TSUNAMI SIGNS

Content Standard The learners

demonstrate
 understanding of potential earthquake hazards.

Performance Standard The learners

shall be able to:
• develop a family emergency preparedness plan to
guide them on what to do before, during, and after an
earthquake Learning

Competency The learners are

able to:
• recognize the natural signs of an impending tsunami
(DRR11/12-If-g-18)
At the end of the lesson, the learners
will be able to:
 • explain the three (3) important
natural signs of an impending
tsunami

SPECIFIC LEARNING
OUTCOME
 1. Identify the 3 natural signs of an impending
tsunami.
 2. Discuss how one may prepare and protect
oneself in case of a tsunami –generating
earthquake.

COMMUNICATE LEARNING OBJECTIVES

 Define, what a tsunami is?
 Answer. A tsunami is a series of giant sea
waves commonly generated by under-the-
sea earthquakes and whose heights could be
greater than 5 meters.

REVIEW (5 MINS)
1. WHAT THEY REMEMBER ABOUT THE MAJOR
HAZARDS RELATED WITH EARTHQUAKE EVENT.
 1. Tsunami- 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.

DISCUSSION
 2. Tsunami vs Storm surge. 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.
 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

TWO KINDS OF TSUNAMI

 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.
 FAR fiELD 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 tsunami. 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
(Indonesia), and March 2011 Eastern Japan
[Link]
option=com_phocadownload&view=category&id=1
7:tsunami-flyer&Itemid=44 (Tsunami Flyer, English)
28 August 2015, The natural signs of impending
tsunami using the reading materials.
 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.
BASED ON STORIES FROM EYEWITNESSES AND
SURVIVORS OF PAST TSUNAMIS, THE FOLLOWING ARE
THE NATURAL SIGNS OF AN IMPENDING TSUNAMI
Quiz - True or 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.

EVALUATION
 Reflection Questions
 1. Based on what you have learned so far,
what are the areas (in their city, municipality
or province) that can possibly be affected by
tsunami ?
 A. If my home is near the coast, will I be affected
by Tsunami? (depends if their area is fronting a
known offshore/ under the sea earthquake
generator)
 B. How do I prepare for tsunami? (How far is your
home/ school from the coast? To elevated area?)
 Content Standard
 The learners interpret different earthquake hazard maps
 Performance Standard The learners shall be
able to:
 • develop a family emergency preparedness plan to
guide them on what to do before, during, and after an
earthquake Learning
 Competency The learners are able to:
 • Interpret different earthquake hazard maps
(DRR11/12-If-g-20)
EARTHQUAKE HAZARD MAPS
 Specific Learning Outcome At
the end of the lesson, the
learners will be able to:
 • use the different earthquake
hazard maps and integrate this
information into the class disaster
preparedness plan
This is a map of the
Philippines showing
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
A. Magnitude of an earthquake refers to the
amount of energy released, measured by the
amount of ground displacement or shaking. It is
calculated based on record of the earthquake
(seismograph). It is represented by Arabic
numbers (ex. 4.8, 9.0)
 B. Intensity is the strength of an earthquake as
perceived and felt by people in a certain locality. It
is a numerical rating based on relative effects to
people, objects, environment and structures in the
surroundings. The intensity is generally higher
near the epicenter. It is represented by Roman
Numerals (ex. II, IV, IX) .

CONCEPTS OF MAGNITUDE AND INTENSITY

 II. Hazard Maps - People and properties
are affected by earthquake due to any
or a combination of the following:
unsafe location, poor construction,
people don’t believe or know that they
be affected, people don’t know how
they can be affected, people don’t
know what to do, and there is lack of
timely and proper response.
 Hazard Maps are maps that show different
hazards that may affect a certain area. For
earthquakes, a ground shaking hazard map
shows the distribution of earthquake shaking
levels that have a certain probability of
occurring. A ground rupture hazard map
shows areas wherein faults cut across. There
are hazard maps for liquefaction, earthquake
induced landslide and tsunami.
 Content Standard
 The learners apply precautionary measures for earthquakes.
 Performance Standard The learners shall be able to:
 • develop a family emergency preparedness plan to guide them on what to
do before, during, and after an earthquake.
 Learning Competency The learners are able to:
 • apply precautionary and safety measures before, during and after an
earthquake (DRR11/12-If-g-21)
 Specific Learning Outcomes At the end of the lesson, the learners
will be able to: • explain how to prepare before, during and after
an earthquake;
 • identify what are the proper actions to do during an earthquake; and
 • design a promotional material that tackles preparedness before, during
and after an earthquake

PRECAUTIONARY MEASURES FOR

EARTHQUAKES
 “Paano mo matutulungan ang iyong
pamilya na maghanda bago, habang at
pagkatapos ng lindol?” “How can you
help your family to prepare before,
during and after an earthquake?”

FOR LEARNERS
MOTIVATION
 How can we avoid this from
happening?
 ““ Earthquakes alone don’t injure or
kill people. It is our practices at home,
in school, in the workplace or outside
that could hurt or injure us and
others.” Why is this so?
 1. Divide the class into 3 groups. Identify a leader to
lead the discussion, a secretary to write down
answers in the white bond paper and a speaker to
present the group outputs.
 The learners will discuss the assigned topics / tasks
for discussion:
 I. Group 1. List the ways by which we can prepare
before an earthquake.
 II. Group 2. List actions that one must do during an
earthquake.
 III. Group 3. List possible actions that one must do
after an earthquake.
GROUP DISCUSSION SESSION (20 MINS)
 I. The key to effective disaster prevention is planning.
 A. Know the earthquake hazards in your area
 B. Follow structural design and engineering practices when
constructing a house or a building
 C. Evaluate structural soundness of the buildings and houses;
strengthen or retrofit if necessary
 II. Prepare your homes, workplace or schools:
 A. Strap or bolt heavy furniture, cabinets to the walls
 B. Check the stability of hanging objects like ceiling fans and
chandeliers
 C. Breakable items, harmful chemicals and flammable materials should
be stored properly in the lowermost secured shelves
 III. Familiarize yourself with the exit routes.

WHAT TO DO BEFORE AN EARTHQUAKE

 IV. Know where fire extinguishers, first aid
kits, alarms and communication facilities are
located. Learn how to use them beforehand.
 A. Prepare a handy emergency supply kit with
first aid kit, canned food and can opener, water,
clothing, blanket, battery-operated radio,
flashlights and extra batteries
 V. Conduct and participate in regular
earthquake drills
 I. When you are INSIDE a structurally sound
building or home…STAY there! Do the “Duck,
Cover and Hold on”
 A. If possible, quickly open the door for exit.
 B. Duck under a sturdy desk or table, and hold on
to it, or protect your head with your arms
 C. Stay away from glass windows, shelves and
other heavy objects
 D. Beware of falling objects. Be alert and keep
your eyes open.

WHAT TO DO DURING AN EARTHQUAKE?

 II. If you’re OUTSIDE.. move to an open area!
 A. Stay away from trees, power lines, posts
and concrete structures
 B. Move away from steep slopes which may
be affected by landslides
 C. If you’re near the shore and feel an
earthquake especially if it’s too strong,
MOVE QUICKLY TO HIGHER GROUNDS.
Tsunamis might follow.
 III. If you’re in a moving vehicle, STOP and
get out! Do not attempt to cross bridges,
overpasses or flyovers which may have been
damaged.
 I. Be prepared for aftershocks. Once the
shaking stops, take the fastest and safest way
out of the building.
 II. DON’T…
 A. …use elevators
 B. …enter damaged buildings
 C. …use telephone unless necessary
 D. …PANIC

WHAT TO DO AFTER AN EARTHQUAKE?

 III. CHECK…
 A. …yourself and others for injuries
 B. ..water and electrical lines for damages
 C. …for spills of chemical, toxic and flammable materials
 D. …and control fires which may spread
 IV. If you need to evacuate your residence, leave a
message stating where you are going and bring your
emergency supply kit
 V. Keep updated on disaster prevention instructions
form battery-operated radios.
ASSESSMENT
 Quiz - True or False?
 1. When the shaking starts, I should run immediately and leave the room
to get out of the building as fast as I could.
 2. During an earthquake and I am outside, it is best to take shelter under
trees, power lines, posts and concrete structures.
 3. If near the shore and a very strong earthquake is felt, one must move
quickly to higher ground even if there is no immediate information of the
possible source and location of the earthquake.
 4. During an earthquake, to make it faster to get out of the building, use
the elevator.
 5. In the chemistry lab, breakable items, harmful chemicals and
flammable materials are be stored properly in the uppermost secured
shelves.
 6. After a very strong earthquake, employees of an office located on the
10th floor of the building should immediately evacuate by going down
the building and finding the designated open space for temporary
evacuation area.
 Answer this question on your
understanding?
1. “ Earthquakes alone don’t injure or kill people. It
is our practices at home, in school, in the
workplace or outside that could hurt or injure us
and others.” Why is this so?
2. How can I help spread the right information about
earthquake preparedness?

ENRICHMENT
NEXT LESSON WILL BE VOLCANIC
HAZARDS

1. research about the following volcanoes: Pinatubo,

Taal, Mayon, Bulusan, Kanlaon, and Hibok-hibok
2. research on the following topics: Location,
provinces around the volcano, history of eruptions,
last recorded eruption, and kinds of hazards present.
3. Bring researched materials to class.