PHILIPPINE NORMAL UNIVERSITY MINDANAO The National Center for Teacher Education The Multicultural Education HubINDIGENIZEDINDIGENIZED for C O N T E X T U A L I Z E D , D E T A I L E D L E S S O N P L A N Earthquake Safety and Preparedness through School and Community-Based Disaster Risk Reduction Earthquake Safety and Preparedness through School and Community-Based Disaster Risk Reduction Submitted by: Junathan Pabia Rafael James Panal Kianyl Moreno Louraine Samantha Dalayap Jessier Glen Apiong BSESCIPHY - II Mrs. Aivy Joy B. Ponce- Cenabre Course Professor, TPROFED 06 Submitted to:

I. Objectives At the end of this lesson, the students are expected to: a) evaluate an earthquake preparedness plan by identifying hazards and recommending appropriate actions before, during, and after an earthquake; b) collaboratively work to present a localized earthquake preparedness plan based on realistic school or community scenario; c) explain the importance of earthquake preparedness in protecting themselves, their families, classmates and community. II. Subject Matter a. Learning Competency b. References c. Materials Earthquake Safety and Preparedness through School and Community-Based Disaster Risk Reduction School Disaster Risk Reduction and Management (DRRM) Plan / Emergency and Evacuation Plan MATATAG Curriculum Guide SCIENCE (Grades 1 to 10) School evacuation map, photographs of selected school facilities, projector, laptop, learning activity sheet III. Procedure Teacher’s Activity Pupil’s Activity A. Preparatory Activities 1. Drill May I request everyone to please stand for a prayer? https://youtu.be/EGJhY8iDbJ8?si=FkyxT-gdb_6wJiRH https://youtu.be/_wSq0ZOHugg?si=Fxu59jw36jnYJUsx Good morning, class! How are you today? That’s good to hear. I am fine too, and I am glad to introduce myself. I am Teacher RJ, and I will be your teacher for today. 2. Review Last meeting, we discussed the National Disaster Risk Reduction and Management Plan. Today, we will bring those ideas closer to home. Instead of looking only at disaster preparedness at the national level, we will examine Good morning, teacher! We’re fine, teacher!

how these principles apply to our own school and community. At this moment we will be having an activity called Hot Seats. The class will be divided into three groups. Each group will choose 3 members to sit in front and behind our monitor, they will be sitting in the hot seats. Ten words will be given to each group, the remaining members of each group will act movements that relates to the presented word in the monitor and the three people in the hot seats will try to guess those words. 3 minutes will be given to each group. You can pass if the word seems difficult. Each correct answer will be equivalent to ten points. Are my instructions clear? B. 5Es 1. ENGAGEMENT Now, class, let us watch a video. A quick warning, the video may contain violent scenarios. Let’s all watch attentively as I will ask you some questions after. https://youtu.be/FZX_dUShQjU?si=poh3Mfw_QyRe3QdJ Having watched the video, which actions, as shown, helped reduce risk, and which actions increased risk? If the same situation occurred in our school or community, what would you do differently? Thank you for your active oral participation, class! Because of that, I now welcome you all to our lesson for today, titled “Earthquake Safety and Preparedness through School and Community-Based Disaster Risk Reduction.” B. DEVELOPMENTAL ACTIVITIES Setting of Standards But, before we continue, I want you to remember the word “PREPARED,” as our classroom rules. Everybody, kindly read our classroom rules. Group 1 words: Prepared, Disaster, Relief Goods, Evacuate, Plan, Funds, Exit, First Aid, Flood, Flash Light Group 2 words: Family, Storm, Earthquake, Fire Extinguisher, Ready, Rehabilitation, School, LGU, Protect Group 3 words: Storm Surge, Flood Control, Fire/Earthquake Drill, Risk, Vulnerable, Volcanoes, Injuries, GPS, Life Vest, Mask Yes, teacher! The video showed many students affected by an earthquake and gathered in an open area. It made me realize that earthquakes can cause confusion and danger, especially when many people are trying to move at the same time. If the same situation happened in our school or community, I would stay calm, follow the instructions of our teachers and move to a safe and open area when it is safe.

Participate actively – Join discussions and activities. Respect everyone – Listen to your teacher and classmates. Engage responsibly – Stay focused and do your part. Prepare your materials – Bring everything you need for class. Act with honesty – Be truthful and avoid cheating. Raise your hand – Wait for your turn to speak. Encourage others – Support your classmates and work as a team. Do your best – Give your full effort in every activity. Can I expect for you to follow these rules class? And, can I also ask our class secretary if there is anyone who is absent today? Excellent! 2. EXPLORATION Now, we will have another activity called “Planning Through Time.” Placed around the classroom are three earthquake scenarios (before, during, and after). All groups will take turns visiting each station. Every group will read, understand, and share how they will respond to the following earthquake scenarios on the paper provided with their groupmates. Five minutes will be allotted for each station. You will move according to the sound of the bell. 1 bell – Stop moving 2 bells – Form a line 3 bells – Move to the next station The last station that the group has visited will be the one that they will present in front of the class. Station/ Scenario 1: You are a student in a Grade 8 STEM class located on the second floor of your school’s STEM building in Agusan del Sur. Recently, several earthquakes and aftershocks have been reported and discussed in PTV--your province’s local mainstream media--making earthquake preparedness an important concern in your community. While inside your classroom, you notice several heavy books, equipment, and other objects placed on top of cabinets and shelves, some cabinets are not properly secured to the wall, and the designated exit pathway is partially blocked by chairs and other classroom materials. You also discover that your classroom does not have a complete emergency or first-aid kit readily available. Considering that your classroom is on the second floor and that earthquakes can happen without warning, what would you do to make your classroom safer and better before an earthquake? Station/ Scenario 2: You are taking an examination with your classmates on the third floor of the ES Building when you suddenly feel a slight shaking. A few seconds later, the shaking becomes Yes, teacher! None, teacher!

stronger, causing some to panic. Some of your classmates immediately attempt to run toward the stairs and exit the building, while others are unsure of what to do. As the earthquake continues to shake the building, what would you do to protect yourself and help your classmates respond appropriately until the shaking stops? Station/ Scenario 3: An earthquake has just struck your school while you and your classmates are inside a classroom on the second floor of the AA Building. During the earthquake, you immediately followed the Drop, Cover, and Hold On procedure and stayed under your desks until the strong shaking stopped. Now that the shaking has ended, you and your classmates begin to stand up. However, there may still be aftershocks, falling debris, damaged furniture, broken glass, or other hazards inside and around the building. As the class prepares to leave the classroom, what would you do next to ensure your own safety and help your classmates safely evacuate the building? Guide Questions • What earthquake-related situation is being presented in this station, and what possible hazards or risks can you identify in your school setting? • If you were a student experiencing the same situation in your school, what would you do to protect yourself and your classmates? Explain the steps you would take before, during, or after the earthquake. 3. EXPLANATION Good job, class! I can see that you already have ideas about what we should do to prepare for an earthquake. Let us now discuss what you have learned from the activity. Based on the three scenarios you visited, what did you notice about earthquake preparedness before, during, and after an earthquake? Very good. Before an earthquake happens, what actions can we take to make our classroom or school safer? Why are these actions important? If you were asked to prepare our own classroom for an earthquake, what possible hazards would you look for first? We noticed that earthquake preparedness involves different actions depending on whether the earthquake has not happened yet, is currently happening, or has already stopped. Before an earthquake, we can secure heavy objects, keep exits clear, prepare an emergency kit, and identify safe areas. These actions can help prevent injuries and make it easier for us to respond during an earthquake. We should stay calm and perform Drop, Cover, and Hold On. We should not run outside while the ground is shaking because falling objects and debris may injure us.

Now, let us move to what happens during an earthquake. In the scenario where the ground was shaking and some students wanted to run outside, what should we do instead? Why? What did your group observe about the actions of the people in the scenario? Which actions helped reduce the risk, and which actions could increase it? Very good. After the shaking stops, is our responsibility already finished? What should we do next? Looking at the three stages, which do you think is the most important: before, during, or after an earthquake? Why? Exactly. Earthquake preparedness is not only about knowing what to do when the ground starts shaking. It also means preparing beforehand and knowing how to respond safely afterward. Based on what you have learned from the activity, how can we apply these actions to our own school and community? Excellent! Your observations show that being prepared is not simply about memorizing procedures. It is about knowing how to apply them to the actual places where we live, study, and interact. 4. ELABORATION This time, we are going to have another activity called “What Should I Do?” Directions: Each group will be given a banner to answer the given situation. Different pictures showing real-world earthquake scenarios will be presented. Groups will analyze each picture and decide what they would do. When the signal is given, each group will raise their banner. The first group to raise their banner will explain their answer and why it is the appropriate action We should stay calm and perform Drop, Cover, and Hold On. We should not run outside while the ground is shaking because falling objects and debris may injure us. Staying calm, following proper procedures, and protecting ourselves can reduce the risk. Running, pushing, or panicking can increase the risk because they may cause injuries or make it difficult for others to move safely. I think no, teacher. We should check ourselves and others for injuries, stay alert for possible aftershocks, follow the instructions of teachers or authorities, and evacuate safely to the designated evacuation area when instructed. All three are important because what we prepare before, what we do during the shaking, and how we respond afterward can all affect our safety. We can identify possible hazards in our surroundings, know our evacuation routes and designated safe areas, participate seriously in earthquake drills, and follow the preparedness plans of our school and community.

Based on the activity earlier, how can you apply what you learned about earthquake preparedness to make yourself and others safer inside PNUM? When do you think is the best time to prepare for an earthquake—before, during, or after it happens? How would you apply this idea in your daily life as a student? If you were asked to teach another PNUM student what you learned from the game, what earthquake safety action would you demonstrate to them? Amazing answers! C. CONCLUDING ACTIVITIES 1. Generalization Now, how can we use what we learned from the activity to become more prepared for earthquakes? Very good! 2. Application Now, we’re going to have another activity called “Act a Plan.” Directions: Each group will be assigned a scenario to present a role play about. •Group 1 – classroom before an earthquake •Group 2 – earthquake during class •Group 3 – after earthquake 5 minutes will be given for all the groups to prepare. You will be scored based on the given rubrics. I can apply what I learned by staying calm, following safety procedures, and helping others during an earthquake. The best time to prepare is before an earthquake happens. I would demonstrate Drop, Cover, and Hold On because it can help protect us from falling objects during an earthquake. We can use what we learned by being aware of possible risks, making informed decisions, and practicing preparedness in our school, home, and community.

Am I understood, class? 3. Valuing Why is it important to apply earthquake preparedness to the specific places where we live and study? 5. EVALUATION I. MULTIPLE CHOICE Direction: Choose the letter of the most appropriate answer. 1.Which action is included in the Drop, Cover, and Hold On procedure during an earthquake? A. Drop to the hallway, cover your ears, and hold the railing B. Drop your bag, cover the doorway, and hold the nearest furniture C. Drop to the ground, cover your head, and hold on to sturdy shelter D. Drop your belongings, cover the windows, and hold the door 2. Why should heavy objects and furniture be secured before an earthquake? A. To reduce the possibility of objects falling and causing injuries B. To make classrooms easier to clean after an earthquake C. To prevent furniture from blocking classroom decorations D. To make emergency evacuation routes more visually organized 3. You are taking an exam on the third floor when strong shaking begins. Some classmates immediately run toward the stairs. What should you do? A. Stay inside, perform Drop, Cover, and Hold On, and wait until the shaking stops B. Move quickly toward the nearest exit before the shaking becomes stronger C. Follow the group toward the stairs while protecting your head with your hands D. Stand beside the classroom door so you can leave as soon as possible. 4. Which items are most appropriate to include in an emergency Go Bag? A. School decorations, flashlight, and extra notebooks Yes, teacher! Because every place has different risks and conditions, so our preparedness should fit our actual surroundings. Answer Key 1. C 2. A 3. A 4. B 5. C 6. A 7. D 8. B 9. A 10. C

B. Important documents, flashlight, and bottled water C. Personal toys, magazines, and extra school supplies D. Textbooks, bottled water, and classroom materials 5. Why is an evacuation route map important in a school? A. It helps people identify a safe path toward designated open areas B. It helps teachers determine where students should take examinations C. It helps administrators identify the location of classroom furniture D. It helps students locate offices and other school facilities 6. Before an earthquake occurs, you notice that your classroom has blocked exits and several heavy objects placed on high shelves. What action should you take? A. Report the hazards, clear the exits, and secure the heavy objects B. Place additional materials near the exits so they can be accessed quickly. C. Leave the classroom unchanged but prepare to evacuate during an earthquake D. Move the objects closer to the windows and keep the exits available 7. An earthquake has stopped, and your class has completed the Drop, Cover, and Hold On procedure. What should you do next? A. Use the elevator to reach the ground floor more quickly B. Return to your seat to collect your belongings before leaving the building C. Wait inside the classroom until another group begins evacuating D. Carefully evacuate to the designated safe area and follow instructions from authorities 8. Four students suggest the following earthquake preparedness plans. Which plan contains a weakness that should be addressed first? A. Student 1 - Conduct drills, clear exits, and identify designated evacuation areas B. Student 2 - Prepare emergency supplies, leave exits blocked, and rely on verbal instructions C. Student 3 - Secure furniture, prepare a Go Bag, and identify evacuation routes D. Student 4 - Prepare emergency supplies, secure cabinets, and check structural hazards 9. During an earthquake drill, one group immediately runs toward the building exit while another group performs Drop, Cover, and Hold On until the shaking simulation ends. What difference between the two responses is most important? A. The second response follows the appropriate protective action during shaking B. The first response prevents students from becoming separated during evacuation C. The first response allows students to reach the evacuation area more quickly D. The second response keeps students inside the building for the entire emergency

10. A school inspection finds cracked walls, unsecured cabinets, blocked pathways, and missing emergency supplies. Which finding presents a direct combination of physical and preparedness risks? A. Missing supplies and differences in classroom schedules B. Blocked pathways and student seating arrangements C. Cracked walls and missing emergency supplies D. Unsecured cabinets and classroom decorations II. Essay (5pts) Direction: In your own perspective, explain the importance of earthquake drills in school and why they should be conducted regularly. Criteria Score Indicator 5 Clearly explains the importance of earthquake drills in schools and why they should be conducted regularly. Ideas are relevant, logical, and well-explained. 4 Explains both the importance of earthquake drills and the need for regular drills, but some details or explanations are limited. 3 Shows a basic understanding of earthquake drills but gives a limited explanation of their importance or why they should be conducted regularly 2 Gives a general or unclear explanation with little supporting detail. 1 Provides a very limited or mostly unclear answer related to earthquake drills. 0 No answer or the response is completely unrelated to the question. III. Assignment Direction: Make an infographic about what to do before, during and after an earthquake in your community.

REFLECTIVE ANALYSIS Educational issue or identified need This innovation is deeply rooted an educational issue relating to the nuance of teaching Earthquake Preparedness Plan among students. Oftentimes, what is being taught is just generic and broad, and do not necessarily reflect what a certain community, school campus, or any setting, actually experience. As a result, the lessons absorbed by the students are mere answers to the question “what should be done during an earthquake” instead of “what should be done if an earth occurs at your exact location, at the present time.” Basically, the current lessons lack complete localization and contextualization--an important tool especially in teaching lessons that has a great possibility of happening, like an earthquake. Proposed curriculum innovation The curriculum we proposed through our Lesson Plan is one that addresses not just earthquake preparedness in a general sense but in a highly contextualized setting. As such, we have determined Agusan del Sur to be the setting of educational instruction, whereas PNU Mindanao as the focus of contextualization. The purpose of this is to not just let the students reflect on the idea of earthquake happening, but to practically determine the best possible set of actions to be done in case an earthquake happens at the level of the school or even the local community. The lessons will let them be able to identify potential hazards present in the area, and deliberate, write about, or even act on the possible scenario that might be applicable before, during, and after an earthquake has occurred. The lessons to be taught will be a direct application of the real and genuine preparedness strategies that they could practically use, in relation to the context they have. Expected Outcomes At the end of the lesson, the expected outcome is for students to: Demonstrate knowledge and understanding of the proper actions to take before, during, and after an earthquake. Apply earthquake safety procedures such as preparing emergency kits, securing hazardous objects, identifying evacuation routes, and practicing Duck, Cover, and Hold. Develop preparedness and decision-making skills by responding appropriately to different earthquake scenarios presented during classroom activities. Demonstrate teamwork and communication skills through collaborative activities, discussion, and role-play presentations of earthquake preparedness plans. Recognize the importance of earthquake preparedness in protecting themselves, their families, classmates, and the wider community Develop awareness pf school and community preparedness, including the importance of evacuation plans, emergency drills, first- aid kits, and safe evacuation areas. Produce an informative infographic that communicates appropriate actions before, during, and after an earthquake in their community. Implementation Consideration In implementing this lesson, we need to emphasize effective time management, material preparation, classroom safety, and student engagement. Given that our lesson plan mentioned several activities, we must ready the projector, laptop, video, worksheets, visual aids, and group banners prior to the start of class. For the “Planning Through Time” activity we must stick firmly to the scheduled 5-minute rotation for every station, to ensure that the students will have enough time to discuss their responses and prepare for their presentation. We also need to provide specific directions prior to each task to avoid misunderstandings and avoid delays. We also need to organize the classroom properly because students will transition between various stations and their movement needs to be supervised to avoid pushing, running, or congestion. In the role-play exercise, students must be reminded that the simulation aims to facilitate learning and should not include any unsafe behaviors. Every group member must be assigned a role to ensure that all can engage in the discussion, preparation, or presentation. The earthquake scenarios must stay linked to the students’ real school setting. The lesson incorporates scenarios that include the STEM, ES, and AA buildings,

obstructed exits, unsecured items, emergency supplies, and evacuation procedures. We must ensure that these examples align with the real safety conditions and protocols of the school. We also need to collaborate with the relevant school personnel regarding evacuation paths and designated safe areas to ensure students get precise and useful information. Lastly, we need to prepare alternative activities in case the video, projector, or other technology does not work properly. We can use printed pictures, prepared scenarios, or teacher-led discussions as alternatives. If ever we run short on time, we can shorten some of the less essential discussions while still giving priority to the main exploration, application, and evaluation activities. And we will also use student participation, group presentations, role-playing activities, and written evaluation to determine whether they were able to understand and apply the proper actions to take before, during and after an earthquake. The importance of contextualizing, indigenizing, and localizing lessons Contextualizing, indigenizing, and localizing lessons are important in the Philippine education system because they make learning more meaningful, relevant, and connected to students’ actual experiences. Contextualization connects lessons to familiar situations and real-life applications, while localization incorporates the learners’ immediate community, environment, and local issues. Indigenization recognizes and integrates appropriate Indigenous knowledge, perspectives, traditions, and practices into learning while respecting the cultural identity and rights of Indigenous Peoples. Together, these approaches help bridge the gap between classroom concepts and the realities learners experience in their communities. These approaches also promote learner-centered, inclusive, and culturally responsive education. Filipino learners come from diverse cultural, geographical, linguistic, and socioeconomic backgrounds, so lessons should acknowledge and value this diversity. When students encounter examples, problems, and activities that reflect their communities and experiences, they are more likely to participate actively and understand the practical value of their learning. For example, an earthquake preparedness lesson can use the school’s actual buildings, evacuation routes, and possible hazards to help students apply scientific knowledge to a situation that may directly affect them. Ultimately, contextualizing, indigenizing, and localizing education help develop learners who can connect knowledge with real-world situations and community needs. These approaches encourage critical thinking, collaboration, problem-solving, cultural awareness, and responsible citizenship rather than focusing only on memorization. By connecting education with learners’ culture, community, environment, and lived experiences, Philippine teachers can create lessons that are more relevant, inclusive, and transformative, allowing students to understand not only what they are learning but also why that knowledge matters in their own lives and communities.