“Paano mo matutulungan ang iyong

pamilya na maghanda bago, habang at

pagkatapos ng lindol?”
“ Earthquakes alone don’t injure
or kill people. It is our practices
at home, in school, in the
workplace or outside that could
hurt or injure us and others.”
Communicate Learning Objectives

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.
PRACTICE (35 MINS)
Part 1: Group Discussion Session to be Facilitated by
Teacher (20 mins)
1. Divide the class into 3 groups. Identify a leader to
lead the discussion, a secretary to write down
answers in the Manila paper and a speaker to present
the group outputs.
2. Provide manila paper and pens per group. Ask the
learners to discuss the assigned topics / tasks for
discussion:
I. Group 1. List the ways by which we can prepare
before an earthquake.
II. Group 2. List actions that one must do during an
earthquake.
III. Group 3. List possible actions that one must do after
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 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
I. When you are INSIDE a structurally sound building or
home…STAY 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
D. Beware of falling objects. Be alert and keep your eyes
open.
II. If you’re 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 you’re near the shore and feel an earthquake
especially if it’s too strong, MOVE QUICKLY TO HIGHER
GROUNDS. Tsunamis might follow.
III. If you’re in a moving vehicle, STOP and get out! Do not
What to do AFTER an earthquake.
I. Be prepared for aftershocks. Once the shaking stops, take the fastest and safest way out of the
building.
II. DON’T…
A. …use elevators
B. …enter damaged buildings
C. …use telephone unless necessary
D. …PANIC
• III. CHECK…
• 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
• IV. If you need to evacuate your residence, leave a message stating where you
are going and bring
• your emergency supply kit
• V. Keep updated on disaster prevention instructions form battery-operated
radios.
ASSESSMENT (5 MINUTES)
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 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.
Inquiry
1. Going back to the earlier question posed by
Teacher to the class:
“ Earthquakes alone don’t injure or kill people. It
is our practices at home, in school, in the
workplace or outside that could hurt or injure us
and others.” Why is this so?

2. Ask the learners to answer this question:

How can I help spread the right information about
earthquake preparedness?
Assignment
1. Design a poster in a cartolina,
showing at least one important
action on earthquake preparedness
as discussed in class.
2. This poster will be displayed in
class in the next scheduled meeting.
For Learners
1. Ask the learners to research about the
following volcanoes: Pinatubo, Taal,
Mayon, Bulusan,
Kanlaon, and Hibok-hibok
2. Ask them to research on the following
topics: Location, provinces around the
volcano, history of
eruptions, last recorded eruption, and
kinds of hazards present.
3. Bring researched materials to class.