LESSON PLAN

Risk Factors
First Semester, Term 1
Lesson 2 Introduction to Disaster
I. Motivation
(Prerecorded and appears on every beginning of the segment)
Hello, learners! My name is Ryan your broadcasting professor for Disaster Risk
Reduction and Management. How are you? Before we begin with our lesson for
today, please do the following:
•Make sure that you are seated comfortably in a place where you will not be disturbed
for the next 30 minutes.
•Prepare a pen and paper so you could take down notes.
•Prepare a glass of water near you so you could take a sip whenever you feel thirsty.
•Listen well to prepare yourself for an activity after this lesson.

Are you ready? Let’s begin.

*(Picture would Come Out)
-Based on the World Index Report of 2018, our country is ranked third in terms of
Disaster Risk, with Vanuato first and Tonga a close second. Vanuato and Tonga are
found in the Pacific Islands of which both are Volcanic Islands.

-What do you think could be the reason behind this? It is because of their location
near the Pacific Ring of Fire! *(Picture about the Pacific Ring of Fire would come-out)

-The Pacific Ring of Fire is the name that is given to a horseshoe shaped area in the
Pacific Ocean which extends from South America and North America to Eastern Asia,
Australia and New Zealand. This area is famous for its constant seismic activity and
because of the amount of active volcanoes that can be found here. 75% of dormant
and active volcanoes are found in the Pacific Ring of Fire. Now it is known that the area
is very close to several tectonic plates which may be what influences the violent
activity in the area.
-Let us take a closer look in terms of Geography, Total Area and the Population of the
three most disaster-prone countries in the whole world, with Philippines leading in all
three aspects.
*(Picture would Come Out)

Today we will talk about Risk Factors but before we proceed, let us go through our
objectives:

II. Objectives:
(Teacher addresses students)
By the end of this lesson, each learner will be able to:

-Differentiate the Risk Factors underlying disasters and

-Describe the effects of disasters on one’s life
III. Learning Resources
1. Teaching Guide for Senior High School DISASTER READINESS AND RISK REDUCTION
2. DepEd Curriculum Guide
3. www.google.com
4. www.youtube.com
IV. Content
(Teacher addresses students)
-I will formally start our lesson for today with a Simulation Activity. The goal of this, is
for you to have a tactile appreciation of disaster risk. Here are the materials needed
for our Simulation that are easy to find in your respective homes:
-World Atlas, or map of Southeast Asia and Oceania with scale
-A lot of building blocks (e.g. Lego), can be several colors but uniform sizes as much as
possible
-Human figurines or markers
-Ruler
-Flat disc about 3-inches in diameter (e.g. lid, carton cut-out)
-Worksheet
*At this point, we proceed with the guidelines of the said Simulation:)
1. Each student should build a representation of Vanuatu,
Tonga, and Philippines using the building blocks in very
rough proportion to the given facts, meaning that a
country with more islands should be represented by more
blocks and the size and distribution by the actual layout of
the blocks. The maximum size for the Philippines should
fit an A4-sized sheet. Kindly mark the capital areas of each
country with a single color block (e.g. red blocks for capital
cities and urbanized areas). Allow them to use a world
atlas as reference to the geography and size.
2. Please take note of the total number of blocks used. (5
minutes)
3. The flat disk represents a typhoon. You will now simulate
a scenario where a typhoon ravages each country. To do
this, you will let the disc pass through each country slowly
according to previous typhoons’ tracks.
*(If in case you have difficulties in acquiring the said materials, other
items like rocks, sticks, candy can be used in lieu of the building
blocks.

If creating a layout model for each country based on actual shape is

challenging for the you, you can create and use a rectangular or any
regular polygon layout instead, with the sizes proportional to the
relative sizes of the country.

Alternatively, if resources are available, you may use large drawings or

printouts of each country. The “typhoon” will just have to be larger as
well. Computer simulations can also be used if technology is available
at hand.
 *(As reference for your Simulation Activity here are the Previous
Typhoon Tracks:)
A. Vanuatu – “Typhoon PAM” (2015) Global Disaster Alert and Coordination System.
Overall Red Tropical Cyclone Alert for PAM-Vanuatu from March 9, 2015 12:00 until
March 15 2015 12:00 Retrieved from
http://www.gdacs.org/report.aspx?eventtype=TC&eventid=1000149

B. Tonga – “Typhoon IAN” (2014) European Commission. January 13, 2014: Tonga –
Tropical Cyclone IAN. Retrieved from
http://reliefweb.int/sites/reliefweb.int/files/resources/ECDM_20130113_Tonga_IAN.pdf

C. Philippines – “Typhoon Yolanda” (2013) Panahon TV.Fig 1.1 Actual track vs. Forecast
track (2pm 07 nov 2013) of typhoon Yolanda [Digital image]. Retrieved from
http://www.panahon.tv/blog/wp-content/uploads/2014/11/ actua_forecast_track.png
V. Values Integration

Prevention and Preparedness (Pop up on screen)

-Knowing the Risk Factors is vital for building a more equitable and sustainable future,
making investments in prevention and preparedness, including through civil defense
exercises, is a necessary part of systematic efforts to increase resilience to disaster.

James 4:13-15 Come now, you who say, “Today or tomorrow we will go into such and
such a town and spend a year there and trade and make a profit”— yet you do not
know what tomorrow will bring. What is your life? For you are a mist that appears for a
little time and then vanishes. Instead you ought to say, “If the Lord wills, we will live
and do this or that”.

Closing: That is all in today’s segment of Risk Factors. See you in our next lesson. Keep
safe and let your learning continue.
VI. Evaluation/ Assessment

-Please have your pen and paper ready and you are expected to answer the
following questions in your activity notebook:

I. What are the assumptions made by doing this simulation compared to reality?

II. What is exposure? After the simulated typhoon, how many percent of each
country was impacted by the hazard?

III. How would you compare the simulated effects of typhoons for each of the
country models? What are the similarities? What are the differences?

IV. How do these scenarios reflect actual disaster risk? What is vulnerability and are
or are not included?
LESSON PLAN
Risk Factors
First Semester, Term 1
Lesson 3 Identifying School/Classroom Hazards that can Lead to Disasters
I. Motivation
(Prerecorded and appears on every beginning of the segment)
Hello, learners! My name is Ryan your broadcasting professor for Disaster Risk
Reduction and Management. How are you? Before we begin with our lesson for
today, please do the following:
•Make sure that you are seated comfortably in a place where you will not be disturbed
for the next 30 minutes.
•Prepare a pen and paper so you could take down notes.
•Prepare a glass of water near you so you could take a sip whenever you feel thirsty.
•Listen well to prepare yourself for an activity after this lesson.
Are you ready? Let’s begin.
Do you remember what we talked about the last time?
(Teacher addresses students)
We discussed about the basic definitions of Hazard and Disaster.
Hazard – is a dangerous phenomenon, substance, human activity or condition that may
cause loss of life, injury or other health impacts, property damage, loss of livelihoods
and services, social and economic disruption, or environmental damage.
Disaster – it is a serious disruption of the functioning of a community or a society
involving widespread human, material, economic, or environmental losses and impacts
which exceeds the ability of the affected community or society to cope using its own
resources.
-If you still have some questions about the previous topic, feel free to do so.
*Motivation (Continuation):
-My dear learners, I know that you already miss your respective classrooms,
unfortunately because of this pandemic that we are suffering right now, we are unable
to have the traditional face to face interaction. Normally this is the scenario of an old-
fashioned TLE Workroom, list down the 10 possible hazards in this TLE room. Your
answers should be specific to the certain locations in the classroom like the shelf at the
corner near the door can fall on someone etc..
(5 minutes) (Picture would come out)
We have the following hazards inside the TLE Room: (Picture would come out)
1.) The un-mopped water spill in the comfort room, as it would result to a major injury
for someone slipping in that room.
2.) The Gasoline Tank outside the room, the content of that tank is highly combustible.
It may lead to a fire incident.
3.) The combustible tanks near the welding area, just like the Gasoline tank, it may
lead to a fire incident.
4.) The Cutting Blade in the Wood-Work Bench should be kept safely after using.
5.) The long-wired extension light should also be kept properly after using, so that no
one should be a victim of tripping.
6.) The Chemicals in the Storage Area should not be kept so close together
or another storage area should be used in order to separate the dangerous chemicals.
7.) The Tools Section should a cover or door for safety reasons.
8.) The spilled used oil in the drum, should be properly cleaned.
9.) The cans of paint placed in the open rack, there is a big possibility especially during
earthquakes that they would fall.
10.) The Drill Bits should be properly kept in closed storages.
-Alright! How many points did you get? Ten over ten?
Congratulations! If your score is lesser than 50%,
don’t worry because that short exercise is not graded.
III. Learning Resources

1. Teaching Guide for Senior High School DISASTER READINESS AND RISK REDUCTION
2. DepEd Curriculum Guide
3. www.google.com
4. www.youtube.com
IV. Content
(Teacher addresses students)

Safety hazards exist in every School or Classroom, but how do you know which ones
have the most potential to harm the students and the school personnel? By identifying
hazards at your school, you will be better prepared to control or avoid them and
prevent accidents, injuries, property damage, and even death.
Schools are involved in many activities that present a range of hazards. These hazards
and associated risks must be managed to ensure the safety of staff, teachers, students
and parents.
The canteen, science laboratory, and comfort rooms are the areas that have higher
potential for an accident to happen. There is a critical need to ensure that the school
environment is constantly kept safe and healthy, to ensure that the process of lifelong
building of knowledge and practices can be sustained for the future of the nation.

(Show Pictures and Videos of Schools that have hazardous areas,

during the discussion)
V. Values Integration

The Importance of School Safety (Pop up on screen)

-While it is a magnificent idea of having the students/ pupils to lead in disaster

prevention, mitigation and preparedness activities, it is important also for the school
to be able to fully implement such essential activities to accomplish objectives and
goals.

Psalm 32:7: “You are my hiding place; you will protect me from trouble and surround
me with songs of deliverance.”

Closing: That is all in today’s session of Identifying School/Classroom Hazards that can
Lead to Disasters. See you in our next lesson. Keep safe and keep on learning.
VI. Evaluation/ Assessment
1. Get a piece of paper or your assigned activity notebook for writing.
2. Cite out 15 hazards found in your previous school.
3. Using a sheet of Manila paper or Cartolina and coloring materials draw the floor
plan (top view) of your previous school.
4. You are to create a “School Hazard Map” based on your drawing. The maps should
be easy to follow and understand and still roughly to scale.
5. Potential hazards should be colored in red and labeled properly. Possible impacts
and solutions of these hazards should be noted.
6. Safe areas and paths should be colored blue.
(Picture of the Rubrics and the samples of the School Hazard Map would come out)
*(Sample of a School Hazard Map with potential hazards that are colored in RED.)

*(Sample of a School Hazard Map with possible solutions of the hazards cited.)
You have the whole remaining time until the next session to do
this. As for your homework for the next session:

I. (For learners who have internet access) Search the internet for
any article/ material about a major earthquake occurrence. Better
if the earthquake that occurred affected the local area. Submit a 1-
page report describing this event (When, What happened, Effects
to people and surroundings). Download photos of
impacts/effects/damages and include in your report.

II. (For learners who have no access to the internet). Interview your
grandparents, parents, uncles/aunts, older brother/sister, neighbor
who have experienced earthquake in the past.
Ask the following questions:

a. When did this earthquake occur (Month/Year if possible).

b. Can you describe what you felt during the earthquake, what you
did, and what were the effects that you saw after the earthquake.
If no adult in the household ever personally experienced an
earthquake, ask the adult if he/she can recall an earthquake event
in other places. Submit a 1-page written report of their story/
narratives.
LESSON PLAN
Risk Factors
First Semester, Term 1
Lesson 4 Potential Earthquake Hazards and their Effects
I. Motivation
(Prerecorded and appears on every beginning of the segment)
Hello, learners! My name is Ryan your broadcasting professor for Disaster Risk
Reduction and Management. How are you? Before we begin with our lesson for
today, please do the following:
•Make sure that you are seated comfortably in a place where you will not be disturbed
for the next 30 minutes.
•Prepare a pen and paper so you could take down notes.
•Prepare a glass of water near you so you could take a sip whenever you feel thirsty.
•Listen well to prepare yourself for an activity after this lesson.
Are you ready? Let’s begin.
-Based on the answers of your previous assignment, what were
the earthquake events that you were able to research on?
Whether by internet or interviews.
-Today we will talk about the Potential Earthquake Hazards and their Effects, but
before we proceed, let us go through our objectives:

II. Objectives:
(Teacher addresses students)
By the end of this lesson, each learner will be able to:
-Identify various potential earthquake hazards.
-Analyze the effects of the different earthquake hazards
-Explain the different potential earthquake hazards

III. Learning Resources

1. Teaching Guide for Senior High School DISASTER READINESS AND RISK REDUCTION
2. DepEd Curriculum Guide
3. www.google.com
4. www.youtube.com
IV. Content
(Teacher addresses students)
(Pictures would come out)

-Class what causes this kind of destruction & havoc? What is an Earthquake?
-An earthquake is a feeble shaking to violent trembling of the ground produced by the
sudden displacement of rocks or rock materials below the earth’s surface. There are
two types of earthquakes: Tectonic and Volcanic earthquakes. Tectonic earthquakes
are those generated by the sudden displacement along faults in the solid and rigid
layer of the earth. Earthquakes induced by rising lava or magma beneath active
volcanoes are called volcanic earthquakes. This lesson will focus on tectonic
earthquakes
-On the other hand, what is a FAULT?

-It refers to a fracture, fissure or a zone of weakness where movement or

displacement has occurred or may occur again; a fault is said to be “active fault” if it
has historical and contemporary seismicity, has evidence of fault slip based on
displaced rocks or soil units of known age and displaced landforms; an active fault is
defined as a fault which has moved within the last 10,000 years.

-Here are some photos of the impacts of an earthquake:

(Pictures would come out)
-The following are the most common earthquake-related hazards: ground rupture,
ground shaking, liquefaction, tsunami, and earthquake-induced landslides.

I. Ground shaking- disruptive up-down and sideways movement or motion

experienced during an earthquake.
A. Strong ground shaking can cause objects to fall, break windows among others.
B. Strong ground shaking can also result to minor damages to buildings and worse,
cause collapse of a structure. (e.g. collapse of Hyatt Hotel, Baguio City after the 16 July
1990 Luzon Earthquake). (Pictures of the examples would come out)
C. Most part of the Philippines will experience shaking at different degrees depending
on magnitude of earthquake, distance of one’s location from the fault that moved,
local below surface conditions, etc)
II. Ground Rupture- displacement on the ground due to movement of fault .
(Pictures would come out)

A. This will be experienced by areas where fault passes through (note not all cracks on
the ground that people see after a strong earthquake are faults, some may just be
surficial cracks because of ground failure)

B. The movement may have vertical and horizontal component and may be as small as
less than 0.5 meters to as big as 6 meters).
III. Tsunami- sea waves resulting from the disturbance of ocean floor by an
earthquake (Pictures would come out)
A. This is a series of giant sea waves commonly generated by under-the-sea
earthquakes and whose heights could be greater than 5 meters.
B. Examples of recent Tsunami events in the Philippines are the August 1976
Moro Gulf Earthquake and Tsunami and the November 1994 Oriental Mindoro
Earthquake and Tsunami, December 2004 Banda Aceh Earthquake in
Indonesia, and March 2011 in Eastern Japan
IV. Liquefaction- is a process that transforms the behavior of a body of
sediments from that of a solid to that of a liquid when subjected to extremely
intense shaking. (Pictures would come out)
A. As a result, any heavy load on top of the sediment body will either sink or
tilt as the sediment could no longer hold the load, such as what happened in
Dagupan City, during the 16 July 1990 Earthquake.
V. Earthquake-induced landslide- failures in steep or hilly slopes triggered by an
earthquake
(Pictures would come out)
• loose thin soil covering on the slopes of steep mountains are prone to mass
movement, especially when shaken during an earthquake.
• Many landslides occur as a result of strong ground shaking such as those
observed on the mountainsides along the National Highway in Nueva Ecija and
the road leading up to Baguio City during the 16 July 1990 Earthquake.
V. Values Integration

Understanding of Potential Earthquake Hazards (Pop up on screen)

-Earthquake ground damage hazards pose a significant risk to infrastructure, lifelines,

buildings and life in urban areas. Lifelines such as transportation, energy, water,
wastewater and communications networks are important for the survival of the
community in the aftermath of earthquakes.

Luke 21:11: And great earthquakes shall be in divers places, and famines, and
pestilences; and fearful sights and great signs shall there be from heaven.
Closing: That is all in today’s session of Identifying School/Classroom Hazards that can
Lead to Disasters. See you in our next lesson. Keep safe and keep on learning.

Closing: That is all in today’s discussion of Potential Earthquake Hazards and their
Effects .
See you in our next lesson. Keep safe and let your
learning continue.
VI. Evaluation/ Assessment
Please have your pen and paper ready and answer the following questions:
1. In what environment does each of the hazard is experienced or is more prominent?
2. Based on what you have learned so far, think of your home, what are the possible
impacts/ effects of the 5 earthquake hazards to your home?
3. Write this checklist on your notebook:
What are the potential hazards that can affect me, my home and my community. How?
Will I be affected by (check all that will apply)
I. Ground Rupture (only if a fault passes through my home) (Note: This will be
important for areas with known presence of faults)
II. Ground shaking: Yes
III. Liquefaction (Note, only for areas near rivers, coastal areas,
underlain by soft sediments or water-saturated materials)
IV. Earthquake-induced landslide (if my home is near/ at the base
or on the slope of a mountain side)
V. Tsunami (if my home is near the coast)
Research Activity/Assignment:

*Search the internet for any article/material, about a major earthquake worldwide
and local. Better if the earthquake that occurred affected the local area. Submit a
1-page report describing this event (When, What happened, Effects to people and
surroundings). Download photos of impacts/effects/damages and include in your
report.
LESSON PLAN
First Semester, Term 1
Lesson 5 Tsunami Signs

I. Motivation
(Prerecorded and appears on every beginning of the segment)

Hello, learners! How are you? Before we begin with our lesson today, please do the
following:
•Make sure that you are seated comfortably in a place where you will not be disturbed
for the next 30 minutes.
•Prepare a pen and paper so you could take down notes.

•Prepare a glass of water near you so you could take a sip whenever you feel thirsty.
•Listen well to prepare yourself for a quiz after this lesson.
Are you ready? Let’s begin.
(Picture would come out)
*Motivation(Continuation):

-This is the map of the Philippines Islands and the adjacent areas showing the nine
subduction zones (thick grey lines with numbers in adjacent circles) and the intraplate
active faults (thin red lines). The green, purple and blue squares indicate the locations
of tsunami affected areas, volcanoes and major earthquakes, respectively. It shows the
locations of most destructive tsunami events recorded in Philippine history. We had
around 90 destructive earthquakes, around 40 tsunamis for past 400 years, and our
coastal areas at eastern and western margins fronting major seas and inland seas have
been affected by tsunamis.

-Based on your answers on the assignment I gave last session as a research, kindly
share it to the whole class by following this template:
-Today I will be unfolding the Tsunami Signs, but before we proceed, let us go through
our objectives:

II. Objectives:
(Teacher addresses students)
By the end of this lesson, each learner will be able to:
-Recognize the natural signs of an impending Tsunami
-Explain the three (3) important natural signs of an impending tsunami

III. Learning Resources

1. Teaching Guide for Senior High School DISASTER READINESS AND RISK REDUCTION
2. DepEd Curriculum Guide
3. www.google.com
4. www.youtube.com
IV. Content

-Tsunamis are sea waves resulting from the disturbance of ocean floor by an
earthquake; is a series of giant sea waves commonly generated by under-the-sea
earthquakes and whose heights could be greater than 5 meters.
-A tsunami is a Japanese word meaning “harbor waves”. A tsunami is commonly
generated by disturbances associated with earthquakes occurring below or near the
ocean floor. It occurs when the earthquake is shallow-seated and strong enough to
displace parts of the seabed and disturb the mass of water over it. In addition,
underwater volcanic eruptions and landslides can also generate a tsunami.
-Sometimes, tsunamis are erroneously called “tidal waves”. Remember that tsunamis
are generated by earthquakes and tsunami waves are generated because of
movement of fault under the sea. Tsunamis have nothing to do with high tide and low
tide which is caused by the gravitational pull between the earth and moon. The
increase in wave heights associated or during typhoons (when there are strong winds)
or tropical cyclones are called “storm surges”.
-Storm Surges (wind-generated waves on the surface of the sea) are not tsunamis
(undersea earthquake-generated) (from PHIVOLCS, 2008, Training Module School
Teachers’ Seminar-Training on Natural Hazards Awareness and Preparedness Focus on
Earthquakes and Volcanoes )
There are two types of tsunami generation:
(1) Local tsunami (2) and Far-field or Distant Tsunami. The coastal areas in the
Philippines especially those facing the Pacific Ocean, South China Sea, Sulu Sea and
Celebes Sea can be affected by tsunamis that may be generated by local earthquakes.
Local Tsunamis are confined to coasts within a hundred kilometers of the source
usually earthquakes and a landslide or a pyroclastic flow. It can reach the shoreline
within 2 to 5 minutes.(Picture would come out)

Far-Feld or Distant Tsunamis can travel from 1 to 24 hours before reaching the coast
of the nearby countries. These tsunamis mainly coming from the countries bordering
Pacific Ocean like Chile (1960 2010, 2015), Alaska in USA and Japan (2011). PTWC
(Pacific Tsunami Warning Center) and NWPTAC (Northwest Pacific Tsunami Advisory
Center) are the responsible agencies that closely monitor Pacific-wide tsunami event
and send tsunami warning to the countries around the Pacific Ocean. (from PHIVOLCS,
2008, Training Module School Teachers’ Seminar-Training on Natural Hazards
Awareness and Preparedness Focus on Earthquakes and Volcanoes

Local Tsunamis: (Show Pictures or Videos)

-These are examples of recent tsunami events in the Philippines and Asia :
-August 1976 Moro Gulf Earthquake and Tsunami: (Show Pictures or Videos)

A few minutes after the last stroke of midnight on August 17, 1976, a violent
earthquake occurred in the island of Mindanao spawning a tsunami that devastated
more than 700 kms of coastline bordering Moro Gulf in the North Celebes Sea. This
offshore event generated by Cotabato trench, a less prominent trench system in the
Philippines, was the largest tsunamigenic earthquake to have occurred in Mindanao
in the last two decades. It was an earthquake that resulted in massive destruction of
properties and great loss of lives. The tsunami generated contributed immensely to
the devastation. The cities and provinces of Cotabato took the brunt of the
earthquake while the tsunami generated cast its doom on the provinces bordering
Moro Gulf especially on the shores of Pagadian City. According to surveys during the
event, the tsunami was responsible for 85% of deaths, 65% of injuries and 95% of
those missing.
After the sea spent its fury and rolled back to its natural flow, thousands of people
were left dead, others homeless or missing and millions of pesos lost with the
damages of properties. Properties lost not only include establishments for residential
and commercial use, but also bancas that, as a whole, represents the livelihood of
hundreds of families.
-November 1994 Oriental Mindoro Earthquake and Tsunami:
(Show Pictures or Videos)
The 15 November 1994 earthquake affected 13 out of 15 municipalities or a total of
273 barangays in Oriental Mindoro. As per official report of the Provincial Social
Welfare and Development Office (PSWDO), about 22452 families were affected.
Casualties numbered 78 confirmed dead and 430 injured. The municipality of Baco
sustained the biggest number of casualties, with 41 confirmed deaths from drowning
due to the tsunami that hit the coastal area of Malaylay, San Andres, Baco. The capital
town, Calapan, has the second most number of casualties, with 17 deaths from Wawa,
also a coastal area in Calapan. Almost half of the casualties
were children below 10 years old who were drowned.
-December 2004 Banda Aceh Earthquake (Indonesia): (Show Pictures or Videos)

-The December 26, 2004 magnitude 9.1 Sumatra, Indonesia earthquake generated a
tsunami that was observed worldwide and caused tremendous devastation and deaths
throughout the Indian Ocean region. The earthquake, which is the third largest in the
world since 1900, caused severe damage and casualties in northern Sumatra,
Indonesia, and in the Nicobar Islands, India. No separate death toll is available for the
earthquake as the tsunami followed within 20 minutes. The tsunami that followed
killed more people than any other tsunami in recorded history, with 227,898 dead or
missing. The worst hit country was Indonesia with 167,540 listed as dead or
Missing.
-March 2011 Eastern Japan: (Show Pictures or Videos)
A magnitude 9.0 earthquake struck in the Pacific Ocean off the northeast coast of the
Tōhoku region of Japan’s Honshu island on March 11, 2011. The Great East Japan
Earthquake — the name given to the event by the Japanese government — triggered a
massive tsunami that flooded more than 200 square miles of coastal land. Waves were
estimated to be as high as 38 meters, the height of a 12-story building.
An estimated 20,000 people were dead or missing and close to 500,000 people were
forced to evacuate. In addition, a nuclear power plant meltdown triggered a nuclear
emergency. The direct economic loss from the earthquake, tsunami, and nuclear
disaster is estimated at $360 billion.
Though Japan is a world leader in disaster preparedness, the 2011 Tōhoku earthquake
caused overwhelming damage and humanitarian needs that required an international
response.
-Based on stories from eyewitnesses and survivors of past tsunamis, the following are
the natural signs of an impending tsunami

I. Feel an earthquake.
-If the ground shakes under your feet in a coastal region, a tsunami may have been
caused by a strong undersea earthquake. However, you may not feel an earthquake if
the event is far away.

II. See ocean water disappear from the beach, bay or river Before a tsunami arrives,
water may recede from the shoreline before returning as a fast-moving wall of water. If
you notice the water is disappearing, tell your family and friends and prepare to move
inland or to higher ground.

III. Hear an unusual roaring sound If you hear a loud roar approaching (a bit like a
passenger jet or a train), tell your family and friends. It could be a tsunami
approaching.
V. Values Integration

Prevention and Preparedness (Pop up on screen)

-Tsunamis can strike any coastline in the world, and can affect locations thousands of
miles away from where they formed. They may be uncommon, but the devastation
they cause makes them a deadly force in nature.
James 4:13-15 Come now, you who say, “Today or tomorrow we will go into such and
such a town and spend a year there and trade and make a profit”— yet you do not
know what tomorrow will bring. What is your life? For you are a mist that appears for a
little time and then vanishes. Instead you ought to say, “If the Lord wills, we will live
and do this or that”.
Closing: That is all in today’s class of Tsunami Signs. See you in our next lesson. Keep
safe and let your learning continue.
VI. Evaluation/ Assessment
-Please have your pen and paper ready and answer if the following statements are
True of False:
A. I should go to the shore to watch a tsunami.
B. All undersea earthquakes cause tsunami.
C. If I felt a strong earthquake while near the coast, I should wait to hear the
rumbling sound before moving to high ground
D. If a small tsunami is coming, I should get out of the water and wait until I hear it
is safe to return.
E. Is a big tsunami is coming, I should move as far inland as I can or to higher
ground.
F. If I am swimming when a small tsunami comes, I could get dragged out to sea by
the strong rips and currents.
G. A tsunami is most often caused by undersea earthquakes.
 ANSWER KEY:

A. I should go to the shore to watch a tsunami. [FALSE]

B. All undersea earthquakes cause tsunami. [FALSE]
C. If I felt a strong earthquake while near the coast, I should wait to hear the rumbling
sound before moving to high ground (FALSE )
D. If a small tsunami is coming, I should get out of the water and wait until I hear it is
safe to return. [TRUE]
E. Is a big tsunami is coming, I should move as far inland as I can or to higher ground.
[TRUE]
F. If I am swimming when a small tsunami comes, I could get dragged out to sea by the
strong rips and currents. [TRUE]
G. A tsunami is most often caused by undersea earthquakes. [TRUE]

-That formally ends our class for today! Goodbye Everybody!