Science 6

Science – Grade 6
Quarter 4 – Module 2: What to Do Before, During, and After an Earthquake

First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Module

Writer: Janet D. Yucaddi
Editors: Joewel M. Armas, Rose Ann B. Pamintuan
Reviewers: Liza A. Alvarez, Janeth D. Morte
Illustrator: Edison P. Clet
Layout Artist: Margie A. Rosario
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City.
Science 6
Quarter 4
Self-Learning Module 2
What to Do Before, During,
and After an Earthquake
Introductory Message
For the facilitator:

Welcome to the Science 6 Self-Learning Module 4 on What to Do Before, During, and

After an Earthquake!

This module was collaboratively designed, developed and reviewed by educators from
Schools Division Office of Pasig City headed by its Officer-In-Charge Schools Division
Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with the Local
Government of Pasig through its mayor, Honorable Victor Ma. Regis “Vico” N. Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs namely: Communication,
Collaboration, Creativity, Critical Thinking and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Moreover, you are expected to encourage and assist the learners
as they do the tasks included in the module.
For the learner:

Welcome to the Science 6 Self-Learning Module 4 on What to Do Before, During, and

After an Earthquake!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning material while being an active learner.

This module has the following parts and corresponding icons:

Expectation - These are what you will be able to know after

completing the lessons in the module

Pre-test - This will measure your prior knowledge and

the concepts to be mastered throughout the lesson.

Recap - This section will measure what learnings and

skills that you understand from the previous lesson.

Lesson - This section will discuss the topic for this

module.

Activities - This is a set of activities you will perform.

Wrap Up - This section summarizes the concepts and

applications of the lessons.

Valuing - This part will check the integration of values in

the learning competency.

Post-test - This will measure how much you have learned

from the entire module.
 EXPECTATIONS
After going through this module, you are expected to:

1. enumerate what to do before, during, and after an earthquake;

2. demonstrate what to do before, during, and after an earthquake
through role-playing; and
3. realize the importance of knowing what to do before, during,
and after an earthquake.

PRETEST

Directions: Choose the letter of the best answer. Write the letter of your
answer on a separate sheet of paper.

1. What should you prepare in the event that there will be an

earthquake?
A. Save enough emergency supply of water.
B. Stock on supply of water and food good for 3 days.
C. Prepare for sufficient supply of water, food, and clothes.
D. Assemble an emergency kit that includes sufficient food, water,
and other supplies for at least 72 hours.

2. What should we do or practice during an earthquake?

A. Move out from the house or building.
B. Do the “duck, cover and hold.”
C. Prepare the emergency kit.
D. Run and lose your nerve.

3. Which of the following preparations is true before an earthquake?

A. Run outside the house.
B. Make an emergency plan.
C. Listen to the radio for further instructions by the authorities.
D. Do not prepare anything because earthquakes cannot be
predicted.
 4. What will you do after an earthquake?
A. Prepare food.
B. Check yourself.
C. Go to the neighborhood.
D. Store enough food and clothes good for a few days.

5. What should you do during an earthquake if you are inside a moving

vehicle?
A. Continue driving.
B. Do not mind the shaking.
C. Turn up the volume of the radio in the vehicle.
D. Stop the vehicle in a safe place and move out of the vehicle.

RECAP

Directions: Put a check mark ( ) if the statement is correct and ( ) if not.

Write your answers on a separate sheet of paper.

_____ 1. An earthquake is the sudden movement or vibration of the

earth’s crust.
_____ 2. Earthquakes are triggered when two plates slide past each other
along faults.
_____ 3. The strongest shaking of the ground is felt at the epicenter.
_____ 4. Earthquake does not change the earth surface.
_____ 5. Earthquakes usually happen along faults.

LESSON

Disaster Preparedness on Earthquake

Earthquakes are usually caused when the underground rocks suddenly

move along a fault. This sudden release of energy causes the seismic waves
that make the ground shake.

Although earthquakes cannot be predicted, experts from the Philippine

Institute of Volcanology and Seismology (PHIVOLCS) made a scientific study
of the patterns of earthquakes occurrences in the Philippines. Based on their
studies, the National Capital Region might experience a very strong
earthquake in the coming years. PHIVOLCS calls it the Big One.

Because of the Big One, the National Government through the National
Disaster Risk Reduction Management Council (NDRRMC) prepared major risk
reduction measures to lessen casualties and destruction of properties.

Earthquake preparedness is a set of measures taken at the individual,

organizational, and societal level to minimize the effects of an earthquake.
Preparedness measures can range from securing heavy objects, having
structural modifications, and storing supplies to having an insurance, an
emergency kit, and an evacuation plans.

A. Before an Earthquake

1. Evaluate the structure of your house and building. Identify the potential
source of hazards such as steep hill slopes, hanging objects, falling debris,
etc. Give attention and consideration to these possible sources of hazards.
2. Familiarize yourself with your place. Make a plan of the routes you will
take to get out from the buildings in case of an earthquake.
3. Find the place where fire extinguishers, first aid kits, alarms, and
communication facilities are located.
4. Prepare an emergency plan to cope with the disaster.
5. Have a stock of potable water, flashlight, radio, batteries, spare clothes,
and some foods. This could help you for a safe evacuation.
B. During Earthquake

1. Keep calm when you feel the earthquake. If you are inside a building, go
under a desk or table. If you are outside, stay away from buildings or
electric posts or anything that might fall.
2. Do not rush to the exit when you are in a crowded place like theaters,
malls, train stations, or stadiums. These structures may collapse and fall.
3. If you are on the road inside a car, ask the driver to stop and park the car
away from buildings, electric wires, or posts.
4. Do not use the elevators during and after the earthquake. You can be
stranded inside the elevators if a power failure occurs.
5. If you are residing near a coastal area, always be aware of tsunamis. If you
feel an earthquake, immediately run to higher grounds.

C. After an Earthquake

1. Find a safe place when the earthquake is over. Aftershocks are likely to
follow.
2. Check the members of your family. If someone is missing, seek help to
find them.
3. Do not attempt to cross bridges and overpasses which may have been
damaged by the earthquake.
 4. Check for fires, if there are any. Some damages from the earthquake
may result to fire. In case you see a fire, locate the nearest fire control
or alarm unit and use it.
5. Keep yourself updated and alert. Authorities may issue some
instructions to reduce the effects of earthquakes.

ACTIVITIES

Activity 1: Before, During and After!

Directions: Identify whether the statement expresses things to be done

before, during, or after an earthquake. Write BEFORE, DURING or AFTER.
Write your answers on a separate sheet of paper.

1. If you are on the road inside a car, ask the driver to stop and park the car
away from buildings, electric wires, or posts.
2. Prepare an emergency plan to cope with the disaster.
3. Check the members of your family. If someone is missing, seek help to find
them.
4. Find a safe place when the earthquake is over. Aftershocks are likely to
follow.
5. Evaluate the structure of your house or building.

Activity 2: Picture Me Out!

Directions: Identify if the pictures show what is to be done before, during, or

after an earthquake. Write Before, During, and After. Write your answers on
a separate sheet of paper.

1. 2.
 3. 4.

5.

Activity 3: You Complete Me!

Directions: Complete the statement using the words in the box. Write your
answers on a separate sheet of paper.

A. bridges and overpasses

B. buildings
C. emergency plan
D. family
E. stop and park

_____ 1. Prepare an ______________________ to cope with the disaster.

_____ 2. If you are on the road inside a car, ask the driver to __________ the
car away from buildings, electric wires, or posts.
_____ 3. Check the members of your __________. If someone is missing,
seek help to find them.
_____ 4. Do not attempt to cross __________ which may have been damaged
by the earthquake.
_____ 5. Familiarize yourself with your place. Make a plan of the routes
you will take to get out from the __________ in case of an
earthquake.
 WRAP–UP

Directions: Demonstrate/Act out to your family what should be done on the

given situations.

1. What should you do before an earthquake?

2. What do you do during an earthquake?
3. What should you do after an earthquake?
4. Where will you go when earthquake occurs?
5. Are you going to use the telephone to call your family if earthquake
occurs?

VALUING

Directions: Read the statement below. Write True if the statement tells about
earthquake preparedness; or False if it does not tell about earthquake
preparedness.

__________ 1. Store water and dry food supplies good for a few days.
__________ 2. Turn off gas tank in your home to reduce the chance of
having fire.
__________ 3. Stay calm as possible when earthquake occurs.
__________ 4. Expect aftershocks. Aftershocks can weaken structures. Be
aware.
__________ 5. Do not follow the instructions of authorities.
 POST TEST
Directions: Choose the letter of the best answer. Write the letter of your
answer on a separate sheet of paper.

1.Which of the following statement is correct?

A. You should panic when earthquake hits.
B. You should run while the earthquake is going on.
C. You should not follow what the proper authorities will tell you.
D. You should prepare an emergency plan to cope with the disaster.

2. What should you do during an earthquake?

A. You should run out of the house.
B. You should duck, cover, and hold.
C. You should panic and stay only inside the house.
D. You should lock your door so that nobody can enter.

3. What should you do after an earthquake when you are in a building?

A. You should panic.
B. You should run while going out.
C. You should walk fast in moving out.
D. You should lock the door so that nobody will see you.

4. What should you do after an earthquake?

A. You should go to your neighbor.
B. You should prepare your emergency kit.
C. You should ignore what is happening outside.
D. You should stay in the evacuation center. Avoid going back to your
house, aftershocks may occur.

5. Which should NOT be done during an earthquake?

A. Do not run.
B. Stay calm and in control.
C. Do the duck, cover, and hold.
D. Do not follow the instructions of the authorities.
 KEY TO CORRECTION

D 5. B 5.
D 4. A 4.
C 3. D 3.
B 2. E 2.
D 1. C 1.
POSTTEST Activity 3

FALSE 5. After 5. 5./

TRUE 4. During 4. 4.x
TRUE 3. Before 3. 3. /
TRUE 2. After 2. 2. /
TRUE 1. Before 1. 1./
VALUING Activity 2 RECAP
5. Before
5. NO 4. After D 5.
4.Answer may vary 3. After B 4.
3. Answer may vary 2. Before B 3.
2. Answer may vary 1.During B 2.
1. Answer may vary Activity 1 D 1.
WRAP-UP ACTIVITIES PRETEST

REFERENCES
Book References
Abracia, Norma M.,2014. Science in Our World 6
Padpad, Evelyn Castante, 2017. K to 12 The New Science Links 6
Gumatay, Anna Lorraine P., 2015. K to 12 Science Grade 6

Web References
https://drive.google.com/drive/folders/10qUO9Oak6PwGKY-
t4dB2N7DPi7V0_RZm?fbclid=IwAR0kGhGaopX2gwqilqXDHGuXZxREKvkMI9HyRINn
RC2RZ3ebk0kb21XVHOs

https://lrmds.deped.gov.ph/learning-resources/

https://www.google.com/search?q=tropical+rainforests&rlz=1C1AWFC_enPH905PH
906&sxsrf=ALeKk00RO-jyODS2trGhIEd9ml-
jsgS2MA:1593493706439&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjvwsvS4qj
qAhXPAYgKHW08BioQ_AUoAXoECA4QAw&biw=1034&bih=620#imgrc=q9mBe1V_q
XDXrM