Earthquake and Tsunami Preparedness
Content Standards
1
Understanding Earthquake Impact
The learners learn that the damage or effects on communities depend on the magnitude of and distance from an earthquake.
2
Key Knowledge
Students will gain understanding about the relationship between earthquake magnitude, distance from epicenter, and the resulting damage to communities.
3
Application
This knowledge helps students assess risk factors for their own communities and understand why certain areas face greater dangers during seismic events.
Learning Competencies
Disaster Readiness
-Learning Competencies: Refer to the local disaster readiness plans to demonstrate what to do during and after an earthquake
Tsunami Preparedness
-Learning Competencies: Describe procedures that the authorities have in place to alert communities of pending tsunamis and what procedures can be implemented should a tsunami impact a community
Learning Objectives for Earthquakes
Identify Key Components
1. Identify the key components of the local disaster readiness plan related to earthquakes
Demonstrate Safety Techniques
2. Demonstrate the correct technique for "Drop, Cover, and Hold On" during simulated earthquake drills
Build Confidence
3. Increased confidence in their ability to respond effectively during and after an earthquake by following the local disaster readiness plan
Pre-Lesson Activity: Pass the Cabbage
Setup
The teacher facilitates the activity, "Pass the cabbage" which requires some upbeat music to be played. When the music starts, the cabbage will be passed on from one student to another.
Process
When the music stops, the student holding the cabbage will peel one layer of it to reveal the question.
Pre-Lesson Activity: Pass the Cabbage
Preparation
The teacher needs to prepare the cabbage before the class starts. It doesn't require a true cabbage to use, it could be layers of papers joined together just like a cabbage.
Timing
Target time frames may change depending on the ability of the learners and the flow of discussion.
Description:
It refers to a series of ocean waves that sends surges of water, sometimes reaching heights of over 100 feet (30.5 meters), onto land.
The motion of this type of wave has particles that forms a horizontal line that is perpendicular to the propagation direction. The energy of Love waves radiates in two directions rather than three.
This type of waves are compressional waves that travel through solids, liquids, and gases. They propagate through a substance by compressing and expanding it alternately.
Description 1 Answer: Tsunami
Oceanic Origin
Tsunamis are generated by underwater disturbances like earthquakes, volcanic eruptions, or landslides.
1
Wave Characteristics
Unlike regular waves, tsunamis involve the movement of entire water columns from the ocean floor to the surface.
2
Coastal Impact
When tsunamis reach shallow coastal waters, they slow down but grow dramatically in height.
3
Devastation Potential
They can cause massive flooding, destruction of structures, and loss of life in coastal areas.
4
Description 2 Answer: Love Wave
Love waves are a type of surface seismic wave that cause horizontal movement perpendicular to the direction of wave propagation. They are particularly damaging to structures.
Description 3 Answer: P-Waves
1st
To Arrive
P-waves are the fastest seismic waves and the first to be detected during an earthquake.
6000
m/s
Approximate speed of P-waves through the Earth's crust, making them significantly faster than other seismic waves.
All
Mediums
P-waves can travel through solids, liquids, and gases, unlike other seismic waves.
Lesson Purpose: Go Backpack
Demonstration
The teacher will tell the learners that he/she has a go backpack, and ask them the questions below.
Lesson Purpose: Go Backpack
Essential Items
1. If there is a disaster, what are the essential things that you will pack in your bag?
Preparation Timing
2. When should you prepare your things in an emergency bag?
Importance
3. What is the importance of getting ready in a disaster?
Unlocking Content Vocabulary
Learners will answer the Picto-word activity to reveal the mystery word.
1)
3)
2)
3)
4)
Unlocking Content Vocabulary Answers
1. IN + TEN + CITY = INTENSITY
2. WAR + LIGHTNING = WARNING
3. RED + DI + NEST = READINESS
4. EVE + ACT + YOU + 8 = EVACUATE
5. SIM + YOU + LATE = SIMULATE
Definition of Terms
INTENSITY
-A measure of the strength of shaking experienced in an earthquake.
WARNING
-A statement or event that indicates a possible or impending danger, problem, or other unpleasant situation.
READINESS
-The state of being fully prepared for something.
Definition of Terms
READINESS
-The state of being fully prepared for something.
SIMULATE
-to produce a situation or event that seems real but is not real, especially in order to help people learn how to deal with such situations or events.
What is an Earthquake?
An earthquake is a sudden and violent shaking of the ground, sometimes causing great destruction, as a result of movements within the earth's crust.
What To Do In Case Of An Earthquake?
Step 1
Do not move until the main quake ceases.
Drop, Cover, and Hold On
DROP
DROP to the ground
COVER
COVER by getting under a sturdy table
HOLD
HOLD on until the shaking stops
3. Stay away from glasses, windows, outside doors, and walls, and anything that could fall.
4. Stay in bed if you are there when the earthquake strikes. Hold on and protect your head with pillow.
Additional Safety Steps (1-3)
Step 5
Turn off all heat sources immediately. After the main shock calms down, immediately turn off the gas appliances as well as heating appliances.
Additional Safety Steps (1-3)
Step 6
Secure a way to evacuate the premises. Always wear shoes even when inside the house.
Additional Safety Steps (4-6)
Step 7
Do not become panicked by aftershocks. Remember to stay calm even when you feel the aftershocks.
Step 8
Get ready to evacuate. Before you leave the house, make sure you shut off the gas supply valve as well as the circuit breaker.
Step 9
If you are in a building, always use the stairs to evacuate. You should not use elevators.
Step 10
Evacuate on foot. You should always walk when you evacuate. Never use cars, motorcycles, or bicycles.
Group Activity: Earthquake Safety Drill Simulation
1
Objective
Demonstrate the correct technique for "Drop, Cover, and Hold On" through a collaborative and engaging activity.
2
Materials Needed
Chairs and tables (to simulate furniture for cover), Whistle or bell (to signal the earthquake drill), Timer (optional, for added realism), Checklist for correct technique evaluation
Procedure: Introduction (5 Mins)
Discussion Topic
-Discuss with students why "Drop, Cover, and Hold On" is the best safety procedure during an earthquake.
Explanation
-Explain each step clearly: - Drop – Get down on your hands and knees to prevent being knocked over. - Cover – Take cover under a sturdy table or desk, protecting your head and neck. - Hold On – Hold on to the table legs or desk to keep it steady.
Procedure: Group Formation ( 5 Mins)
Group Size
-Divide the class into small groups (4-5 students per group).
Observer Role
-Assign one student as the "observer" in each group to assess their teammates' technique.
Procedure: Drill Simulation (10 Mins)
Signal
-At the teacher's signal (whistle or bell), students must immediately Drop, Cover, and Hold On.
Observation
-Observers in each group will check if their teammates follow the correct technique using a provided checklist.
Procedure: Debriefing & Discussion (10 Mins)
Group Sharing
-Each group shares their observations: What was done correctly? What needs improvement?
1
Teacher Reinforcement
-The teacher reinforces the importance of practicing this technique in real-life situations.
2
Misconception Correction
-Discuss any misconceptions or mistakes, ensuring everyone understands the proper execution.
3
Procedure: Reflection ( 5 Mins)
-Each student writes a short response: "Why is it important to practice Drop, Cover, and Hold On?"
-Volunteers may share their answers with the class.
Worksheet
Synthesis/Extended
What you have learned
In a one sheet of paper write something you understand about the lesson we discussed today.
Evaluation Learning
Direction: Read each question carefully and choose the best answer. Encircle the letter of the correct answer.
1. What is the first step in the "Drop, Cover, and Hold On" technique?
�a) Run outside as quickly as possible�b) Stay in place and do nothing�c) Drop to the ground to prevent falling�d) Call for help immediately
2. When taking cover during an earthquake, which of the following is the best action?
�a) Stand under a doorframe�b) Take cover under a sturdy table or desk�c) Sit on the floor and close your eyes�d) Run to the nearest exit
3. What should you do while under cover to stay safe during an earthquake?
�a) Hold onto the table or desk to keep it steady�b) Stand up and look around for falling objects�c) Shout for help as loudly as possible�d) Move from one place to another
4. Why is it important to practice "Drop, Cover, and Hold On" regularly?
�a) To ensure quick and correct response during an earthquake�b) To test the durability of school furniture�c) To impress friends and classmates�d) To see who can do it the fastest
5. If there is no table or desk nearby, what should you do?
�a) Run outside immediately�b) Drop down and cover your head and neck with your arms�c) Stand against a glass window for protection�d) Lie flat on the floor and close your eyes
Answer Key:
1
c) Drop to the ground to prevent falling
2
b) Take cover under a sturdy table or desk
3
a) Hold onto the table or desk to keep it steady
4
a) To ensure quick and correct response during an earthquake
5
b) Drop down and cover your head and neck with your arms
Thank You!