Republic of the Philippines
7
Department of Education
Bureau of Learning Delivery
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LEARNER’S PACKET
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CREATIVE TECHNOLOGY
Grade 7 Science
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Technology and
Engineering ( STE ) Class
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Creative Technology – Grade 7
Quarter 1 - Module 4: OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
(OHS)
Republic Act 8293, Section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective holders.
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Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.
Regional Director: Gilbert T. Sadsad
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Assistant Regional Director: Jessie L. Amin
Development Team of the Module
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Writers:
Editors:
BLAS B. MANTES JR
ERMA JESSAMINE M. BORJA
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Reviewers:
Illustrator:
Layout Artist:
QUARTER 1, LESSON 4, WEEK 4
TLE – CREATIVE TECHNOLOGY – GRADE 7
LESSON 4: OCCUPATIONAL HEALTH AND
SAFETY PROCEDURES (OHS)
I. LEARNING SKILLS
A. Learning Competencies
1. Do a survey on the various safety regulations and contingency measures
observed by schools, LGUs, and other offices in the locality SSP_TLE-
CT7OHS -Id-1.4
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B. Objectives
1. Define safety regulations and contingency measures.
2. Identify the most human common hazard in the school.
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3. Explain the importance of identifying hazards and possible safety
measures implemented.
II. INTRODUCTORY CONCEPT
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A Contingency Plan is a written emergency plan. It is sometimes referred to
as “Plan B” because it can be also used as an alternative for action if expected
results are failed. It includes the following;
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1. Emergency procedures in response to disasters.
2. Arrangement between local police, hospitals, and other concerned
agencies.
3. List of those who can help respond to the emergency.
4. Updated list of facilities and equipment in the building.
5. Evacuation plan. (Evacuation is the immediate movement of the people
away from the hazard scene.)
Read information Sheet 1 very well then find out how much you can
remember and how much you learned by doing the activity.
INFORMATION SHEET
One of the most uncontrollable and unpredictable hazards to human life is
the earthquake. An earthquake is a shaking of the ground caused by the sudden
slippage of rock masses below or at the surface of the earth. If an earthquake
occurs in a populated area, it may cause unwanted results such as deaths,
injuries, and extensive property damage. A school with a large number of
students is not exempt from such a disaster when it occurs. Every school should
therefore ensure the safety and welfare of every student.
Masbate School of Fisheries is a public secondary institution located in Brgy.
Cayabon, Milagros, Masbate. The school is composed of more than a thousand
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students enrolled every year and is considered a big school in Milagros West
District. Some events are being held in this place, such as alumni, intramurals,
district meets, and the like. Buildings, infrastructure, and classrooms can hold a
great number of students. All buildings are designed with entrance and exit
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doors for the smooth coming and going of every student.
The school has already conducted training and seminars for teachers and
selected students to equip them with the right skills and knowledge to respond to
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unpredicted disasters. Quarterly, there are simultaneous earthquake drills that
are being conducted by the school to promote earthquake preparedness and
disaster resilience. The school also has a School Disaster Risk Reduction
Management Team (SDRRM) and established key school organizations such
as Boy Scouts of the Philippines (BSP), Girl Scouts of the Philippines
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(GSP), and Citizenship Advancement Training Officers (CAT) who have the
potential or capacity to respond to the event when it occurs.
In connection with the disaster, the school also tapped Local Government
Units (LGUs) like the Municipal Disaster and Risk Reduction Management
Office (MDRRMO), the Bureau of Fire Protection (BFP), the Philippine
National Police (PNP), and the Philippine Red Cross to help the school when
the disaster took place.
POSSIBLE HAZARD AT SCHOOL
Below are the hazards that were identified by the SDRRM. Table 1 shows the
top 10 hazards that can happen on the school campus.
Table 1 Hazard Chart
Hazard Probability Impact Average Rank
Earthquake 5 10 7.5 1
Fire 3 10 6.5 2
Food Poisoning 6 7 6.5 2
Playground Accident 8 3 5.5 3
Students Fight 7 4 5.5 3
Workshop/
Laboratory Accident 7 3 5 4
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Water Shortage 7 6 6.5 2
Food Shortage 5 5 5 4
Students Road Accident 4 6 5 4
Students Illness/Epidemic 6 5 5.5 3
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Based on Table 1 “Hazard Chart”, earthquakes are the top identified
hazards that happen in school. In response, the school should have planned
action to be taken. A Contingency Plan for an earthquake should be made to
ensure preparedness when the disaster strikes.
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HAZARD TO PLAN FOR EARTHQUAKE
According to the assessment conducted by the SDRRM members, a
contingency plan should be followed to ensure the preparedness of every
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individual. A guided and immediate response to the disaster can save lives and
lessen the possibility of casualties.
Phases in Response to Earthquake
Table II: Six phases in responding to an earthquake
PHASE I - PHASE II - PHASE III - PHASE IV - PHASE V - PHASE IV -
ALARM RESPONSE EVACUATION ASSSEMBLY HEADCOUNT EVALUATION
PHASE PHASE PHASE PHASE
During the While the As soon as the At the Teachers The over-all
drill, the 1- alarm is shaking stops, designated should check coordinator will
minute ongoing, immediately evacuation and make sure announce the
alarm everyone evacuate the area, students all students are termination of
indicates should school building must be accounted for. drill or “All
earthquake perform and proceed to grouped clear”.
or shaking. “duck, cover identified together
and hold”. evacuation according to
Remain in areas using the the class
this position pre-determined where they
until the routes guided belong.
“shaking” by the class
stops. marshal or
teacher.
No one can predict and control the earthquake, but when it takes place, Table 2
will guide everyone on how to respond to the disaster. A siren sound will be
heard all over the campus, indicating that an earthquake has taken place. Upon
hearing the alarm, the students are now preparing to protect themselves by
performing the duck, cover, and hold inside the classroom or place that they are
in. As soon as the shaking stops, students should leave or vacate the building
and proceed right away to the identified evacuation area. The teacher in charge
will gather the students of his class and conduct a headcount after the disaster to
ensure the monitoring of students is accurate.
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To assist the students in the actual scenario, the SDRRM team will constantly
remind the students and teachers of what to do before, during, and after the
disaster. The CAT officers, GSP, BSP, and school nurse are in their respective
areas and positions. The SDRRM team and the teachers are in charge of
providing proper guidance to their students. The presence of the key school
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organizations will help to manage any potential conflict that may occur.
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 influence their capacity to anticipate,
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cope with, resist, and recover from the impact of a natural hazard. Consequently,
key areas for preparedness are aimed at addressing risk and vulnerability and
must address the capacity to meet the gaps.
Table III: PREPAREDNESS MEASURES
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CAPACITIES GAPS/ VULNERABI
KEY AREAS FOR
DETAILS (DIVISIONS/ LITIES (DIVISIONS/
PREPAREDNESS
SCHOOLS) SCHOOLS)
RISK 1. Understanding of Conduct training on Conflict of time to
UNDERSTANDING hazards and their hazard and risk conduct the training
characteristics 2. assessment with the
Conduct of risk assistance of expertise
assessment from the LGU
CONTINGENCY 1. Preparedness/ Contingency plan Lack of time of
PLAN Contingency Plan must be prepared in stakeholders to attend
AND INFORMATION 2. IEC coordination of the said planning
stakeholders
DISSEMINATION 1. Understanding Proper dissemination Delayed/no response
advisories including regarding advisories from the higher
warning signal authorities
2. Understanding and The school head No dissemination
implementation of should disseminate of information
DO 21, s 2015 information regarding DepEd
regarding D.O. Order issuances
issuances from the school
3. Equipment Regular Checking of Insufficient
equipment done by equipment needed
the property custodian in case of
emergency
COORDINATION/ 1. RDRRMC Coordination of Delayed of text
PARTNERSHIP RDRRM to all received by
division offices schools
2. MDRRMC Coordination of LGU to Delayed of
all schools immediate
response
3. LGUs Coordination of LGU Delayed of
to all schools immediate
response
4. Partner Coordination of Unaware in their duties
DRRM Coordinator and
to other partner responsibilities
MONITORING 1. Monitoring of The school Uninformed in
preparedness/ personnel must conduct their duties and
contingency plans of pre/post disaster responsibilities
schools
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2. Monitoring of hazard The DRRM coordinator Inadequate
situation, including knowledge in
communicating with conducting hazard
schools mapping
3. Monitoring RADAR DRRM CHAIRMAN/ The message did not
completion, validation Coordinator receive due to signal and
and submission to power
Central Office supply
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4. Monitoring of Monitoring of school Lack of training in
implementation of head in the the integration of DRRM
support for learning integration of in the curriculum
continuity curriculum in the
school
5. Transportation Response Committee No available
Chairman service vehicle
SUPPORT FOR 1. Implement and School head Covered
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LEARNING monitor Temporary court/make shift
CONTINUITY Learning Spaces (TLS) classroom
2. Buffer stocks for Textbooks, Learning Damaged due to
Learning Materials Manual, Teachers guide typhoon
3. Alternative Delivery modules Destroyed due to
Modes (ADMs) earthquake
4. Psychosocial Guidance No extra time to conduct
Support teacher/school head psychosocial
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support
DRILLS 1. Regular conduct School Earthquake Lack of time of
Drill partner to support
the activities
2. Existence of School DRRM Lack of signage
Protocols Committee for exit
– command system;
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/ regarding the
COMMUNITY solicitation letter
III. ACTIVITIES
A. Activity 1 - CROSSWORD PUZZLE
Directions: Using the crossword puzzle form below, identify five words
horizontally, vertically, diagonally, and in combinations that is related to
safety regulations and contingency measures. Define the words that you have
found in the puzzle. Write your answer in your activity notebook.
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B. Activity 2 - SURVEY
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Directions: Conduct a survey about the most common human hazard in your
school that they experienced. You may conduct an interview with 50 people,
including teachers, non-teaching staff, and selected students.
Processing Questions:
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1. What are the most common hazard in the school?
2. What do you think are the reasons why such hazard happens?
3. Give safety measures on how to prevent a possible hazard.
In the survey conducted, write your answers on the table provided below. On the
first column, identify the most common hazard at school; on the second column,
think of the possible cause and the possible safety measures that can be applied
on the last column.
Most common Cause Safety measures
hazard at School
1.
2.
3.
4.
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5.
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C. Activity 3 – BE AWARE. POST IT.
Directions: Create any presentation that highlights the importance of identifying
hazards and possible safety measures. Examples include video presentations,
posters, slogans, jingles, and songs to be posted on the social media platform
with the title “#Importance of Identifying Hazards and Safety Measures”.
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Please be guided by the rubrics for scoring below.
REFLECTION
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Directions: What significant learning have you gained from these lessons, and
how will you apply it to your present situation?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
IV. RUBRICS FOR SCORING
Criteria Percentage
Originality and Creativity 30%
Video is original, creative and
unique
Delivery/Execution 30%
Delivery is well planned with
smooth transition and edits.
Ideas are very organized and
easily understood.
All sound and visual elements
coincide with the video’s
content.
Accuracy and Content 40%
Total 100%
V. REFERENCES
1. https://www.slideshare.net/711flor/creative-technology-7-qil4
2. https://www.slideshare.net/judiejudss/lesson-7practice-occupational-
health-and-safety-procedures-lo1
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3. HOW TO CONDUCT AN EARTHQUAKE DRILL IN SCHOOL
(seameo.org)
4. https://psba.edu/wp-content/uploads/2018/07/Disaster-Risk-Reduction-
Resource-Manual-2008.pdf
5. DM_s2022_038.pdf (deped.gov.ph)
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DEVELOPMENT TEAM
Writer/s: BLAS B. MANTES JR Milagros West
District
ERMA JESSAMINE M. BORJA
Milagros East District
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Content Validator/s:
Language Editor/s:
Illustrator/Lay-Out
Artist:
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Reviewer/s:
ROV Development
Team
