Republic of the Philippines

Department of Education
Region 02
Schools Division Office of Quirino
Maddela District II
VILLA GRACIA INTEGRATED SCHOOL

EARTHQUAKE DRILL REPORT

September 28, 2016

I. Earthquake drill participants

The activity had a total of one hundred fifty five participants composed of eighty eight elementary
pupils, fifty five secondary students, and twelve teachers. Everybody wear all smiles after the drill as it was
really very informative that prepared them mentally and physically during such events.

II. Rationale
Earthquakes happen with no warning; therefore, life-protecting actions must be taken at the first
indication of ground shaking. Even in the most severe earthquakes, buildings rarely collapse completely. Injury
and even death are most often caused by the shattering and falling of non-structural elements, such as window
glass, ceiling plaster, lighting fixtures, chimneys, roof tiles, and signs. There will be no time to think what to do;
therefore, of all earthquake-preparedness measures, EARTHQUAKE DRILLS ARE THE MOST IMPORTANT.
REACTION MUST BE AUTOMATIC AND CORRECT!
Villa Gracia Integrated School conducted its own school-based activities to make sure that everybody
will be safe and that there will be no casualty when this phenomenon occurs. At eight oclock in the morning of
September 28, 2016, the drill was conducted. It started with a short orientation at playground, with Mr. Winston
A. Tanglod together with Maam Febie P. Agbayani discussing the dos and donts during earthquakes and the
steps in conducting earthquake drill with the assistance of fellow teachers. After the orientation, the pupils and
students felt ready and they were instructed to go to their respective rooms.
The school bell rang ten (10) times to alert them and as a signal for them to respond. The participants
made sure that their heads are covered by getting some hard material or by going under the chairs or tables.
They were also instructed in prior to go away from falling or breakable objects. With a signal that the shaking
stops, they went out slowly in a pile still covering their heads going to the assembly area (the school ground)
for head counting.

The six recognized components of an earthquake drill were strictly followed namely:
1.
2.
3.
4.
5.

The alarm phase

The response phase
The evacuation phase
The assembly phase
The headcount phase

III. Earthquake Drill Assessment

Earthquake drills must thoroughly instill in the minds of the pupils the correct procedures to be
followed so that in an emergency there is no confusion or panic.
The students are participative as if earthquake is really occurring, they follow the duck cover
and hold technique where in when they hear the bell ringing they started to DUCK under a desk or
sturdy table walk away from windows, bookcases, file cabinets, heavy mirrors, hanging plants, and
other heavy objects that could fall as they go out of their classrooms. The students cover their heads
such as books or anything that can protect their heads from possible objects that can hit them as they
go to the evacuation area.

IV. Benefits and impact

The most obvious benefit resulting from earthquake drill is the increased level of safety to the students
and faculty achieved in the school building. The safety aspect will probably be the most important thing to
consider in such phenomenon. For this reason, the concept of earthquake drill should not be perceived or
promoted on a single platform.
The safety aspect of earthquake drill should be taught as personal safety measures during and after the
shaking and preparedness based on the expected intensity. The suppose benefits from teaching these ideas
are the students, faculty and administrations which accept and promote earthquake planning, drills and
cooperation with local emergency preparedness and response agencies. This same audience will also gain a
broader understanding of the role of local and state agencies.
Earthquake drills and exercises are an extremely important part of preparedness plan because they 1)
teach students, staff and parents how to respond to the complications of an actual earthquake, and 2) They
allow you to see how well things operate and to correct any problems. When an earthquake happens it is too
late to discover that parts of your plan may not work.
This is also to train students, teachers and people in the community to test the various elements of your
response plan in order to evaluate and react on it.

V. Documentation

The participants are listening attentively during

the orientation.

DURING THE ALARM AND RESPONSE PHASE

Students and Pupils does the Duck, Cover and Hold

DURING THE EVACUATION AND ASSEMBLY PHASE

DURING THE HEAD COUNT

PHASE

Pupils and Students were grouped per grade level. The

advisers checked their respective pupils/students if they
are complete. And validated if someone was injured.

Students and pupils went out slowly in a pile still covering their
heads going to the assembly area (the school ground)

Some students acted as a rescuer. They

assisted and give treatment to the
injured students and pupils.

Prepared by:
FEBIE G. PALAPUZ
SDRRM Coordinator
Noted:
WINSTON A TANGLOD
Head Teacher 1