12

DISASTER READINESS AND

RISK REDUCTION

QUARTER 3

LEARNING ACTIVITY SHEET

Week 5 to Week 8
 Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
Learning Activity Sheet in DRRR
(Grade 12)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

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This material has been developed for the implementation of K to 12 Curriculum through the
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commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS, PhD., CESO IV
Assistant Regional Director : JESSIE L. AMIN, EdD., CESO V
Schools Division Superintendent : ORLANDO E. MANUEL, PhD, CESO V
Asst. Schools Division Superintendent(s): WILMA C. BUMAGAT, PhD., CESE
CHELO C. TANGAN, PhD., CESE
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : ROGELIO H. PASINOS, PhD.

Development Team Writers

: MAGGIE T. GUZMAN, JOYLYN C. ALARCADO, YOLA JANE R.
YOCENTE, CONSOLACION B. BALUGA, MELANIE MAE C. TELAN

Content Editors : MARIA CHARINA MADARANG- SDO SANTIAGO CITY,

ARTHUR DATUL- SDO ISABELA ,
JOVY DESEMRADA- SDO TUGUEGARAO CITY

Focal Persons : GERRY C. GOZE, PhD., Division Learning Area Supervisor

NICKOYE V. BUMANGALAG, PhD. Division LR Supervisor
ESTER T. GRAMAJE, Regional Learning Area Supervisor
RIZALINO CARONAN, Regional LR Supervisor

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph

NOTE: Practice personal hygiene protocols at all times ii

 Table of Contents

Compentency Code Page number

Define hazards Give examples of the
types of hazards DRR 11/12-Ie-14 1 – 11
Explain the impact of various hazards
on people and the environment DRRR11/12-Ie-16 12 – 19
Identify various potential earthquake
hazards DRR11/12-If-g-17 20 - 31
Recognize the natural signs of an
impending tsunami DRR11/12-If-g-18 32 – 40
Analyze the effects of the different
Earthquake Hazards DRR11/12-If-g-19 41 – 50
Interpret different Earthquake Hazard
Maps DRR11/12-If-g-19 51 – 57
Explain various volcano-related
hazards DRR11/12-lh-i-22 58 – 71
Recognize signs of an impending
volcanic eruption DRR11/12-lh-i-24 72 – 86
Interpret different volcano hazard
maps DRR11/12-lh-i-25 87 – 100

NOTE: Practice personal hygiene protocols at all times iii

 DISASTER READINESS AND RISK REDUCTION
Name : _____________________________________ Grade Level: ______
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

Basic Concept of Hazard

Background Information for Learners (BIL)

According to UNDRR (United Nations

Office for Disaster Risk Reduction)
terminology (2017) a hazard is a
process, phenomenon or human
activity that may cause loss of life,
injury or other health impacts,
property damage, social and
economic disruption or environmental
degradation. Hazards may be natural,
anthropogenic or socionatural in
Natural Hazards 101
origin. In addition, according to the Image Credit: https://www.bnhcrc.com.au/publications/biblio/bnh-5420
United Nations International Strategy
for Disaster Reduction (UNISDR), a hazard is a natural process or phenomenon that may
pose negative impacts on the economy, society, and ecology, including both natural
factors and human factors that are associated with the natural ones. Hazards are the
origins of disasters. Hazards are detrimental to the development of human beings and
hinder the sustainability of the world.

Types of Hazards and its example

Hazards are often categorized by whether they are natural (sometimes termed physical)
or technological (sometimes called man-made or human-induced). Natural hazards can
be classified into several broad categories: geological hazards, hydrological hazards,
meteorological hazards, and biological hazards. On the other hand, technological
hazards includes health threats, radiological and nuclear hazards, chemical hazards, pollution
and terrorism is the use of force or violence against persons or property

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Geological hazards are hazards driven by geological (i.e., Earth) processes, in
particular, plate tectonics. This includes:

Earthquakes- also known as a quake, tremor or temblor) is

the shaking of the surface of the Earth resulting from a
sudden release of energy in the Earth's lithosphere that
creates seismic waves.
Earthquake rocks the Philippines
www.usatoday.com

Volcanic Eruptions- occurs when hot materials

from the Earth's interior are thrown out of a volcano. Lava,
rocks, dust, and gas compounds are some of these ejected
materials

Mayon Volcano
Landslides- defined as the movement of a mass of rock, https://www.britannica.com/place/Mayon-
Volcano
debris, or earth down a slope due to gravity

Subsidence- is a gradual settling or sudden sinking of the

Earth's surface due to removal or displacement of
subsurface earth materials.

Landslide St. Bernard

https://www. phivolcs.dost.gov.ph/

Meteorological hazards these are hazards related to atmospheric patterns or conditions

and are generally caused by weather factors such as precipitation, temperature, wind
speed, and humidity. Meteorological hazards include:

Typhoons/ tropical cyclones- an intense circular storm that originates over

warm tropical oceans and is characterized by low atmospheric
pressure, high winds, and heavy rain.

Monsoons a seasonal prevailing wind in the region of South

and Southeast Asia, blowing from the southwest between May
and September and bringing rain (the wet monsoon ), or from
the northeast between October and April (the dry monsoon ).

Typhoon Goni sat landfall

Image Credit: https://www. yaleclimateconnections.org

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Tornadoes- A violently rotating column of air touching the
ground, usually attached to the base of a thunderstorm.
Tornadoes are nature’s most violent storms. Spawned from
powerful thunderstorms, tornadoes can cause fatalities and
devastate a neighborhood in seconds. Winds of a tornado may
reach 300 miles per hour.
A tornado outbreak in Pennsylvania
https://www..inquirer.com/

Thunderstorms- is a localized storm which is accompanied with lightning and

thunder and often brings heavy rainfall, hail as well as strong gusty winds

El Niño / La Niña- El Niño and La Niña events are a natural

part of the global climate system. They occur when the Pacific
Ocean and the atmosphere above it change from their neutral
('normal') state for several seasons. El Niño events are
associated with a warming of the central and eastern tropical
Pacific, while La Niña events are the reverse, with a sustained The effect on El Nino in Asia
list.ph/el-nino-philippines-2016/
cooling of these same areas.

Wildfires - is an uncontrolled fire that burns in rural areas.

Wildfires can burn in forests, grasslands, savannas, and other
ecosystems, and have been doing so for hundreds of millions
of years. They are not limited to a particular continent or
environment. Wildfires can start with a natural occurrence—
such as a lightning strike—or a human-made spark. However, Wildfire in California,
Stanislaus National Forest,
2013
it is often the weather conditions that determine how much a wildfire grows. Wind, high
temperatures, and little rainfall can all leave trees, shrubs, fallen leaves, and limbs dried
out and primed to fuel a fire.

Hydrological hazards are hazards driven by hydrological (i.e., water) processes. This
includes:

o Flood - is an overflow of water that submerges land that is

usually dry. They are the most common and widespread
natural severe weather event

Philippines Floods 2009

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o Tsunami- is a Japanese word: 'tsu' meaning harbour and 'nami' meaning wave.
Tsunami are waves caused by sudden movement of the
ocean surface due to earthquakes, landslides on the sea
floor, land slumping into the ocean, large volcanic
eruptions or meteorite
impact in the ocean.
https://www.thoughtco.com/deadliest-tsunamis-overview-
1434982

Biological hazards are hazards driven by biological processes. This includes

various types of disease, including infectious diseases that spread from person to
person, threatening to infect large portions of the human population. Biological
hazards include:
o human, animal (livestock), and plant
(agricultural) epidemics- A more recent example
is the COVID-19 pandemic which had greatly
affected nearly all aspects of human life as it
paralyzed the social as well as the economic
status of the affected population. Another https://www.preventionweb.net/

example is the widespread effect of the African Swine

Fever among the animal industry.

Learning Competency:

Define hazards Give examples of the types of hazards

(DRRR11/12-Ie-14)

Activity 1: Identify Me:

Directions: Choose the correct letter/s applicable for each scenario. Write your answer
on the space provided.
a. Geological c. biological e. technological

b. Hydrological d. meteorological
__________1. Long periods of time without rain

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__________2. The onset on the infectious COVID- 19 disease which affected the
world.
__________3. It is the natural means of the earth to release its stress
__________4. When earthquake under the ocean causes huge waves which could
swipe out anything on its way.
__________5. The spinning windstorm that forms over warm waters in the tropical
zone.
__________6. Rocks underground suddenly breaks causing movement
__________7. Heavy downpour of rains suddenly cause the rising body of water and
is overflowing onto a previously dry land
__________8. The swine industry suffers a great deal of damage due to the
prevalence of African Swine Fever among pigs
__________9. Presence of lightning during thunderstorms
__________10. Widespread leak of a nuclear power plant after an earthquake
__________11. Leaking drains of water mainline softened the soil underneath causing
it to compact under the weight of your house
__________12. The recent event which affected the entire region due to prolonged
periods of heavy rains.
__________13. Presence of vulnerable population in an armed conflict
__________14. A group of fishermen went off the sea amidst reports of an earthquake
that happened in a nearby island.
__________15. Typhoon Yolanda was event that brought a severe devastation not only
to the lives of people but also to their properties.

Activity 2: ESTABLISHING CONNECTIONS

Directions: Complete the table showing the different types of hazard, its nature and write
the possible exposed elements.
Hazard Nature of Hazard Impact to exposed element

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 6
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 Activity 3:PHOTO-COPY

PHOTO QUIZ
Directions: Name the pictures of the different hazards from choices inside the box with
Write the letter of your choice.

1. ___ 5. ___

Photo byasiasociety.org
2. ___ 6. ___
Photo by
Youtube.com

Photo byp Photo by

hivolcs.dost.gov.ph Neda.ph
3. ___ 7. ___

Photo by livescience.com Photo by

philstar.com
8. ___
4. ___

Photo by
Photo by pna.gov.ph rappler.com
a. flooding e. earthquake
b. El Nino f. tornado
c. Volcanic Eruption g. wildfires
d. landslide h. typhoon

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ACTIVITY 4: LET’S PONDER AND THINK!
Directions: Answer the following questions.

Q1: As an exposed element to hazards, how can we be able to mitigate if not lessen our
chances of vulnerability? Construct an essay to explain your answer
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________.
Q2: What are the causes of natural and technological hazards? Cite some importance
of studying the concept of hazards.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________.
Q3: How does hazards increase probability of disasters? Explain.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________.

Rubrics
4 3 2 1
Content Substantial, specific, Sufficiently Limited content with Minimal content
and/or illustrative developed content inadequate
content with adequate elaboration or
demonstrating strong elaboration or explanation
development and explanation.
sophisticated ideas.
Organization/Focus Sophisticated Efficient Confused or Lacks content
arrangement of arrangement of inconsistent arrangement
content with evident content that arrangement of
transitions. sustains a logical contents with or
order with some without attempts at
evidence of transitions.
transitions.
Style Answers are smooth, Sentences are Lacks creativity and Writing is confusing
coherent, and varied and focus. Unrelated and hard to follow.
consistent central inconsistent with choice of words to
idea. Sentences are central idea. central idea.
strong and
expressive with
varied structure.
Conventions Evident control of Sufficient control of Limited control of Lacks/minimal
grammar, mechanics, grammar, grammar, control of grammar,
spelling and usage of mechanics, mechanics, mechanics, spelling,
sentence formation spelling, usage and spelling, usage and usage and sentence
sentence formation. sentence formation. formation.

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REFLECTION:

1. I learned that
_______________________________________________________________
_____________________________________________________________________
______________________________________________.

2. I enjoyed most on
_______________________________________________________________
_____________________________________________________________________
______________________________________________.

3. I want to learn more on

_______________________________________________________________
_____________________________________________________________________
______________________________________________.

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References

Teaching Guide for Senior High School Earth and Life Science, de Silva, Leopoldo,
Ph.D., et.al.
Disaster Readiness and Risk Reduction Diwa Senio High School Series,
httpshttps://www.e-education.psu.edu/geog30/node/378
http://www.bom.gov.au/climate/enso/history/ln-2010-12/ENSO-what.shtml
https://www.a.gov.au/scientific-topics/community safety/tsunami
https://www.nationalservice.gov/sites/default/files/olc/moodle/ds_online_orientation/view
ef14.html
https://www.tulane.edu/~sanelson/Natural_Disasters/introduction.htm
http://darwinonline.org.uk/content/frameset?pageseq=1&itemID=A932&viewtype=text

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ANSWER KEY

Activity 1: Identify me
1. geological
2. biological
3. geological
4. hydrologic
5. meteorological
6. geological
7. hydrologic
8. biological
9. meteorological
10. technologic
11. geological
12. hydrologic
13. technological
14. hydrologic
15. hydrologic

Activity 2: Establishing Connections

• Data for the table of results may vary.

Activity 3: PHOTO- COPY

1. F 5. H
2. D 6. E
3. C 7. G
4. A 8. B

Activity 4:LET’S ` PONDER AND THINK!

Answers may vary

Prepared by:
MAGGIE T. GUZMAN
Peñablanca National High School

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 DISASTER READINESS AND RISK REDUCTION
Name : _____________________________________ Grade Level: ______
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

Impacts of Various Hazards on People and the Environment

Background Information for Learners (BIL)

Hazards vary in degrees of severity and

duration. It only becomes a disaster when
elements that are being affected and exposed
are not prepared and their ability to recover is
slow. Let us take for instance the
preparedness of the developed countries
when it comes to foresight of disasters using
advance technology with that of the
developing countries which find themselves
struggling when faced with a disaster and their AP Photos
https://www.outlookindia.com/
ability to recover is rather slow

The impacts of hazards are likely the outcome of a disaster. The exposed
elements will initially receive all the negative impacts. Elements at risk are the people,
properties, economic activities , and to some extent, the public and private services which
may be potentially threatened by harmful events such as disasters. However, not all
impacts of hazards are adverse. Some natural hazards result in changes that maybe
beneficial or supportive of the other existing elements:

2. PHYSICAL ELEMENTS
- People, buildings, roads, poles, bridges and all other material objects may be
ruined by hazards. Volcanic eruptions, explosions, fire, or lightning may
instantly burn or incinerate objects that it comes in contact with. Cracks,
fissures, or total damage may happen if tremors, explosions and landslides
take place. All these again, are possibilities still depending on many factors
that increase or decrease the disaster risk of a community.
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 3. SOCIOECONOMIC ELEMENT
The positive impacts of hazards on the socioeconomic elements may be in the
form of introducing new habits, practices, systems, or values that may be
geared towards the values of resiliency and recovery. The impacts will induce
adaptation on the part of the affected community. They will tend to create new
operations or ways of living that can withstand the next possible occurrence of
the same hazard. On the other hand, hazards can also bring negative impacts
to these types of elements. in the economic point of view, most frequented by
hazards usually would have lower standards of living or poor living conditions.
One reason is their inability to join in market competitions given limited or
constrained resources. Or they may not be considered in the network of trade
because of their proneness to a hazard.
4. ENVIRONMENTAL ELEMENTS
- Just like other exposed elements, perhaps the initial impact of hazard to the
ecosystem and other organisms in them may be disastrous. However, in
some cases, again due to adaptation, or because natural hazards are natural
events and hence part of the natural cycles on Earth, the occurrence may
benefit certain components of Earth.
-
Below is a table of short and long term impacts of natural hazards.
Types of Impact Instances
Physical impact 1. Death( whether instant or as a complication)
2. Injuries ( temporary or permanent disability for a person)
3. Destruction or loss os essential structures and infrastructure
system ( houses, schools, hospitals, emergency center,
transportation, electricity, water and telecommunication)
Economic 1. Loss of livelihood and means of income( sari- sari store,
impact farms, fish pens, transportation and delivery trucks)
2. Loss of employment( closure of factories and offices)
3. Loss of assets( money, real estate, products, valuables)
4. Loss of agricultural commodities( unharvested rice or corn,
dead livestock and poultry, damaged food products

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 Environmental/ 1. Spread of diseases and epidemics
Biological 2. Exposure to pathogens, toxic chemical and nuclear
impact radiation
3. Loss of available potable water( due to contamination or
exhaustion of water source)
4. Loos of natural bodies of water or earth formation
5. Severe deforestation( due to forest fires or massive harvest
for harvest homes)
6. Endangerment and or extinction of endemic flora and fauna
7. Disruption of the natural biological processes of the
environment and its biodiversity
Psychological 1. Trauma due to death of family member or near- death
impact experience( clinical depression, post- traumatic stress
disorder)
2. Conflicts between family members( breakdown of marriage
and family)
3. Psychological illnesses like neurosis or psychosis
( depression due to loss of assets and properties)
4. Chronic use of illegal substances to obtain temporary relief
from trauma and pain
5. Trigger of psychological conditions on children
( selective mutism)
6. Displacement due to loss of homes
7. Racial, religious and ethnic conflicts
8. Loss of cultural and indigenous customs and practices due
to adoption of foreign customs and cultures
9. Anarchy, complete disregard for rules and authority,
organized crime, formation of rogue armies or paramilitary
groups.

Learning Competency:

Explain the impact of various hazards on people and the environment (DRRR11/12-Ie-
16)

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Activity 1: Clustering

Directions: Categorize the instances listed below to the type of impact they belong.

Physical Impact Economic Impact Psychosocial Impact Environmental/

Biological Impact

1. Spread of diseases and epidemics

2. Anarchy, complete disregard for rules and authority, organized crime,
formation of rogue armies or paramilitary groups
3. Loss of employment( closure of factories and offices)
4. Endangerment and or extinction of endemic flora and fauna
5. Loss of assets( money, real estate, products, valuables)
6. Racial, religious and ethnic conflicts
7. Death( whether instant or as a complication)
8. Exposure to pathogens, toxic chemical and nuclear radiation
9. Conflicts between family members( breakdown of marriage and family)
10. Loss of assets( money, real estate, products, valuables)

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Activity 2: SOMETHING TO SAY

Directions: Write a three-paragraph essay on the following questions.

1. What makes the Philippines prone to natural hazards? Cite real life
scenarios on the experience regarding the impacts of hazards and
disasters? How did you cope?

RUBRICS FOR SCORING

4 3 2 1
Content Substantial, specific, Sufficiently Limited content with Minimal content
and/or illustrative developed content inadequate
content with adequate elaboration or
demonstrating strong elaboration or explanation
development and explanation.
sophisticated ideas.
Organization/Focus Sophisticated Efficient Confused or Lacks content
arrangement of arrangement of inconsistent arrangement
content with evident content that arrangement of
transitions. sustains a logical contents with or
order with some without attempts at
evidence of transitions.
transitions.
Style Answers are smooth, Sentences are Lacks creativity and Writing is confusing
coherent, and varied and focus. Unrelated and hard to follow.
consistent central inconsistent with choice of words to
idea. Sentences are central idea. central idea.
strong and
expressive with
varied structure.
Conventions Evident control of Sufficient control of Limited control of Lacks/minimal
grammar, mechanics, grammar, grammar, control of grammar,
spelling and usage of mechanics, mechanics, mechanics, spelling,
sentence formation spelling, usage and spelling, usage and usage and sentence
sentence formation. sentence formation. formation.

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REFLECTION:

1. I learned that
_______________________________________________________________
_____________________________________________________________________
______________________________________________.

2. I enjoyed most on
_______________________________________________________________
_____________________________________________________________________
______________________________________________.

3. I want to learn more on

_______________________________________________________________
_____________________________________________________________________
______________________________________________.

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References

Teaching Guide for Senior High School Disaster Readiness and Risk Reduction
Disaster Readiness and Risk Reduction Diwa Senio High School Series,
Diwa Senio High School Series,
Disaster Readiness and Risk Reduction REX bookstore Rolly E. Rimando and Josefina
G. Belen (2016)
Disaster Readiness and Risk Reduction Innovative Educational materials Inc. Raymund
Garlitos et. Al (2018)

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ANSWER KEY
Activity 1: Clustering:

1. Environmental/ Biological impact

2. Psychological impact
3. Economic impact
4. Environmental/ Biological impact
5. Economic impact
6. Psychological impact
7. Physical impact
8. Environmental/ Biological impact
9. Psychological impact
10. Economic impact

Activity 2: Something to say

Answers may vary

Prepared by:
MAGGIE T. GUZMAN
Peñablanca National High School

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 DISASTER READINESS AND RISK REDUCTION

Name of Learner: Grade Level:

Section: Score:

LEARNING ACTIVITY SHEET

VARIOUS POTENTIAL EARTHQUAKE HAZARDS
Background Information for the Learners (BIL)
Earthquake hazards include any physical phenomenon associated with an
earthquake that may produce adverse effects on human activities. While they are often
used as synonyms, it is useful to distinguish between "hazards" and "risk". Hazards are
the natural phenomena that might impact a region, regardless of whether there is anyone
around to experience them or not. Risk refers to what we stand to lose when the hazard
occurs; it is what we have built /that's threatened. Risk can usually be measured in dollars
or fatalities. Hazard is generally measured in more physical units: energy, shaking
strength, depth of water inundation, etc.

Earthquakes really pose little direct danger to a person. People can't be shaken to death
by an earthquake. Some movies show scenes with the ground suddenly opening up and
people falling into fiery pits, but this just doesn't happen in real life.

Primary earthquake hazards are:

• ground shaking
• landslides
• liquefaction
• Surface faulting

Secondary earthquake hazards are those that are caused by the primary hazards, and
may often be more catastrophic:

• tsunami
• flooding
• fire

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PRIMARY EARTQUAKE HAZARDS

1. GROUND SHAKING

Deadly magnitude 6.6 Earthquake strikes the Philippines Near Mindanao

Source: forbes.com

Ground shaking is a term used to describe the vibration of the ground during
an earthquake. Ground shaking is caused by body waves and surface waves. As a
generalization, the severity of ground shaking increases as magnitude increases and
decreases as distance from the causative fault increases. Although the physics of
seismic waves is complex, ground shaking can be explained in terms of body waves,
compressional, or P, and shear, or S, and surface waves, Rayleigh and Love.
P waves propagate through the Earth with a speed of about 15,000 miles per hour
and are the first waves to cause vibration of a building. S waves arrive next and cause a
structure to vibrate from side to side. They are the most damaging waves, because
buildings are more easily damaged from horizontal motion than from vertical motion. The
P and S waves mainly cause high-frequency vibrations; whereas, Rayleigh
waves and Love waves, which arrive last, mainly cause low-frequency vibrations. Body
and surface waves cause the ground, and consequently a building, to vibrate in a
complex manner. The objective of earthquake resistant design is to construct a building
so that it can withstand the ground shaking caused by body and surface waves.
In land-use zoning and earthquake resistant design, knowledge of the amplitude,
frequency composition, and the time duration of ground shaking is needed. These
quantities can be determined from empirical (observed) data correlating them with the
magnitude and the distribution of Modified Mercalli intensity of the earthquake, distance
of the building from the causative fault, and the physical properties of the soil and rock
underlying the building. The subjective numerical value of the Modified Mercalli Intensity
Scale indicates the effects of ground shaking on man, buildings, and the surface of the
Earth.
When a fault ruptures, seismic waves are propagated in all directions, causing the
ground to vibrate at frequencies ranging from about 0.1 to 30 Hertz. Buildings vibrate as
a consequence of the ground shaking; damage takes place if the building cannot
withstand these vibrations. Compressional waves and shear waves mainly cause high-
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frequency (greater than 1 Hertz) vibrations which are more efficient than low-frequency
waves in causing low buildings to vibrate. Rayleigh and Love waves mainly cause low-
frequency vibrations which are more efficient than high-frequency waves in causing tall
buildings to vibrate. Because amplitudes of low-frequency vibrations decay less rapidly
than high-frequency vibrations as distance from the fault increases, tall buildings located
at relatively great distances (60 miles) from a fault are sometimes damaged.
If an earthquake generates a large enough shaking intensity, structures like
buildings, bridges and dams can be severely damaged, and cliffs and sloping ground
destabilised. Perched or stacked objects may fall and injure or bury anyone close by. In
the largest earthquakes whole districts can be devastated by the multiple consequences
of ground shaking.
Ground shaking will vary over an area due to such factors such as topography,
bedrock type, and the location and orientation of the fault rupture. These all affect the
way the seismic waves travel through the ground.

The first main earthquake hazard (danger) is the effect of ground shaking.
Buildings can be damaged by the shaking itself or by the ground beneath them settling
to a different level than it was before the earthquake (subsidence).

2. LANDSLIDES

Rains Set Off Landslides in the Philippines

Source: voanews.com

A landslide is the movement of rock, earth, or debris down a sloped section of

land. Landslides are caused by rain, earthquakes, volcanoes, or other factors that make
the slope unstable. Geologists, scientists who study the physical formations of the Earth,
sometimes describe landslides as one type of mass wasting. The term “landslide”
encompasses five modes of slope movement: falls, topples, slides, spreads, and flows.
These are further subdivided by the type of geologic material (bedrock, debris, or earth)
debris flows (commonly refer as mudflows or mudslides) and rock falls are examples of
common landslide types.

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3. LIQUEFACTION

Soil liquefaction was reported on a barangay at Hagonoy, Davao del Sur after magnitude 6.9 earthquake
hits the area.
Source: facebook.com

Liquefaction occurs when waterlogged sediments are agitated by seismic shaking. This
separates the grains from each other, reducing their load bearing capacity. Buildings and
other structures can sink down into the ground or tilt over, whilst underground pipes and
tanks may rise up to the surface.

When the vibrations stop the sediments settle down again, squeezing groundwater
out of fissures and holes in the ground to cause flooding. The aftermath of liquefaction
can leave large areas covered in a deep layer of mud.

4. Surface Faulting

Phivolcs Says Movement along hidden fault line triggers Luzon quake
Source: philnews.ph by Jay Nelz

Surface faulting is the differential movement of the two sides of a fracture at the
Earth's surface and can be strike-slip, normal, and reverse (or thrust). Combinations of
the strike-slip type and the other two types of faulting can be found.
Although displacements of these kinds can result from landslides and other shallow
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processes, surface faulting, as the term is used here, applies to differential movements
caused by deep-seated forces in the Earth, the slow movement of sedimentary deposits
toward the Gulf of Mexico, and faulting associated with salt domes.
Death and injuries from surface faulting are very unlikely, but casualties can occur
indirectly through fault damage to structures. Surface faulting, in the case of a strike-slip
fault, generally affects a long narrow zone whose total area is small compared with the
total area affected by ground shaking. Nevertheless, the damage to structures located in
the fault zone can be very high, especially where the land use is intensive. A variety of
structures have been damaged by surface faulting, including houses, apartments,
commercial buildings, nursing homes, railroads, highways, tunnels, bridges, canals,
storm drains, water wells, and water, gas, and sewer lines. Damage to these types of
structures has ranged from minor to very severe. An example of severe damage occurred
in 1952 when three railroad tunnels were so badly damaged by faulting that traffic on a
major rail linking northern and southern California was stopped for 25 days despite an
around-the-clock repair schedule.

The displacements, lengths, and widths of surface fault ruptures show a wide
range. Fault displacements in the United States have ranged from a fraction of an inch
to more than 20 feet of differential movement. As expected, the severity of potential
damage increases as the size of the displacement increases. The lengths of the surface
fault ruptures on land have ranged from less than 1 mile to more than 200 miles. Most
fault displacement is confined to a narrow zone ranging from 6 to 1,000 feet in width, but
separate subsidiary fault ruptures may occur 2 to 3 miles from the main fault. The area
subject to disruption by surface faulting varies with the length and width of the rupture
zone.

SECONDARY EARTHQUAKE HAZARDS

1. TSUNAMI

Tsunami, Natural Disaster

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Source: pinterest.com
Tsunami are water waves that are caused by sudden vertical movement of a large
area of the sea floor during an undersea earthquake. Tsunamis are often called tidal
waves, but this term is a misnomer. Unlike regular ocean tides, tsunamis are not caused
by the tidal action of the Moon and Sun. The height of a tsunami in the deep ocean is
typically about 1 foot, but the distance between wave crests can be very long, more than
60 miles. The speed at which the tsunami travels decreases as water depth decreases.
In the mid-Pacific, where the water depths reach 3 miles, tsunami speeds can be more
than 430 miles per hour. As tsunamis reach shallow water around islands or on a
continental shelf; the height of the waves increases many times, sometimes reaching as
much as 80 feet. The great distance between wave crests prevents tsunamis from
dissipating energy as a breaking surf; instead, tsunamis cause water levels to rise rapidly
along coast lines.
Tsunamis and earthquake ground shaking differ in their destructive
characteristics. Ground shaking causes destruction mainly in the vicinity of the causative
fault, but tsunamis cause destruction both locally and at very distant locations from the
area of tsunami generation.
Tsunamis and seiches can also cause a great deal of damage. A tsunami is what
most people call a tidal wave, but it has nothing to do with the tides on the ocean. It is a
huge wave caused by an earthquake under the ocean. Tsunamis can be tens of feet high
when they hit the shore and can do enormous damage to the coastline. Seiches are like
small tsunamis. They occur on lakes that are shaken by the earthquake and are usually
only a few feet high, but they can still flood or knock down houses, and tip over trees.

2. FLOODING

Floods in the Philippines

Source: World news/The Guardian
The second primary earthquake hazard is flooding. An earthquake
can rupture (break) dams or levees along a river. The water from the river or the
reservoir would then flood the area, damaging buildings and maybe sweeping away or
drowning people.

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3. FIRE

The fire affects around 3,000 families in Manila on the first day of 2016
Source: rappler.com

The fourth main earthquake hazard is fire. These fires can be started by broken
gas lines and power lines, or tipped over wood or coal stoves. They can be a serious
problem, especially if the water lines that feed the fire hydrants are broken, too. For
example, after the Great San Francisco Earthquake in 1906, the city burned for three
days. Most of the city was destroyed and 250,000 people were left homeless.

Most of the hazards to people come from man-made structures themselves and
the shaking they receive from the earthquake. The real dangers to people are being
crushed in a collapsing building, drowning in a flood caused by a broken dam or levee,
getting buried under a landslide, or being burned in a fire.

Learning Competency:

Identify various potential earthquake hazards (DRR11/12-If-g-17)

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Activity 1: WARNING: HAZARDS ARE ON BOARD!!!
Direction: In the boxes, provide examples of various potential earthquake hazards.

Primary Earthquake Hazard

Earthquake
hazards

Secondary Earthquake Hazard

Activity 2: COMPLTE ME!!!

Direction: Individual activity. The learners should identify the different earthquake
hazards. And should write a brief description of the different hazards.
Primary Description Secondary Description
Earthquake Earthquake
Hazards Hazards

REFLECTION QUESTIONS:

1. Reinforce, reiterate where / in which environment each of the hazard is experienced

or is more prominent.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
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2. Based on what you have learned so far, think of your home, what are the possible
impacts/ effects of the earthquake hazards to your home/s?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________
3. Write a checklist on a separate sheet of paper:
What are the potential hazards that can affect me, my home and my community. How?
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________

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REFERENCES
Boen T.,2005, “Sumatra earthquake and tsunami, 26 December 2004”, ICUS
Newsletter, 4, 14, http://icus.iis.u-tokyo.ac.jp/wwwe/publications/newsletter/nl-4-
4.pdf(dernier acces :15/06/2005)

Steinbrugge Collection of the UC Berkeley Earthquake Engineering Research Center,

Ellsworth, 1990, https://earthquake.usgs.gov/earthquakes/events/1906calif/18/april/

Wesnousky, S.G. 2008. Displacement and geometrical characteristics of earthquake

surface ruptures: Issues and implications for seismic hazard analysis and the process
of earthquake rupture, Bulletin of the Seismological Society of America 98, 1609-1632.

SARVIEWS Hazard Portal, 2018d. Earthquake us2000cifa, available at http://sarviews-

hazards.alaska.edu/Event/52.

SARVIEWS Hazard Portal, 2018c. Earthquake:us2000c3mi,available at http://sarviews-

hazards.alaskaedu/Event/45./

SARVIEWS Hazard Portal,2018e.Earthquake:us2000d3km, available at

https://sarviews-hazards.alaska.edu/Event/61.

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ANSWER KEY

Activity 1: WARNING: HAZARDS ARE ON BOARD!!!

Ground shaking

landslides
Primary
liquefaction

Earthquake Surface faulting

Hazards

Secondary tsunami

flooding

fire

Activity 2: COMPLTE ME!!!

Primary Description Secondary Description

Earthquake Earthquake
Hazards Hazards

Ground shaking Vibration of the Tsunami Water waves that

ground during an are caused by
earthquake sudden vertical
movement of a
large area of a
seafloor during an
uder sea
earthquake

Landslides Movement of rock Flooding Water from the

down a sloped river or reservoir
section of land would flood the are
if an earthquake
rupture dams or
leeves among river

liquefaction Waterlogged fire It can be started

sediments are with by broken gas
agitated by seismic lines and power
shaking

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 lines, during an
earthquake

Surface faulting The differential

movement of the
sides fracture of
the earth

Prepared by:

JOYLYN C. ALARCADO
Magapit National High School

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 DISASTER READINESS AND RISK REDUCTION

Name of Learner: Grade Level:

Section: Score:

LEARNING ACTIVITY SHEET

NATURAL SIGNS OF AN IMPENDING TSUNAMI

Background Information for the Learners (BIL)

One of the natural disasters which has threatened mankind since ages with its
disastrous results is tsunami. As a rule, water is considered a necessary part of life.
However, it has, in some cases, shown its ugly side. Tsunami is a phenomenon which
originates in oceans or large bodies of water bodies. The destruction it causes is
unimaginable.

1. Tsunami

Sea waves resulting from the disturbance of ocean floor by an earthquake; is a

series of giant sea waves commonly generated by under-the-sea earthquakes and whose
heights could be greater than 5 meters.
Tsunami are giant waves caused by earthquakes or volcanic eruptions under the
sea. Out in the depths of the ocean, tsunami waves do not dramatically increase in height.
But as the waves travel in land, they build up to higher and higher heights as the depth
of the ocean decreases. The speed of tsunami waves depends on ocean depth rather
than the distance from the source of the wave. Tsunami waves may travel as fast as jet
planes over deep waters, only slowing down when reaching shallow waters. While
tsunamis are often referred to as tidal waves, this name is discouraged by
oceanographers because tides have little to do with these giant waves.

2. Tsunami vs Storm surge.

A tsunami is a Japanese word meaning “harbor waves”. A tsunami is commonly
generated by disturbances associated with earthquakes occurring below or near the
ocean floor. It occurs when the earthquake is shallow-seated and strong enough to

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displace parts of the seabed and disturb the mass of water over it. In addition, underwater
volcanic eruptions and landslides can also generate a tsunami.
Sometimes, tsunamis are erroneously called “tidal waves”. Remember that
tsunamis are generated by earthquakes and tsunami waves are generated because of
movement of fault under the sea.
Tsunamis have nothing to do with high tide and low tide which is caused by the
gravitational pull between the earth and moon. The increase in wave heights associated
or during typhoons (when there are strong winds) or tropical cyclones are called “storm
surges”.
Storm surges (wind-generated waves on the surface of the sea) are not tsunamis
(undersea earthquake-generated) (from PHIVOLCS, 2008, Training Module School
Teachers’ Seminar-Training on Natural Hazards Awareness and Preparedness Focus on
Earthquakes and Volcanoes)
A storm surge is a coastal flood or tsunami-like phenomenon or rising of water commonly
associated with low-pressure weather systems, such as cyclones. It is measured as the
rise in water level above the normal tidal level, and does not include waves.
3. Two kinds of Tsunami. There are two types of tsunami generation: (1) local tsunami
(2) and far field or distant tsunami. The coastal areas in the Philippines especially those
facing the Pacific Ocean, South China Sea, Sulu Sea and Celebes Sea can be affected
by tsunamis that may be generated by local earthquakes.
Local tsunamis are confined to coasts within a hundred kilometers of the source
usually earthquakes and a landslide or a pyroclastic flow. It can reach the shoreline within
2 to 5 minutes.
Far field or distant tsunamis can travel from 1 to 24 hours before reaching the
coast of the nearby countries. These tsunamis mainly coming from the countries
bordering Pacific Ocean like Chile (1960 2010, 2015), Alaska in USA and Japan (2011).
PTWC (Pacific Tsunami Warning Center) and NWPTAC (Northwest Pacific Tsunami
Advisory Center) are the responsible agencies that closely monitor Pacific-wide tsunami
event and send tsunami warning to the countries around the Pacific Ocean. (from
PHIVOLCS, 2008, Training Module School Teachers’ Seminar-Training on Natural
Hazards Awareness and Preparedness Focus on Earthquakes and Volcanoes )
4. Local tsunami. a recent tsunami events in the Philippines are the August 1976 Moro
Gulf Earthquake and Tsunami and the November 1994 Oriental Mindoro Earthquake and
Tsunami, December 2004 Banda Aceh Earthquake (Indonesia), and March 2011 Eastern
Japan
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http://www.phivolcs.dost.gov.ph/index.php?option=com_phocadownload&view=categor
y&id=17:tsunami-flyer&Itemid=44 (Tsunami Flyer, English) 28 August 2015, The natural
signs of impending tsunami using the reading materials.

The following are the natural signs of an impending tsunami

I. Feel an earthquake. If the ground shakes under your feet in a coastal region, a tsunami
may have been caused by a strong undersea earthquake. However, you may not feel an
earthquake if the event is far away.

II. See ocean water disappear from the beach, bay or river Before a tsunami arrives,
water may recede from the shoreline before returning as a fast-moving wall of water. If
you notice the water is disappearing, tell your family and friends and prepare to move
inland or to higher ground.

III. Hear an unusual roaring sound If you hear a loud roar approaching (a bit like a
passenger jet or a train), tell your family and friends. It could be a tsunami approaching.

Learning Competency:

Recognize the natural signs of an impending tsunami (DRR11/12-If-g-18)

ACTIVITY 1: TRUE OR FALSE.

Directions: Write true if the statement is correct and false if the statement is wrong.
1. I should go to the shore to watch a tsunami.
2. All undersea earthquakes cause tsunami.
3. If I felt a strong earthquake while near the coast, I should wait to hear the rumbling
sound before moving to high ground.
4. If a small tsunami is coming, I should get out of the water and wait until I hear it is safe
to return.
5. Is a big tsunami is coming, I should move as far inland as I can or to higher ground.

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6. If I am swimming when a small tsunami comes, I could get dragged out to sea by the
strong rips and currents.
7. A tsunami is most often caused by undersea earthquakes.
8. If I hear an unusual roaring sound coming from the sea, I will run as fast as I can in the
shoreline.

9. If you notice the water is disappearing, tell your family and friends and prepare to move
inland or to higher ground.

10. If you hear a loud roar approaching (a bit like a passenger jet or a train), tell your
family and friends. It could be a tsunami approaching.

ACTIVITY 2:
Directions: Choose the letter of the best answer. Write the chosen answer on a separate
sheet of paper.
1. What is the other term for tsunami?

A. Harbour wave B. Killer Wave C. Tidal Wave D. Century Wave

2. What can an approaching tsunami sound like?

A. Fire cracker exploding B. Ice Cracking C. A passing train D. silence

3. How many hours does far field or distant tsunamis can travel before reaching the
coast of the nearby countries?

A. 1-32 hours B. 1-16 hours C. 1-12 hours D. 1-24 hours

4. What does the word tsunami mean in Japanese?

A. Killer Wave B.Tidal wave C. Century wave D. Harbour Wave

5. How many minutes does local tsunami can reach the shoreline?

A. 1-2 minutes B. 3-5 minutes C. 10-15 minutes D. 25-30 minutes

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Activity 3: I CAN DO IT!
Directions: Complete the table below by writing the different Impending signs of a
tsunami and the corresponding actions.
Impending signs of tsunami What will you do?

Rubrics
Category 4 3 2 1
Focus on the topic There is one clear, Main idea is clear Main idea is The main idea is
well-focused topic. but the supporting somewhat clear not clear. There is
Main idea stands information is but there is need a seemingly
out and is general for more random collection
supported by supporting of information
detailed information
information

Support for topic Relevant, telling Supporting details Supporting details Supporting details
(Content) quality details give and information and information and information
the reader are relevant, but are relevant, but are typically
important one key issue or several key issues unclear
information that portion of the or portions are
goes beyond the paragraph is unsupported
obvious or unsupported
predictable

Grammar and Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more
Spelling errors in grammar errors in grammar errors in grammar than 4 errors in
or spelling that or spelling that or spelling that grammar or
distract the reader distract the reader distract the reader spelling that
from the content from the content from the content distract the reader
from the content

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Reflection Questions:
1. Based on what they have learned so far, what are the areas (in their city,
municipality or province) that can possibly be affected by tsunami?
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
A. If my home is near the coast, will I be affected by Tsunami? (depends if their area is
fronting a known offshore/ under the sea earthquake generator)

_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
B. How do I prepare for tsunami? (How far is your home/ school from the coast? To
elevated area?)

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________

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REFERENCES

International Tsunami Information Center. (2014). Surviving a tsunami: Lessons from

Chile, Hawaii, and Japan. Retrieved from
http://itic.iocunesco.org/images/stories/awareness_and_education/surviving_a_tsunami
/Surviving_v2014_sm_Eng_20150109.pdf
Martinez-Villegas, M. L. (2015). Filipinos in japan: Narratives of experience from the
march 11, 2011 great east japan earthquake and tsunami. Journal of Disaster
Research, 10(1), 135-144.
Philippine Institute of Volcanology and Seismology. (1994). The 15 november 1994
mindoro earthquake. Retrieved from http://
earthweb.ess.washington.edu/tsunami/specialized/events/mindoro/report.html
Philippine Institute of Volcanology and Seismology. (2006). Tsunami [Flyer]. Retrieved
from http://www.phivolcs.dost.gov.ph/index.php?
option=com_phocadownload&view=category&id=17:tsunami-flyer&Itemid=44
Philippine Institute of Volcanology and Seismology. (2008). Phivolcs earthquake
monitoring. Retrieved from http://
www.phivolcs.dost.gov.ph/index.php?option=com_content&view=article&id=38&Itemid=
75
Philippine Institute of Volcanology and Seismology. (2013). The great east japan
earthquake and tsunami 11 march 2011: Ang huling sayonara [Comics]. Retrieved from
http://satreps.phivolcs.dost.gov.ph/images/jica_materials/
comics_no2_lornaKikuta_anghulingsayonara.pdf
Philippine Institute of Volcanology and Seismology. (2013). The great east japan
earthquake and tsunami 11 march 2011: Bagong pag-asa [Comics]. Retrieved
fromhttp://satreps.phivolcs.dost.gov.ph/images/jica_materials/comics_no4_bagong_pag
_asa.pdf
Philippine Institute of Volcanology and Seismology. (2013). The great east japan
earthquake and tsunami 11 march 2011: Daang mapanganib [Comics]. Retrieved from
http://satreps.phivolcs.dost.gov.ph/images/jica_materials/comics_no1_imeldasuzuki_da
angmapanganib.pdf
Philippine Institute of Volcanology and Seismology. (2013). The great east japan
earthquake and tsunami 11 march 2011: Oras ng peligro [Comics]. Retrieved from
http://satreps.phivolcs.dost.gov.ph/images/jica_materials/comics_no3_oras_ng_peligro.
pdf
38
NOTE: Practice personal hygiene protocols at all times
Philippine Institute of Volcanology and Seismology. (2014). Philippine tsunami and
seiches (1589-2012). Retrieved from http://
www.phivolcs.dost.gov.ph/index.php?option=com_content&view=article&id=3547&Itemi
d=500038
ProVention Consortium. (2008, August 5). Tales of disasters 3. Tsunami (English)
[Video file]. Retrieved from https://www.youtube.com/ watch?v=aiBR45Ntk_0
Short amateur video on 2004 December Banda Aceh Tsunami and 2011 March Japan
Tsunami
U.S. Geological Survey. (1999). Surviving a tsunami: Lessons from chile, hawaii, and
japan. Retrieved from http://pubs.usgs.gov/circ/c1187/
PHIVOLCS, 2008, Training Module School Teachers’ Seminar-Training on Natural
Hazards Awareness and Preparedness Focus on Earthquakes and Volcanoes )

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ANSWER KEY

ACTIVITY 1: TRUE OR
FALSE.

1. FALSE
2. TRUE
3. FALSE
4. TRUE
5. TRUE
6. TRUE
7. TRUE
8. FALSE
9. TRUE
10. TRUE

ACTIVITY 2:
1. B
2. A
3. D
4. A

Activity 3: I CAN DO IT!

IMPENDING SIGNS OF TSUNAMI WHAT WILL YOU DO?
Feel an earthquake If the ground shakes under your feet in a
coastal region, a tsunami may have been
caused by a strong undersea earthquake.
However, you may not feel an earthquake if
the event is far away.

See ocean water disappear from Before a tsunami arrives, water may recede
the beach, bay or river from the shoreline before returning as a fast-
moving wall of water. If you notice the water
is disappearing, tell your family and friends
and prepare to move inland or to higher
ground.

Hear an unusual roaring sound If you hear a loud roar approaching (a bit like
a passenger jet or a train), tell your family
and friends. It could be a tsunami
approaching.

Prepared by:

JOYLYN C. ALARCADO
Magapit National High School

40
NOTE: Practice personal hygiene protocols at all times
 DISASTER READINESS AND RISK REDUCTION
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

LEARNING ACTIVITY SHEET

EFFECTS OF THE DIFFERENT EARTHQUAKE HAZARDS
Background Information for the Learners (BIL)

EARTHQUAKE HAZARDS
Recall that earthquake is defined by PHIVOLCS as a weak to violent shaking of
the ground produced by the sudden movement of rocks or rock materials below the
earth’s surface. It could either be tectonic (generated by the sudden displacement along
faults and plate boundaries) or volcanic (induced by rising lava or magma beneath active
volcanoes). Regardless of the type, an earthquake is inevitably associated with hazards
that could potentially cause damage to vulnerable and exposed elements. These are
termed earthquake hazards.

Earthquake hazards, just like any other hazards, could possibly cause health
impacts, physical and property destruction, social and economic disruption, and
environmental damage. The most common earthquake hazards are: (a) ground
shaking, (b) ground rupture, (c) liquefaction, (d) earthquake-induced landslides,
and (e) tsunami. We’ll learn each hazard and their effects in this lesson.

Ground Shaking. Ground shaking is basically the up-down and sideways motion felt
during an earthquake. Different parts of the country will experience ground shaking at
varying degrees depending on various factors, such as the magnitude of the earthquake,
distance of one’s location from the fault that moved, orientation of fault rupture, bedrock
type, and topography. If an earthquake produces a strong ground shaking, infrastructures
can be severely damaged. Hanging and stacked objects could fall and cause physical
injuries. Windows and glass doors may break. Persons standing can be destabilized and
may be injured from falling.

Ground Rupture. Ground rupture is the visible displacement or deformation on the

ground brought about by the movement of a fault. The movement may be as small as 0.5
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meters and may have vertical and horizontal component. If a house or a structure is
situated along a fault, it may experience ground rupture and may be destroyed if fissuring
occurs.

Liquefaction. Liquefaction happens when a body of solid sediments starts to behave like
liquid due to extremely intense shaking. It usually happens to sediments located near
bodies of water. As a result, structures or buildings on top will either sink or tilt as the
liquefied body of sediment can no longer support it due to changes in its properties.

Earthquake-induced Landslide. When the rocks and loose thin soil covering on the
slopes of steep mountains are shaken during an earthquake, mass migration of these
materials, termed as landslide, occurs. Earthquakes can trigger landslides by increasing
the driving force than the resisting force. This results to erosion, burial, destruction of
plants and properties, and blockage of roads and rivers.

Tsunami. When geological processes occur, like strong under-the-sea earthquakes, it

often results to the production a series of giant waves greater than 5 meters, called
tsunami. This could result to coastal erosion, flooding, damage to properties, and
drowning of people. It is important to note that a tsunami differ from a storm surge in
terms of what is causing the waves. While a storm surge is caused by strong winds
blowing the water on the surface of the sea, a tsunami is generated by disturbances in
the seabed due to under-the-sea earthquakes and geological processes. While the
effects of earthquake hazards are quite fearsome, there is a way to prepare for them by
knowing where they could possibly occur.

Earthquake-induced ground subsidence, or lowering of the ground surface, often

occurs during earthquakes. This may be due to downward vertical displacement on one
side of a fault, and can sometimes affect a huge area of land. Coastal areas can become
permanently flooded as a result.
SIGNS OF AN IMPENDING TSUNAMI
Based on the stories of eyewitness and survivors of past tsunamis, the following
are the natural signs of an impending tsunami:

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NOTE: Practice personal hygiene protocols at all times
 1. Feeling an earthquake. If the ground shakes under your feet in a coastal
region, a tsunami may have been caused by a strong undersea earthquake. However,
you may not feel an earthquake if the event is far away.
2. Seeing ocean water disappear from the beach, bay or river. Before a
tsunami arrives, water may recede from the shoreline before returning as a fastmoving
wall of water. If you notice the water is disappearing, tell your family and friends and
prepare to move inland or to higher ground.
3. Hearing an unusual roaring sound. If you hear a loud roar approaching (a bit
like a passenger jet or a train), tell your family and friends. It could be a tsunami
approaching. These signs are popularized as SHAKE-DROP-ROAR for better recall.
(Retrieved from
https://drive.google.com/drive/u/0/folders/1V_ycrpE0c0_APJCcfH9XwBQzOMCXeMd2)
Teaching%20Guides/Disaster%20Readiness%20and%20Risk%20Reduction.%20USB.
pdf

Learning Competency:

Analyze the effects of the different Earthquake Hazards (DRR11/12-If-g-19)

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Activity 1. HISTORICAL DESTRUCTIVE EARTHQUAKES AND TSUNAMI
Directions: This activity will let you revisit some of the destructive earthquakes and
tsunami that greatly affected several areas in the country and identify various impacts
that they caused. Your answers will be useful in succeeding activities.

1. Make a research online or interview older family members about 3

earthquakes that affected the country in the past.
2. Collect the following information: (a) date when the earthquake happened,
(b) magnitude and intensity of the earthquake, (c) the epicenter and areas
greatly affected by the earthquake, and (d) description of impacts of the
earthquake.

3. Organize your answers using the table provided below.

Date Epicenter and Magnitude and Description of

Areas Affected Intensity Impacts

4. Make a research online or interview older family members about 2 incidents

of tsunami that affected the country in the past.
5. Collect the following information: (a) date when the tsunami happened, (b)
the location of event, and (c) description of major impacts of tsunami.
6. Organize your answers using the table provided below.

Date Location of Event Major Impacts

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Activity 2. CLASSIFYING EARTHQUAKE IMPACTS
Directions: This activity will let you classify the impacts of earthquakes.
1. Refer your answers in Activity 1. Classify the impacts listed in the
Description of Impacts column into their respective hazard categories. Use
the table provided.

Description of Impacts Earthquake Hazards present

Activity 3. “TO DO OR NOT TO DO” DURING A TSUNAMI

Directions: This activity will let you distinguish between the good and bad practices in
the event of a tsunami. Key to answers are on page 6.
1. Categorize the statements below as “TO DO or NOT TO DO by writing the
letter on the appropriate column in the table.
a. If a big tsunami is approaching, you should move as far inland as you can
and move to a higher area.

b. If a small tsunami is approaching, you should get out of the water and
wait until you hear it is safe to return.

c. If a tsunami occurs, you should invite your family to go to the shore and
witness together a once-in-a-lifetime event.

d. If you observe giant sea waves are approaching your way but did not feel
ground shaking, it should not bother you and just stay on the coastal area.

e. If you observe the water level is receding and hear roaring sound but did
not feel an earthquake, you should still proceed to far inland and a higher
area.

f. If you recognize the signs of an incoming tsunami early but others in the
beach don’t, you should quickly inform them of the event and advise them
to move to a higher area with you.

g. If you are swimming with your family and you feel a strong earthquake,
you should let them go to higher ground while you stay on the shore so that
you can later tell them when it is safe to return.

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NOTE: Practice personal hygiene protocols at all times
 h. If you feel a high magnitude earthquake, you should first make sure that
a tsunami is approaching by seeing if the ocean level drops and by hearing
roaring sound before you proceed to a higher area.

To do Not to do

Activity 4. MY EARTHQUAKE HAZARDS AND TSUNAMI SIGNS BROCHURE

Directions: The following tasks will let you prepare a brochure that would serve as your
information- education campaign material layer as your learnings in this lesson to your
family and community.

1. Create your own Earthquake Hazards brochure that contains information about
what the earthquake hazards are and their impacts. Include a segment that
informs about the warning signs of an impending tsunami. Write the details using
your local language. You can also add some illustrations. Be sure that your
brochure contains accurate information, creativity, and simple terms. Let the
rubrics provided be your guide.

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 47
NOTE: Practice personal hygiene protocols at all times
REFLECTION
Complete this statement:
I learned that
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
I enjoyed most on
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
I want to learn more on

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REFERENCES

135-144. Philippine Institute of Volcanology and Seismology. “Earthquake and

Earthquake Hazards [Flyer].” 2006. Accessed May 20, 2020.
Bagtasa, G., Dinanala, J. D., Morante, K. A., Villegas, M. M., and Zarco, M. A. Disaster
Readiness and Risk Reduction (Teaching Guide for Senior High School). Quezon City:
Commission on Higher Education, 2013.
Dianala, J. D., Aurelio, M., and Tan, C. Disaster Reduction and Risk Management – Core
Reader. Philippines: Department of Education-Bureau of Learning Resources, 2017
Martinez-Villegas, M. L. “Filipinos in Japan: Narratives of Experience from the March 11,
2011 Great East Japan Earthquake and Tsunami.” Journal of Disaster Research 10, no.
1 (2015):
Philippine Institute of Volcanology and Seismology. (2013). Bohol Earthquake
2013. http://www.phivolcs.dost.gov.ph/index.php?
option=com_phocadownload&view=category&id=37:earthquake&Itemid=44

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ANSWER KEY
ACTIVITY 1. Possible answers
Date Epicenter and Magnitude and Description of
Areas Affected Intensity Impacts
16 July 1990 Hyatt Hotel, Baguio Magnitude 7.7 Strong ground
City Mercalli Intensity IX shaking, damages
to buildings,
collapse of a
structure.

Date Location of Event Major Impacts

March 11, 2011 Eastern Japan Buildings collapse
Devastation

ACTIVITY 2. Possible answers

Description of Impacts Earthquake Hazards present

Damages to buildings and collapse of a Ground shaking, Earthquake-induced

structure landslide, Ground rupture

ACTIVITY 3.

To Do Not to Do
a, b, e, f c, d, g, h

Yola Jane R. Yocente

Claveria School of Arts and Trades
Claveria, Cagayan

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 DISASTER READINESS AND RISK REDUCTION
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

INTERPRET DIFFERENT EARTHQUAKE HAZARD MAPS

Background Information for the Learners (BIL)

From earlier lessons, you have learned that there are at least 6 earthquake
hazards that need to be considered: ground shaking, ground rupture, liquefaction,
earthquake-induced landslide, earthquake-induced ground subsidence and tsunami. For
years, experts have been observing them and the occurrences and impacts of
earthquakes. From the observation of the past faults and earthquakes, behavior of
seismic waves throughout the country, and site conditions, experts have produced
accurate and detailed maps showing the areas where a certain specific earthquake
hazards are likely to happen and the severity of the expected impact such areas will
experience. Such earthquake hazard maps are useful for the purposes of designing safe
infrastructures, planning appropriate land usage, and preparing emergency mitigation
and response. Each earthquake hazard has a corresponding hazard map: (a) ground
shaking hazard map, (b) ground rupture hazard map, (c) liquefaction hazard map, (d)
earthquake induced landslide hazard map, and (e) tsunami hazard map.
A hazard map has the basic parts: (i) Map Title – indicates what the map is all
about; (ii) Legend – indicates details and meaning of the symbols used; and (iii) Scale –
helps determine distances. Earthquake hazard maps are available in your community’s
Disaster Risk Reduction and Management Council. You can also access online the
DOSTPHIVOLCS site and DENR-MGB site.

Concepts of Magnitude and Intensity

A. Magnitude of an earthquake refers to the amount of energy released, measured by
the amount of ground displacement or shaking. It is calculated based on record of the
earthquake (seismograph). It is represented by Arabic numbers (ex. 4.8, 9.0)
B. Intensity is the strength of an earthquake as perceived and felt by people in a
certain locality. It is a numerical rating based on relative effects to people, objects,
environment and structures in the surroundings.
The intensity is generally higher near the epicenter. It is represented by Roman
Numerals (ex. II, IV, IX).
Learning Competency:
Interpret different Earthquake Hazard Maps (DRR11/12-If-g-19)

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Activity 1: INTERPRETING EARTHQUAKE HAZARD MAPS.
Directions: This activity will let you interpret an earthquake hazard map of your
community and assess the possible impacts.
1. Secure a copy of your municipality’s Earthquake Hazard Maps. You can either
email/chat your community’s officials or access DOST-PHIVOLCS/DENR-MGB
website. Your teacher may also opt to provide you one.

MAP A: QUEZON CITY

2. Use the obtained map to assess you community’s exposure to earthquake

hazards. Determine the trace of the Valley Fault System.

3. Identify and mark the following in the map: (a) your house, (b) barangay hall, (c)
schools, (d) hospitals/clinics, (e) public markets, and (f) important infrastructures
(gymnasiums, bridges, covered courts, etc.).

4. Use a ruler or string to measure the distances of the marked areas from the trace
of the Valley Fault System.

5. Determine whether any of the identified elements on your map fall within any of
the identified hazard zones (ground shaking, ground rupture, liquefaction and
earthquake-induced landslides).
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 6.Determine whether any of the identified elements at risk are transected by the
Valley Fault System. Use the classification provided to assess the intensity of risk
of each identified element.
Hazard Intensity
Ground Shaking High Moderate Low
Ground Rapture High Moderate Low
Induced Landslides High Moderate Low
Liquefaction High Moderate Low
Active Fault Transected Not Transected

Activity 2: OPEN SPACES AND EVACUATION ROUTES

Directions: Identify open spaces that are available within your barangay or nearby. List
as many as you can identify. Show location on the map.

Activity 3: EARTHQUAKE HAZARDS AROUND YOU

Directions: For this activity you will be accessing the features within a room that are
potential hazards in the event of an earthquake. You should choose a room in which you
spend a significant portion of your time. That could be your office, bedroom, work space,
kitchen, garage… wherever you like.
1. Describe the type of room and where (city and state) it is located.
2. Create a map of the room you have chosen and identify the locations of all of the
hazards you have identified. You can do this in any method of your choosing.

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 MS Paint, Photoshop, Illustrator, PowerPoint, Word, AutoCAD, hand-drawn and
scanned or photographed...
a. What are the three most dangerous hazards you have identified?
b. What steps could you take to mitigate the hazard posed by each one?
c. Where is the most dangerous location that you might be standing within
the room?
3. Imagine that an earthquake occurs that affects the location you have chosen,
during which you experience an intensity of V. Refer to the description of the
Modified Mercalli Intensity Scale for this intensity. Describe when you realize that
it is an earthquake, what happens during the earthquake, how the hazards you
identified earlier fare during the earthquake, how you react, and the aftermath.
Your description should be 400-500 words, grammatically correct, and
accurately describe the intensity given. You will be graded based on the
accuracy for the given intensity.

RUBRIC FOR ASSESSMENT

4 3 2 1

EARTHQUAKE The list is The list of answers The list of answers The list of answers
HAZARDS complete. from the learners from the learners from the learners
AROUND YOU has 60%- 90% of has does not show any
expected items as 25%-60% of of expected items
mentioned in the expected items as as mentioned in
learning activity mentioned in the the learning activity
sheet learning activity sheet
sheet

Activity 4: SEARCH ME
Search the internet for any article/ material about a major earthquake worldwide
and local. Better if the earthquake that occurred affected the local area. Submit a 1-page
report describing this event (When, What happened, Effects to people and surroundings).
Download photos of impacts/effects/damages and include in your report. Write and
submit report.
RUBRIC FOR ASSESSMENT
HAZARDS 4 3 2 1

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 Report answers Report answers Report answers Report does not
90-100% of guide 70-89% of the 50-69% of the answer most of
questions in the guide questions guide questions the guide
activity in the activity in the activity questions in the
activity

REFLECTION:

1. I learned that

2. I enjoyed most on

3. I want to learn more on

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REFERENCES

Bagtasa, G., Dinanala, J. D., Morante, K. A., Villegas, M. M., and Zarco, M. A. Disaster
Readiness and Risk Reduction (Teaching Guide for Senior High School). Quezon City:
Commission on Higher Education, 2013.
Dianala, J. D., Aurelio, M., and Tan, C. Disaster Reduction and Risk Management – Core
Reader. Philippines: Department of Education-Bureau of Learning Resources, 2017
Earthquake brochure –PHIVOLCS (no date) Philippine Institute of Volcanology and
Seismology. (n.d.). PHIVOLCS Earthquake Intensity Scale (PEIS). Retrieved from
http://www.phivolcs.dost.gov.ph/index.php?
Martinez-Villegas, M. L. “Filipinos in Japan: Narratives of Experience from the March 11,
2011 Great East Japan Earthquake and Tsunami.” Journal of Disaster Research 10, no.
1 (2015):
Udono, T. and Sah, A. K. (2002, August 7). Hazard Mapping and Vulnerability
Assessment. Paper presented in Regional Workshop on Total Disaster Risk
Management, Asian Disaster Reduction Center. Kobe, Japan: Asian Disaster Reduction
Center

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Answer key

ACTIVITY 1. Answers may vary

HAZARDS INTENSITY REMARKS

GROUND SHAKING MODERATE
EARTHQUAKE INDUCED MODERATE
LANDSLIDE

ACTIVE FAULT NOT TRANSECTED

ACTIVITY 2. Answers may vary

PLAYGROUNDS
PARKS
SCHOOLYARDS

Prepared by:
Yola Jane R. Yocente
Claveria School of Arts and Trades

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 Disaster Readiness and Risk Reduction

Name: ____________________________ Grade Level: _________

Date: _____________________________ Score:______________

LEARNING ACTIVITY SHEET

Volcano-Related Hazard
Background Information for the Learners (BIL)

According to Jessica Ball volcanoes can be exciting and fascinating, but also very
dangerous. Any kind of volcano is capable of creating harmful or deadly phenomena,
whether during an eruption or a period of quiescence (being not active). Understanding
what a volcano can do is the first step in mitigating volcanic hazards, but it is important
to remember that even if scientists have studied a volcano for decades, they do not
necessarily know everything it is capable of. Volcanoes are natural systems, and always
have some element of unpredictability.

Volcanologists are always working to understand how volcanic hazards behave,

and what can be done to avoid them. Here are a few of the more common hazards, and
some of the ways that they are formed and behave. (Please note that this is intended as
a source of basic information only, and should not be treated as a survival guide by those
who live near a volcano. Always listen to the warnings and information issued by your
local volcanologists and civil authorities.)

A volcanic hazard refers to any potentially dangerous volcanic process (e.g. lava
flows, pyroclastic flows, ash). A volcanic risk is any potential loss or damage as a result
of the volcanic hazard that might be incurred by persons, property, etc. or which
negatively impacts the productive capacity/sustainability of a population. Risk not only
includes the potential monetary and human losses, but also includes a population's
vulnerability.

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Lava Flows

Lava is molten rock that flows out of a volcano or volcanic vent. Depending on its
composition and temperature, lava can be very fluid or very sticky (viscous). Fluid flows are hotter
and move the fastest; they can form streams or rivers, or spread out across the landscape in
lobes. Viscous flows are cooler and travel shorter distances, and can sometimes build up into
lava domes or plugs; collapses of flow fronts or domes can form pyroclastic density currents
(discussed later).

Most lava flows can be easily avoided by a person on foot, since they don't move much
faster than walking speed, but a lava flow usually cannot be stopped or diverted. Because lava
flows are extremely hot - between 1,000-2,000°C (1,800 - 3,600° F) - they can cause severe
burns and often burn down vegetation and structures. Lava flowing from a vent also creates
enormous amounts of pressure, which can crush or bury whatever survives being burned.

Pyroclastic Density Currents

Pyroclastic flow deposits covering the old city of Plymouth on the Caribbean island of
Montserrat. Image copyright iStockphoto / S. Hannah.

Pyroclastic Flows

Pyroclastic flow at Mount St. Helens, Washington, August 7, 1980. Image by USGS.

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Pyroclastic Density Currents

Pyroclastic density currents are an explosive eruptive phenomenon. They are mixtures of
pulverized rock, ash, and hot gases, and can move at speeds of hundreds of miles per hour.
These currents can be dilute, as in pyroclastic surges, or concentrated, as in pyroclastic flows.
They are gravity-driven, which means that they flow down slopes.

A pyroclastic surge is a dilute, turbulent density current that usually forms when magma
interacts explosively with water. Surges can travel over obstacles like valley walls, and leave thin
deposits of ash and rock that drape over topography. A pyroclastic flow is a concentrated
avalanche of material, often from a collapse of a lava dome or eruption column, which creates
massive deposits that range in size from ash to boulders. Pyroclastic flows are more likely to
follow valleys and other depressions, and their deposits infill this topography. Occasionally,
however, the top part of a pyroclastic flow cloud (which is mostly ash) will detach from the flow
and travel on its own as a surge.

Pyroclastic density currents of any kind are deadly. They can travel short distances or
hundreds of miles from their source, and move at speeds of up to 1,000 kph (650 mph). They are
extremely hot - up to 400°C (750°F). The speed and force of a pyroclastic density current,
combined with its heat, mean that these volcanic phenomena usually destroy anything in their
path, either by burning or crushing or both. Anything caught in a pyroclastic density current would
be severely burned and pummeled by debris (including remnants of whatever the flow traveled
over). There is no way to escape a pyroclastic density current other than not being there when it
happens!

One unfortunate example of the destruction caused by pyroclastic density currents is the
abandoned city of Plymouth on the Caribbean island of Montserrat. When the Soufrière Hills
volcano began erupting violently in 1996, pyroclastic density currents from eruption clouds and
lava dome collapses traveled down valleys in which many people had their homes, and inundated
the city of Plymouth. That part of the island has since been declared a no-entry zone and
evacuated, although it is still possible to see the remains of buildings which have been knocked
over and buried, and objects that have been melted by the heat of the pyroclastic density currents.

Pyroclastic Falls

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 Mount Pinatubo, Philippines. View of World Airways DC-10 airplane setting on its tail because
of weight of June 15, 1991 ash. Cubi Point Naval Air Station. USN photo by R. L. Rieger. June
17, 1991.

Pyroclastic Falls

Pyroclastic falls, also known as volcanic fallout, occur when tephra - fragmented rock
ranging in size from mm to tens of cm (fractions of inches to feet) - is ejected from a volcanic vent
during an eruption and falls to the ground some distance away from the vent. Falls are usually
associated with Plinian eruptive columns, ash clouds or volcanic plumes. Tephra in pyroclastic
fall deposits may have been transported only a short distance from the vent (a few meters to
several km), or, if it is injected into the upper atmosphere, may circle the globe. Any kind of
pyroclastic fall deposit will mantle or drape itself over the landscape, and will decrease in both
size and thickness the farther away it is from its source.

Tephra falls are usually not directly dangerous unless a person is close enough to an
eruption to be struck by larger fragments. The effects of falls can be, however. Ash can smother
vegetation, destroy moving parts in motors and engines (especially in aircraft), and scratch
surfaces. Scoria and small bombs can break delicate objects, dent metals and become
embedded in wood. Some pyroclastic falls contain toxic chemicals that can be absorbed into
plants and local water supplies, which can be dangerous for both people and livestock. The main
danger of pyroclastic falls is their weight: tephra of any size is made up of pulverized rock, and
can be extremely heavy, especially if it gets wet. Most of the damage caused by falls occurs when
wet ash and scoria on the roofs of buildings causes them to collapse.

Pyroclastic material injected into the atmosphere may have global as well as local
consequences. When the volume of an eruption cloud is large enough, and the cloud is spread
far enough by wind, pyroclastic material may actually block sunlight and cause temporary cooling
of the Earth's surface. Following the eruption of Mount Tambora in 1815, so much pyroclastic
material reached and remained in the Earth's atmosphere that global temperatures dropped an
average of about 0.5 °C (~1.0 °F). This caused worldwide incidences of extreme weather, and
led 1816 to be known as 'The Year Without A Summer.'
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 Lahars

Large boulder carried in lahar flow, Muddy River, east of Mount St. Helens, Washington.
Geologists for scale. Photo by Lyn Topinka, USGS. September 16, 1980.

Lahars

Lahars are a specific kind of mudflow made up of volcanic debris. They can form in a
number of situations: when small slope collapses gather water on their way down a volcano,
through rapid melting of snow and ice during an eruption, from heavy rainfall on loose volcanic
debris, when a volcano erupts through a crater lake, or when a crater lake drains because of
overflow or wall collapse.

Lahars flow like liquids, but because they contain suspended material, they usually have
a consistency similar to wet concrete. They flow downhill and will follow depressions and valleys,
but they can spread out if they reach a flat area. Lahars can travel at speeds of over 80 kph (50
mph) and reach distances dozens of miles from their source. If they were generated by a volcanic
eruption, they may retain enough heat to still be 60-70°C (140-160°F) when they come to rest.

Lahars are not as fast or hot as other volcanic hazards, but they are extremely destructive.
They will either bulldoze or bury anything in their path, sometimes in deposits dozens of feet thick.
Whatever cannot get out of a lahar's path will either be swept away or buried. Lahars can,
however, be detected in advance by acoustic (sound) monitors, which gives people time to reach
high ground; they can also sometimes be channeled away from buildings and people by concrete
barriers, although it is impossible to stop them completely.

Gases

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 Lake Nyos, Cameroon, Gas Release August 21, 1986. Dead cattle and surrounding
compounds in Nyos village. September 3, 1986. Image by USGS.

Sulfur Dioxide

Sulfur dioxide issuing from fumaroles of the Sulfur Banks at the summit of Kilauea Volcano,
Hawaii. Photo copyright Jessica Ball

Gases

Volcanic gases are probably the least showy part of a volcanic eruption, but they can be
one of an eruption's most deadly effects. Most of the gas released in an eruption is water vapor
(H2O), and relatively harmless, but volcanoes also produce carbon dioxide (CO 2), sulfur dioxide
(SO2), hydrogen sulfide (H2S), fluorine gas (F2), hydrogen fluoride (HF), and other gases. All of
these gases can be hazardous - even deadly - in the right conditions.

Carbon dioxide is not poisonous, but it displaces normal oxygen-bearing air, and is
odorless and colorless. Because it is heavier than air, it collects in depressions and can suffocate
people and animals who wander into pockets where it has displaced normal air. It can also
become dissolved in water and collect in lake bottoms; in some situations, the water in those
lakes can suddenly 'erupt' huge bubbles of carbon dioxide, killing vegetation, livestock and people
living nearby. This was the case in the overturn of Lake Nyos in Cameroon, Africa in 1986, where
an eruption of CO2 from the lake suffocated more than 1,700 people and 3,500 livestock in nearby
villages.

Sulfur dioxide and hydrogen sulfide are both sulfur-based gases, and unlike carbon
dioxide, have a distinct acidic, rotten-egg smell. SO2 can combine with water vapor in the air to
form sulfuric acid (H2SO4), a corrosive acid; H2S is also very acidic, and extremely poisonous
even in small amounts. Both acids irritate soft tissues (eyes, nose, throat, lungs, etc.), and when
the gases form acids in large enough quantities, they mix with water vapour to form vog, or
volcanic fog, which can be dangerous to breathe and cause damage to the lungs and eyes. If
sulfur-based aerosols reach the upper atmosphere, they can block sunlight and interfere with
ozone, which have both short and long-term effects on climate.

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 One of the nastiest, although less common gases released by volcanoes is fluorine gas (F 2). This
gas is yellowish brown, corrosive and extremely poisonous. Like CO 2, it is denser than air and
tends to collect in low areas. Its companion acid, hydrogen fluoride (HF), is highly corrosive and
toxic, and causes terrible internal burns and attacks calcium in the skeletal system. Even after
visible gas or acid has dissipated, fluorine can be absorbed into plants, and may be able to poison
people and animals for long periods following an eruption. After the 1783 eruption of Laki in
Iceland, fluorine poisoning and famine caused the deaths of more than half the country's livestock
and almost a quarter of its population.

Learning Competency:

Explain various volcano-related hazards (DRR11/12-lh-i-22)

Activity No. 1
Volcanoes Trivia

Directions: Read the trivia and answer the question/s that follow/s.

1. There isn't a scientific definition for a super volcano, however, the generally accepted definition is a
volcano that ejects over 1,000 cubic kilometers of magma. To put it in perspective, the 1980 eruption
of Mount St. Helens was only 1 cubic kilometer.
A super volcano is a type of volcano.
But what is it about super volcanoes that make them so 'super'?
Answer:_____________________

2. Volcanoes are formed when magma (liquid rock from under the earth's surface) erupts from the
mountain and eventually cools and solidifies on the mountain itself. However, there is so much pressure
during a catastrophic super volcanic eruption that too much magma is ejected to form a mountain. The
land then collapses and forms a caldera (a cauldron-like shape).

What is created after a catastrophic eruption of a super volcano?

Answer: __________________________

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3. Volcanism at mid-Atlantic ridges creates about 3 cubic kilometers of lava annually. Since it's at the
bottom of the ocean, we're not usually aware of it. Here's how the process works. Tectonic plates
pull apart at midocean ridges. This causes the mantle to upwell at that point, and the decreasing
pressure causes some components of the mantle to melt. The magma emerges at that place, making
a volcano. Since the magma comes from partial melting of the mantle, it is basaltic in composition.
That all sounds very impressive, doesn't it?

Luckily, nowadays things are much more restrained. Volcanism produces about 4.1 cubic kilometers
of lava worldwide each year. Where does most of this lava come from, by far?
Answer: _______________________

4. As the Pacific plate subducts under the neighboring plates consisting of continental crust, the
continental crust heats up and eventually melts. The magma eventually shows up at the crust as
volcanos. Interestingly enough, the subducting oceanic crust does not heat up significantly, because
the continental crust acts as a heat sink. This results in a rare high-pressure, low-temperature
metamorphism that can form a rock called "blueschist."

The "Ring of Fire" is a region of extensive volcanic activity along the edges of the Pacific Ocean. It
contains the largest number of active volcanoes in the world. What other geologic event is creating
this massive amount of volcanism?

Answer:_________________________________

5. Volcanoes are loosely classified into three categories: Extinct, dormant, and active. In ancient
times before formal geologic study was possible, a volcano was often considered extinct if it hadn't
erupted within anyone's memory and showed no signs of activity (such as smoke or lava
production). The perils of such a system became clear in 79 AD when the "extinct" volcano
Vesuvius erupted. Today an extinct volcano must meet several criteria, including having no signs
of geologic or historic activity. A dormant (sleeping) volcano is one that has shown little or no
historic activity but that still exhibits geologic potential for activity, like hot springs, fumaroles, etc.
Dormant volcanoes often wake up...Mount St. Helens in Washington State, USA and Mount
Pinatubo in the Philippines was considered dormant before their spectacular eruptions in 1980
and 1991 respectively.

What does "dormant" mean when used to refer to a volcano?

Answer: _________________
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 Activity No. 2

Modified True or False

Directions: Write “True” if the statements is correct or change the underlined word with the
correct one if it is “False”.
_________1. Geologists are always working to understand how volcanic hazards behave, and
what can be done to avoid them.
_________2. Magma is molten rock that flows out of a volcano or volcanic vent
__________3. A volcanic hazard refers to any potentially dangerous volcanic process like lava
flows, pyroclastic flows, and ashes.
__________4. A volcanic risk is any potential loss or damage as a result of the volcanic hazard
that might be incurred by persons, property, etc. or which negatively
impacts the productive capacity/sustainability of a population
__________5. Pyroclastic Falls are a specific kind of mudflow made up of volcanic debris.
__________6. Tephra falls are usually not directly dangerous unless a person is close enough
to an eruption to be struck by larger fragments
__________7. Pyroclastic material injected into the atmosphere may have global as well as
local consequences
__________8. PAG-ASA is the government agency tasked in monitoring earthquakes and
volcanic activities.
__________9. Carbon dioxide is not poisonous, but it displaces normal oxygen-bearing air,
and is odorless and colorless.
__________10. Lahars are not as fast or hot as other volcanic hazards, but they are extremely
destructive.

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 Activity No. 3

Label the parts of volcano.

https://www.vacationrenter.com/volcano/rentalsbyowner

Activity No. 4

Directions: Write the letters of the right answer.

1. This refers to a potential threat or harm to life, environment, or property.
a. Risk b. hazard c.disaster d.vulnerability
2. A person living near the danger zone of Mayon Volcano has _______ risk for
mental distress compared to those living far from the volcano.
a. Equal b. a higher c.a lower d.an undetermined
3. Form a dissolved component of magma that is released to the atmosphere in
large quantities during eruptions.
a. Volcanic Gases b. Pyroclasti fall c. Magma d. Ashes
4. a hot mixtures of fresh lava, gas, rock, pumice, and ash that moves down the
sides of a volcanic crater at high speeds during an eruption. It is considered as the
most harmful hazard in a volcanic eruption.
a. Lava Flow b. Pyroclastic Flow c. Gases d. Lahar
5. refers to volcanic rock and lava materials that are ejected into the air by
explosions or carried upward by the eruption column’s hot gases or lava fountains.
a. Lapili b. Lava c. Tephra d. Lahar
6. a process where in wet cement-like mixture of volcanic material and water flows
down the slopes of a volcano.
a. Lapilli b. lahar c. magma d. ash

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 7. What is the opening that extends from the magma chamber to the top of the
volcano called?
a. Magma b..lava c.vent d.crater
8. What is Magma when it reaches the surface of Earth?
a. Lava b.Mafic Magma c.Felsic Magma d.None of these
9. Why does magma tend to rise to the surface?
a. It has large amounts of silica.
b. It contains very little silica.
c. It is denser than the surrounding material.
d. It is less dense than the surrounding material.
10. The formation of magma depends on which set of conditions?
a. Pressure, Density, and Water Content
b. Temperature, Density, and Pressure
c. Temperature, Density, and Water Content
d. Temperature, Pressure, and Water Content

REFLECTION:

1. I learned that

2. I enjoyed most on

3. I want to learn more on

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References

www.geo.mtu.edu/volcanoes/hazards/primer/

https://www.usgs.gov/volcano

https://www.futurelearn.com/info/courses/extreme-geological-events/0/

https://www.funtrivia.com/trivia/SciTech/Volcanoes-20631.html

https://www.vacationrenter.com/volcano/rentalsbyowner

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Answer Key

Activity no. 1

1. Their eruptions are large and catastrophic

2. Caldera
3. Midocean ridges
4. The Pacific Plate subducting
5. Sleeping

Activity no. 2

1. False, Volcanologist
2. False, Lava
3. True
4. True
5. False, Lahar
6. True
7. True
8. False, PHILVOCS
9. True
10. True

Activity no. 3

1. Crater
2. Lava
3. Cone
4. Magma
5. Vent
6. Ash, dust and rock

Activity no. 4

1. b.
2. b.
3. a.
4. b
5. c
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 6. b
7. c
8. a
9. d
10. d

Prepared by:
CONSOLACION B. BALUGA
Piat National High School

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 DISASTER READINESS AND RISK REDUCTION
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

LEARNING ACTIVITY SHEET

Impending Volcanic Eruption
Background Information for the Learners (BIL)

The Pinatubo eruption is considered to be the most powerful volcanic eruption of the
20th century. Thankfully, it was also the eruption that the Philippines was most prepared
for, thanks to the joint efforts of the PHIVOLCS and the United States Geological Survey.
Pinatubo is one of those volcanoes that erupt once every several thousand years. It
erupted in circa 15,000 B.C., then in 7000 B.C., 3000 B.C., 300 B.C. 1500, and 1991.
Every eruption was a world-shattering event.

In its last eruption, the volcano spewed out 10 billion tons of magma and ash, and 20
million tons of sulfur dioxide. The resulting ashfall buried some parts of Pampanga under
10 feet of ash. There was so much particulate in the atmosphere that it filtered out
sunlight, cooling global temperatures by 0.5 degrees Celsius.

When all the ash came down, it desolated

much of the province of Pampanga, burying
364 towns. Ashfall was recorded as far as
Vietnam, Malaysia, Singapore, Indonesia,
and Cambodia. It also resulted in the
abandoning of the U.S. airbase in Clark,
which was one of the largest overseas bases
of the Americans.
Ash plume of Pinatubo during 1991 eruption
Source: https://www.newworldencyclopedia.org/entry/Mount_Pinatubo

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 Volcanological observatories measure activity building up to an eruption — known
as precursors — in order to monitor volcanic activity. These destructive volcanoes tend to
shake or undergo tremor for hours or minutes before an eruption. But even before tremors,
they also can undergo regular, repeated, slow oscillations in ground swelling and collapse,
as well as gas release. These oscillations have cycles lasting several hours to a day, and
the cycles repeat again and again for many days. Monitoring such long-term activity is vital
to understanding whether an eruption is imminent, according to the researchers.

The researcher proposes that these long, slow oscillations are due to magma gas
waves rising inside the volcanic conduit — the central “chimney” through which magma
rises before an eruption. If a layer of magma in the conduit gets particularly bubbly, it will
rise more rapidly and travel as a gas-rich pulse or wave. If the pulse is big enough, the gas
will expand as it rises, and the pulse will grow. If it is too big, it will just leak out as it
expands, so the pulse will not grow as well. If it is too small, the weight of the magma will
squeeze the gas and make the pulse shrink and decay.

Therefore, gas pulses need to be just the right size, or waves must have the right
length, in order to survive on their way to the surface, and cause oscillations in ground
swelling and gas release.

Signs of Impending Volcanic Eruption

Source: Jorden / Natur / Tungurahua

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 There are many signs to know of an Impending Volcanic Eruption.

Can you predict a volcanic eruption?

Volcanologists can predict eruptions - if they have a thorough understanding of a
volcano's eruptive history, if they can install the proper instrumentation on a volcano well
in advance of an eruption, and if they can continuously monitor and adequately interpret
data coming from that equipment.

Here are the 10 Signs of Impending Volcanic Eruption

1. Increase in the frequency of volcanic quakes with
rumbling sounds; occurrence of volcanic tremors.

2. Increased steaming activity; change in color of

steam emission from white to gray due to entrained
ash.

3. Crater glow due to presence of magma at or near

the crater.

4. Ground swells (or inflation), ground tilt and ground

fissuring due to magma intrusion.

5. Localized landslides, rockfalls and landslides

from the summit area which not attributable to heavy
rains

6. Noticeable increase in the extent of drying up of

vegetation around the volcano’s upper slopes.

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7. Increase in the temperature of hot springs, wells
crater lake near the volcano.

8. Noticeable variation in the chemical content of

springs, crater lakes within the vicinity of the
volcano.

9. Drying up of springs/wells around the volcano.

10. Development of new thermal areas and/or

reactivation of old ones; appearance of solfatara.

Learning Competency:

Recognize signs of an impending volcanic eruption. (DRR11/12-Ih-i-24)

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 Activity No. 1

How And What To Prepare?

Directions: You can do many things to protect yourself and your family from the dangers
a volcanic eruption can cause. The best way to protect yourself and your family is to
follow the advice of local officials. Local authorities will give you information on how to
prepare for a volcanic eruption, and if necessary, on how to evacuate (leave the area) or
take shelter where you are.
There are preparations to make as the volcano will erupt. What are they?
1. “Before volcanic eruption” How and what to prepare?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. “Told to evacuate” How and what to prepare?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. “As you evacuate” How and what to prepare?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 Activity No. 2

ON VOLCANIS ERUPTION
Directions: Write what are the things to be done before, during and after volcanic
eruption.

1. Before
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. During
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. After
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 Activity No. 3

MULTIPLE CHOICE

Directions: Write the letters of the right answer.

1. This refers to a potential threat or harm to life, environment, or property.
a. Risk b. hazard c. disaster d. vulnerability
2. The statement that best describes the community involvement in mitigation activities
that would reduce the impacts of hazard.
a. Build safer and larger evacuation centers.
b. Increase warning systems for typhoons.
c. Sell sturdier housing construction materials
d. Conduct information and education campaign on hazards.
3. What should we do when we were informed of a possible lava flow near our area?
a. Evacuate b. Stay away from danger zones c. Prepare d. All of these
4. A dissolved component of magma that is released to the atmosphere in large
quantities during eruptions.
a. Volcanic Gases b. lava c. Magma d. All of these
5. On the volcanic explosivity index, what is the maximum plume height of a category 3
eruption?
a. 3 miles b. 5 miles c. 9 miles d. 12 mile
6. What to do during volcanic eruption?
a. Bring your animals into closed areas/ shelters
b. stay tuned-in to news updates
c. cover your nose with wet cloth to protect it from ashes
d. stay away from damaged powerlines
7. Which is not a sign of impending volcanic eruption?
a. Increase in the temperature of hot springs, craters, and well
b. noticeable variation in the chemical content of springs, crater lakes within the
vicinity of the volcano
c. continuous raining
d. localized landslides

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8. To stay safe from volcanoes, it is important for people to test
a. evacuation routes. c. mudflow speed.
b. soil temperatures d. tsunami systems
9. Which is the BEST way you can help prepare for natural disasters?
a. Watch your pets for any unusual behavior.
b. Always carry a pint of water with you.
c. Keep the windows of your house closed at all times.
d. Make an emergency supply kit with your family.
10. Which of the following is a way to prevent injury or diminish destruction from volcanic
hazards?
a. Educating people on how to prepare for hazards
b. Building barriers to block the flow of lahars
c. Evacuation of people from the area
d. All the answers are correct
11. Which of the following are warning signs of a volcanic eruption?
a. The temperature of the water over a volcano has risen significantly.
b. There's an increase in seismic activity near a volcano.
c. Smoke plumes are rising out of the crater.
d. All of these
12. Volcanic eruptions can have a devastating effect on communities and the
environment yet people still live close to volcanoes and volcanically active areas.
Which of the following is not a reason for this?
a. Mudflows clear areas of woodland or agriculture
b. When volcanic ash weathers, it releases nutrients into the soil
c. Underground heat
d. Tourists like to visit volcanoes
13. Some volcanoes are closely monitored for signs of an eruption. Which of the following
is not an indicator that an eruption is likely to occur?
a. An increase in oxygen levels around the volcano indicates that magma is rising
b. Dozens or even hundreds of micro-earthquakes indicates that magma is rising
c. An increase in sulfur dioxide around the volcano as gases are released from the
rising magma

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 d. Ground temperatures increase around the volcano as the red-hot magma gets
closer to the surface
14. What is the most effective way to protect a population during a volcanic eruption?
a. Evacuation
b. Provide specially reinforced umbrellas to protect them from the volcanic bombs
c. Build a large wall around the centre of population
d. Provide volcano suits to protect them from the heat
15. Which of the following would be classed as a secondary effect of a volcanic eruption?
a. Destruction of crops and livestock by flooding where volcanic ash blocks rivers
b. Forests destroyed by a nuée ardente
c. People killed by toxic gases
d. Lahars destroying crops and homes

Activity No. 4

Directions: Use the article entitled Predicting Eruptions to answer all parts of this
question.
PREDICTING ERUPTIONS

A Mexican farmer felt many small earthquakes for two weeks as he tilled his corn
in 1943. Then one day the ground pushed up three meters higher. The ground broke
open and smoke and ash started shooting out. The next day there was a cinder cone
ten meters high in his cornfield. The cone kept erupting for nine years. The eruptions
buried a nearby village in lava and spoiled the farms for many kilometres around by
covering them with deep ash. The new volcano, named Paricutin, is now 410 metres
high.
Magma moving up from below shakes the ground above it. This shaking helps
people predict that a volcano is going to erupt. The moving magma makes the ground
swell, too. Scientists in Hawaii use instruments called tiltmeters to watch the swelling
of the ground, and this helps them to predict where the next eruption will occur.
Gases escaping from the magma may seep up through the ground. Sometimes
scientists can measure these gases. A sudden change may predict an eruption.
Sometimes animals seem to smell the change in gases, and this makes them nervous.

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 The Chinese government trains many people to watch for strange animal behaviour
and report it so that people can move away from dangerous places.

a. What are the signs of earth tremors before a volcano erupts?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____

b. Explain why tiltmeters are useful for predicting possible volcanic eruptions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___
c. Why does the Chinese government train people to watch for strange animal
behaviour?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___

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Reflection
Complete this statement:
I learned that
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________

I enjoyed most on
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________

I want to learn more on

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________

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Reference:
https://www.esquiremag.ph/long-reads/most-destructive-volcanic
https://likeavirginis.wordpress.com/2015/01/31/signs-of-an-impending-volcanic-eruption
https://www.pbs.org/wgbh/nova/vesuvius/predict.html
https://news.yale.edu/2013/09/11/volcano-erupts-violently-warning-signs
https://scientiafantastica.wixsite.com/scientiafantastica/single-post/
https://scientiafantastica.wixsite.com/scientiafantastica/single-post/ruption
https://www.cdc.gov/disasters/volcanoes/before.html
https://www.themarysue.com/volcano-harmonic-tremor
https://www.newworldencyclopedia.org/entry/Mount_Pinatubo

https://wall.alphacoders.com/big.php?i=596554&lang=Swedish

Kuta Medical Clinic (kmc-clinic.com)

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Answer Key:
Activity No. 1 How and What To Prepare?
1. “Before volcanic eruption” How and what to prepare?
Be prepared either to shelter or to evacuate. Develop an evacuation plan and a
sheltering plan for yourself, your family, and others in your household. Review the
plans and make sure that everyone understands them. If you haven’t already done
so, put together an emergency supply kit. Supplies should include the following:
• Flashlight and extra batteries
• First aid kit and manual
• Emergency food and water
• Manual (nonelectric) can opener
• Essential medicines
• Sturdy shoes
• Respiratory (breathing) protection
• Eye protection (goggles)
• Battery-powered radio

2. “Told to evacuate” How and what to prepare?

Follow authorities’ instructions if they tell you to leave the area. Though it may seem
safe to stay at home and wait out an eruption, doing so could be very dangerous.
Volcanoes spew hot, dangerous gases, ash, lava, and rock that are powerfully
destructive. Tune in the radio or television for volcano updates. Listen for disaster
sirens and warning signals. Fill your clean water containers.

3. “As you evacuate” How and what to prepare?

Take only essential items with you, including at least a 1-week supply of prescription
medications. If you have time, turn off the gas, electricity, and water. Disconnect
appliances to reduce the likelihood of electrical shock when power is restored. Make
sure your automobile’s emergency kit is ready. Follow designated evacuation routes
- others may be blocked and expect heavy traffic and delays. Keep listening to your
radio or television until you are told all is safe or you are told to evacuate. Local
authorities may evacuate specific areas at greatest risk in your community. Close and
lock all windows and outside doors. Organize your emergency supplies and make
sure household members know where the supplies are. Bring your pets with you and
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 be sure to bring additional food and water supplies for them. It is ideal to have a hard-
wired (non-portable) telephone in the room you select. Call your emergency contact -
a friend or family member who does not live near the volcano - and have the phone
available if you need to report a life-threatening condition. Remember that telephone
equipment may be overwhelmed or damaged during an emergency.

Activity No. 2: Before, During and After

What to do
1. Before
Each one should be aware of the dangers that volcanic eruptions pose to lives and
be prepared to face whatever circumstances the eruption may bring. Prepare all the
necessary things to bring once evacuation is needed. Store as much food, water, light
sources and batteries that are very useful in case of emergency. Prepare masks to
cover nose and mouth for the ash falls of the volcano. Safety of the kids first before
anything else.
2. During
Avoid low-lying places because lava flows, and mud flows are more likely to pass
here. Seek cover in case of ash falls and rock falls and use masks to cover your nose
and mouth and to avoid breathing in the ashes. If inside the house, close all doors
and windows to avoid letting in the ashes. Always stay indoors and watch for your
kids, they might be tempted to go out. Stay in the evacuation center and wait for
further instructions and do not leave until said so.
3. After
Go back to your house but leave your kids with someone who can take care of them
while you check your house. When in your house, clean everything and check if
there’s damages incurred. Use masks when cleaning. Wait for further announcements
related to volcano activities. Make sure that your house is still safe for all of you.

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Activity No. 3
1. B 6. C 11.D
2. D 7.C 12.A
3. D 8.D 13.A
4. A 9.D 14.A
5. C 10.D 15.A
Activity No. 4
Possible answer
a. Volcanoes are just a natural way that the Earth and other planets have of cooling
off and releasing internal heat and pressure. Before a volcano erupts there can be
a series of small earthquakes, sort of like warning shots. They build up in
frequency leading to the eruption, which can cause something called “harmonic
tremor.” New evidence shows that the harmonic tremor can reach the audible
range for humans, but if you can hear it, it’s probably time to start running.
b. Tiltmeters is to watch the swelling of the ground, and this helps them to predict
where the next eruption will occur.
c. Sometimes animals seem to smell the change in gases and this makes them
nervous. The Chinese government trains many people to watch for strange animal
behavior and report it so that people can move away from dangerous places.

Prepared by:
CONSOLACION B. BALUGA
Piat National High School

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 DISASTER READINESS AND RISK REDUCTION

Name of Learner:_____________________ Grade Level:__________________

Section:_____________________________ Score:_______________________

LEARNING ACTIVITY SHEET

INTERPRETATION OF THE DIFFERENT VOLCANO HAZARD MAPS
Background Information for the Learners (BIL)

Volcanic hazard refers to any potentially dangerous volcanic process (e.g. lava
flows, pyroclastic flows, ash) that puts human life, livelihoods and/or infrastructure at risk
of harm. Several hazards may affect the area around the volcano, such as lava flows,
pyroclastic flows, lahars, and debris avalanches. Volcanic activity also produces hazards
that can affect areas far from the volcano, such as release of gases, ash fall and tsunami.
A volcanic hazard is the probability that a volcanic eruption or related geophysical event
will occur in a given geographic area and within a specified window of time.
A volcanic risk is any potential loss or damage as a result of the volcanic hazard
that might be incurred by persons, property, etc. or which negatively impacts the
productive capacity/sustainability of a population. Risk not only includes the potential
monetary and human losses, but also includes a population's vulnerability. The risk that
can be associated with a volcanic hazard depends on the proximity and vulnerability of
an asset or a population of people near to where a volcanic event might occur.
Typically, several types of hazards will result from a volcanic eruption. Each
hazard poses different risks affecting different areas. This is the key difference between
eruptions and the other principal natural hazards like floods and earthquakes. Depending
on where you are some of the most threatening hazards include pyroclastic falls,
pyroclastic flows and surges, lava extrusions (flows and domes), lahars, debris
avalanches and volcanic gases.

IMPORTANCE OF VOLCANO HAZARD MAP

Hazard maps are used to help you understand the areas that may be affected.
These show areas that can be impacted and where it is safe. To be effective, the risk
from volcanic hazards must first be identified. Volcanic hazard analysis is based primarily
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on assessments of past eruptions. By studying the geological record, observing
eruptions, and monitoring background levels of activity, an understanding of the likely
future hazards can be gained. Erupting volcanoes can pose many hazards, including
volcanic ash, lava flows, pyroclastic flows and lahars. Volcanic hazard maps are visual,
geospatial depictions of the areas that could be impacted by various volcanic phenomena
during or subsequent to an eruption. They are developed to communicate a complex
array of hazard information to those at risk, or those responsible for managing those at
risk. If they are developed, communicated, and used appropriately for a given volcanic
setting and cultural and political context, hazard maps can play a major role in mitigating
risk to vulnerable communities by identifying known hazardous areas to guide land use
and evacuation planning. They contribute to disaster risk reduction by putting all parties
quite literally “on the same page” regarding hazard information.

Firstly, volcanic hazard maps are extremely variable! Although most show similar
types of content, such as hazard footprints or zones, they vary greatly in input data,
communication style, appearance, and visual design. It turns out that this diversity of
hazard maps around the world stems from a whole range of factors, including differences
in map purpose, the specific methodology and models used, the level of understanding
of past eruptive history of the volcano, the prevailing scientific and cartographic practice
at the time, the status of volcanic activity, and any local agency standards or policy
requirements in place. This variety makes it really challenging for people working on
volcanic hazard maps as there are no best-practice guidelines to follow.
Volcanos present a variety of hazards that should be considered when assessing
risk. Cascade Volcanos can produce lahars (or debris flows mixed with
water), pyroclastic flows of hot gasses and rocks, and ash fall that can range from a light
dusting near the volcano to very heavy deposits that can bury soils and (rarely) collapse
structures under heavy ash fall and pose a long distance threat to agriculture, water and
sewer systems, navigation, aviation, and more. Risk is automatically kept low if people
and structures are kept out of harms.

The Philippines ranks among the world’s most disaster-prone countries. It is highly
prone to natural disasters, particularly typhoons, floods, landslides, volcanic eruptions,
earthquakes, and tsunamis, lying as it does in the typhoon belt, in the active volcanic

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region known as the “Pacific Ring of Fire,” and in the geologically unstable region
between the Pacific and Eurasian tectonic plates.

Hazard maps play an important role in identifying the location, magnitude and
countermeasures to be taken during volcanic crises. In the planning process, PHIVOLCS
is expected to arrive at volcanic hazard maps to show basic information about volcanic
activity. The hazard maps become the basis for an action plan that would detail the areas
to be evacuated, evacuation routes and evacuation centers. These details must satisfy a
certain set of criteria according to the needs of the communities at risk so that maximum
safety is ensure at all times.

The following combination of alert level icons are used on our interactive website
maps to depict a volcano's status.

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NORMAL / GREEN Non-erupting volcano is exhibiting typical background
activity (including steaming, seismic
events, thermal feature, or degassing), as long as such
activity is within the range of typical non-eruptive
phenomena seen at the volcano.
ADVISORY / Volcano is exhibiting signs of elevated unrest above known
YELLOW background activity.
WATCH / ORANGE Volcano is exhibiting heightened or escalating unrest with
increased potential of eruption, timeframe uncertain OR an
eruption is underway that poses limited hazards including no
or minor volcanic-ash emissions.
WARNING / Major volcanic eruption is imminent, underway, or suspected
ORANGE but it poses limited hazards to aviation because of no or
minor volcanic-ash emissions (e.g., an eruption with only
substantial lava flows and no risk of ash production).
WATCH / RED Volcanic eruption is underway that poses limited hazards to
ground-based communities but includes
significant emission of ash into the atmosphere that could
affect aviation (e.g. an ash plume that does not yield
significant ash fall onto ground communities but does drift
into air routes.
WARNING / RED Major volcanic eruption is imminent, underway, or suspected
with hazardous activity both on the ground and in the air.

UNASSIGNED Volcanoes where ground-based instrumentation is

insufficient to establish that a volcano is in a typical
background level (GREEN / NORMAL). When activity at
such a volcano increases to the point of being detected by
remote sensing, distant seismic networks, or eyewitness
reports, an alert level and color code are then assigned
accordingly. When activity decreases, the volcano goes
back to UNASSIGNED without going through GREEN /
NORMAL

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Philippines lies within the Ring of Fire, a region of subduction zone volcanism
surrounding the Pacific Ocean. This explains the distribution of most volcanoes in the
Philippines. In 1991, Mt. Pinatubo eruption was well known to be the most violent eruption
in the 20th century. Philippine Volcanoes are classified as Active, Inactive and Potentially
active. Twenty-two (22) historically active volcanoes are distributed all over the
archipelago.

Since volcanoes are not present in

some province, these areas have
no risk to volcanic eruptions. The
top ten provinces at risk are:
1.Camiguin
2.Sulu
3.Biliran
4.Albay
5.Bataan
6.Sorsogon
7.South Cotabato
8.Laguna
9.Camarines Sur
10Batanes

Camiguin has the highest risk because the land area is so small such that a volcanic
eruption can affect the whole province. Sulu ranked second because it has the most
number of active and potentially active volcanoes.

Learning Competency:

Interpret different volcano hazard maps (DRR11/12-lh-i-25)

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Activity 1. Answer the following question briefly but substantially.
1. What is volcano hazard map?
________________________________________________________________
________________________________________________________________
__________________________________________________________
______________________________________________________________

2. What is the importance of volcano hazard map?

________________________________________________________________
________________________________________________________________
__________________________________________________________
______________________________________________________________

3. What are factors to be considered in interpreting volcano hazard map?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________

4. How helpful is volcano hazard map in the community?

________________________________________________________________
________________________________________________________________
__________________________________________________________

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Activity 2. Cite three advantages of volcano hazard map.

________________
_______________
________________
________________
________________ ________________
________________ ________________
________________ ________________
________________ _______________

Advantage of
Volcano
Hazard Map.

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Activity 3. Identify volcano status based on color codes.

Normal/ Green

Advisory/ Yellow

Warning/ Orange

Watch/ Red

Warning Red

Activity 4. Write TRUE if the statement is correct and FALSE if the statement is
incorrect.
1. Volcanic hazard refers to any potentially dangerous volcanic process that puts
human life, livelihoods and/or infrastructure at risk of harm.
2. Volcano hazards may affect the area around the volcano, such as lava flows,
pyroclastic flows, lahars and debris avalanches.
3. Hydrometeorological activity also produces hazards that can affect areas far from
the volcano, such as release of gases, ash fall and tsunami.
4. A volcanic risk is any potential loss or damage as a result of the volcanic hazard
that might be incurred by persons, property, etc.
5. Risk only includes the potential monetary and human losses, but not includes a
population's vulnerability.
6. Hazard maps are used to help you understand the areas that may be affected.
7. Volcanic hazard maps are visual, geospatial depictions of the areas that could be
impacted by various volcanic phenomena during or subsequent to an eruption.
8. Hazard maps are developed to communicate a complex array of hazard
information to those at risk, or those responsible for managing those at risk.

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 9. Hazard maps cannot play a major role in mitigating risk to vulnerable communities
by identifying known hazardous areas to guide land use and evacuation planning.
10. Factors considered in making hazard maps are: input data, communication style,
appearance and visual design.

Reflection
Complete this statement:
I learned that
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________

I enjoyed most on
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________

I want to learn more on

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________

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NOTE: Practice personal hygiene protocols at all times
References

Rolly E. Rimando, Josefina G. Belen “Disaster Readiness and Risk Reduction”, 1 st

Edition pp.41-179
Mylene D>G> Olivia, Sheryll P. Angeles “Disaster Readiness and Risk Reduction” Diwa
Learning System Inc. pp 41-70
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https://eosc311manilaphilippines.weebly.com/issues-and-hazards.html
https://www.usgs.gov/natural-hazards/volcano-hazards/alert-level-icons

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ANSWER KEY

Activity 1.
1. Hazard maps are used to help you understand the areas that may be affected.
These show areas that can be impacted and where it is safe. To be effective,
the risk from volcanic hazards must first be identified.
2. Answer may vary.
3. Map purpose, specific methodology and models used, status of volcanic
activity and local agency standard or policy requirements in place.
4. Answer may vary.

Activity 2. Advantages of volcano hazard map.

Become the basis for

action plan that would
detail the areas to be
evacuated,
evacuation roots and
evacuation centers.
To communicate a Plays an important
complex array of role in identifying the
hazard information to location, magnitude
those at risk, or those and countermeasures
responsible for to be taken during
managing at risk. volcanic crises.

Volcano Hazard
Map

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Activity 3. Volcano status
Normal/ Green Non-erupting volcano is exhibiting typical background activity
(including steaming, seismic events, thermal feature, or
degassing), as long as such activity is within the range of
typical non-eruptive phenomena seen at the volcano.
Advisory/ Yellow Volcano is exhibiting signs of elevated unrest above known
background activity.
Warning/ Orange Major volcanic eruption is imminent, underway, or suspected
but it poses limited hazards to aviation because of no or minor
volcanic-ash emissions (e.g., an eruption with only
substantial lava flows and no risk of ash production).
Watch/ Red Volcanic eruption is underway that poses limited hazards to
ground-based communities but includes
significant emission of ash into the atmosphere that could
affect aviation (e.g. an ash plume that does not yield
significant ash fall onto ground communities but does drift into
air routes.
Warning Red Major volcanic eruption is imminent, underway, or suspected
with hazardous activity both on the ground and in the air.

Activity 4. TRUE or FALSE

1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
7. TRUE
8. TRUE
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9. FALSE
10. TRUE

Prepared by:

Melanie Mae C. Telan

Peñablanca National High School

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NOTE: Practice personal hygiene protocols at all times