This document discusses potential earthquake hazards and safety measures. It identifies 5 main hazards: 1) ground or surface rupture from fault movement, 2) ground shaking that can damage structures, 3) ground subsidence and lateral spreading, 4) liquefaction of saturated soils, and 5) earthquake-induced landslides. The document emphasizes applying precautions before, during, and after quakes, such as securing objects, avoiding windows and tall furniture, and evacuating damaged buildings. Students are asked to prepare family emergency plans detailing hazards, contacts, supplies, and roles for earthquake scenarios.
3. OBJECTIVES
1. Identify various potential earthquake hazards;
2. Apply precautionary and safety measures
before, during and after an earthquake;
3. Prepare a Family Emergency Plan;
4. Appreciate the importance of earthquake
preparedness;
4. What is an EARTHQUAKE?
An earthquake (also known as a quake, tremor or
temblor) is the perceptible shaking of the surface of the
Earth resulting from the sudden release of energy in Earth
crust that creates seismic waves.
(US Geological Science -USGS)
5. Potential Earthquake Hazards
Geologists explain that an earthquake is a type of
hazard that depends on the strength of seismic activity ,
along with such factors as local topographic and built
features, subsurface geology and groundwater. A large
earthquake will always be followed by a sequence of
aftershocks that normally aggravates its effect on human
and material element like buildings and infrastructure.
6. Where do they usually happen?
What are the origins of earthquakes?
How do we measure earthquakes?
What are the potential earthquake hazards? Give a brief explanation
of each.
Other salient information.
• Earthquake and Its Hazards AVP.mp4
- https://www.youtube.com/watch?v=Py9k7dacoKo
8. 1. Ground or Surface Rupture
Surface rupture is an offset of the ground
surface when fault rupture extends to the Earth's
surface. Any structure built across the fault is at
risk of being torn apart as the two sides of the
fault slip past each other.
Effects: fissuring and displacement of the ground
10. 2. Ground Shaking or Ground Motion
The earth shakes with the passage of earthquake
waves which radiate energy that had been “stored” in
stressed rocks and were released when a fault broke
and the rocks slipped to relieve the pent-up stress.
Effects: damage or collapse of structure and may
consequently cause hazards such liquefaction and
landslide
12. Ground Subsidence and Lateral Spreading
• Subsidence, or lowering of the ground surface,
often occurs during earthquakes. It can occur
as ground shaking causes loose sediments to
“settle” and to lose their load bearing
strength or to slump down sloping ground .
• Lateral spreading occurs where sloping
ground starts to move downhill, causing
cracks to open up , that are often seen along
hill crests and river banks.
14. 3. Liquefaction
A phenomenon in which the strength and stiffness of a
soil is reduced by earthquake shaking or other rapid
loading. It normally occurs in saturated soils , that is soils
in which the space between individual particles is
completely filled with water.
Effects: sinking and/or tilting of structure above it, and fissures.
18. 4. Earthquake-induced Landslides
Landslides frequently triggered by strong ground
motions. They are important secondary earthquake
hazard. The term landslides includes a wide range of
ground movement, such as rock falls, deep failure of
slopes, and shallow debris flows.
Effects: erosion, burial and blockage of roads and
rivers
20. 5. Tsunami
also known a seismic sea wave, is a series of waves in
a water body caused by the displacement of a large volume
of water, generally in an ocean or a large lake.
Earthquakes, volcanic eruptions and other underwater
explosions (including denotations of underwater nuclear
devices), landslides, glacier cavings, meteorite impacts and
other disturbances above or below water all have the
potential to generate a tsunami.
Effects: flooding, coastal erosion, drowning of people
and damage to properties
22. 2. DRAWBACK
an observable natural sign of an impending
tsunami that is noteworthy.
drawback can serve as brief warning.
23. • Drawback will occur as the shoreline recedes
dramatically , exposing normally submerged
areas. Drawback can exceed hundreds of
meters , and people unaware of the danger
sometimes remain near the shore to satisfy
their curiosity or to collect fish from the
exposed seabed.
24. 3. Feel an earthquake
4. Hear an unusual roaring sound.
25. GROUP ACTIVITY
1.Group and Share: Form a group and share what you will
do Before, During and After an Earthquake. (15 minutes)
• Groups 1 and 6 – Before
• Groups 2 and 5 – During
• Groups 3 and 4 – After
2.Share your output to the class. (3-5 minutes per group)
26. RUBRICS (PRESENTATION)
Criteria Indicators
4 3 2 1
Content Students discussed
the topic very well,
with explanation and
elaboration.
Students are at ease
with the topic but failed
to elaborate.
Students have difficulty
explaining the
topic/content.
Students have not
grasped the topic
given to them.
Organization Student presents
information in logical,
interesting sequence
which the audience
can follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following the
presentation because
the presenter jumps
around different ideas.
Audience cannot
understand the
presentation because
there is no proper
sequence of
information.
Cooperation All members of the
group participated in
the activity.
More than half of the
members of the group
participated in the
activity.
Less than half of
members of the group
participated in the
activity.
Only one member of
the group performed
the activity.
Timeliness Students finished on
the allotted time.
Students finished the
task a minute after the
allotted time.
Students finished the
task several minutes
after the allotted time.
Students were not
able to finish the task.
28. What to before an EARTHQUAKE?
1. Engage yourself in training activities that promote
safety and disaster preparedness.
2. Participate in government-initiated earthquake drills
and evacuation drills.
3. Some private companies provide training on
emergency response skills. Participate. This is part of your
preparation.
4. Share your acquired knowledge and skills to your
family and friends.
29. What to do during an EARTHQUAKE?
1. If you're inside a room building, duck under a sturdy
desk or table, and hold on to it or protect your head with
your hands or arms.
2. Stay away from glass window, shelves, cabinets
and other heavy object.
3. Beware of falling objects. Be alert and keep your
eyes open.
30. 4. Those who are outside should move to an open area,
and follow the safety measure (PHILVOCS)
• Stay away from trees, powerlines, posts, and concrete
structure.
• Move away from steep slopes which may be affected by
landslide.
• If near the shore and feeling an earthquake, specially a
strong one, quickly move to a higher ground in
anticipation of possible tsunamis.
31. 5. Those who are in a moving vehicle should stop and get
out. Do not attempt to cross bridges, overpasses or flyovers
which may have been damaged.
32. What to do after an EARTHQUAKE?
1. Take the fastest and safest way out of the building.
2. Do not use elevator.
3. Do not enter damaged building.
4. Most of all don't panic.
33. 1. What are the different earthquake hazards? What is
the importance of knowing these hazards?
2. Why is it necessary and helpful to know and apply
the precautionary measures before, during and after
an earthquake?
34. PREPARE A FAMILY EMERGENCY
PREPAREDNESS PLAN
Each student will prepare a Family Emergency
Preparedness Plan. This should include, but not be limited
to, hazard identification and safety assessment,
communication details, emergency contact numbers, things
to prepare/survival kits, roles and responsibilities of family
members, evacuation/relocation sites, and measures to do
before, during and after an earthquake.
Discuss the plan with your family members.
Let your parent/guardian sign the document/plan.
35. RUBRICS
Criteria Performance Indicator
5 4 3
Content (60%) Describes the framework of
a comprehensive FEMP and
identifies measures to
implement to great extent.
Somewhat describes the
framework of a
comprehensive FEMP and
identifies specific measures
to implement.
Insufficiently describes the
framework of a FEMP and
identifies specific measures
to implement.
Organization (20%) Information is presented in a
logical and easy to read
manner with minimal errors.
Information is presented in a
logical and easy to read
manner with 4-7 errors.
Information is presented in
an illogical and easy to read
manner 8 or more errors.
Mechanics and Visual
Appeal
(10%)
Overall design is pleasing.
Free from grammatical
errors.
Words are legible and
pertinent to topic.
Overall design is pleasing.
Some grammatical errors
are seen.
More than five grammatical
errors are seen.
Words used are not
pertinent to the topic.
Timeliness of Submission
(10%)
Submitted on or before the
deadline.
Submitted a day after the
deadline.
Submitted days after the
deadline.
