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- 1. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Senior High School Weekly Lesson Log DISASTER READINESS AND RISK REDUCTION School Grade Level Teacher Semester Teaching Dates Quarter 1 Week No. 7 Day 1 Day 2 Day 3 Day 4 I. OBJECTIVES Content Standard 1. Ground Shaking 2. Ground Rupture 3. Liquefaction 4. Earthquake- induced ground subsidence 5. Tsunami 6.Earthquake- induced landslide Performance Standard The learners develop a family emergency preparedness plan to guide them on what to do before, during, and after an earthquake. Learning Competency Interpret different earthquake hazard maps Apply precautionary and safety measures before, during and after an earthquake. Summative Test Code: (DRR11/12-If-g-20) (DRR11/12-If-g-21) DAILY TASK Interpret different earthquake hazard maps. II. CONTENT Earthquake Hazard Maps Precautionary Measures for Earthquakes Family Emergency Preparedness Plan III. LEARNING RESOURCES References: CHED Teaching Guide for Senior High School Disaster Readiness and Risk Reduction pp. 55 - 59 CHED Teaching Guide for Senior High School Disaster Readiness and Risk Reduction pp. 60 - 65. IV. INTRODUCTION Communicate Learning Objectives (5 mins) Communicate Learning Objectives (5mins) Review 1. Precautionary and safety Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 2. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL 1. Interpret different earthquake hazard maps. Review (5 mins) 1. Ask the class what they remember about the major hazards related with earthquake event. 2. Review the concept 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) 1. Explain and give examples on how to prepare before, during and after an earthquake 2. Discuss how one may prepare and protect oneself in case of an earthquake Review 1. Ask the class what they remember about the major hazards related with earthquake event. measures before, during and after an earthquake. MOTIVATION PICTURE PROMPT: Photographs Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 3. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL - Show an illustration of a damaged structure of a particular place and its corresponding hazard map. Without giving out any clues, let the student establish the connection of the two illustrations. Link: http://www.sfgate.com/world/article/ Philippines-earthquake-kills-dozens- 3144403.php Link: http://ars.els-cdn.com/content/imag 1. Show these photos of impacts of a major earthquake. 2. Show a video of earthquake damages as an alternative to number 1. LINK: https://www.youtube.com/watch? v=LCJtvtUlhPk *Cebu-Bohol Earthquake 2. Ask: How can we avoid this from happening? 3. Post the cartolina you prepared with this Earthquakes alone dont injure or kill people. It is our practices at home, in school, in the workplace or outside that could hurt or injure PICTURE PROMPT: - Present the illustration below and let the students analyze what the picture shows. Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 4. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL e/1-s2.0-S1367912016304187- gr2.jpg us and others. Why is this so? INSTRUCTION/ DELIVERY 1. Briefly discuss the following: I. Hazard Maps - People and properties are affected by earthquake due to any or a combination of the following: unsafe location, poor construction, people dont believe or know that they be affected, people dont know how they can be affected, people dont know what to do, and there is lack of timely and proper response. Scientists have for so long studied earthquake occurrences and the hazards associated with them by looking at impacts from major earthquakes. Based on studies, given a specific earthquake scenario (magnitude) maps showing areas likely to be affected by a certain specific hazard and the degree of expected impact are generated. The purpose is to be able to use these maps. A. As we learned in earlier modules, for earthquakes, there Discussion Guide to Teacher (Note: This lecture should be given after the presentation of their infommercial) 1. What to do BEFORE an earthquake I. The key to effective disaster prevention is planning. A. Know the earthquake hazards in your area B. Follow structural design and engineering practices when constructing a house or a building C. Evaluate structural soundness of the buildings and houses; strengthen or retrofit if necessary II. Prepare your homes, workplace or schools: A. Strap or bolt heavy furniture, cabinets to the walls B. Check the stability of hanging HOW TO CREATE A FAMILY EMERGENCY PREPAREDNESS PLAN 1. With your family or household members, discuss how to prepare and respond to the types of emergencies that are most likely to happen where you live, learn, work and play. 2. Identify responsibilities for each member of your household and how you will work together as a team. 3. Practice as many elements of your plan as possible. Link: http://www.redcross.org/get- help/how-to-prepare-for- emergencies/make-a-plan 2. The teacher can also use the link below for a video presentation. Link: https://www.youtube.com/watch? v=x_9IAY1gQKc Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 5. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL are at least 5 earthquake-related hazards that one needs to consider: ground rupture, ground shaking, liquefaction, earthquake-induced landslides and tsunami. B. Hazard Maps are maps that show different hazards that may affect a certain area. For earthquakes, a ground shaking hazard map shows the distribution of earthquake shaking levels that have a certain probability of occurring. A ground rupture hazardmap shows areas wherein faults cut across. There are hazard maps for liquefaction, earthquake induced landslide and tsunami. II. These maps were generated to provide the most accurate and detailed information possible to assist engineers in designing buildings, bridges, highways, and utilities that will withstand shaking from earthquakes in an area. These maps are used by local objects like ceiling fans and chandeliers C. Breakable items, harmful chemicals and flammable materials should be stored properly in the lowermost secured shelves III. Familiarize yourself with the exit routes. IV. Know where fire extinguishers, first aid kits, alarms and communication facilities are located. Learn how to use them beforehand. A. Prepare a handy emergency supply kit with first aid kit, canned food and can opener, water, clothing, blanket, battery- operated radio, flashlights and extra batteries V. Conduct and participate In regular earthquake drills 2. What to do DURING an earthquake. I. When you are INSIDE a Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 6. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL governments to help establish zoning, construction requirements necessary to preserve public safety and for purposes of general planning for disaster risk reduction and mitigation. Before using the map, be sure that you understand the basic parts- A. Map Title (tells you what the map is all about); B. Legend (details of what each symbols mean) C. Scale (refer to the bar scale as this helps determine distances, etc) structurally sound building or homeSTAY there! Do the Duck, Cover and Hold on A. If possible, quickly open the door for exit. B. Duck under a sturdy desk or table, and hold on to it, or protect your head with your arms C. Stay away from glass windows, shelves and other heavy objects C. Beware of falling objects. Be alert and keep your eyes open. II. If youre OUTSIDE.move to an open area! A. Stay away from trees, power lines, posts and concrete structures B. Move away from steep slopes which may be affected by landslides C. If youre near the shore Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 7. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL and feel an earthquake especially if its too strong, MOVE QUICKLY TO HIGHER GROUNDS. Tsunamis might follow. III. If youre in a moving vehicle, STOP and get out! Do not attempt to cross bridges, overpasses or flyovers which may have been damaged. 3. What to do AFTER an earthquake. I. Be prepared for aftershocks. Once the shaking stops, take the II. fastest and safest way out of the building. III. DONT A. use elevators B. enter damaged buildings C. use telephone unless necessary D. PANIC IV. CHECK Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 8. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL A. yourself and others for injuries B. ..water and electrical lines for damages C. for spills of chemical, toxic and flammable materials D. and control fires which may spread V. If you need to evacuate your residence, leave a message stating where you are going and bring your emergency supply kit VI. Keep updated on disaster prevention instructions VII. form battery-operated radios. PRACTICE Hands-on Activity using the maps An example of hazard map for tsunami. Below (A) is the map of Negros Occidental showing tsunami inundation areas. B. Map B is the active fault map for Negros Occidental. (refer to the legend) Part I. (Note: This should be given a day or 2 days before the actual date of lesson) 1. Divide the class into 3 groups. I. Group 1. Create an infommercial about the precautionary measures before an earthquake. II. Group 2. Create an infommercial about actions that one must do Activity - The students will create a family emergency preparedness plan. (PERFORMANCE TASK) Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 9. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL 6. Using the map A, locate where your community is. Find where the red line is, this signifies where the tsunami inundation areas are located. How far is your community from the fault. 7. Locate your community in the Negros map. What do the red broken lines mean? Using map B, how far is your community from the active fault? MAP A MAP B during an earthquake. III. Group 3. Create an infommercial about actions that one must do after an earthquake. Part 2: Group Discussion Session to be Facilitated by Teacher (15 mins) 1. Each group is given 5 minutes to present their work 2. Let the learners have time to explain their work. Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 10. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL ENRICHMENT Take-Home Activity - Learners submit a report a week after PART I. 1. Learners to search the internet, go to PHIVOLCS site, refer to hazard maps to identify the different hazards likely to affect their community. Use the following table to assess the communitys exposure to hazard. PART II. Elements at risk 1. Using the provided Active Faults Map of your barangay, study the map carefully and its legend. (5 mins) or culminating 1. Going back to the earlier question posed by Teacher to the class: activity for this Chapter on Earthquake is to kill people. It is our practices at home, in school, in the learners to come up with their own emergency bag, basic content: first aid kit, workplace or outside that could hurt or injure us and others. Why is this so? opener, bottle of Sample Response: Because we did not prepare ourselves and The students will bring their outputs at home, orient their family members and affix their signatures. Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 11. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL 2. Identify major streets that you can recognize. Write the street name on the map. 3. Identify and mark the following on the map: I. Barangay Hall II. Village Clubhouse III. Schools, DayCare Center IV. Hospitals, Clinics, V. Groceries, Markets VI. Important infrastructures (bridges, gymnasium/ open or covered courts, etc) VII. Water tanks; deep wells, Using the ruler or string, determine the distance of some of these elements from the trace of the VFS nearest some elements at risk. 4. Take note if any of these identified elements on your map fall within any of the identified hazard zones (ground shaking, liquefaction and earthquake our surroundings. We have water, clothing, blanket, battery-operated to be conscious of the various ways by which we can prepare ourselves, our school and the radio, flashlights and extra batteries, medicine, hygiene kit for women. community. 2. Ask the learners to answer this question: How can I help spread the right information about earthquake preparedness? Possible answers: Discuss at home. Discuss with friend. Help in the organization of earthquake drills. Seriously participate in the earthquake preparedness activities of the school Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 12. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL induced landslide). PART III. Open spaces and evacuation routes. 1. Identify open spaces that are available within your barangay or nearby. List as many as you can identify. Show location on the map. EVALUATION Quiz - True or False? 1. When the shaking starts, I should run immediately and leave the room to get out of the building as fast as I could. 2. During an earthquake and I am outside, it is best to take shelter under trees, power lines, posts and concrete structures. 3. If near the shore and a very strong earthquake is felt, one must move quickly to higher ground even if there is no immediate information of the possible source and location of the earthquake. 4. During an earthquake, to make it faster to get out of the *See task card Q1 W7 D3 for the rubric of the family preparedness plan Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 13. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL building, use the elevator. 5. In the chemistry lab, breakable items, harmful chemicals and flammable materials are be stored properly in the uppermost secured shelves. 6. After a very strong earthquake, employees of an office located on the 10th floor of the building should immediately evacuate by going down the building and finding the designated open space for temporary evacuation area. Answer Key: 1. False 2. False 3. True 4. False 5. False 6. True V. REMARKS VI. From the evaluation, No. of Learners who earned: 80% and Above: Below 80%: Did the remedial lessons work? No. of Learners who: Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 14. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL have caught up with the lesson continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my Principal/ Supervisor can help me solve? What innovation or localized materials did I use/ discover which I wish to share with other teachers? Senior High School Weekly Lesson Log Week No. 7 Prepared by: Checked by: Teacher: School Head: Signature: Signature: Date Submitted: Date: Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017
- 15. Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade Level Quarter Quarter 1 Week 7 Day 3 Daily Task TASK CARD Material/s Procedure Guide Questions RUBRIC Meets Expectations Needs Improvement Not Visible Preparedness Plan The created preparedness plan contains all important details, can be easily understood and implemented. The created preparedness plan contains all important details. However, some details need to be revised for clarity and implementation. The created preparedness plan lacks important key information (e.g. important contact details, precautionary measures) Senior High School Module & Lesson Plan Exemplar: Disaster Readiness and Risk Reduction First Version: September 2017