PANGASINAN STATE UNIVERSITY

Bayambang Campus
INTEGRATED SCHOOLS – HIGH SCHOOL DEPARTMENT
Bayambang, Pangasinan

Alcantara, Trixie C.
Ang, Lyka F. Date of
Teacher May 10, 2023
Bautista, Jan Alyssa E. Implementation
Garcia, Jed D.
Mr. Jomar R.
Course Bachelor of Elementary Education Cooperating Teacher
Gonzales
Pangasinan State University – Bayambang
School Class Grade 6
Campus

I. OBJECTIVES

The learners demonstrate understanding of the effects of earthquake and

Content Standards
volcanic eruption.
Performance Standards The learners should design an emergency and preparedness plan and kit.
At the end of a 60-minute lesson, the students should be able to:
 Identify the different forces that affect the Earth's surface
Specific Student Learning
 Show the cause and effect of forces on the earth's surface
Outcomes
 Enumerate what to do before, during, and after earthquake and
volcanic eruption.

II. SUBJECT MATTER

A. Content

Forces that affect changes on the earth's surface

B. Concepts

Concepts Description of the Concepts

1. Volcanic  A volcanic eruption occurs when magma is released from a volcano.

Eruption Volcanic eruptions can be quite calm and effusive, or they can be
explosive. Effusive eruptions produce lava flows, while explosive
eruptions produce ash and pyroclastic density currents.
Magma- is the molten or semi-molten natural material from which all
igneous rocks are formed.

Lava- is molten or partially molten rock that has been expelled from
the interior of a terrestrial planet or a moon onto its surface.

Main Vent- this is the channel through which magma travels to reach
the Earth's surface.

Secondary vent- some magma may escape through the side of the
volcano, particularly if the main vent becomes blocked.

Crater- this is found at the top of the volcano, where the magma
erupts from.

Ash- a mixture of rock, mineral, and glass particles expelled from a

volcano during a volcanic eruption.

Things to do Before, During, and After Volcanic Eruption

Before

1. Be aware of any unusual volcanic activity.

2. Listen to the radio or people of authority for safety instructions.

3. Prepare emergency supplies like flashlights, candles, matches, and

first aid kit.

4. Stock some food and water.

5. Evacuate if necessary. It is not safe to stay at home and wait for the
start of an eruption.

6. Prepare masks for the nose and mouth. They are to be used in case
of an ashfall or volcanic smog.

During

1. Stay indoors.

2. Cover your nose with a mask or damp cloth when volcanic ash or
dust is present in the air.

3. Keep your food and water covered.

 4. Stay away from low places. Rocks, lava, and mudflows are likely to
flow towards low-lying areas.

5. Stay in the evacuation center. Avoid going back to your house while
the volcano is erupting.

After

1. After the eruption, do not go back home right away. Wait for
instructions on when it is safe to return home.

2. Avoid crossing a bridge when lahar flows under it.

3. Remove ash from your roofs. Ashfall can cause your roofs to
collapse.

4. Check if your drinking water is clear and if the electrical wirings at

home are intact and safe.

5. If you have respiratory ailments, stay indoors to avoid inhaling dust

and ash.

6. Seek advice if it is safe to go outside.

 An earthquake is a quick movement of geological materials beneath

the earth's surface that causes the ground to shake violently or weakly.
The tectonic plate border is where the earthquakes start.

Earthquake

Seismic waves- are caused by the sudden movement of materials

within the Earth, such as slip along a fault during an earthquake.
Fault scarp- is a planar geomorphic feature formed by offset of Earth's
surface by one or more earthquakes.

Fault trace- describes the intersection of a geological fault with the

Earth's surface, which leaves a visible disturbance on the surface,
usually looking like a crack in the surface with jagged rock structures
protruding outward.

Fault lane- is a fracture or zone of fractures between two blocks of

rock.

Focus- is point inside the earth where the earthquake started,

sometimes called the hypocenter, and the point on the surface of the
earth directly above the focus is called the epicenter.

Things to do Before, During, and After Earthquake

Before

1. Check the structure of your house or building. Look for potentially

dangerous things such as steep hill slopes, hanging objects, falling
debris, etc.

2. Familiarize yourself with your home and school. Know the routes
you will take to get out from the building in case of an earthquake.

3. Find the place where fire extinguishers, first aid kits, alarms, and
communication facilities are located. Know how to use the said
facilities and equipment.
4. Prepare an emergency plan.

5. Have a stock of potable water, flashlight, radio, batteries, spare

clothes, and some food packed. You may need this in case of an
evacuation.

During

1. Keep calm when you feel the earthquake. If you are inside the
building, go under a desk or table. If you are outside, stay away from
buildings or electric posts or anything that might fall.

2. Do not rush to the exit when you are in a crowded place like a
theater, mall, train, or stadium to avoid stampede.

3. If you are in a moving car, ask the driver to stop and park the car
away from buildings, electric wires, or posts.

4. Do not use the elevators during and after an earthquake. You can ne
stranded inside the elevator if a power failure occurs.
 5. If you are residing near a coastal area, always be aware of tsunami.
If you feel an earthquake, immediately run to higher grounds.

After

1. Find a safe place when the earthquake is over. Aftershocks are likely
to follow.

2. Check the safety of your family members. If someone is missing or

in trouble, seek aid to find them.

3. Do not attempt to cross bridges and overpasses which may have

been damaged by the earthquake.

4. Check for fires, if there are any. Some damages from the earthquake
may result to a fire. In case you see a fire, locate the nearest fire control
or alarm unit and use it.

5. Keep yourself updated and alert. Authorities may issue some

instructions to reduce the effects of earthquake.

C. Instructional Materials

Volcanic Eruption Earthquake

1. Baking soda 1. Broom Stick

2. Vinegar 2. Marsh Mallow
3. Carton 3. Styro
4. Stick glue
5. Paint
6. Newspaper
7. Plastic Bottle

D. References

Centre, S. S. (n.d.). Volcanic Eruption Definition.

http://www.ssc.education.ed.ac.uk/BSL/geography/volcaniceruptiond.html#:~:text=Definition
%3A%20A%20volcanic%20eruption%20occurs,Volcanic%20Eruption

Da Vinci. (2017, January 27). Earthquakes & Volcanoes - the Story of Earth as a Violent Place | Down to
Earth [Video]. YouTube. https://www.youtube.com/watch?v=0SK-jYdEgfE

Earthquakes. (n.d.). PAHO/WHO | Pan American Health Organization.

https://www.paho.org/en/healthemergencies/earthquakes?
gclid=EAIaIQobChMIhY3D6bCt_gIVxryWCh30SQaBEAAYASAAEgKxdfD_BwE
SunLifePH. (2023, March 13). Sun Life’s Wheel of Life - Daniel [Video]. YouTube.
https://www.youtube.com/watch?v=hcEobcUuOIE

E. Essential Vocabulary:

III. PROCEDURE

A. Routines

 Greetings
 Classroom management
 Checking of Attendance

B. Lesson Proper

1. ENGAGE
- Video of earth’s forces that create the various landforms from
https://youtu.be/0SK-jYdEgfE “Earthquakes & Volcanoes - the Story of Earth as
a Violent Place.” End video at 2:01. This video shows how the Earth’s surface is
constantly changing. Following the clip, have students respond to the following
writing prompt (also saved on PP):

 Did you learn something from the video you watched? Do you now have
an idea on how the earth’s surface changing?

- Discuss student observations.

 How does lava turn into new land on Earth’s surface?
 Earthquake is exactly how they sound, land sliding down.
 What are some things that cause an earthquake? (e.g., large amounts of
rain or water in the soil, amounts of trees on the land)
 What happens when an earthquake is occurring?
 What are the things must do before, during, and after an earthquake?

2. EXPLORE

 The students will be divided into 2 groups and they will be given a KWL chart to
work on before and after stations. At Station 1, which focuses on Volcanic
Eruption, both groups will engage in the KWL Chart by answering the first two
questions. Following this, they will proceed with the experimentation phase and
conclude by answering the final column of the KWL Chart. At Station 2, which
focuses on the earthquake, the students will answer the first two questions again
on the KWL chart. After that, they will proceed to the experimentation phase and
conclude by answering the last column of the KWL chart.
Forces that affects
changes on Earth’s What I know What I want to What I learned
Surface Know

Volcanic Eruption

Earthquake

• The questions will be distributed every after stations.

• Go over directions for the experiment from activity sheet. The instructor will
facilitate.

• Have students conduct the experiment on volcanic eruption and

earthquake.

3. EXPLAIN

 Based from the conducted experiment, let the students explain to the class the
results of their activity and communicate their observations.
 Discussion of the important concepts (Refer to the concepts)

4. ELABORATE

 The experimentation of Volcanic Eruption and Earthquake will be shown again

Procedure on Station 1

Step 1:
Pour the soda on the cone.

Step 2:
Drop the mentos candy on the cone.

Step 3:
Observe a little bit, and then the soda will explode.
Guide Question:

1. If Volcanic Eruption happens, what are the things you need to do

before, during, and after?

Procedure on Station 2

Step 1:
You need to shake continuously.
Step 2:
Observe, then the materials provided will be crashed/destroyed.

Guide Question:

1. If an Earthquake happens, what are the things you need to do

before, during, and after?

5. EVALUATE

I. Multiple Choice (10 pts.)

Direction: Choose the BEST answer for the following question. Write only the letter
of the correct answer.

1. It occurs when magma is released from a volcano.

a. Earthquake
b. Landslide
c. Volcanic Eruption
2. It is a quick movement of geological materials beneath the earth's surface
that causes the ground to shake.
a. Earthquake
b. Landslide
c. Volcano Eruption
3. These are the ways before an earthquake, except:
a. Check the structure of your house or building.
b. Find a safe place when the earthquake is over.
c. Familiarize yourself with your home and school.
4. These are the ways during the earthquake, except:
a. Keep calm when you feel the earthquake.
b. Do not rush to the exit when you are in a crowded place like
a theater, mall, train, or stadium to avoid stampede.
c. Find the place where fire extinguishers, first aid kits, alarms, and
communication facilities are located.
5. These are the ways after the earthquake, except:
a. Keep calm when you feel the earthquake.
b. Find a safe place when the earthquake is over.
 c. Check the safety of your family members.

II. True or False

Direction: Read the statements carefully then write TRUE if the statement is correct
and write FALSE if it is wrong.

1. Volcanoes are found only on land. FALSE

2. Precautionary measures should be followed before, during, and,
after volcanic eruption. TRUE
3. Volcanic eruptions can be predicted. FALSE
4. People and environment benefit from volcanic eruption. TRUE
5. A volcanic eruption happens when there is an earthquake. TRUE

III. AGREEMENT/EXTENSION

Based from what you have learned regarding forces that affect the earth's surface, write a
reflection paper with regards to your insights/thoughts on what to do before, during, and after earthquake
and volcanic eruption. Write your answer in one whole sheet of paper.

CRITERIA AND EXCELLENT VERY SATISFACTORY UNSATISFACTORY

WEIGHT SATISFACTORY
PERCENTAGE

1. Promptness in the Submitted on or Submitted 1 or 2 Submitted 3 to 4 Submitted five or more

submission before the days after the days after the days after the deadline
deadline deadline deadline
2. Quality of There are no The paper is easy to The paper is difficult The paper is difficult to
Language grammatical or understand but has a to understand and has understand, has several
typographical few instances of some instances of instances of
problems in the typographical and typographical and typographical and
paper. grammatical errors grammatical errors grammatical errors.
3. Reflective The reflection The reflection The reflection The reflection does not
Thinking explains the explains the student’s attempts to address the student’s
student’s own thinking about demonstrate thinking thinking and/or learning
thinking and his/her own learning about learning but is
learning process. vague and/or unclear
processes, as about the personal
well as learning process.
implication for
future learning,