flooding can
result in stagnant water that allows breeding of waterborne bacteria and malar-
ia-carrying mosquitoes. Without emergency relief from international aid organi-
zations and others, death tolls can rise even after the immediate danger has
passed.
Olongapo City experienced an outbreak of leptospirosis after it was heavily
flooded due to monsoon rains and was placed under a state of calamity.
Food Scarcity. The aftermath of natural disasters affects the food supplies.
Figure 2. Leptospirosis outbreak in Thousands of people around the world are hungry because of destroyed crops
Olongapo City, which led to 8 deaths and loss of agricultural supplies, whether it happens suddenly in a storm or
and 300 infected. From https:// gradually in a drought. As a result, food prices rise reducing families’ purchas-
www.youtube.com/watch? ing power and increasing the risk of severe malnutrition or worse. The impacts
v=8tPLdwk6kYg of hunger following an earthquake, typhoon or hurricane can be tremendous,
causing lifelong damage to children’s development. The lives and health of the following potentially vulnerable
groups are at risk:
• young children, pregnant and nursing women, unaccompanied children, widows, elderly people without
family support, disabled persons;
• the poor or marginalized people;
• migrants or individuals who leave or flee their habitual residence to go to new places, usually abroad to
seek better and safer living;
• the displaced populations who leave their habitual residence in groups, usually due to a sudden impact
disaster, like an earthquake, volcanic eruption or a flood, threat or community conflict, as a coping
mechanism and with the intent to return; and 5. the former migrants or displaced people returning to
their homes (returnees).

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 Household and community structures, community facilities, livelihood and economic activities, and the environ-
ment are also at risk in times of disaster. Disaster risk depends on the choices made by individuals, households, com-
munities and governments. It might be increased or decreased depending on their preparedness level, prevention and
mitigation. Generally speaking, when we look into the social status of certain individuals, family responsibilities or re-
productive role, women may be affected differently from men but they are not necessarily vulnerable. They are also
resourceful and resilient in times of crisis and play a vital role in recovery.
Emotional Aftershocks. Natural disasters can be particularly traumatic for young children. Confronted with
scenes of destruction and the deaths of friends and loved ones, many children develop post-traumatic stress disorder
(PTSD), a serious psychological condition resulting from extreme trauma. Left untreated, children suffering from PTSD
can be prone to lasting psychological damage and emotional distress.
According to Substance Abuse and Mental Health Services Administration (SAMHSA), before and after a disas-
ter or crisis, it is common for the children, adults, and first responders to feel emotional distress. Natural and human-
caused disasters can have a devastating impact on people’s lives damage to property, or the loss of a home or place
of employment. Anyone who sees or experiences this can be affected in some way. Most stress symptoms are tempo-
rary and will resolve on their own in a fairly short amount of time. However, for some people, particularly children and
teens, these symptoms may last for weeks or even months and may influence their relationships with families and
friends. Common warning signs of emotional distress include:
For adults:
• Eating or sleeping too much or too little
• Feeling guilty, helpless, or hopeless
• Avoiding family and friends
• Crying spells or bursts of anger
• Losing interest in daily activities
• Pulling away from people and things
• Having low or no energy
• Having unexplained aches and pains, such as constant stomachaches or headaches
• Feeling helpless or hopeless
• Excessive smoking, drinking, or using drugs, including prescription medications
• Worrying a lot of the time; feeling guilty but not sure why
• Thinking of hurting or killing yourself or someone else 4
• Having difficulty readjusting to home or work life
For children (6-11 years old)
• Withdrawing from playgroups and friends
• Competing more for the attention of parents and teachers
• Being unwilling to leave home
• Being less interested in schoolwork
• Becoming aggressive
• Having added conflict with peers or parents
• Having difficulty concentrating
• Become withdrawn
• Resist authority
• Become disruptive or aggressive at home or in the classroom
• Experiment with high-risk behaviors such as underage drinking or prescription drug misuse and abuse
For teens, the impact of disasters varies depending on how much of a disruption the disaster causes their fami-
ly or community. Teens ages 12 to 18 are likely to have physical complaints when under stress or be less interested in
schoolwork, chores, or other responsibilities. Although some teens may compete vigorously for attention from parents
and teachers after a disaster, they also may:
• Become withdrawn
• Resist authority
• Become disruptive or aggressive at home or in the classroom
• Experiment with high-risk behaviors such as underage drinking or prescription drug misuse and abuse
For those who have lived through a natural or human-caused disaster, the anniversary of the event may renew
feelings of fear, anxiety, and sadness. Certain sounds, such as sirens, can also trigger emotional distress. These and
other environmental sensations can take people right back to the disaster, or cause them to fear that it’s about to trig-
ger happen events” can again happen (SAMHSA).

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Perspectives on Disasters
When disaster strikes, physical consequences–damage, destruction, disruption, displacement, death, debility,
and disability–are most often overt and observable. Disaster public health needs are starkly evident. Conversely,
psychological consequences tend to be less visible and historically, overlooked.
Physical perspectives includes the visible or tangible materi-
als, whether natural or man-made, which have been affected by the
disaster. The altered or removed structures may change the land-
scape, zoning and accessibility of an area.
Psychological perspectives refers to the people’s emotional,
cognitive, or interpersonal reaction to difficulties. These include
shock, terror, anxiety, disbelief, nightmares, trauma, social withdraw-
al or alienation, and depression.
Economic perspectives focuses on the disruption of eco-
nomic activities in the community. Injuries and death, destruction of
fixed assets and infrastructure, and disruption in the flow of goods Figure 3. The DSWD , conducting stress
and services affect economic factors such as GDP, growth rates, debriefing and counselling, vital in post-
disaster management, empowering people and
indebted levels, and fiscal deficits. aims to improve their quality of life in the
Sociocultural perspectives centers on the response of the aftermath of disaster.
people, whether victims or not, to emergency situations and to the
kind of assistance they received. Religions, customs, attitudes, beliefs, and values can influence their approach to
or their recovery from disaster.
Political perspectives deals with how government services are used to reduce loss or damage by preparing
for and preventing disasters.
Biological perspectives are potentials for infectious or communicable diseases after disaster takes place.
§Humans and animals that have been injured or exposed become susceptible to infections.

ACTIVITY 1. DISSECTING A DISASTER

.
Directions: Look at the picture-collage. Identify at least 3 primary, secondary, and tertiary effects of the disaster.
Describe the scenario according the 6 perspectives mentioned above.

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 ACTIVITY 2. SUTURING A DISASTER

Directions: Recall the devastation of Super Typhoon Yolanda. List down the effects it brought to the community
and tell how people coped up from it, citing the solutions done by the different sectors, from the different per-
spectives.

EFFECTS OF HAZARDS PEOPLE’S/SECTOR’S RESPONSE TO THE HAZARD

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 ACTIVITY 3. A WIN-WIN SOLUTION AMIDST THE PANDEMIC

DIRECTIONS: Anna is a front liner that helps COVID patients obtain good health and recover from their current situ-
ation. She is living alone renting one room in your family’s apartment complex. The Barangay Captain and
other officials of your barangay frequently visit your parents inquiring about Anna, in particular. It was all-over
the news that the hospital Anna is working had a breakout, and most of the health workers resulted positive.
Anna was instructed to self-quarantine awaiting her results. The neighborhood are fearful that Anna might in-
fect other people within the community as she stays longer within the vicinity. Your parents are being pres-
sured to make an immediate action. Considering the effects of the pandemic, amidst the varying perspectives
on the contagious virus and the disease, how are you going to help your parents, and what are the proactive
steps that can be done by Anna, you and your family, and the whole community?

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 Directions: Choose the BEST answer from the options given and write the CAPITAL LETTER
on the answer sheet.

___1. What is the term used referring to damaging incident that happened unexpectedly in a certain
society and caused harm to people and their properties?
A. disaster B. hazard
C. politicking D. terrorism
___2. –What effect of disaster refers to the shortage of sustenance among people?
A. displaced population B. emotional aftershock
C. food scarcity D. health risk
___3. These are the most visible and quantifiable effects of a disaster, which are damage to physical
elements such as buildings, infrastructures, including people and their properties, e.g. houses &
environmental sources of living.
A. Physical Perspective B. Psychological Perspective
C. Emotional Perspective D. Socio-cultural perspective
___4. The following are emotional effect of disaster EXCEPT for:
A. Shock B. Terror
C. reduced immune system D. difficulty feeling love
___5. What is the collective term used for the condition of people who develop stress reaction that neg-
atively affect their physical and mental behavior after suffering from a disaster?
A. displaced population B. emotional aftershock
C. food scarcity D. health risk
___6. A strong typhoon hit an uninhabited area in the mountainous Sierra Madre region. What are you
going to name the damaging event?
A. disaster B. hazard
C. emergency D. incident
___7. Which of the following characteristics will help a person to recover quickly after a disaster?
A. One must be happy and hopeful. B. One must be prayerful and friendly.
C. One must be wise and cooperative. D. One must be resourceful and determined.
___8. What is Post Traumatic Stress Disorder (PTSD)?
A. Congenital condition B. Neonatal condition
C. Pre-existing condition D. Psychological condition
___9. In a situation that you know you and your family are on a disaster risk area, how could you reduce
the impact of a disaster that may come in your life?
A. Avoid the crowd.
B. Watch news to be informed.
C. Get the right mindset and preparation.
D. Build good relationships among neighbors.
___10. Coronavirus disease 2019 (COVID-19) is an infectious disease caused by coronavirus 2 (SARS-
CoV-2), a serious acute respiratory syndrome. This was first detected in Wuhan, China in Decem-
ber 2019 and then spread around the globe, triggering a continuing pandemic situation How can
the Philippine win against disasters like COVID19?
A. Quarantine protocols must be continued.
B. People must maintain a clean environment at all time.
C. The citizens must follow health guidelines and safety measures.
D. The government must be allowed to decide for the good of the fellow people.

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 ACTIVITY 3. URBAN PLANNER IN ACTION

Directions: Watch the movie “The Impossible”. Write a movie review essay focusing on the effects of the haz-
ard on the lives, properties, economy, and the environment. How do you relate with the experiences of the
lead characters? What values are encouraged by the film? How are these be applied to what is happen-
ing right now.

Component Fair (3 Good (4) Excellent (5)

Personal Movie Evaluation and opinion is stat- Evaluation and opinion is Evaluation/opinion is ef-
Evaluation ed but muddled and inconsist- clear and often supported fectively stated and sup-
ently supported. with evidence. ported with evidence.
Summary and gen- Contains limited overview of Demonstrates a good un- Effectively articulates di-
re director's purpose and docu- derstanding of documentary rector's purpose and artis-
mentary approaches. approaches and director's tically aligns documentary
purpose. approaches with it.

Effective organiza- Review is limited. Organiza- Review is organized and Review demonstrates
tion and flow tion, transitions and develop- most transitions and con- strong organization, clear
ment are inconsistent. nections are effectively de- transitions and logical
veloped. connections.
Understanding of Limited analysis and under- Analysis of film techniques Insightful analysis of film
film techniques standing of film techniques is articulate and effective. techniques artistically pre-
evident. sented.

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Barairo, R. A. & Aquino, G. H. (2020). Disaster Readiness and Risk Reduction Alternative Delivery Mode Quarter 1
– Module 1: Basic Concept of Disaster and Disaster Risk First Edition. Department of Education – Region IV-A
CALABARZON.
Barairo, R. A. & Aquino, G. H. (2020). Disaster Readiness and Risk Reduction Disasters and Its Effects. Department
of Education – Region IV-A CALABARZON.
Braganza, M. C. S. (2005). Earth Science (Revised Ed.). Rex Bookstore, Inc.
Disasters and their Effects on the Population: Key Concepts. https://www.aap.org/en-us/Documents/
disasters_dpac_PEDsModule1.pdf .
International Strategy for Disaster Reduction, “Climate Change and Disaster Risk Reduction”, September 2008
https://www.wmo.int/pages/prog/dra/vcp/documents/7607_Climate-Change-DRR.pdf
Quebral, Villamor S, 2016. Disaster Readiness & Risk Reduction. Quezon City, Metro Manila, Lorimar Publishing
Inc.
Rimando, R. E. Disaster Readiness and Risk Reduction. First Edition. Manila: Rex Book Store, Inc. 2016.
Tarbuck, E. J. et al (2014) Earth An Introduction to Physical Geology,
Teaching Guide for Senior High School EARTH SCIENCE. (2016) The Commission on Higher Education in collabo-
ration with the Philippine Normal University.
Srivastava, K. (2010, January). Disaster: Challenges and perspectives. Industrial psychiatry journal. https://
www.ncbi.nlm.nih.gov/pmc/articles/PMC3105552/.
The Irish Times. (2011, December 17). Philippines typhoon kills more than 400 people. The Irish Times. https://
www.irishtimes.com/news/philippines-typhoon-kills-more-than-400-people-1.888970#:~:text=Iligan%20City%
20Mayor%20Lawrence%20Cruz,city%20had%20experienced%20in%20years.%22.
UNISDR, WMO . (0AD). UN System Task Team on the Post 2015 UN Development Agenda. United Nations.

WHAT’S NEW: Cloud That Surround B 5.

C 4.
A 3.
Answer vary. C 2.
WHAT’S IN: Poem Analysis A 1.
Answers vary. WHAT I KNOW

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