SCIENCE

Modified Strategic Intervention Materials

Quarter 1 Week 8
Science-Grade Ten
Modified Strategic Intervention Materials
Quarter 1: Week 8: Reversals of the Earth’s Magnetic Field
Earthquake Disaster Preparedness

Development Team

Author: Abigail C. Tolentino

Cover Art Illustrator: Erich D. Garcia
Language Reviewer: Paz I. Canlas
Content Editor: Paz I. Canlas
Layout: Joy M. Funtila

Management Team

Zenia G. Mostoles EdD, CESOV, Schools Division Superintendent

Celia R. Lacanlale PhD, Chief CID
Paz I. Canlas, Education Program Supervisor in Science

Department of Education – Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes,

San Fernando City, Pampanga
Landline Number: (045) 435-27-28

Email Address: pampanga@deped.gov.ph

 Title Card
Lesson: Reversals of the Earth’s Magnetic Field

Guide Card
Introduction

This Strategic Learning Material will focus on the Earth’s magnetic field, how does magnetic
reversal happen and how does it prove seafloor spreading. You will learn here what constitute the Earth’s
magnetic field and how it is created/generated in the outer core.
This lesson will deepen your knowledge about the Theory of Seafloor Spreading as you will
describe and simulate its process. It will explain also the concept of Magnetic reversal and how it provides
evidences to Seafloor Spreading.

Learning Competency

Enumerate the lines of evidence that support plate movement.

Objectives:
 Identify and understand what constitutes Earths’ magnetic field.
 Simulate and describe the seafloor spreading process.
 Explain how does magnetic reversal happen and how does it prove the existence of seafloor
spreading.

Pre-Test: What I Know

I. Direction: Choose the letter of the correct answer. Use your Science activity notebook as
answer sheet.
1. Earth's magnetic field is generated by____________
A. a giant bar magnet at the center of the planet
B. movement of molten iron and nickel in the outer core.
C. plate tectonics
D. radiation from the sun

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2. Which of the following concepts supports or strengthens the discovery of seafloor spreading?
A. Continental Drift Theory C. Plate tectonic theory
B. Earth’s magnetic field D. Magnetic reversal

3Which of the following statements is correct?

A. Previous magnetic reversals are proven to cause mass extinction events.
B. During a magnetic reversal, the north and south magnetic poles switch places.
C. Magnetic reversals have occurred at constant intervals.
D. The last magnetic reversal occurred at about 1,000 years ago.

4. What is the reason why the magnetic field is now said to possess 'normal polarity'?
A. it is the polarity we have always experienced
B. otherwise it would be abnormal.
C. there is no such thing as 'reverse polarity
D. it causes our compasses to point south

5. Approximately, when did the last magnetic reversal occur?

A. 200,000 years ago C. 800,000 years ago
B. 500,000 years ago D. 20 million years ago

II. Define the following terms. Write your answer in your Science activity notebook.

1. Magnetic Reversal -
2. North Geomagnetic pole -
3. North Geographic Pole -
4. Normal Polarity -
5. Reverse Polarity –

Review / What’s In
 What is Seafloor Spreading Theory?
 How does seafloor spreading support the continental drift theory?

In the previous lesson, you already understood the Theory of Continental Drift and Seafloor
Spreading. To recall, Seafloor Spreading is a process that occurs at mid-ocean ridges, where new oceanic
crust is formed through volcanic activity and then gradually moves away from the ridge. Seafloor
spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge,
tensional stress causes fractures to occur in the lithosphere. At a spreading center, basaltic magma rises
up the fractures and cools on the ocean floor to form new seabed.

Activity Card
What’s New
Activity 1: Picture Analysis

Direction: Examine closely the next picture. Study each part and make an overall impression.
Then, answer what is being asked below in your Science activity notebook.

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 Geographic North Geomagnetic North

Liquid outer core

Magnetic Field lines
Solid inner core

OBSERVATION
Identify the objects and describe what you see, including the writings in the picture.
____________________________________________________________________________________
INFERENCE
Based on what you have observed, what can you infer or guess about the picture?
____________________________________________________________________________________
QUESTIONS
What are the questions does this picture raise in your mind?
____________________________________________________________________________________

Activity 2: Split and Separate!

Direction: Do the next activity. If the materials needed are not available, you can use
recyclable materials at home. Then, answer the guide questions in your Science activity notebook.

Objectives:
1. Simulate and describe the seafloor spreading process.
2. Realize the importance of the seafloor spreading process relative to the Continental Drift Theory

Materials:
• Board paper • bond paper •ruler
• Pair of scissors • colored pencil/ crayons

Procedure:
1. Using a colored pencil, draw stripes across one sheet of bond paper
parallel to the short sides of the paper. The stripes should vary in
spacing and thickness.
2. Fold the bond paper in half lengthwise.
3. Write the word “Start” at the top of both halves of the paper. It should
look like the figure on the right.
4. Cut the bond paper in half along the dashed line to form two strips.

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 5. Take the board paper and make three (3) 11-cm long slits as indicated
in the illustration.
Illustration 1. Bond Paper
6. The two slits near the edges of the bond paper should be both 11-cm from
the center slit.
7. Put the two striped strips of paper together
so that the “Start” labels touch one another.
8. Insert the strips up through the center slit, then pull them toward the side
slits.
9. Insert the ends of the strips into the side slits.
Pull the ends of the strips as shown in the figure below and watch what
will happen at the center slit.

Fig.1 Sci10_LM_U1.pdf

10. Practice pulling the strips through the slits until you can make the stripes come up and go down
at the same time.

Guide Questions:

Q1. What do the stripes in the paper represent?

Q2. What does the middle slit represent? What occurs in this region?
Q3. What is the role of the mid–ocean ridge in the movement of lithospheric plates?
Q4. How does the new seafloor form at the mid-ocean ridge?
Q5. What process/es happen at the side slits?
Q6. Is the earth getting larger and wider when plates drift away from each other? Explain briefly.

Activity 3: The Final Proof

I. Direction: Read the paragraph below that explains how does magnetic reversal happen
and how does it prove seafloor spreading. Then, supply the missing word/s to complete the
sentences below. Write your answers in your Science activity notebook.
What is the final piece of evidence that essentially proves seafloor spreading really occurred
and caused continental drift?

The (1) ___________________ is also called magnetic ‘flip’ of the Earth. It happens when the
(2) ___________________ is transformed into a South Pole and the (3) ___________________ becomes
the North Pole. This is due to the (4) ___________________ in the direction of flow in the
(5) ___________________. The occurrence of magnetic reversals can be explained through the magnetic
patterns in magnetic rocks, especially those found in the ocean floor. When lava solidifies, (6)
___________________ bearing minerals crystallize, the minerals align with the Earth’s magnetic poles.
So when magnetic reversal occurs, there is also a change in the (7) ___________________ of the rocks.
This allowed scientists to visualize the (8) ___________________ in the ocean floor similar. Over the
last 10 million years, there has been an average of 4 to 5 reversals per million years.
(9) ___________________ are added to the ocean floor at the ridge with approximately equal amounts on
both sides of the oceanic ridge. It indicates that indeed, the (10) ___________________ is spreading.

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DEVELOPMENT/ KEY CONCEPTS from the Activity 1, 2 and 3:

 What is the Earths’ magnetic field?

 How will the understanding of magnetic reversal support evidence of seafloor spreading?
Based on the activity you’ve done, it could be said that the Earth’s magnetic field is generated in
the very hot molten outer core and has already existed since the birth of our planet. The Earth’s magnetic
field is a dipole, one that has a North Pole and a South Pole.
The Seafloor spreading was strengthened with the discovery that the magnetic rocks near the ridge
follow a pattern aside from the fact that rocks near the ridge are remarkably younger than those father
from the ridge.
Magnetic reversal is also called magnetic ‘flip’ of the Earth. It happens when the North Pole is
transformed into a South Pole and the South Pole becomes the North Pole. This is due to the change in
the direction of flow in the outer core. What is more interesting is that not only do the magnetic poles shift
position, they actually switch places. Those events are called magnetic reversals.
The last time a magnetic pole reversal happened was about 800,000 years ago. If you were around
before the reversal and had a compass with you, you would have seen the needle pointing south instead
of north!

Enrichment Card
Activity 1:
Direction: Identify the following pictures about what constitutes Earths’ magnetic field
and how magnetic reversal happen and how does it prove seafloor spreading by labelling some
parts of the illustration and matching their description written in the box below. Write your
answer in your Science activity notebook.

1. __________________________

__________________________
2.

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 3. _________________ 4. _________________

5. __________________ 6. ___________________

7. ___________________

8. ___________________

9. ___________________

10. ___________________

Choose your answers here.

• Magnetic stripes
• Mid-ocean ridge
• Normal Polarity
• Reverse Polarity
• Seafloor spreading
• Magnetic reversal
• Earth is like a magnet
• Earth’s magnetic field is dipole (North & South)
• Earth’s magnetic field is generated by movement of molten iron nickel in the outer core
• During Magnetic reversal, North & South magnetic pole switch places

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Activity 2: How Do We Know What We Know?
You are now about to do an activity according to your interest. (Differentiated activities).
First, choose who among the students 1-3 listed below you belong then you can start making your
own activity and apply all your learnings you have learned about the lesson. Do it in a long bond
paper and attach it to your portfolio. (you may also send your output to our GC- group or chat it
if you want to)

Student 1 – Student will draw/ illustrate an Earths’ magnetic reversal support evidence of Seafloor
spreading. (VISUAL)

Student 2 – Student will compose a song/rap about Earths’ magnetic reversal support evidence of
Seafloor spreading. (adapt any tune of your choice) (MUSICAL)

Student 3 – Student will write a poem or an essay writing about your understanding of magnetic reversal
support evidence of seafloor spreading. (LINGUISTIC)

Reflection Card

To generalize all your learnings in this lesson, fill out the table below. Write your answer in
your Science activity notebook.

Three things I learned from the lesson

1.
2.
3.
Two interesting facts

1.
2.
One question I still have

1.

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 Assessment Card
Assessment 1:

Direction: Choose the correct letter of your answer. Write your answer in your Science
activity notebook.

1. Which of the following concepts supports or strengthens the discovery of seafloor spreading?
A. Continental Drift Theory C. Earth’s magnetic field
B.Plate Tectonic Theory D. Magnetic reversal

2. Earth's magnetic field is generated by___________.

A.a giant bar magnet at the center of the planet
B. movement of molten iron and nickel in the outer core
C. plate tectonics
D.radiation from the sun

3. Which of the following is correct?

A.Previous magnetic reversals are proven to cause mass extinction events.
B.During a magnetic reversal, the north and south magnetic poles switch places.
C.Magnetic reversals have occurred at constant intervals.
D.The last magnetic reversal occurred about 1,000 years ago.

4.The magnetic field is now said to possess 'normal polarity' because_________________.

A. it is the polarity we have always experienced
B. otherwise it would be abnormal.
C. there is no such thing as 'reverse polarity.
D. it causes our compasses to point south

5.Approximately how long ago did the last magnetic reversal occur?
A. 200,000 years ago C. 800,000 years ago
B. 500,000 years ago D. 20 million years ago

Assessment 2:

Directions: Read each item carefully. Write MAGNETIC if the statement is correct and
REVERSAL if it is not.

1. The Earth’s magnetic field is created by electrical currents generated by movement of molten iron and
nickel in the inner core.
2. As the magnetic minerals in the rock having the same polarity as the Earth's present magnetic field, it
is said to be reversed polarity.
3. The Earth’s magnetic field is a dipole, one that has a North Pole and a South Pole.
4. Geomagnetic North is also called "true north".
5. Magnetic reversal is a change in the polarity of a magnetic field in which magnetic north and south
are reversed.
6. Geographic North is the northern end of the magnetic field that surrounds the Earth.
7. Over the last 10 million years, there has been an average of 4 to 5 reversals per million years.
8. Magnetic reversal is also called magnetic ‘flip’ of the Earth.
9. Plate Tectonic Theory supports or strengthens the discovery of seafloor spreading.
10. The stripes represent the rocks with normal and reverse polarities.

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 Reference Card

 DepEd 2016 Kto12 Curriculum Guide Science 10 Breaking Through Science 10 Enhanced
Teacher’s Manual 2015
1 Sci10_LM_U1.pdf.

ONLINE SOURCES:
• https://images.app.goo.gl/9LTQkrsDAANQCq827 https://www.ck12.org/book/ck-12-physical-
science-for-middle-school/section/24.2/
• https://images.app.goo.gl/KXMg6u6J2AanwnMCA
• https://images.app.goo.gl/fjaDhHgFRQRCG7NG7
• https://images.app.goo.gl/sYyg3DrrkHYVzWD17
• https://www.slideshare.net/nairamode/seafloor-spreading-theory-discuss
• http://www.youtube.com/watch?v=BCzCmldiaWQ
• http://www.geomag.bgs.ac.uk/education/reversals.html
• http://www.youtu.com/watch?v=GyMLILxbfa4

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 10
Activity Card Activity Card Activity 2
Activity 3
1. The stripes represent the rocks with normal and reverse polarities.
2. The middle slit represents the mid-ocean ridge where the actual seafloor -
1. Magnetic Reversal spreading occurs.
2. North Pole 3. The mid-ocean ridge serves as the origin of lithospheric movement. It is
3. South Pole the place where the force that pushes the lithosphere originates.
4. change 4. Hot, less dense material below the Earth’s crust rises towards the mid-
5. outer core ocean ridge. As this material flows sideways, it creates a crack in the crust
where magma will flow out. This magma cools down and becomes the new
6. iron seafloor.
7. Polarity 5. The side slits serve as subduction zone where the old seafloor plunges
8. magnetic stripes beneath another tectonic plate.
9. New rocks 6. The Earth is not getting larger or smaller. If there is the production of a
10. Seafloor new seafloor in the mid-ocean ridge, there is a destruction of an old seafloor
at subduction zone
Output for the simulation of the Seafloor Spreading:
Activity Card Activity 1 Pre-Test
OBSERVATION I.
Answers may vary. I saw a cross-sectional illustration 1. C 2. D 3.B
of our planet Earth showing core is subdivided into 4. A 5.C
liquid outer core and solid inner core and it has a II.
picture of bar magnet. I saw also the Geographic North 1.Magnetic reversal- A change in the polarity of
and Magnetic North written at the top of the earth and
a magnetic field in which magnetic north and
magnetic field lines wherein, its arrow head is going
south are reversed
into the earth.
2.Geomagnetic North- It is the northern end of
INFERENCE
Answers may vary. I guess the picture is all about what the magnetic field that surrounds the Earth.
constitutes the Earth’s Magnetic Field because it 3.Geographic North- (also called "true north") is
illustrates that earth is like a bar magnet that is located the direction towards the fixed point we call
in the core that indicates the origin of magnetic field is the North Pole.
deep inside the earth because the outer core is made up 4.Normal polarity- is defined as the magnetic
of liquid iron and inner core is made up of solid iron. minerals in the rock having the same polarity as
QUESTIONS the Earth's present magnetic field
Answers may vary. What is the difference between 5.Reversed polarity- is in the opposite direction,
Geographic North and Magnetic North? and the north end of the magnetic field is close
to the present-day South Pole.
Answer Card
 11
Assessment Card
Activity 1 Activity 2
1. D 1. Magnetic 6. Reversal
2. D 2. Reversal 7. Magnetic
3. Magnetic 8. Magnetic
3. B
4. Reversal 9. Reversal
4. A 5. Magnetic 10. Magnetic
5. C
Enrichment Card
Activity 2
- Answers of the students may vary. (different output)
- Th teacher will use rubric to score the activity output of the students.
Rubrics for the Activity
Criteria 5 pts. 3 pts. 1 pt.
Content All the related facts about Two if the related facts One if the related facts
the Earths’ Magnetic about the Earths’ about the Earths’ Magnetic
Reversal that supports Magnetic Reversal that supports
evidence of seafloor Reversal that supports evidence of seafloor
spreading was identified in evidence of seafloor spreading was identified in
the song/ illustration, poem or spreading was identified the song/ illustration, poem
an essay in the song/ illustration, or an essay
poem or an essay
Description Student understanding the Student understanding the Student has a complete lack
concept is clearly evident concept is evident of understanding of concept
Presentation Everything is neat and easy to Some is neat and easy to Little or no neatness/ no
read / has all accurate labels read / has some accurate accurate details
details
Enrichment Card
Activity 1
1.Earth’s magnetic field is generated by 6.Magnetic reversal
movement of molten iron nickel in the outer 7.Earth is like a magnet
core 8.Reverse Polarity
2.Earth’s magnetic field is dipole (North & 9.Normal Polarity
South) 10.During Magnetic reversal, North & South
3.Magnetic stripes magnetic pole switch places
4.Mid-ocean ridge
5.Seafloor spreading
DEVELOPMENT/ KEY CONCEPTS:
 The Earth's magnetic field is also known as the geomagnetic field, it is generated by electrical
currents flowing in the liquid outer core deep inside the Earth. It is termed to be
geomagnetic reversal when there is a change in a planet's magnetic field such that the positions
of magnetic north and magnetic south are interchanged (not to be confused with geographic north
and geographic south.
 Magnetic reversal proves seafloor spreading because we can see the polarity of the Earth's
magnetic field in rocks. The magnetic rocks near the ridge follow a pattern aside from the fact that
rocks near the ridge are remarkably younger than those father from the ridge. After the
planet's magnetic field flips again, the next stripe of new ocean floor aligns its polarity in the
opposite direction.
 Title Card
Lesson: Earthquake Disaster Preparedness

Guide Card
Introduction
What does it mean to prepare for a disaster? It means that you will find out the best you can all
about disasters, the planning and prevention, for example.

Being prepared for a disaster is everyone’s job. You can take steps to be prepared at home and at
school. The first step is to learn about disasters and to make a disaster plan. In this lesson, you will
recognize the importance of disaster preparedness by doing lot of activities that will help you more on
how to prepare for disasters. Working through this intervention, you will know what you and your family
will do if a disaster ever strikes where you are.

Learning Competency

Demonstrate ways to ensure disaster preparedness during earthquake, tsunamis, and volcanic
eruptions.

Objectives:
 Create and post a family communication plan
 Plan and prepare disaster supplies checklist and make your own emergency / survival kit.
 Identify and familiarize the things you need to do before, during, and after each disaster.
 Recognize the importance of disaster preparedness for an earthquake.

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Pre-Test: What I Know
Direction: Choose the correct letter of your answer. Write your answers in your Science
activity notebook.

1.How much water should you store for each individual per day during disaster?
a. 1L for drinking 1L for washing
b. 2L for drinking 2L for washing
c. 1 galloon for drinking 1L for washing
d. any quantity

2.Which of the following plans usually states who does what and when before, during, and after a disaster?
a. an action guide/checklist
b. an emergency management plan
c. a threat assessment
d. a neighbourhood

3. How long should you and your family be prepared to wait for emergency help to arrive?
a. 72 hours b. 48 hours c. 24 hours d.1 hour

4. Which of the following items should not be in an emergency kit?

a. battery-operated flashlight c. electric can opener
b. cash/money d. whistle

5. Which of the following is important to know in case of an evacuation?

a. Know your community’s evacuation routes.
b. Know where emergency shelters are located.
c. Know what plans there are for evacuated pets.
d. All of the above

6. The four aspects of being prepared for an emergency are:

a. Be informed, make plan, built a kit, stay informed.
b. Call a friend, go to the hospital, go home, stand outside and watch.
c. Make plan, practice the plan, keep the plan to myself, ignore the plan.
d. Prepare for water, batteries, map, perishable food.

7. Our emergency supply kit has enough materials to sustain myself and my family:
a. for at least four hours c. through the night
b. until we get to shelter d. for at least three days

8.During an earthquake you must do the drop, cover and hold on.
True or False

9. Ultimately, the responsibility for emergency planning lies with the safety and health professional.
True or False

10. Making and practicing a plan will help you be ready to deal with any emergencies that come your way.
True or False

Review / What’s In
What is an Earthquake?
How can we be more aware of the occurrence of an earthquake?

You’ve learned in our previous lesson that an Earthquake is any sudden shaking of the ground
caused by the passage of seismic waves through Earth's rocks. No one knows when an earthquake could
happen that’s why it is very important for us to be aware. For instance, one must stay away from

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windows, in a high rise building, expect the fire alarms and sprinklers to go off during a quake. If you
are outside, and there’s an earthquake, find a clear spot away from buildings, trees, streetlights and
power lines. Drop to the ground and stay there until shaking stops. You’ve experienced also several
earthquake drills, that during an earthquake, you must do the drop, cover and hold on.

Activity Card
What’s New
Activity 1: YOUR FAMILY COMMUNICATION PLAN
If you have a family communication plan, it will be easy to contact your family or friends in a
disaster! Fill out this emergency contact form with your family. Make sure they know where to meet and
who to call. Rewrite it on a piece of bond paper and fill out necessary information. When you finish, send
it to our GC or group chat and hang it where all of your family members can see it.

My Family Communication Plan

My Name: _________________________________________________________
My Address: _______________________________________________________
My Telephone Number: ______________________________________________

My Family
Family work and cell numbers:
Work Number: ___________________ Cell Number: ______________________

Who to call in case of Emergency

Emergency Number: 9-1-1 or __________________________________________
Name and number of neighbor or relative:
__________________________________________________________________
Name and number of out-of-town contact:
__________________________________________________________________
More emergency numbers:
Local police station: __________________________________________________
Local fire department: ________________________________________________
Poison control: 1-800-222-1222
Hospital emergency room: _____________________________________________
Doctor: ____________________________________________________________
Dentist: ____________________________________________________________
I’m Harry Hess, American geologist. I proposed that hot and less dense material from the mantle
Pharmacy: __________________________________________________________
rises to the surface along the mid- ocean ridges.
OtherThis material
important flows sideways pushing the seafloor away
numbers:
from the ________________________________
ridge in both directions. ________________________

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Activity 2: PLANNING YOUR OWN DISASTER SUPPLIES KIT
Direction: Now plan and prepare a disaster supplies kit for your own family by completing
the worksheet below. Rewrite and answer it in your Science activity notebook.

1. How many people are there in your family? __________

2. Water: You need a 3-day supply. Each person needs 1 gallon per day. How many gallons will your
family need?
______ people X 3 = _________ gallons of water.
3. Food: You need a 3-day supply of canned foods. List some foods you might put in your supplies kit:
___________________________________________________________________________________
___________________________________________________________________________________
4. Medicine and Supplies for your First Aid kit:
___________________________________________________________________________________
___________________________________________________________________________________
5. How will you listen to the news for weather updates and official instructions?
___________________________________________________________________________________
6. If the power goes out, what will you use to light up your place?
___________________________________________________________________________________
7. What will you need to open cans of food?
___________________________________________________________________________________

Activity 3: Are you ready for earthquakes?!

Direction: Read and familiarize the different things or scenarios below. Then, complete the
table by identifying what to do before, during and after an earthquake. Write your answers in your
science activity notebook.

 Get help for injuries and illness

 Make an emergency plan
 Drop, cover and hold on
 Prepare a survival or emergency kit
 Listen for news and updates on the situation
 Stay calm
 Conduct and participate earthquake drills
 Protect yourself immediately, beware of falling objects.
 Stay out form damaged areas

BEFORE DURING AFTER

Guide Questions:
1.What is disaster preparedness?
2.What is the importance of earthquake awareness and preparedness?

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DEVELOPMENT/KEY CONCEPTS from the Activity 1, 2 and 3:
What is the importance of earthquake awareness and preparedness?
How do I prepare for a disaster?
Being prepared can reduce the fear, anxiety and losses that accompany disasters. Communities,
families, and individuals should know what to do in the event of an earthquake and where to seek shelter
during a fire, tsunami or even volcanic eruption.

There 4 steps to being prepared: Be Informed, make a Plan, build a Kit, Be Involved. Make a
plan. Meet with your whole family to talk about your disaster plan. Be sure to tell them what you have
learned about disasters. Tell them how important it is to be prepared! Your family can also meet with your
caregivers. Start with these steps to make your family disaster plan. Choose an out-of-town contact. Ask
your parents to choose someone to call in during emergencies. This person will be your contact. It is best
if your contact relative lives in a different town. Learn your contact’s phone number by heart. Practice
dialing it. Know when to call. A disaster might happen when you are not with your family. Then, you can
call your contact. Tell your contact where you are so your family can find you right away. Decide where
to meet with your family. A disaster can happen when you are not with all of your family,
- In case of a sudden emergency, like a fire, choose a place right outside your home.
- In case you cannot go home, choose a meeting place outside your neighborhood.

Complete a Family Communication Plan. How will you contact your family? How will you reach
your out-of-town contact? Where will you meet? What are the emergency phone numbers? Post your
family communication plan near the phone in your home. Ask your family to make copies of your plan.
Each family member can carry it in a wallet or purse. Plan for your pets. If you evacuate, take your pets
with you. Pets are not allowed in emergency shelters for health reasons.

Enrichment Card
Activity 1:
DO YOU HAVE AN EMERGENCY/SURVIVAL KIT?

During a disaster, you may have to evacuate quickly. You might not have time to gather all the
supplies you need. That is why it is important to make a disaster supplies kit or emergency preparedness
kit. Keep your supplies in an easy-to-carry emergency bag that you can use it at home or take it with you
in case you must evacuate. Remember to pack enough food, water, and supplies that will last for three
days for each person in your family. Place the supplies into a duffel bag or a backpack. Ask your parents
to keep kits at home, at work, and in their cars.

Direction: Make your own disaster preparedness kit or emergency kit at home. Below is a
list of sample list of items you need to have in your kit! Go on a scavenger hunt through your home.
Check off all the things on this list that you find and put them in your kit. Label them properly and know
their uses why you include them in your kit. If there are things missing, ask your parents to buy them
when they can. Remember, ask your parents before you take anything for your kit. If you’re done doing
it, send a photo of your kit together with the supplies content in the group chat account.

• Canned or dried foods that won’t spoil

• Can opener that turns by hand
• Water (one gallon for each person each day)
• Flashlight
• Radio
• Extra batteries for the flashlight and radio
• First aid kit and handbook
• Soap, toilet paper, toothbrush, and other items to keep you clean

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• Extra clothing and blankets
• Forks, spoons, knives, and paper plates
• Eye glasses and medicine
• Whistle
• Copies of IDs and credit cards
• Cash and coins
• A map of the area
• Baby food, bottles, and diapers
• Pet food if you have a pet

Remember to update your disaster supplies kit at least once a year!

Activity 2:

DISASTER PREPAREDNESS GUIDE

Direction: Make your own brochure that shows and recognizes the importance of disaster
preparedness for an earthquake and what to do before, during and after an earthquake. Use (1)
one piece of long bond paper, coloring materials, marking pens, pencil and eraser. Design it, put
some writings related to the lesson. Be creative. If you finish doing it, attach it to your Science
portfolio.

 A brochure is an informative paper document (often also used for advertising) that can be folded into
a template, pamphlet, or leaflet. A brochure can also be a set of related unfolded papers put into a
pocket folder or packet.

Reflection Card

Essay

Direction: Write your essay in 3-5 sentences with the given guide questions below in your
notebook.

1. Why do we need to be informed, get involved, be ready for a plan, and always be prepared for an
earthquake disaster ?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Write your significant learnings and how can you relate the knowledge you gained from today’s
lesson in your everyday life?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. What are the things which remain unclear in the topic given? Write at least two (2)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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 Assessment Card
Assessment 1: Disaster Preparedness Quiz
Direction: Answer the following questions. Write your answers in your Science activity
notebook.

1. What are the 4 steps of being prepared?

2. What other location, besides your home, should you store an emergency kit?
3. When putting your emergency kit together, what is the minimum number of days (or hours) your
supplies should last?
4. Name one way that residents can receive a local emergency alert?
5. What information should your family’s emergency communication plan include?
6. How many gallons of water per person per day should you store in case of an emergency? Choose
your answer below.
1 gallon 2 gallons 3 gallons
7. Children don’t drink as much as adults, so you can store less water for them. True or False?
8. During an emergency, it’s best to communicate with family or friends by calling them on your cell
phone? True or False?
9. Which one of the following items should be included in your emergency kit?
*Whistle * Wrench/Pliers * Map * Medical information * All of the Above
10. How often should you update your emergency kit?

Assessment 2:
Direction: Choose the correct letter of your answer. Write your answers in your Science
activity notebook.
1. It is important to prepare in advance in case a disaster (such as earthquake, tsunami, volcanic eruption,
etc.) occurs near my home/neighborhood. A. Yes B. No
2. Have written name(s) and phone number(s) for our family members in case of an emergency.
A. Yes B. No
3. I have written name(s) and a phone number(s) for our family members in case of an emergency.
A. Yes B. No
4. I have a disaster kit ready in our home and available for use for myself and for my family.
A. Yes B. No
5. Home disaster kits should have a 3-day supply of food, water, medications, and other supplies.
A. Yes B. No
6. Please check (√ )the items on the following list that should be included in your home disaster kit:
(Rewrite it in your Science activity notebook)
_____flashlight _____whistle ______first aid kit
_____beauty products _____water ______canned foods
_____extra batteries _____radio ______important documents
_____accessories _____cash ______ID’s and credit cards
_____cell phone _____perfume ______sanitation supplies
_____face mask _____mirror ______notepad and pen
_____dried foods _____knife ______extra clothes/blankets
7. Ultimately, the responsibility for emergency planning lies with the safety and health professional.
True or False
8. Please rate your level of preparation for disaster at this time.
1 - Not at all prepared
2 - Somewhat prepared
3 - Prepared
4 - Well prepared
5 - Very well prepared

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 Reference Card

ONLINE SOURCES
 Module/Sci10%20LM/Sci10_LM_U1.pdf
 https://www.utah.gov/beready/family/documents/ReadySetPrepare02.pdf
 https://www.redcross.org/content/dam/redcross/atg/PDF_s/Preparedness___Disaster_Recovery/
General_Preparedness___Recovery/Home/MM_RedCross_ActivityBook-English.pdf
 https://www.getprepared.gc.ca/cnt/rsrcs/pblctns/thrstpstmrgncy/thrstpstmrgncy-eng.pdf

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 20
DEVELOPMENT CONCEPTS:
What is the importance of earthquake awareness and preparedness?
Being prepared can reduce the fear, anxiety and losses that accompany disasters. Communities, families,
and individuals should know what to do in the event of an earthquake and where to seek shelter during a fire,
tsunami or even volcanic eruption.
How do I prepare for a disaster?
There 4 steps to being prepared: Be Informed, make a Plan, Build a Kit, Be Involved. Meet with your
whole family to talk about your disaster plan. Be sure to tell them what you have learned about disasters. Tell
them how important it is to be prepared! Your family can also meet with your caregivers. Start with these steps
to make your family disaster plan. Choose an out-of-town contact. Ask your parents to choose someone to call
in an emergency. This person will be your contact. It is best if your contact lives in a different town. Learn your
contact’s phone number by heart. Practice dialing it. Know when to call. A disaster might happen when you are
not with your family. Then you can call your contact. Tell your contact where you are so your family can find
you right away. Decide where to meet with your family. A disaster can happen when you are not with all of your
family,
- In case of a sudden emergency, like a fire, choose a place right outside your home.
- In case you cannot go home, choose a meeting place outside your neighborhood.
Complete a Family Communications Plan. How will you contact your family? How will you reach your out-of-
town contact? Where will you meet? What are the emergency phone numbers? Post your family communications
plan near the phone in your home. Ask your family to make copies of your plan. Each family member can carry
it in a wallet or purse. Plan for your pets. If you evacuate, take your pets with you. Pets are not allowed in
emergency shelters for health reasons.
GUIDE QUESTIONS: Activity Card Activity 3:
1. Disaster preparedness refers to measures BEFORE DURING AFTER
taken to prepare for and reduce the effects of Make an Protect yourself Stay out form
disasters. That is, to predict and, where possible, emergency plan immediately, damaged areas
prevent disasters, mitigate their impact on beware of falling
vulnerable populations, and respond to and
objects.
effectively cope with their consequences.
2. Being prepared can reduce the fear, anxiety Prepare a Drop, cover and Get help for
and losses that accompany disasters. survival or hold on injuries and
Communities, families, and individuals should emergency kit illness
know what to do in the event of Conduct and Stay calm Listen for news
an earthquake and where to seek shelter during participate and updates on
a fire, tsunami or even volcanic eruption. There earthquake the situation
4 steps to being prepared; Be Informed, make a drills
Plan, Build a Kit, Be Involved.
Activity Card Activity Card Pre-Test
Activity 2: Activity 1: 1. C
1. Student answer may vary. It depends how
many people are in their family 2. B
-Student answer may
2. Student answer may vary. It depends how 3. A
many people are in their family vary. It depends on
4. C
3. Answers may include: canned tuna, soup, the emergency
5. D
beans, fruit, and vegetables contact in their
4. Answers may include: bandages, aspirin, 6. A
community and
germ-free alcohol pads, antibiotic cream, 7. D
sunscreen, thermometer, burn cream, medicine, contact of their family
8. TRUE
band aids 9. FALSE
5. Radio that runs on batteries
7. Can opener that turns by hand 10. TRUE
Answer Card
 21
The scoring rubric below will be used in assessing your kit.
Enrichment Card
Activity 1
 Answer of the student may vary.
1. Three-day supply of water, with one gallon of water per person per day-Whether you’re drinking or brushing your
teeth, water is essential for everyday life. After an emergency such as a tornado, flood or earthquake, the water that
comes out of your tap might not be safe to drink — if it’s running at all. That’s why you need to have at least a three-day
supply of bottled water stored at home, with one gallon per person per day. And don’t forget to include water for your
pets!
2. Three-day supply of nonperishable food-Choose foods that don’t require refrigeration or special preparation and
aren't high in salt. Look for canned fruit packed in juice, not syrup. Be sure to rotate your supplies every six months to
keep food fresh, using the clock change as a reminder.
3. Manual can opener
Don’t forget to include a manual can open in your stockpile to open all of your canned food items easily and safely.
4. First-aid kit-Injuries can happen during disasters. Therefore, having a basic first-aid kit with such as sterile gloves,
gauze, soap, burn ointment, bandages in a variety of sizes, pain relievers, scissors and tweezers.
5. Radio- A radio is essential to receive emergency information. Any hand-cranked or battery-operated radio can provide
important information on weather or evacuation alerts.
6. Flashlights and lanterns- When the power’s out, it can be dangerous to walk around. Keep flashlights and battery-
operated lanterns in your stockpile so you can stay safe and lit. Remember: Candles aren't the safe choice!
7. Batteries- Batteries are essential during a disaster. It can be hard to locate batteries when the power is out, so keeping
them in your disaster stash makes sense.
8. Whistle to signal for help- It can be helpful to keep a whistle on a keychain or taped under your desk for fast access
during a disaster. Three blasts from a whistle is an internationally recognized distress signal.
9. Prescription medications- If you regularly use prescription medications, it’s a key that you have an access to them in
an emergency. Talk to your doctor or health care provider about getting an extra supply to keep in your stockpile.
10. Battery-operated or solar cellphone charger-Cellphones can be essential for communicating with your family,
emergency responders and local authorities. A battery-operated or solar cellphone charge can ensure you will have access
to a charged phone, even when the power is out.
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Assessment Card
Activity 1
1. Be Informed, make a Plan, build a Kit, Be Involved
2. Car or work
3. 3 days or 72 hours
4. The Emergency Alert system—via Radio or TV, automated phone calls (also known as
reverse 911 robo-calls), or via emails and/or text messages, if jurisdictions have those capabilities.
Following official social media sites is another way to stay informed.
5. Any of the following is correct: Contact information for Family, Work, School, Insurance and
Medical; Out-of-state contact. Designated meeting places for In-town and out-of-town. Medical
needs or allergies. Other special needs or considerations.
6. 1 gallon/person/day—a minimum of a 3-day supply is recommended
7. False. You should store same amount for adults and children. Needs can be unpredictable.
8. False. Texting is best because it uses less data and can get through quickly.
9. All of the above
10. At least once or twice per year.
Enrichment Card
Activity 2
- Student answer/ output may vary.
Rubric for Brochure Making
 knife face mask
dried foods sanitation supplies cell phone
notepad and pen ID’s and credit cards cash
important documents radio extra batteries
extra clothes/blankets canned foods water
first aid kit whistle flashlight 6.
YES 5.
YES 4.
(student answer may vary) YES 3.
8. 5-Very well prepared YES 2.
7. False YES 1.

Activity 2
Assessment Card

Congratulations! By completing the activities in this intervention, you have demonstrated that you know
how to prepare for an Earthquake disaster.
Cut out this certificate and keep it where all in your family can see it.

CERTIFICATE OF COMPLETION
READY…SET…PREPARED!

______________________________________________________________
(your Name)

IS PREPARED FOR AN EARTHQUAKE DISASTER!

I have learned how to work with my family to prepare for an Earthquake
disaster.

I can take action and make a difference by helping to:

 Create and post a family communication plan.
 Make a disaster supplies kit.
 Learn more about the kinds of disasters that could happen in my
neighborhood.
 Select 2 family meeting places.
 Stay calm if a disaster strikes.

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For inquiries or feedback, please write or call:
Department of Education – Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes,

San Fernando City, Pampanga

Landline: (045) 435-27-28

Email Address: pampanga@deped.gov.ph