Earthquake Contingency Plan

Republic of the Philippines
Department of EDUCATION
Region IV-A CALABARZON
Division of Batangas Province
PAARALANG ELEMENTARYA NG BANAYBANAY
Banaybanay, Padre Garcia, Batangas
EARTHQUAKE CONTINGENCY PLAN

I. Background
Paaralang Elementarya ng Banaybanay is situated at the municipality of

Padre Garcia, province of Batangas. It’s distance from the town of Padre Garcia
is approximately 5.5 kilometers. It’s closest barangay in the town of Padre Garcia
are Brgy. San Felipe and Brgy. Banaba. The school consists of 9 personnel and a
total population of 210 students.
An earthquake is a weak to violent shaking of the ground produced by the

sudden movement of rock materials below the earth’s surface.
The earthquakes originate in tectonic plate boundary. The 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.
There are two ways by which we can measure the strength of an earthquake:
magnitude and intensity. Magnitude is proportional to the energy released by an
earthquake at the focus. It is calculated from earthquakes recorded by an instrument
called seismograph. It is represented by Arabic Numbers (e.g. 4.8, 9.0). Intensity on
the other hand, is the strength of an earthquake as perceived and felt by people in a
certain locality. It is a numerical rating based on the relative effects to people, objects,
environment, and structures in the surrounding. The intensity is generally higher near
the epicenter. It is represented by Roman Numerals (e.g. II, IV, IX). In the Philippines,
the intensity of an earthquake is determined using the PHIVOLCS Earthquake Intensity
Scale (PEIS).
Paaralang Elementarya ng Banaybanay

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II. SCENARIO
Paaralang Elementarya ng Banaybanay was never hit by any tremendous

phenomena; but this past few years an earthquake was recorded that affect the whole
Province of Batangas. The first major earthquake occurred on April 4, 2017 at 8:58 PM
with a moment magnitude of 5.5 on the coast of Batangas. According to the PHIVOLCS
Earthquake Intensity Scale, the earthquake had an intensity of VI (Very Strong). And
the tremendous incident happened again last April 8 2017, when more strong
earthquakes occurred in the province. The first tectonic earthquakes hit only minutes
apart, at 3:07 (5.6 magnitude) p.m. and at 3:09 (6.0) p.m., and were felt as one long
earthquake – lasting from 10 to 15 seconds – in affected areas. Two other earthquakes
originating from around the same epicenter was recorded at 3:53 p.m. and 3:59 p.m.
The Philippine Institute of Volcanology and Seismology (Phivolcs) said a

magnitude 5.6 quake first struck at 3:07 pm, off Mabini, Batangas. The United States
Geological Survey (USGS) put it at 5.7.
(Epicenter of first earthquake. Image courtesy of Phivolcs)

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The first quake was then followed by a magnitude 6.0 tremor at 3:09 pm, also in the
same area, according to Phivolcs. USGS earlier said this tremor had a magnitude of 5.9.
(Epicenter of second earthquake. Image courtesy of Phivolcs)
The recorded intensities for the two quakes are exactly the same.
• Intensity VII – Mabini, Batangas
• Intensity VI – Calatagan, Nasugbu, and Tingloy, Batangas
• Intensity V – Batangas City, Sto Tomas, and Lemery, Batangas; Tagaytay City
• Intensity IV – Dasmariñas, Cavite: Lucena City; Pateros City
• Intensity III – Makati City; Pasay City; Quezon City; Muntinlupa City; Malabon
City; Mandaluyong City; Bacoor, Cavite

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• Intensity II – Daet, Camarines North
TABLE 1: SCENARIO
SITUATIONS BAD WORSE WORST

Occurrence of Continuous shaking of the Shaking of the soil that may Occurrence of earthquake in
earthquake in the ground while the class is trigger to is surface rupture the school while the class is
school while the still on-going and ground displacement. on-going can turn loose soil
class is on-going. into a liquid.
Impact on Panic among school Occurrence of stampede Loss of lives (school personnel
Personnel and personnel and learners. causing injuries among and learners)
Learners school personnel and
learners
Impact on Safety in the use of the Safety in the use of the Safety in the use of the
Infrastructure, infrastructure, facilities, and infrastructure, facilities, and infrastructure, facilities, and
Facilities, and environment would likely be environment would likely be environment would likely be
Environment if no placed at risk and making placed at high risk and placed at very high risk and
mitigation them hazardous to making them hazardous to making them hazardous to
measures is in learners, school personnel learners, school personnel learners, school personnel and
place and stakeholders. and stakeholders. stakeholders. This would
require additional budget for
repair and construction
Impact on Safety in the use of the Safety in the use of the Safety in the use of the
Infrastructure, infrastructure, facilities, and infrastructure, facilities, and infrastructure, facilities, and
Facilities, and environment would likely be environment would likely be environment would likely be
Environment if no placed at risk and making placed at high risk and placed at very high risk and
mitigation them hazardous to all making them hazardous to making them highly hazardous
measures is in coming individuals. all coming individuals. This to all coming individuals.
place would require further This would require further
inspection and assessment inspection and assessment by
by the proper authorities. the proper authorities which
will hamper efficient delivery of
basic quality education.
Response Unawareness of school Untrained / insufficient Unavailability of fire control

Capabilities personnel / learners in the skills during and after the supplies and equipment in the
existing Contingency Plan. occurrence of fire. school.

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III. OBJECTIVES
“This Contingency Plan covers 210 school learners and 9 school personnel. It
focuses on earthquake.
1. To ensure the safety of parents, students and teachers during and after an
earthquake;
2. To help school administrators and their disaster action groups to design a specific
response plan of the school in an earthquake;
3. To train teachers and students on how to practice proper action and response in an
earthquake and
4. To test various elements of the response plan designed by the School Disaster Risk
Reduction Management Team.
IV. PREVENTIVE MEASURES:
Seeking knowledge on the importance of learning Risk Reduction Management

and doing preventive measures is a must to every Filipino. Planning and organizing the
team will lead to have a better opportunity to prevent/ protect lives of every individual,

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TABLE 1: PREPAREDNESS MEASURES

The magnitude is a number that characterizes the relative size of an earthquake.
Magnitude is based on measurement of the maximum motion recorded by a
seismograph.
Earthquake Magnitude Scale
Magnitude Earthquake Effects Estimated Number

Each Year
2.5 to 5.4 Usually not felt, but can be

900,000
recorded by seismograph.
5.5 to 6.0 Often felt, but only causes

30,000
minor damage.
5.5 to 6.0 Slight damage to buildings and

500
other structures.
6.1 to 6.9 May cause a lot of damage in

100
very populated areas.
7.0 to 7.9 Major earthquake. Serious

damage. 20
8.0 or greater Great earthquake. Can totally

destroy communities near the One every 5 to 10 years
epicenter.

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Earthquake Magnitude Classes
Earthquakes are also classified in categories ranging from minor to great, depending on
their magnitude.
Class Magnitude
Great 8 or more
Major 7 - 7.9
Strong 6 - 6.9
Moderate 5 - 5.9
Light 4 - 4.9

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The PHIVOLCS Earthquake Intensity Scale (PEIS) is a seismic scale used and developed
by the Philippine Institute of Volcanology and Seismology (PHILVOLCS) to measure the
intensity of an earthquake.
Intensity Scale Description
I Hardly perceptible shock - felt only by an experienced observer

under favorable conditions.
II Extremely feeble shock - felt by a small number of persons at

rest.
III Very feeble shock - felt by several persons at rest. Duration and
direction may be perceptible. Sometimes dizziness or nausea
experienced.
IV Feeble shock - felt generally indoors, outdoors by a few. Hanging

objects swing slightly. Creaking of frames of houses.
V Shock of moderate intensity - felt generally by everyone.

Hanging objects swing freely. Overturning of tall vases and unstable
objects.
VI Fairly strong shock - general awakening of those asleep. Some

frightened persons leave their houses. Stopping of pendulum clocks.
Oscillation of hanging lamps. Slight damage to very old or poorly
built structures.
VII Strong shock - overturning of movable objects. General alarm, all

run outdoors. Damage slight in well-built houses, considerable in old
or poorly built structures, old walls, etc. Some landslides from hills
and steep banks. Cracks in road surfaces.
VIII Very strong shock - people panicky. Trees shaken strongly.

Changes in the flow of springs and wells. Sand and mud ejected
from fissures in soft ground. Small landslides.
IX Extremely strong shock - panic general. Partial or total

destruction of some buildings. Fissures in ground. Landslides and
rockfalls.
X Shock of extreme intensity. Great disaster; ruins; disturbance of

the strata, fissures in the ground, rock falls from mountains.

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Understanding advisories and awareness on knowing what to do, what will

happen or what may come in is an important element of being surprise by any
calamities. Organizing and existence of functional team will help eliminate loss of lives.
Monitoring on the situation will boost the morale of the victim knowing somebody out
there is extending/ reaching them.
V. CAPACITIES AND VULNERABILITIES
The vulnerability standpoint in disasters, which is rapidly emerging as a main view in

the field, assumes that a real disaster occurs when it strikes an unfortunate population.
Vulnerability is formally defined as "the characteristics of a person or group and their
situation that influences their capacity to anticipate, cope with, resist, and recover from
the impact of a natural hazard. Consequently, Key areas for preparedness aimed at
addressing risk and vulnerability, and must address the capacity to meet the gaps.
TABLE 2: CAPACITIES AND GAPS/VULNERABILITIES
KEY AREAS FOR DETAILS CAPACITIES GAPS/

PREPAREDNESS (DIVISIONS/SCH VULNERABILITI
OOLS) ES
(DIVISIONS/
SCHOOLS)
RISK 1. Understanding of Conduct training on Conflict of time to

UNDERSTANDING hazards and their hazard and risk conduct the
characteristics assessment with the training
2. Conduct of risk
assistance of
assessment
expertise from the
LGU
CONTINGENCY PLAN 1. Preparedness/ Contingency plan Lack of time of

AND INFORMATION Contingency Plan must be prepared in stakeholders to
2. IEC coordination of attend the said

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OOLS) ES
(DIVISIONS/
SCHOOLS)
stakeholders planning
DISSEMINATION 3. Understanding Proper Delayed/no

advisories including dissemination response from the
warning signals regarding advisories higher authorities
4. Understanding and The school head No dissemination

implementation of should disseminate of information
DO 21, s 2015 regarding DepEd
information
Order issuances
regarding D.O.
from the school
issuances
5. Equipment Regular Checking of Insufficient

equipment done by equipment needed
the property in case of
custodian emergency
COORDINATION/ 1. RDRRMC Coordination of Delayed of text

PARTNERSHIP RDRRM to all received by
division offices schools
2. MDRRMC Coordination of LGU Delayed of

to all schools immediate
response

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OOLS) ES
(DIVISIONS/
SCHOOLS)
3. LGUs Coordination of LGU Delayed of

to all schools immediate
response
4. Partners Coordination of Unaware in their

DRRM Coordinator duties and
to other partner responsibilities
MONITORING 1. Monitoring of The school Uninformed in

preparedness/conting personnel must their duties and
ency plans of schools conduct pre/post responsibilities
disaster
2. Monitoring of hazard The DRRM COOR Inadequate

situation, including knowledge in
communicating with conducting hazard
schools
mapping
3. Monitoring RADAR DRRM The message did

completion, validation CHAIRMAN/Coordin not receive due to
and submission to ator signal and power
Central Office
supply
4. Monitoring of Monitoring of school Lack of training in

implementation of head in the the integration of
support for learning integration of DRRM in the
continuity
curriculum in the curriculum
school

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OOLS) ES
(DIVISIONS/
SCHOOLS)
5. Transportation Response No available

Committee service vehicle
Chairman
CONVERGENCE 1. Interface with other Coordinate to other Lack of

offices in the region/ Division DRRM communication
divisions coordinator and no data on
how to coordinate
other division
2. Existence of DRRM School Disaster Uninformed their

Team (which includes Committee will be roles and
Frontline Responder posted in the school responsibility
Team)
3. Command system Logistic/Relief Lack of funds to
Assistance Chairman be used in
purchasing
equipment
Twinning with other Padre Garcia Central Padre Garcia

school/municipal/distri School/ District/ Padre
ct Garcia municipal
SUPPORT FOR 1. Implement and School head Covered

LEARNING monitor Temporary court/make shift
CONTINUITY Learning Spaces (TLS) classroom
2. Buffer stocks for TEXTBOOOKS/.LEA Damaged due to

Learning Materials RNING

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OOLS) ES
(DIVISIONS/
SCHOOLS)
MANUALS/TEACHER typhoon
S GUIDE
3. Alternative Delivery modules Destroyed due to

Modes (ADMs) earthquake
4. Psychosocial Support Guidance No extra time to

teacher/school head conduct
psychosocial
support
DRILLS 1. Regular conduct School Earthquake Lack of time of

Drill partner to support
the activities
2. Existence of Protocols School DRRM Lack of signage

– command system; Committee for exit
evacuation route, safe
place, reunification
3. Coordination with DRRM SCHOOL Conflict of their
relevant agencies and COORDINATOR time to give
partners during drills assistance
FUND SOURCES SOLICITATION/ SCHOOL Negative comment

DONATION HEAD/PTA/COMMU regarding the
NITY solicitation letter

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VI. RESOURCE INVENTORY (No. of staff/persons available)
Human Resources
Internal School Personnel - 9
(e.g. GCs, Teachers, Staff, etc
External Barangay Functionaries
Resources Municipal Disaster Risk Reduction

(e.g. Partners, PNP, BFA etc.) Management
Villa Hospital Padre Garcia
PNP
Padre Garcia Task Force
Padre Garcia Fire Station
Equipment/Supplies
(e.g. fire extinguishers, body board, siren, communication radio)
Megaphone 1
First Aid Kit 10

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VII. IMPLEMENTING PARTNERS
Partners are important in the implementation of DRRM in the School .For the
unexpected calamities that may happen in the school, 100% supports from LGU,
Community, Stakeholders and Teachers will be achieved.
TABLE 6: COLLABORATION WITH PARTNERS
SPECIFIC
CONTACT
PARTNERS ROLE/SUPPORT OF LOCATION
PERSON/NUMBER
PARTNER
Banaybanay,
Barangay Basic Needs and Barangay Captain
Padre Garcia,
Functionaries Equipment Rosendo Reyes
Batangas
Quilo Quilo
Basic Needs and North, Padre Abuel Mendoza
MDRRMO
Equipment Garcia, 0995-889-1235
Batangas
Poblacion,
Villa Hospital - Information and
Padre Garcia, 515-9190
Padre Garcia dissemination
Batangas
For Safety and security San Miguel,
PNP of the evacuees to Padre Garcia, 515-9209
evacuation area Batangas
San Miguel,
Padre Garcia Fire For safety, search and
Padre Garcia, 515-1177
Station rescue
Batangas

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VIII.RESPONSE ACTIONS
TABLE 8a: RESPONSE ACTIONS FOR PRIORITY HAZARD
A. BEFORE (Preventive Action)

Action To Be Taken
Week 1 ● Request for purchase of additional materials and equipment
● Awareness Campaign (DM no. 15 s. 2020)
● Posting of IECs, and Information Dissemination in strategic locations
in schools
● Social Media Campaign
● Crafting of Contingency Plan
Week 2 Advisory to all schools of:
● Ensuring availability of alcohol / hand sanitizer for teaching and non-
teaching personnel, students
● Checking and Monitoring of school personnel and students’ health
status
● Water quality assessment
● Monitoring of the school based crafted contingency plan
Week 3 onwards ● Continuous monitoring of the execution of ConPlan
B. DURING (If outbreak occur)
Action To Be Taken
0 – 24 hrs ● Check for injuries. Render first aid. Do not move seriously injured
victims unless they are in immediate danger. Do not use the
telephone immediately unless there is a serious injury, fire or
other emergency. Hunt for hazards.
● Check for other hazards and control them (fire, chemical spills,
toxic fumes and possible collapse).
● Check utilities (water, gas, electric). If there is damage, turn the
utility off at the source.
25 – 48 hrs ● Work with your neighbors for a quicker recovery. Stay calm
and lend a hand to others.
● Be prepared for aftershocks.

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● Plan for evacuation in case events make this necessary. Leave

written messages for other family members or searchers.
● Use gloves, wear heavy shoes, and have adequate and
appropriate clothing available
72 hours onwards ● Continuous searching for survivors
IX. FORMULATION OF TASK FORCE FOR EARTHQUAKE
Name Designation DepEd Email Address Contact

Number
Fariza P. Ani Head fariza.ani@deped.gov.ph 0916 281
Teacher III 1339
Marygrace S. Teacher III marygrace.matibag@deped.gov.ph 09272486754
Matibag
Kharen C. Teacher III kharen.matibag@deped.gov.ph 09099349773
Matibag
Jenilyn B. Barra Teacher III jenilyn.barra@deped.gov.ph 09166526895
Marita D. Recto Teacher I marita.recto002@deped.gov.ph 09195253658
Maria Cecelia Teacher I mariacecelia.lopez@deped.gov.ph 09472441938
M. Lopez
Kristine M. Teacher I kristine.cubero@deped.gov.ph 09300495339
Cubero
Angelica D. Teacher I angelica.belen002@deped.gov.ph 09750027971
Belen
Rocelyn M. Teacher I rocelyn.macatangay@deped.gov.ph 09617878419
Macatangay

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Activation and Deactivation of Contingency Plan
Y
Activate Activation of
Normal Earthquak DRRM Contingency
Start
Situation e Team Plan
Coordination Execute response

With SDRRM team
SDRRM crafting of schools based

Mobilization of Resources
ConPlan
Monitoring of Weekly
School Preventive Measures
Activities
Has the
situation
Improved/
Normalized?
Y
N
Escalation Deactivation of
of Action Plan ConPlan
Coordination with nearest BDRRMC,

MDRRMC, PDRRMC, NDRRMC

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Contingency Plan Activation Condition Deactivation of Deactivation

Activation Sign Contingency Plan Condition/Signal
As soon as a major The SDRRMO Team As soon as the The MDRRMC and
biological hazard will call for the learning facility is MHO has
occur which causes activation of the declared to be safe conducted their
damage/harm to contingency plan for the resumption assessment and
facility and/or of classes. have declared the
person place clear and
safe.

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EFFECTIVITY
This contingency plan for earthquake shall be effective upon publication. The plan shall
be considered a “working document “and be subjected to continuous review and
enhancement by the DepEd Technical Working Group based on latest scientific studies
about geological hazards, risk assessment findings and innovations in DRRM policies
and standards.
Prepared by:
ROCELYN M. MACATANGAY
SDRRM Coordinator
FARIZA P. ANI
Head Teacher III
Noted:
EMILIANA M. ROXAS, Ed. D.

Public Schools District Supervisor

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Republic of the Philippines

EARTHQUAKE CONTINGENCY PLAN

Paaralang Elementarya ng Banaybanay is situated at the municipality of

An earthquake is a weak to violent shaking of the ground produced by the

Paaralang Elementarya ng Banaybanay

Paaralang Elementarya ng Banaybanay was never hit by any tremendous

The Philippine Institute of Volcanology and Seismology (Phivolcs) said a

(Epicenter of first earthquake. Image courtesy of Phivolcs)

Paaralang Elementarya ng Banaybanay

(Epicenter of second earthquake. Image courtesy of Phivolcs)

• Intensity VII – Mabini, Batangas

• Intensity VI – Calatagan, Nasugbu, and Tingloy, Batangas

• Intensity IV – Dasmariñas, Cavite: Lucena City; Pateros City

Paaralang Elementarya ng Banaybanay

• Intensity II – Daet, Camarines North

SITUATIONS BAD WORSE WORST

Response Unawareness of school Untrained / insufficient Unavailability of fire control

Paaralang Elementarya ng Banaybanay

IV. PREVENTIVE MEASURES:

Seeking knowledge on the importance of learning Risk Reduction Management

Paaralang Elementarya ng Banaybanay

TABLE 1: PREPAREDNESS MEASURES

Earthquake Magnitude Scale

Magnitude Earthquake Effects Estimated Number

2.5 to 5.4 Usually not felt, but can be

5.5 to 6.0 Often felt, but only causes

5.5 to 6.0 Slight damage to buildings and

6.1 to 6.9 May cause a lot of damage in

7.0 to 7.9 Major earthquake. Serious

8.0 or greater Great earthquake. Can totally

Paaralang Elementarya ng Banaybanay

Earthquake Magnitude Classes

Paaralang Elementarya ng Banaybanay

Intensity Scale Description

I Hardly perceptible shock - felt only by an experienced observer

II Extremely feeble shock - felt by a small number of persons at

IV Feeble shock - felt generally indoors, outdoors by a few. Hanging

V Shock of moderate intensity - felt generally by everyone.

VI Fairly strong shock - general awakening of those asleep. Some

VII Strong shock - overturning of movable objects. General alarm, all

VIII Very strong shock - people panicky. Trees shaken strongly.

IX Extremely strong shock - panic general. Partial or total

X Shock of extreme intensity. Great disaster; ruins; disturbance of

Paaralang Elementarya ng Banaybanay

Understanding advisories and awareness on knowing what to do, what will

V. CAPACITIES AND VULNERABILITIES

The vulnerability standpoint in disasters, which is rapidly emerging as a main view in

TABLE 2: CAPACITIES AND GAPS/VULNERABILITIES

KEY AREAS FOR DETAILS CAPACITIES GAPS/

RISK 1. Understanding of Conduct training on Conflict of time to

CONTINGENCY PLAN 1. Preparedness/ Contingency plan Lack of time of

Paaralang Elementarya ng Banaybanay

KEY AREAS FOR DETAILS CAPACITIES GAPS/

DISSEMINATION 3. Understanding Proper Delayed/no

4. Understanding and The school head No dissemination

5. Equipment Regular Checking of Insufficient

COORDINATION/ 1. RDRRMC Coordination of Delayed of text

2. MDRRMC Coordination of LGU Delayed of