Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF ZAMBALES
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
website: www.depedzambales.ph

____________________________________________________________________________________________________

LEARNING ACTIVITY SHEET

Disaster Readiness & Risk Reduction
Week #7

I. INTRODUCTION:
Welcome Senior High School learners to DRRR Class where you will
study how to Interpret Earthquake Hazard Map!
In this Learning Activity Sheet, you will be able to understand what is
an earthquake hazard map and its vital role to the assessment of risk that a
place might have. Furthermore, you are expected to become knowledgeable of
interpreting earthquake hazard maps to lessen the counts of possible
casualties, and be resilient by giving insights and ideas during emergency
evacuation procedures in your community.
This week’s learning activity will also help you to identify, create
earthquake hazard map and become well-familiarized of preventive measures
such as evacuation procedures and decision making in terms of where to
evacuate in case of hazard and risk occurrence.

II. LEARNING COMPETENCY.

Interpret different earthquake hazard maps. (DRR11/12-If-g-20)

III. OBJECTIVES:
At the end of this learning activity sheet, you are expected to:
1. identify different earthquake hazards at home;
2. appreciate a hazard map by creating one within the vicinity
of the house: and
3. interpret an earthquake hazard map at home according to the
degree of damage.

1.
IV. DISCUSSION:
According to the Pacific Northwest Seismic Network, Earthquake
hazards include any physical phenomenon associated with an earthquake
that may produce adverse effects on human activities. Hazards are the natural
phenomena or activities that might impact a specific region, regardless of
whether there is anyone around to experience them or not. While Risk refers
to what we lose when the hazard occurs. It is what we have built that's
threatened. Risk can usually be measured in fatalities. Hazard is measured
more in physical units like energy, shaking strength, depth of water flood, etc.

•Primary earthquake hazards are:

ground shaking landslides
liquefaction surface rupture

•Secondary earthquake hazards are caused by primary hazards, and often be

more devastating:
Tsunami flooding fire

Basically, having personal knowledge of interpreting an earthquake

hazard map is very essential not only in the family but also in the community.

Map interpretation is the process of looking at the map in order for us

to be guided to a direction or place where we wanted to go using the different
symbols or elements of the map. There are seven important components that
will help you interpret the map.

1. Compass rose. This will give you the proper direction. It is also called
“orientation.”
2. Title. It tells what the map is all about.
3. Symbols. These are images instead of symbols.
4. Legend or Key. It visually explains the meaning of symbols and colors.
5. Color. It highlights the important information to help to interpret the map.
6. Scale. It tells the proportion of the map to real life.
7. Grid Reference. These are intersecting lines for an easier way of locating a
specific place on the map. In some maps, it is also called “border.”

2.
A Seismic Design Categories (SDC) will help us in interpreting an earthquake
map.
MAP
SDC Earthquake Hazard Potential effects of Shaking
COLOR
Very small
probability of
A White experiencing
damaging
earthquake effects
Moderate shaking-Felt by all,
Could experience
many frightened. Some heavy
B Gray shaking of moderate-
furniture moved; a few instances
intensity
of fallen plaster. Damage slight
Strong shaking-Damage
negligible in buildings of good
design and construction; slight
Could experience
C Yellow to moderate in well-built
strong shaking
ordinary structures;
considerable damage in poorly
built structures.
Light Very strong shaking. Damage
D0 Could experience
brown slight in specially designed
very strong shaking
Darker structures; considerable damage
D1 (the darker the color,
Brown in ordinary substantial buildings
the stronger the
Darkest with partial collapse. Damage
D2 shaking)
brown great in poorly built structures.
Strongest shaking-Damage
considerable in specially
designed structures; frame
structures are thrown out of
Near major active plumb.
faults capable of
E Red Damage great in substantial
producing the most
intense shaking buildings, with partial collapse.
Buildings shifted off
foundations.
Shaking intense enough to
completely destroy buildings.

According to Pacific Northwest Seismic Network, Hazard maps are

developed to illuminate areas that are affected or vulnerable to a particular
hazard. They are typically made for natural hazards such as earthquake
ground motion, flooding, landslides, liquefaction, and tsunami.
In addition, Hazard maps are tools that when properly utilized by
planners, developers, and engineers, can save lives and economic losses by
avoiding exposure to some hazards while designing other development to
mitigate or neutralize the potential negative effects of these hazards.

3.
 Earthquakes and their secondary effects involve numerous hazards
that can and are mapped separately where hazard identification and
mitigation are a priority.

Now, look at the map below (page 5). What have you noticed? It consists
of different colors, right? The colors in the map denote “Seismic design
categories”, which reflect the likelihood of experiencing earthquake shaking
of various intensities.

Earthquake Emergency Procedures

o If you are indoors when shaking starts:

 “DROP, COVER AND HOLD ON.” If you are not near a strong table or
desk, drop to the floor against an interior wall and cover your head
and neck with your arms.
 Avoid windows, hanging objects, mirrors, tall furniture, large
appliances, and cabinets filled with heavy objects.
 Do not try to run out of the structure during strong shaking.
 Stay away from buildings. Glass from tall buildings does not always
fall straight down; it can catch a wind current and travel great
distances.
 If you are in bed, stay there and cover your head with a pillow.
 Do not use elevators.
 If you use a wheelchair, lock the wheels and cover your head.

o If you are outdoors when shaking starts:

 Move to a clear area if you can safely walk. Avoid power lines,
buildings, and trees.
 If you’re driving, pull to the side of the road and stop. Avoid stopping
under overhead hazards.
 If you are on the beach, move to higher ground. An earthquake can
cause a tsunami.

Once the earthquake shaking stops:

 Check the people around you for injuries; provide first aid. Do not
move seriously injured persons unless they are in immediate danger.
 Check around you for dangerous conditions, such as fires, downed
power lines, and structure damage.
 If you have fire extinguishers and are trained to use them, put out
small fires immediately.
 Turn off the gas only if you smell gas.

4.
https://reliefweb.int/map/philippines/philippines-natural-hazard-risks-08-mar-2007

5.
  Check your phones to be sure they have not shaken off the hook and
are tying up a line.
 Inspect your home for damage.

If you are trapped in debris:

 Move as little as possible so that you don’t kick up dust. Cover your
nose and mouth with a handkerchief or clothing.
 Tap on a pipe or wall so that rescuers can hear where you are. Use a
whistle if one is available. Shout only as a last resort.

Household & Family Preparedness

Discuss with your family about potential disasters. Tell them they need
to prepare for any of those occurrences. Plan with your family on what to do.
By showing them simple steps that can increase their safety, you can help
reduce their anxiety about emergencies.

 Make sure everyone knows where to find your disaster supply kit and
Go-bags.
 Have a flashlight under everyone’s bed in case there is an earthquake
during the night.
 Plan where to meet after a disaster if your home becomes unsafe.
Choose two places, one just outside your home and one outside your
neighborhood in case you are told to evacuate.
 Determine the best escape routes from your home. Try to identify two
escape routes.
 Make sure each member knows your contact number.
 Practice your evacuation routes, Drop, Cover & Hold and Stop, Drop &
Roll drills.
 Teach each member of your family how to use a fire extinguisher.
 Create emergency response cards for each of your family members.
 Take into account the special needs of children, seniors or people with
disabilities and pets.

6.
 Image Sources: https://www.csusm.edu/em/procedures/earthquake.htm Evacuation procedure:
https://www.thesignmaker.co.nz/wpcontent/uploads/2019/04/F27_Evacuation-Procedure.png During & After Earthquake:
https://i2.wp.com/governmentph.com/wpcontent/uploads/2019/04/PHIVOLCS.png?fit=1200%2C630&ssl=1

V. ACTIVITY
General Directions: Write all your answers in your activity
notebook.
TASK 1: Spot that hazard!

Directions: Go around your house. Look for 10 potential hazards that may
put you and your family into danger during earthquake. (example: picture
frames hanging on the wall, ornamental plants on top of a cabinet, etc…).
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

7.
TASK 2: My F-E-M:

Directions: In your DRRR notebook, sketch your own family evacuation

map (FEM) going to the evacuation area. Make sure to indicate in your map
the exact location of potential hazards at home, exit area and on your way to
evacuation site. Your constructed FEM should be easy to follow. Color the
different potential hazard based from the Seismic Design Categories.
Your individual work will be rated according to the Rubrics stipulated
below. Please be guided accordingly.

FEM RUBRICS:
Category 4 3 2 1
The map The map The map The map
shows 8-10 shows 5-7 shows 1-4 doesn’t
potential potential potential show 8-10
hazards hazards hazards potential
correctly correctly only hazards
and and
potential potential
Comprehensiveness
disasters disasters
of the Family
were were
Evacuation Map
described described
( FEM)
The map The map The map Does not
shows all shows safe shows 1-2 show safe
safe spaces spaces safe spaces space
and the
path going
out of the
house

TASK 3:
Guide Me! Using your family evacuation map in Activity #2, answer the
following guide questions: Please be guided with the rubrics provided below.
1. What is the approximate distance in meters from your house to the
evacuation area? What considerations did you consider in choosing
the evacuation area for your family?
_____________________________________________________________________
_________________________________________________________________.
2. If you start to travel from your house to the evacuation site, how
many minutes will you consume before reaching the evacuation site?
_____________________________________________________________________
_________________________________________________________________.

8.
 3. Using a compass or GPS, what direction do you follow in going to
the evacuation site?
_____________________________________________________________________
_________________________________________________________________.

Rubrics for Guide questions in Task 3 and 4 ( 2 pts. Rubric)

2 The response gives a complete understanding of the concept. It is

points fully developed and clearly communicated. There are no errors.
1 The response gives a reasonable explanation but indicates gaps
point in conceptual understanding. The explanation may be
incomplete.
0 There is no response, or the work is completely incorrect or
point irrelevant.

TASK 4:
Interpret the Risk in the map!
Directions: Using your family hazard map that you sketched, interpret the
potential hazards according to risk level. (High risk, moderately risk, low
risk). Classify the different hazards that you indicated in the evacuation map
according to their risks level. In two to three sentences, answer the following
questions. Your answer on the guide questions will be scored using the 2
points rubrics. Write your answer in your DRRR notebook
Type of hazard Interpretation

GQ1: Why did you consider those hazards as highly risky, moderately risky
and risky?
___________________________________________________________________________
________________________________________________________________________ .
GQ2: What are the danger it may bring to you and your family during
evacuation? And How will you and your family avoid such danger during
evacuation?
___________________________________________________________________________
________________________________________________________________________ .

TASK 5:
A. Make a poster, a collage or an informative vlog showing the importance of
having a knowledge of interpreting an earthquake hazard map.

9.
The guideline in making a poster/collage is stipulated below, the same with
the videoclip/vlog.
If you chose to make a short vlog, limit your video runtime from 4-5 minutes
in maximum. You have 2 weeks to accomplish this task before submitting
your work to the specified platform/site given by your instructor.

Guidelines in making a Poster or Collage:

Standard poster 8.5 X 13 inches/ long bond paper OR
dimension: OSLO paper (9 X12 inches)
Print layout: either landscape or portrait
Margin requirement: Not required
No restriction. You are free to utilize any
material(s) that you can possibly use at home in
Medium/ material used: accomplishing your poster. Below are the
suggested material/ medium combination:
Pencil/ charcoal, pentel pastel, crayon ect.
 Be creative. Layout and format must be organized
and concise.
 Preferably, use brief and simple language, better to
Additional notes: avoid text altogether.
 Present your one message in a clear and logical
way. Focus on your central message.

Time frame/ Duration: 2 weeks

Poster/ Collage Rubrics:
Message Content: Organization & Creativity &
50% cleanliness: 35% resourcefulness: 15 %
Date of submission:
Send it to: You may send it to the following site.
(DRRR FB GC messenger, instructor’s email address, DRRM FB
page, google classroom ect.)

ACTIVITY RUBRICS for VLOG:

4 3 2 1
Almost all Very little of
Most of the
All depictions depictions the depictions
depictions
appeared to be appeared to appeared to
DEPICTION appeared to be
accurate and be accurate be accurate
accurate and
believable. and and
reasonable
reasonable. reasonable
Learner Learner Learner Learner
REQUIRED
included more included all included most include less
ELEMENTS
information information information information

10.
 than was that was that was than was
required. required. required. required.
Time frame/ Duration: 2 weeks

VI. ASSESSMENT:
A. Directions: Select the letter of the correct answer. Write the chosen letter
on your DRRRM notebook.

1. In a hazard map color, what does brown mean?

a. very small probability of damage
b. could experience very strong shaking
c. capable of producing the most intense shaking
d. could experience shaking of moderate intensity

2. In an earthquake map, moderate intensity is represented by what color?

a. Brown c. Gray
b. Red d. Yellow

3. Where will you keep your family hazard map?

a. inside the cabinet
b. in your room
c. a place where children cannot reach it
d. a place that is accessible to every member of the family
4. Which of the following can you get in making an earthquake hazard map?
a. evacuation c. mitigation
b. information d. transformation

5. Which of the following characteristics can be considered in preparing a

hazard map?
a. The map can only be understood by the parents who could lead.
b. The map can only be understood by the barangay officials.
c. The map must be easy to use and understand by the members of
the family.
d. all of the above
6. Which of the following is not a material or tool which provides you the
necessary information and guide in procurement of peoples understanding,
awareness and mitigation of the risks from natural hazards?
a. neighbor’s report c. news paper
b. map d. television
7. Which of the following is not considered in a hazard mapping?
a. potential hazard c. valuable materials

11.
 b. safety route d. none of the above
8. In an earthquake map, which of the following color describes the strongest
shaking?
a. Brown c. Red
b. Gray d. White
9. Building design and construction professionals use SDC’s specified in
building codes to determine the level of seismic resistance required for new
buildings. What does SDC stand for?
a. Seismic Design Categories c. Seismic Designated Categories
b. Seismic Denoted Categories d. none of the above
10. Which part of the map shows the proportion to real life?
a. color c. scale
b. grid reference d. Symbol

11. These refers to a picture used in the map.

a. color c. scale
b. grid reference d. symbol

12. Which of the following parts of the map will give you direction?
a. color c. grid reference
b. compass rose d. scale

13. Which of the following are intersecting lines to help locate specific place of
the map?
a. compass rose c. graph
b. grid reference d. linear scale
14. Which part of the map highlights different information to help interpret
maps?
a. color c. scale
b. compass rose d. Symbol
15. Why is hazard map important?
a. it will lead you to a safety route
b. It will lead you to the evacuation center
c. It will help the whole family to evacuate easily
d. all of the above

12.
B. Exploration time!

Directions: Find 10 words in the puzzle below related to “Earthquake

Hazard map”. Write your answer in your DRRR notebook.

S P E C I F I C A R E A F H J
H L X E S E M Q Z S C V B J K
A O P R K R A C A I T P W R L
K E O C M C R G R U P T W E F
I Y S V A D L J D X C R T Y B
N L U O N G I K L L P E Y B Q
G L R A A I C O L O R T V O R
O M E O G O L E G E N D T I M
D G X U E X C R T Y B X C R T
S C V B M Y S C A L E A R E M
Q E R T E S C V B J K S C V B
V I I T N G I O R T Y B R T Y
L M M I T I G A T I O N L V Y
B F C A T E G O R I E S V O S

VII. REFLECTION: Write a minimum of 5 sentence-paragraph on the

lessons you’ve learned in the entire week by answering the questions
provided in the box.

What did I learn for this week’s LAS? And HOW these concept of
DRRRM impacts my life as an individual and as a part of my
community?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What skill do I need to develop during this time of pandemic?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

13.
SCORING RUBRICS:

VIII. REFERENCES:
Disaster Readiness and Risk Reduction Alternative Delivery Mode

DISASTER RISK REDUCTION AND MANAGEMENT IN THE PHILIPPINES.

2014.https://www.shareweb.ch/site/DRR/Documents/About%20Us/
Risk_Assessment_Philippines_2014.pdf.

"Earthquake Hazards Overview". 2020. Pacific Northwest Seismic

Network. Accessed September 11.
https://pnsn.org/outreach/earthquakehazards.

Emergency Information Sign: Evacuation Procedure. 2020. Image.

Accessed September 11. https://goind.com.au/products/emergency-
information-sign-evacuation-procedure?variant=12229460099153.

14.
MsSherriMZS. 2017. "Components Of A Map". Slideshare.Net.
https://www.slideshare.net/MsSherriMZS/components-of-a-
map?qid=d7022440-8dc1-4363-8f62-
c9e84c1e763e&v=&b=&from_search=5.

Phivolcs. 2020. During And After Earthquake. Image.

https://i2.wp.com/governmentph.com/wp-
content/uploads/2019/04/PHIVOLCS.png?fit=1200%2C630&ssl=1.

Philvolcs. 2020. What To Do Before, During And After Earthquake.

Image. Accessed September 11. https://governmentph.com/what-to-
do-before-during-and-after-an-earthquake-phivolcs/.

Reliedweb. 2007. Philippines: Natural Hazard Risks (As Of 08 Mar

2007). Image. https://reliefweb.int/map/philippines/philippines-
natural-hazard-risks-08-mar-2007.

Zan Klont. 2019. Minimaker - Earthquake Hazard Maps (Powerpoint

Presentation) - Earthquake Basic Knowledge. Video.
https://www.youtube.com/watch?v=w9OzlQ6RxOY.

Prepared by:

MARK ANTHONY M. ROSAL, RN-MAEd

Senior High Teacher-III
SAN GUILLERMO NATIONAL HIGH SCHOOL
#103 Laderas St, Burgos, San Marcelino, Zambales,2207

15.
IX. KEY TO CORRECTIONS

ACTIVITY: H.O.T.S_Spot!

TASK 1 to TASK 5: (Learner’s answer may vary depending on how

they comprehend the concept)
A. ASSESSMENT R H
(Multiple choice) S P E C I F I C A R E A
1.B 9.A H X S Z
A P K A
2.C 10.C
K O M R
3.D 11.D I S A D
4.B 12.B N U N
5.C 13.B G R A C O L O R
6.A 14.A E G L E G E N D
7.C 15.D E
M S C A L E
8.C
E
N
B. ASSESSMENT M I T I G A T I O N
( Find me) C A T E G O R I E S
1.Hazard
2. Exposure
3. Risk management
4. Mitigation
5. Specific Area
6. Shaking
7. Color
8. Categories
9. Legend
10. Scale

(For teacher’s copy only. Don’t include this part in the distribution).

16.