EMERGENCY AND DISASTER PREPAREDNESS MODULES

PRESENTOR: NOMER M. FERRER

TOPIC 1: EARTHQUAKES
1.1 What is an earthquake
1.2 What happens during an earthquake?
1.3 Hunting for hazards in the classroom and school
1.4 What to do during an earthquake
1.5 Drop, Cover, and Hold
1.6 Safe evacuation behaviors during an earthquake
1.7 Evaluation of knowledge gained on the topic on earthquake

Topic 2: FIRE
2.1 What to do in case of fire
2.2 Evaluation of knowledge gained on the topic on fire

TOPIC 3: FIRST AID (LOSS OF CONSCIOUSNESS AND SEIZURE)

3.1 What is loss of consciousness
3.2 How do you elicit responsiveness in a seemingly unconscious person
3.3 What to do if an unresponsive person regains consciousness versus what to do in case of
persistent unresponsiveness despite simulation
3.4 What is seizure, its causes, and signs and symptoms
3.5 Demonstrate what to do when a person goes into seizure
3.6 Evaluation of knowledge gained on the topic on loss of consciousness and seizures

PRE AND POST TEST – EARTHQUAKE

OBJECTIVES:
1. TO PROVIDE STUDENTS WITH KNOWLEDGE ON SOURCES AND WHY EARTHQUAKES HAPPEN
2. TO DEMONSTRATE HOW LONG AN AVERAGE EARTHQUAKE LASTS

PROCEDURE:
1. Start with a pre-test to cover all topic on earthquake preparedness
2. Introduce the topic by asking the students any previous encounters or personal experiences
with earthquakes
3. Use your preferred audio visual aids for the lecture
4. Use the question and answer format which will be most helpful for student’s learning in this
particular session
5. Engage the students for a more interactive session.

INSTRUCTIONAL MATERIALS:
1. Power point Presentation (Philippine Map to demonstrate why the country is earthquake
prone)

2. Large clock
Lecture:
1. Question: What is an earthquake
Answer: An earthquake is a sudden motion or series of motion of the earth’s surface,
originating in a limited underground region and spreading from there in all directions.
2. Question: Can occurrence pf earthquake be predicted?
Answer: No. There is no existing instrument/equipment or discovery that ca tell when
earthquake are likely to happen. We cannot do anything to prevent earthquakes, but we can
prepare ourselves to cope with it.
3. Question: Are all regions in the Philippines equally likely to have earthquakes to happen?
Answer: Since occurrence of earthquakes cannot be predicted, any region in the Philippines
is likely to be affected, however, through careful studies, areas with “fault lines” were
already identified as dangerous areas.
4. Question: Are all places equally likely to receive damage brought about by earthquakes?
Answer: It depends on the magnitude and intensity of the earthquake, as well as the
presence of hazards in the particular area affected.
5. Question: Is there a particular place in the Philippines that will not have earthquakes?
Answer: None
6. Question: Once an earthquakes occurs, how long will an earthquake likely to last?
Answer: An earthquake may last from seconds to minutes and may followed after by
episodes of aftershocks. Strong shaking from major earthquakes usually last 30-60 seconds.

ACTIVITY:

For experience in timing earthquakes, have the students stay still and observe a large clock for 1
minute

TOPIC 2:

What happens during an earthquake?

OBJECTIVE:

1. To provide students with knowledge on events that happen during earhquakes.

2. To provide information on how the intensity of earthquake are measured

PROCEDURE:
1. Introduce the topic by asking the students previous experiences on how they felt during an
earthquake.
2. Engage students for a more interactive session

MATERIALS:

Power point Presentation

In order to clearly demonstrate the intensity of earthquakes, the modified Mercalli intensity scale shall
be explained to the students using simple terms.
LECTURE:

1. Question : What happens during an earthquake?

Answer :
The first indication of a damaging earthquake may initially be
just a gentle shaking.
You may notice the swaying of hanging plants and light
fixtures or hear sounds of objects on shelves.
You may hear a low or a very loud rumbling noise.
A second or two later, you will feel the shaking, and by this
time, you will find it very difficult to move from one place to
another.
Contrary to popular imagination, an earthquake does not
cause the earth to open up and swallow people. Most injuries
and casualties occur because the ground shaking moves
loose objects in and on buildings, causing these to fall or
collapse on people.
2. Question : How do we measure the intensity of an earthquake?
Answer :
Earthquake Measurement:
A. Intensity – perceived by humans and visible
phenomena
B. Magnitude – measured by instruments

MODIFIED MERCALLI INTENSITY SCALE

I. Detected only by simple instruments
II. Felt by a few persons at rest especially in the upper floors
; delicate suspended
objects may swing
III. Felt noticeable indoors
IV. Felt indoors by many, outdoors a few
V. Felt by most people, disturbance of tall objects
VI. Felt by all, damage small
VII. Everybody runs outdoors ; damage to building depending
on the quality of
construction
VIII. Panel walls thrown out of frames, fall of walls, drivers of
autos disturbed
IX. Building shifted off foundations, ground cracked
X. Frame structures destroyed, ground cracked, landslides
XI. Bridges destroyed, fissures on ground, new structures
remain standing
XII. Damage total, waves seen on ground surface, objects
thrown up into air
Activity : Show pictures and ask students to at least estimate the
intensity of the earthquake.

TOPIC 3 Lecture : Hunting for Hazards in the Classroom and School

Objectives To identify the different hazards in the school setting related to
earthquake events
Procedure 1. Introduce the topic initially through lecture format.
2. Use interactive sessions to encourage participation
3. Break out into groups for the activity part.
Materials for
Instructor
Powerpoint presentation
Materials for
Students
Notes, pen, Manila paper, pentel pens, masking tape
Special Notes for
Instructor
The output of all groups will be submitted to school authorities.
Content
Lecture
1. Question : What are considered earthquake hazards inside
the classroom ?
Answer :
Anything that can move, fall, or break when the ground
starts to shake is an earthquake hazard if it can cause
physical or emotional harm.
For example:
Free-standing cabinets, bookshelves, glasses are likely
to topple and fall
Wall-mounted objects (such as clocks, art work) may
shake loose and fly across the room
Suspended ceiling components may cause light fixtures
and other components down with them.
Door frames may be bent by moving walls and may jam
the doors shut.
Moving walls may bend window frames, causing glass
to break and shatter into the room
It’s important to take “quake-safe” action at the first
indication of ground shaking.
Don’t wait until you’re certain an earthquake is actually
occurring.
As the ground shaking grows stronger, danger increases.
General Rule: Remove objects that could fall and cause injury
during earthquake shaking. Objects that cannot be removed
should be securely fastened.
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Activity
1. Divide the students into groups. Make the group list
hazards actually found in the school and write it down in
the Manila paper provided for.
2. The group shall recommend what should be done with the
identified hazards.
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SECTION I: EARTHQUAKES
TOPIC 4 Lecture : What to do during earthquakes
Objectives To provide the students knowledge and skills on what to do
during occurrence of an earthquake.
Procedure 1. Introduce the topic through lecture format.
2. Use interactive sessions to encourage participation
Materials for
Instructor
Powerpoint presentation
Materials for
Students
Handouts, notes and pen
Special Notes for
Instructor
Emphasize to the students not to panic, to be calm and have
presence of mind during earthquakes.
Content
Lecture
1. Question : What should one do during earthquakes ?
Answer :
A. If one is inside the house or a building :
Seek shelter or protection under sturdy structures
such as under the table, bed, sofa or at the back of
the door. These structures will serve as shield from
hard objects that are likely to fall during ground
shaking.
STAY CALM AT ALL TIMES
B. If one is outside the house or building:
Immediately seek cover in a parked vehicle, or any
large sturdy object or structure.
If one cannot seek cover immediately, go to a place
away from high buildings with possibility of collapsing
Avoid cut live, electrical wires, high lamp or electric
posts and objects likely to fall.
C. If one is inside a moving vehicle
If one is in a mountainous area, stop the vehicle in a
place away from the side of a cliff or high steep
areas with possibility of landslides.
Stay inside the vehicle
STAY CALM AT ALL TIMES
Activity : Show pictures of different earthquake scenarios and ask
whether the actions shown are appropriate.
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SECTION I: EARTHQUAKES
TOPIC 5 Lecture : Demonstrate the “ Drop, Cover and Hold”
Objectives 1. To provide knowledge and skills on how students can protect
their heads and bodies during a simulated earthquake.
2. To demonstrate the proper way of doing the “drop, cover and
hold” during practice drills.
3. To check if the students are doing the “drop, cover and hold”
the correct way.
Procedure PHASE 1. ALARM
1. A pre-arranged signal such as siren / bell should be known to
all.
2. During a drill, the alarm indicates earthquake shaking.
3. Participants will be alerted by this signal
PHASE 2. RESPONSE
1. While the siren / bell is ongoing, everyone should move away
from windows, glass or light fixtures.
2. In this phase, everyone should perform the “drop, cover and
hold” under desks, tables or chairs.
3. Remain in this position until the shaking (represented by the
bell) stops.
Check the participants if they correctly performed in all phases.
Materials for
Instructor
Powerpoint presentation / video presentation
Materials for
Students
Notes, pens
Special Notes for
Instructor
Incorporate in the lecture what is usually being practiced by the
students in performing earthquake drills. Ask the students what
they practiced during school drills, as well as the frequency of
conducting the drills.
Content Lecture
The main point during earthquakes is to immediately protect
yourself as best as possible wherever you are. Earthquakes
occur without any warning and may be so violent that you cannot
run or crawl. Therefore , you will most likely be knocked to the
ground where you happen to be. In MOST situations, you will
reduce your chance of injury if you:
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DROP where you are, onto your hands and knees. This
position protects you from being knocked down and also
allows you to stay low and crawl to shelter if nearby.
COVER your head and neck with one arm and hand
1. If a sturdy table or desk is nearby, crawl underneath
it for shelter
2. If no shelter is nearby, crawl next to an interior wall
(away from windows)
3. Stay on your knees; bend over to protect vital
organs
HOLD ON until shaking stops
Under shelter: hold on to it with one hand; be ready
to move with your shelter if it shifts
No shelter: hold on to your head and neck with
both arms and hands.
Activity : At the first indication of ground shaking, instruct the
students to crouch under a desk or table, tuck one’s head, and
keep hands on the side of your neck unless one needs to hold
onto the legs of the “shelter” and move with it.
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SECTION I: EARTHQUAKES
TOPIC 6 Lecture : Safe evacuation behavior during earthquakes
Objectives To demonstrate to the students what to do immediately after an
earthquake and the proper way of evacuating.
Procedure 1. This session will start by asking the students to point out the
various hazards that might occur in the course of leaving a
building and to discuss ways of dealing with various obstacles.
2. The students will be asked what to do after the earthquake if
one is in a house or building, and in a vehicle.
3. The students will recall the procedure being done during
school earthquake drills to include the following phases :
PHASE 3. EVACUATION
Once the “shaking” ( represented by the bell) stops, participants
should evacuate the hospital building and proceed using
predetermined routes to go to identified evacuation areas. After
the quake it is important to get out of the building and into a clear
space, taking the emergency kit along with your roll book.
PHASE 4. ASSEMBLY
At the designated evacuation area, participants must be grouped
together according to the grade and class to which they belong.
PHASE 5. HEAD COUNT
Designated leaders should check and make sure all participants
are accounted for.
Materials for
Instructor
Powerpoint presentation, bell, chart folder and paper
Materials for
Students
Notes, pen
Special Notes for
Instructor
1. Aftershocks are likely to occur without warning, minutes or
even months after the major earthquake.
2. Practice Drop, Cover, and Hold on the way out of the building,
and in as many other settings as possible.
3. Give the students several opportunities to ask questions and
discuss their fears and concerns.
Content Lecture
1. Question : What does one do after an earthquake event?
Answer :
a. If one is inside a house or a building :
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Slowly move out from your location
Close all electrical sources and gas tanks
Do not use matches especially if with high suspicion
of a gas leak
Store water for drinking and other use in containers
with covers
Listen to TV or radio for news, announcements or
advise
STAY CALM AT ALL TIMES
b. If one is inside a vehicle :
Slowly start the vehicle and drive away from
landslides, open cracked grounds, collapsed or tilted
buildings, fallen posts and live wires.
STAY CALM AT ALL TIMES
Activity : At the sound of a bell representing the end of the
earthquake, students will be instructed to evacuate in an orderly
manner and proceed to a designated evacuation area.
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SECTION 1: EARTHQUAKES
TOPIC 7 Evaluation of knowledge gained on the topic on
earthquakes
Objectives To evaluate the knowledge gained by the student after the
lecture on earthquake sessions
Procedure 1. Give the appropriate instructions to the students.
2. Give the post-test to last for 15 minutes
Materials for
Instructor
Post-test examination, timer
Materials for
Students
Examination papers and pen
Special Notes for
Instructor
Adhere to time frame of 15 minutes, but inform students to
complete final answers 5 minutes before time
Content Prepared post-test examination