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QUARTER 3 MODULE 5
BASIC CONCEPT OF HAZARD

Locally Developed Self-Learning Material

SCHOOLS DIVISION OF OLONGAPO CITY

Disaster Readiness and Risk Reduction – Grade 11
Quarter 3 – Module 5. Basic Concept of Hazard

First Edition, 2021

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sent nor claim ownership over them.

Development Team of the Module

Key Teacher-Writer : Maria Aurora A. Calixto

Editor : Yvette H. Roque

Reviewers : Yvette H. Roque

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

Management Team: Leilani S.amson Cunanan, CESO V

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

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 MODULE 5. BASIC CONCEPT OF HAZARD
This lesson introduces various concepts underlying hazard and determine types of Hazard and its example.
In the varied information given below it will help students understand the major effects of hazards and how to pre-
vent and avoid that to happen. It will also serve as a warning signal for the students to be aware and extra cautious.

Content Standard: The learners demonstrate understanding of:

1. Concept of hazard
2. Types of hazards
3. The impact of various hazards
Performance Standard: The learners should be able to:
1. relate various types of hazard with a specific area for one’s preparedness.

K to 12 CG Code & Most Essential Learning Competency: In this module, the learners should be able to:
1. Define and cite examples of the types of hazards (DRR11/12-Ie-14); and
2. Explain the impact of various hazards on people and the environment (DRR11/12-Ie-16).

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

___1. It is the type of hazard that arises through interaction of natural processes and human activities.
A. natural hazards
B. quasi-natural hazards
C. technological (or man-made) hazards
D. none of the above
___2. Which is an example of Natural Hazard?
A. avalanche
B. plane crash
C. pollution
D. smog
For items 3 to 5:
Octopus-wiring and electrical connections might lead to fire. This is common in small houses with large number of
family members, making each family member susceptible to the danger.
___3. Which is the hazard in the given situation?
A. living in a small house
B. potential occurrence of fire
C. large number of family members in a small house
D. octopus-wiring and electrical connections
___4 . Which is the risk in the given scenario?
A. living in a small house
B. potential occurrence of fire
C. large number of family members in a small house
D. octopus-wiring and electrical connections
___5. Which gives the information on vulnerability?
A. living in a small house
B. potential occurrence of fire
C. large number of family members in a small house
D. octopus-wiring and electrical connections

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 Directions: Spot the hazard! Circle as many hazards as you can find in the scene below.

(National Safety Council, Spot the hazards game.pdf 2016)

Directions: Word Sleuth Find these words in the grid below and highlight them according to the following
colors RED = NATURAL, BLUE-MAN-MADE, YELLOW = QUASI-NATURAL.

CHEMICAL
ELECTROCUTION
LANDSLIDE
SMOG
DESERTIFICATION
EUTROPHICATION
POISON
TYPHOON
EARTHQUAKE
LAHAR
POLLUTION
WAR

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 BASIC CONCEPT OF HAZARD

One important key to safely is understanding a particular event or phenomenon that may affect people’s life.
An ordinary incident may turn into a hazard once it becomes active and poses harm or danger to life and property.
This is the basic concept of hazard everyone should be aware of.
Hazard is a dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury
or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or envi-
ronmental damage (PDRRM Act of 2010, n.d.).
It may be any object, situation, or behavior that has the potential to cause injury, ill health, or damage to prop-
erty or the environment.
General Classification of Hazard
There are many different ways of classifying hazards. One is to consider the extent to which hazards are nat-
ural.
1. Natural hazards such as earthquakes or floods arise from purely natural processes in the environ-
ment. Examples are . earthquakes, tsunami, landslides, volcanic eruptions and floods.
2. Quasi-natural hazards such as smog or desertification that arise through the interaction of natural pro-
cesses and human activities. Pollution, desertification, and smog are some of its examples.
3. Technological (or human-made) hazards such as the toxicity of pesticides to agricultural lands, acci-
dental leaks of chemical laboratories or radiation from a nuclear plant. These arise directly as a result
of human activities. Examples are accidental release of chemicals, toxic and pesticides to floral and
fauna, armed conflicts, and biological warfare.
Another way of classifying hazards is through identifying its nature. Hewitt and Burton (1971) classified the
hazards into five, which are: Atmospheric (Single element), Atmospheric (Combined elements / events), Hydrologic,
Geologic, Biologic and Technologic.

Figure 1. The Five Classifications of Hazards according to Hewitt and Burton (1971). Retrieved from GKToday, 2016.

Impacts of Various Hazards on Different Exposed Elements

A hazard can bring about many impacts which can come in different types. Facilities and infrastructures are
commonly the target of natural hazards. Specifically, these impacts can trigger accidents and the release of toxic
substances, fires and explosions, potentially resulting in health effects, environmental pollution and economic loss-
es.
According to the International Center of Integrated Mountain Development (ICIMOD) the impacts of various
hazards vary in severity and vary in regard to how long they last. In many ways wealth and development assist in
the way people recover from hazards. A more economically developed country can prepare for and predict hazards
more effectively and they have more resources to support a faster recovery. However, there is also a need for resili-
ence. In many developing countries people who experienced hardship can often recover more quickly from hazards.
It is further underscored that impacts of hazards are not so easy to classify as short term and long term as these
tend to vary for each individual event. However, there are a number of common long-term impacts, which need long-
er period of recovery. The following are common long-term impacts of natural hazards like earthquake, typhoon,

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flashfloods, volcanic eruptions, fire, etc.:
1. Physical impact
• physical injuries (bone fracture, wounds, bruises)
• Destruction and loss of vital infrastructure like transportation system, roads, bridges, power lines and
communication lines.
• Wide spread destruction of housing and buildings
2. Psychological impact
• Grief and psychological illness
• Marital conflict
• Depression due to loss of loved ones and properties
• Chronic anxiety
3. Socio- cultural impact
• Displacement of population
• Loss of cultural identity
• Forced of adoption of new sets of culture
• Ethnic conflicts
4. Economic impact
• Loss of job due to displacement
• Loss of harvest and livestock
• Loss of farms, fish cages and other source of food
• Loss of money and other valuables
5. Environmental impact
• Loss of forest due to forest fires
• Loss of fresh water due to salination
• Disturbance of biodiversity
• Loss of natural rivers
6. Biological impact
• Epidemic to people, flora and fauna
• Chronic and permanent illness caused by biological agents
• Proliferation of different viral diseases.

Another way to classify hazard impacts is by means of general impact themes namely:
1. Danger to life which includes physical and psychological harm and diseases
2. Denial of access like energy, water, communication and transport access
3. Damage to the physical environment like buildings and land

Identification of Hazards and Risk Assessment

Hazard identification is the process of determining all physical and nonphysical agents in the workplace or spe-
cific environment.
Most health and safety problems are caused by hazards which are not eliminated or managed. In order to pre-
vent untoward incidents in a community, elimination or controlling of hazards is crucial. In some cases where hazards
cannot be eliminated, they must be monitored and properly managed at the least.
Risk assessment is a way to determine which hazards and risks should be prioritized by taking into considera-
tion the probability and severity of impact. Below are the steps in hazard identification and risk assessment.
1. Identify the hazards. Use the following methods:
a. Observation. Use your senses of sight, hearing, smell and touch, combined with knowledge and experi-
ence.
b. Material Safety Data Sheets (MSDSs). Obtain MSDS from manufacturers and suppliers of hazardous
chemicals and products. It gives information on possible harm from hazardous substances and precau-
tions that need to be taken.
c. Hazard and risk surveys. Interview other people about their safety concerns as far as they are exposed to
the hazard. Utmost consideration should be given to vulnerable members of the community who could be
at risk.
d. Discussion groups. These are useful for identifying hazards and recommending solutions.
e. Safety audits. A committee must be assigned to periodically check safety in the area.

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2. Assess the Risk. Once a hazard has been identified, the likelihood and possible severity of injury or harm will
need to be assessed before determining how best to minimize the risk. High-risk hazards need to be ad-
dressed more urgently than low- risk ones.
RISK RATING TABLE (adapted from Australian/New Zealand Standard 4360:1995 – Risk Management)
LIKELIHOOD of Injury CONSEQUENCE of any injuries or harm to health
or Harm to health
Insignificant Minor Moderate Major Catastrophic
e.g. e.g. first aid e.g. medical e.g. extensive e.g. fatalities
no injuries onsite only treatment injuries

Very likely SIGNIFICANT SIGNIFICANT HIGH HIGH HIGH

Likely MODERATE SIGNIFICANT SIGNIFICANT HIGH HIGH

Moderate LOW MODERATE SIGNIFICANT HIGH HIGH

Unlikely LOW LOW MODERATE SIGNIFICANT HIGH

Highly unlikely (rare) LOW LOW MODERATE SIGNIFICANT SIGNIFICANT

Retrieved from Hazard identification, risk assessment and risk control. Department of Education and Training Victoria.
https://www.education.vic.gov.au/school/students/beyond/Pages/hazidentify.aspx.

3. Make the changes. Once risks are assessed, the next step is to make decision for some necessary changes.
These changes include control measures on things you put in place to reduce risk and prevent harm. Control
measures may include one or a mixture of: Removal, Rules, Procedures, Equipment, Exclusions, Training, Su-
pervision, Limitations, Preventions, Methods, and Arrangements.

4. Checking the changes made. To make sure risk has been minimized, and a further hazard has not been creat-
ed, the new safety measures may need to be carefully tested before work begins again. Risk assessment
doesn’t end with making changes. It is essential that these changes made are monitored and checked. It must
be monitored if the changes done are being followed consistently and if these changes contribute to the im-
provement of safety management in the location. This last step has to be done periodically to accurately as-
sess the effectiveness of the entire process.

ACTIVITY 1. IDENTIFYING HAZARDS AND ASSESSING RISKS

Direction: Circle as
many hazards as you can
find in the scene. Then as-
sess the risks for such haz-
ard by completing the table:

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 Spot the Hazard Assess the Risk
A Hazard is anything that could hurt you or someone Work out how likely it is that the hazard will hurt
else someone and how badly they could be hurt by refer-
ring to the Risk Rating Table.

EXIT CARD

Directions: Complete the statements.

1. from the activities, I’ve learned that ____________________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________

2. I need further explanation from my teacher on ____________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________

3. The values I picked up from these activities are ____________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________

ACTIVITY 2. LET’S PRETEND!

Directions: Based on the world risk index The Philippines is considered as the third most prone to hazard
country in the world, having more than 20 tropical cyclones in a year, earthquakes, and more than 20
active volcanoes found all over the country. Let’s say that you represent your school as a disaster
advocate, what are the things that you can contribute to possibly minimize the risks of disaster in your
home and school?
SCORING RUBRICS 5 4 3 2
Introduction (1) Gets attention Meets any three of the Meets any two of the Meets only one of the
(2) Clearly identifies topic four criteria four criteria four criteria
(3) Establishes credibility
(4) Previews the main points
Body Main points are clear, Main points are Main points need clarity Main points are not
well supported, and somewhat clear, and support lack of clear and have no
sources are documented some support, and sources and support and no
some documentation documentation sources or documen-
tation
Conclusion (1) Reviews main points Reviews main points , Brings closure Does not bring clo-
(2) Brings closure brings sure; the audience is
(3) Memorable closure left hanging

Topic is specific, fol- Topic is specific, Topic is clear appropri- Topic lacks clarity and No specific purpose
lows assignment appropriate and ate and focus needs adapting to inappropriate for audi-
Adapted to audience adapted somewhat adapted audience ence or occasion

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 Directions: Choose the BEST answer from the options given and write the CAPITAL LETTER.
___1. It is the type of hazard that arises through interaction of natural processes and human activities.
A. natural hazards
B. quasi-natural hazards
C. technological (or man-made) hazards
D. none of the above
___2. It is the type of hazards that arises from natural processes in the environment.
A. natural hazards
B. technological (or man-made) hazards
C. quasi-natural hazards
D. none of the above
___3. Which is an example of Natural Hazards?
A. dam failures
B. plane Crashes
C. sandstorm
D. smog
___4. Which of the following is a man-made disaster?
A. major fire
B. terrorism
C. pollution
D. all of the above
___5. Bush Fire is an example of what types of Hazards?
A. natural hazards
B. technological (or man-made) hazards
C. quasi-natural hazards
D. none of the above

For items 6 to 7, given the following hazard impacts, tell whether it is: physical, psychological, socio-cultural,
economic, environmental or biological.
___6. COVID 19
A. biological
B. environmental
C. economic
D. psychological
___7. Retrenchments
A. biological
B. environmental
C. economic
D. socio-cultural

For items 8 to 10, match the terms with their meanings. As a construction worker, Tyrel works in height, thus is prone
to fall. He is well-trained and wears protective equipment, though.
___8. Which is considered as risk in this given scenario?
A. potential fall B. being well-trained
C. working in height D. wearing of protective equipment
___9. Which is considered as the hazard?
A. potential fall B. being well-trained
C. working in height D. wearing of protective equipment
___10. Since Tyrel is well-trained and always wears protective equipment, how will you judge his vulnerability to a
fall? A. high B. low
C. moderate D. cannot be determined

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 ACTIVITY 3. THINK SAFE AT HOME

Directions: Perform a Hazard Analysis and Risk Assessment of your house by following the steps you have
learned.

Hazard Risk Location in Impact Risk Level Changes made to reduce

the house the risk

1. Spot the hazard

If you spot something hazardous, what should you do?
Simple hazard (e.g. boxes on the floor in the way)
_____________________________________________________________________________________________
_____________________________________________________________________________________________

More complex hazard (e.g. frayed cords, damaged equipment)

_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. Assess the risk

What two main things should you consider when assessing the risk?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3. Make the changes

What sort of risk control measures (hierarchy of control) should they consider?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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Barairo, R. A. & Aquino, G. H. (2020). Disaster Readiness and Risk Reduction Alternative Delivery Mode Quarter 1
– Module 1: Basic Concept of Disaster and Disaster Risk First Edition. Department of Education – Region IV-A
CALABARZON.
Barairo, R. A. & Aquino, G. H. (2020). Disaster Readiness and Risk Reduction Disasters and Its Effects. Department
of Education – Region IV-A CALABARZON.
Braganza, M. C. S. (2005). Earth Science (Revised Ed.). Rex Bookstore, Inc.
Bueza, M. (2014) The Role of LGU’s, local councils during disasters, Rappler. https://www.rappler.com/
newsbreak/44026-role-lgu-localcouncils-disaster
Campanero, N.S., & Egargo, V.N. . (2017). Correlates of Vulnerability: A quantified study of people’s vulnerability on
the impact of super typhoon Yolanda in Guiuan, Eastern Samar, Philippines, Imperial Journal of Interdiscipli-
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-vulnerability.
GKToday. (2016, February 7). Understanding Hazard in Disaster Management. GKToday. https://www.gktoday.in/gk/
understanding-hazard-in-disaster-management/#:~:text=by%20these%20hazards.-,Types%20of%
20Hazards,%2C%20Geologic%2C%20Biologic%20and%20Technologic.
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ndrrmc.gov.ph.
National Safety Council. (2016, December 15). Spot the hazards game.pdf. thsawc.org.
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Inc.
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Teaching Guide for Senior High School EARTH SCIENCE. (2016) The Commission on Higher Education in collabo-
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WHAT I KNOW
1. B
2. A
3. D
4. B
5. C
WHAT’S IN
WHAT’S NEW