LEARNING PLAN IN DRRR

SECONDARY DIVISION
SENIOR HIGH SCHOOL UNIT
Academic Year 2019- 2020

Quarter Number: 1st Semester: 1st Week #: 2

Subject Matter: DISASTER READINESS AND RISK REDUCTION Year Level: 12

PRELIMINARY PART

Topic/ Lesson Name Potential Earthquake Hazards and their Effects & Tsunami Signs

Content Standards  The learners demonstrate understanding of potential earthquake hazards

Performance Standards  Develop a family emergency preparedness plan to guide them on what to do before, during, and after an earthquake.
Learning Competencies The Learner should be able:

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

 Analyze the effects of the different earthquake hazards (DRR11/12- If-g-19)
 Recognize the natural signs of an impending tsunami (DRR11/12-If-g-18)

Specific Learning Outcomes At the end of the lesson, the learners will be able to conduct the following with 75 % accuracy:

 Explain the different potential earthquake hazards

 Explain the three (3) important natural signs of an impending tsunami
Time Allotment 240 minutes

Dates Covered August 20-24, 2018 (2 days/ meetings)

Materials Blackboard, Whiteboard, Chalk/ marker, LCD Projector, Ppt. presentation, LED TV, HDMI adapter

Resources Lanada, M. L. et. al. (2016) Building Resilient Communities, Disaster Readiness and Risk Reduction. Phoenix Publishing House Incorporated.
Disaster Risk Reduction Network Philippines: Island-wide Feedbacking and Consultation on DRRM Polices. Reference Materials.
Licuanan, P. et. al. (2016) Teaching Guide DRRM. Commission on Higher Education.
 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).
Bohol Earthquake 2013. http://www.phivolcs.dost.gov.ph/index.php?option=com_phocadownload&view=category&id=37:earthquake&Itemid=44 (4)
Philippine Institute of Volcanology and Seismology. (2005). Ang Lindol at mga panganib na dulot nito [Flyer]. Retrieved from http://www.phivolcs.dost.gov.ph/
images/IEC/lindol_panganib.pdf

ACTIVITY/ DAY Monday / Tuesday Thursday/ Friday REMARKS

Dates

A. Introduction/ The Teacher will show different images about major earthquake Video Clip Showing: “Facts about Tsunami”
Motivation occurrence and will describe what happened, its effects on the
surroundings and to people.
Processing Questions:

Sharing of Stories 1. How ae tsunamis generated?

2. Is the place you’re living at risk to tsunami?
Based on Teacher’s presentation, the learners are to share experiences on 3. If this would happen, what do you think are the proper things to do?
earthquake events that they were able to surpass.
Guide questions to answer:
1. Why are these earthquake events remembered?

B. Delivery of Day 1: Discuss about Potential Earthquake Hazards and their Effects. Day 2: Discussion about Tsunami Signs
instruction
Activity “Group Discussion”
Pre- activity:
Activity 1: GROUP LEARNING ACTIVITY: READING and
DISCUSSION SESSION
1. The teacher will divide the class into 3 groups. For each group, learners
should identify 1 Facilitator to lead the discussion, 1 person to act as 1. Divide the class into 3 groups.
Secretary to write the final answers, another person as Reporter to 1 answer sheet per group. The teacher is going to distribute reading
discuss the results of group discussion. All learners will be given the materials about tsunamis. The learners are going to analyze reading
opportunity to search any article about a major earthquake occurrence. materials to be discussed in class.
After reading the researches or articles, students should write the
identified impacts on a metacard. And there should be group discussion.
 2.Learners are given 5 minutes to read the assigned material, and
another 5 minutes to discuss.
Group Ground Liquefaction Earthquake- Tsunami
Rapture induced The group should answer this question:
Landslide
Name of Can you recognize what sign was observed by the main narrator of
Learner the story?
READING No. 1 “Warnings of a Tsunami Underway” from “Where
Name of the First Wave Arrives in Minutes” (2010), UNESCO
Learner 1. The teacher will ask a volunteer learner from group 1 to read the first
material.
Name of 2. From the reading, the teacher will ask the learners to write what they
Learner think were the signs mentioned in the text.
Answer: 1. Strong shaking, Earthquake

During Activity: READING NO. 2 (“The Sea May Withdraw Shortly Before it Attacks”
from Yulianto and Others, 2010. from “Where the First Waves Arrive
1. The learners are going to share what they’ve found on their research in Minutes, UNESCO)
about stories of past earthquake events with their group.
2. Students will write on metacards specific impacts or effects that they 1. The teacher will ask another learner volunteer from group 2 to read the
gathered based on descriptions from stories they downloaded or have material.
read from the internet. They are going to write as many as they can
identify (at least 10, can be more). 2. According to the story, as soon as the strong shaking or earthquake
3. The learners are to classify these, they will identify under which of the stopped, what did the man observe?
5 hazards do these impacts fall? (example: shelves and cabinets that
I. This reading highlights the sign that there might be observed
toppled down, building collapse, building damage- are due to ground
changes in the sea level. This time it is more specific and states
shaking; buildings that tilt/ experience some form of subsidence/
“the sea may withdraw before it attacks”
sinking after an earthquake is a result of liquefaction); Post answers
under appropriate columns.
II. The teacher will ask the learners to write in their answer sheet the
Post-Activity 2nd sign

3. So, now, we have 2 signs:

1.Students are going to post the manila paper as accomplished by each group. I. Strong earthquake and
They will be given 5minutes per group to explain their answer. II. Sea will withdraw. Rapid lowering of sea level or noticeable rise
and fall of coastal water
2. The teacher will discuss the answers, summarize for the learners.
READING NO. 3. (“The Sea May Boom” from Yulianto (2010). Where
The metacards will be evaluated using this rubric: the First Wave Arrives in Minutes)
4 3 2 1 1. The teacher will ask a volunteer from group 3 to read the last material.
To those who grew up and lived by the sea, they know the normal sound of
The table The table
the sea.
shows 80- does not
The table The table
100% of show any 2. According to the reading material, under a different situation such as a
shows 50-70% shows 40-10%
impacts of the strong earthquake, and observance of changes in the behavior of the sea.
SUMMARY impacts impacts
identified impacts What is the third observation that confirms incoming tsunami waves?
TABLE OF identified were identified
were were Based on eyewitnesses, there is a distinct rumbling sound made by
HAZARDS correctly were correctly
correctly correctly incoming waves- described as Distinct roaring sound, strange unusual
AND IMPACTS placed under placed under
placed placed strong sound (e.g. sucking sounds), rumblings of many trucks or jet-like or
associated associated
under under the gush of strong rain. So, this is the 3rd natural sound.
hazar hazard.
associated associated
hazard hazard 3. In summary, Natural Signs of an Approaching Tsunami too mitigate the
effect of the tsunami, the community should be aware of the natural signs
The that they might observe. The three natural signs of an approaching tsunami
Facilitator The The are:
was able Facilitator, learners
to lead the Secretary, do not I. A strong felt earthquake,
discussion Reporter and The learners II. Unusual sea level change: sudden sea water retreat (exposed sea
know
well, the know their beds – coral flats, fishes, etc..) or rise, and
the rest of the their roles
roles but were III. Unusual rumbling sound of approaching waves (e.g. sound like
COOPERATION Reporter members were and the
was able not actively that of a train)
AMONG able to help discussion
to clearly each other and portraying
MEMBERS was not
present their 4. Based on stories from eyewitnesses and survivors of past tsunamis, the
were able to properly
the responsibilities following are the natural signs of an impending tsunami
come up with facilitated
summary the entire time.
a among I. Feel an earthquake. If the ground shakes under your feet in a
of the comprehensive the coastal region, a tsunami may have been caused by a strong
group’s output learners undersea earthquake. However, you may not feel an earthquake if
output the event is far away.
within the II. See ocean water disappear from the beach, bay or river Before a
tsunami arrives, water may recede from the shoreline before
given returning as a fast-moving wall of water. If you notice the water is
time. 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.

Presentations will be evaluated according to this rubric:

4 3 2 1

Summary The list is The list

Table: complete The list shows The list does not
Tsunami and has 2 of the mentions 1 of show any
events and the 3 identified the natural of the
their natural natural signs. signs. expected
impacts signs. answers.

The
Facilitator
was able
The The
to lead the
Facilitator, learners
discussion
Secretary, do not
well, the The learners
Reporter and know
Reporter know their
the rest of the their roles
was able roles but were
Cooperation members were and the
to clearly not actively
among able to help discussion
present portraying
member each other and was not
the their
were able to properly
summary responsibilities
come up with facilitated
of the the entire time.
a among
group’s
comprehensive the
output
output. learner
within the
given
time.
C. Practice/ Drill  Teacher will ask the class what they think of when they hear the word True or False?
earthquake. Sample responses: Shaking, damages- collapse of building,
injuries, deaths, (Word Bubble Technique). 1. Ask your learners to answer true or false to the following sentences.
A. I should go to the shore to watch a tsunami. [FALSE]
B. All undersea earthquakes cause tsunami. [FALSE]
C. If I felt a strong earthquake while near the coast, I should wait to hear
the rumbling sound before moving to high ground (FALSE)
D. If a small tsunami is coming, I should get out of the water and wait until
I hear it is safe to return. [TRUE]
E. Is a big tsunami is coming, I should move as far inland as I can or to
higher ground. [TRUE]
F. If I am swimming when a small tsunami comes, I could get dragged out
to sea by the strong rips and currents. [TRUE]
G. A tsunami is most often caused by undersea earthquakes. [TRUE]

D. Enrichment/ Reflection Questions Reflection log:

Values Integration
1. Teacher will reinforce, reiterate where / in which environment each of the Reflection Questions
hazard is experienced or is more prominent.
1. The teacher is going to ask the learners, based on what they have learned
2. Teacher will ask the learners, based on what they have learned so far, to
so far, what are the areas (in their city, municipality or province) that can
think of their home and answer this question:
possibly be affected by tsunami?
(The learners are going to write this checklist in their notebooks) 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
 What are the possible impacts/ effects of the 5 earthquake hazards to earthquake generator)
their home/s?
 What are the potential hazards that can affect me, my home and my B. How do I prepare for tsunami? (How far is your home/ school from
community? How? the coast? To elevated area?)
 Will I be affected by (check all that will apply)
 I. Ground Rupture (only if a fault passes through my home) 2. Learners write their responses in their notebooks.
II. Ground shaking: Yes
III. Liquefaction (Note, only for areas near rivers, coastal areas,
underlain by soft sediments or water-saturated materials)
IV. Earthquake-induced landslide (if my home is near/ at the base
or on the slope of a mountain side)
V. Tsunami (if my home is near the coast)

Note: Those I have checked are the hazards I need to prepare for.

E. Evaluation/ Pen-Paper Quiz 1-10 Quiz

Assignment
Oral Recitation Oral Recitation
Have a research on Tsunami Signs. Have reasearch and advance study about Earthquakes.

Date Submitted: August 1, 2019

Prepared: Checked:

ALBERT J. ROSETE STEPHEN L. ESBER

DRRR Learning Facilitator SHS Unit Coordinator

Concurred: Approved:
CHRISTELLE ANGELICA C. CORPIN ANNIE C. CORPIN
Academic Affairs Coordinator School Head and President