FEMA - Earthquake Safety Activities for Children and Teachers

8/9/2019 FEMA - Earthquake Safety Activities for Children and Teachers

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Earthquake SafetyActivitiesFor Children and Teachers

FEMA 527 / August 2005

FEMA


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Earthquake Safety ActivitiesFor Children and Teachers

This publication provides ready-to-use, hands-on activities or students and teachersexplaining what happens during an earthquake, how to prepare or earthquakeshaking, and how to stay sa e during and a ter an earthquake. The Federal Emergency Management Agency (FEMA) and the National Science Teachers Association have alsoprepared Earthquake: A Teachers Package or K-6 , which includes hands-on classroomactivities to support all elementary subject areas: creative writing, art, mathematics, socialstudies, and science. Known as Tremor Troop, this publication contains matrices that linkthe classroom activities to the National Science Education Standards. The Drop, Cover,and Hold drawing shown on Master C o this Earthquake Sa ety Activities publication isavailable rom FEMA as a classroom poster, as noted below.

For middle and high school teachers, FEMA and the American Geophysical Union haveprepared Earthquake: A Teachers Package or Grades 7-12 . Classroom activities are described,and activity sheets or students and background material or teachers are provided in eacho the volumes six units. Known as Seismic Sleuths, this publication also contains matricesthat link the classroom activities to the National Science Education Standards.

Tremor Troop and Seismic Sleuths are available both in print and on CD-ROM. Theclassroom poster is available as a print publication. For in ormation about where to obtaincopies o these publications, as well as other resources, re er to the Re erences section, onpage 31 o this document.


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EARTHQUAKE SAFETY AcTiv iTiES FOR CHILDREN aND TEaCHERs

Table o Contents Introduction and Background .....................................................................................iii

Part 1. What Happens During an Earthquake? ....................................................... 1 Activity One: Size Up Your Risk ...................................................................................2

Activity Two: Shake a Minute .......................................................................................4

Activity Three: Practice What to Do ............................................................................6

Activity Four: Sing it Out! ............................................................................................8

Activity Five: Earthquake Dont Hesitate! ................................................................9

Part 2. Hunt for Hazards ....................................................................................... 11 Activity One: Classroom Hazard Hunt ......................................................................12

Activity Two: Home Hazard Hunt .............................................................................15

Part 3. Prepare and Share .................................................................................... 17 Activity One: Brainstorming ......................................................................................18

Activity Two: Create a Kit ...........................................................................................19

Activity Three: Poster Party ........................................................................................21

Part 4. Earthquake Simulation and Evacuation Drill ............................................. 23 Activity One: Get Ready, Get Set ...............................................................................24

Activity Two: Put It All Together ................................................................................27

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References ............................................................................................................... 31

List of Masters

A Earthquake Risk Map

B Earthquake Simulation Script

C Drop, Cover, and Hold

D Shimmy - Shimmy - Shake!

E Coalinga Schools Report

F Earthquake Feelings

G Fourth Grade Classroom

H Classroom Hazard Hunt

Ia, b, c Home Hazard Hunt Worksheets

J Quake-Sa e Home Checklist

K Neighborhood Hazard Hunt

L Sa ety Rules or Shoppers

M Drill and Evacuation Checklist

N Home Earthquake Sa ety Checklist

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iiiEARTHQUAKE SAFETY AcTiv iTiES FOR CHILDREN aND TEaCHERs

Introduction and Background

Forty-fve States and U.S. Territories are vulnerable to the hazards o earthquakes and are at very high to moderate risk o damage romearthquakes. Earthquakes have caused, and can cause in the uture enormous loss o li e, injury, destruction o property, and economic and social disruption.

Since earthquake shaking is possible almost everywhere in the United States, earthquakesa ety should be practiced by everyone. There is a great deal that you and your students cando to take care o yourselves during and a ter an earthquake. The lessons in this booklet cover planning, preparation, practice, and more practice. The classroom activities aredesigned or students in kindergarten through sixth grade. We provided teaching notes;Learning Links summarizing interdisciplinary connections; and a set o masters ready toreproduce or transparencies, handouts, and worksheets.

Students nd the topic o earthquakes ascinating. Their ascination may contain an

element o ear, like the ear that arises in teaching re sa ety. That ear can be reducedby reminding them that they are learning how to take care o themselves i an earthquakehappens. Parents ears may also need to be addressed. Let your students know that ear isa normal reaction to any danger. Make your message clear: We cant do anything to prevent earthquakes, but we can prepare ourselves to cope with them. We can help ourselves andothers to do many things that will make our homes and schools sa er. For earthquake sa ety in ormation developed speci cally or children and amilies, visit the websites o FEMA (http:// ema.gov/kids/) and the U.S. Geological Survey (http://earthquake.usgs.gov/4kids/).


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iv EARTHQUAKE SAFETY AcTiv iTiES FOR CHILDREN aND TEaCHERs

INTRODUCTION aND BaCkgROUND

Part 1: What Happens During an Earthquake?

Most people caught in earthquakes have a eeling o helplessness. Especially i they havenever experienced a quake be ore, they have no idea how long it is going to last or what willhappen next. In Part 1 you will take your students through several steps that will help themknow what to expect and what to do i an earthquake occurs.

Teaching students to recognize an earthquake and take immediate positive action can helpthem and those around them come through the disaster sa ely. The knowledge, attitudes,and skills that you promote will not only help your students academically, but also may oneday save their lives.

What to Expect

The rst indication o a damaging earthquake may be a gentle shaking. You may notice theswaying o hanging plants and light xtures or hear objects wobbling on shelves. Or you

Earthquake Risk Map


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vi EARTHQUAKE SAFETY AcTiv iTiES FOR CHILDREN aND TEaCHERs

INTRODUCTION aND BaCkgROUND

Part 3: Prepare and Share

A ter a quake you and your students may spend several hours (and maybe days) together,cut o rom many o the normal sources o community support. In Part 3, the class willdevise emergency kits or several settings and make one or the classroom. Students will alsomake posters as a way o sharing their knowledge o earthquake preparedness.

Part 4: Earthquake Simulation and Evacuation Drill

During an earthquake, the most important thing or any child or adult to remember is theDrop, Cover, and Hold drill:

At the frst indication o ground shaking, crouch under a desk or table, tuck your head, andkeep your hands on the side o your neck unless you need to hold onto the legs o your

shelter and move with it.

A ter the quake it is important to get out o the building and into a clear space, taking theemergency kit along with your roll book. In Part 4, students will point out various hazardsthat might occur in the course o leaving the building and theyll discuss ways o dealing

with various obstacles.

A tershocks are likely to occur without warning, minutes or even months a ter the majorearthquake. Practice Drop, Cover, and Hold on the way out o the building, and in as many other settings as possible, until the drill becomes second nature to you and your students.

Give your students several opportunities to ask questions and discuss their ears andconcerns. Theyll have plenty o what i questions. Dont eel that you must provide allthe answers. Let your students hold problem-solving sessions. Class and group discussionsprovide opportunities or students not only to express their negative eelings, but also todevelop pride in the positive competency they have gained.


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1EARTHQUAKE SAFETY AcTiv iTiES FOR CHILDREN aND TEaCHERs

1PART

What Happens During an Earthquake?

Content Concepts

1. Earthquake shaking is possible almost everywhere in the United States.

2. Students can learn how to protect their heads and bodies during asimulated earthquake.

Objectives

Students will

n Identi y which parts o the UnitedStates are most at risk rom earthquakedamage.

n Demonstrate how long an averageearthquake lasts.

n Demonstrate sa e behavior during anearthquake simulation.

Learning Links

Language Arts: Followingdirections, class discussion

Social Studies: Locating states

Math: Timing a minute

Art: Coloring an earthquake risk map

Vocabulary

minor risk

moderate risk

major risk

evacuate


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2 EARTHQUAKE SAFETY AcTiv iTiES FOR CHILDREN aND TEaCHERs

P A R T 1 WHaT HaPPENs DURINg aN EaRTHQUakE

Activity One: Size Up Your Risk

Materials or the teachern Transparency made rom

Master A, Earthquake RiskMap, colored according todirections in step 4 below.

n Overhead projector

Materials or each student n Copy o Master A n Crayons or colored pencils

Teacher Take Note:

This map is based on earthquakes that have happened in the past. Major Risk on the map does not necessarily indicate that a particular area will experience a damaging earthquake in the near

uture, and None does not mean that earthquakes are impossible in that area.Not shown are Alaska, Hawaii, and the U.S. Territories, all o which are in Major Risk zones.

Procedure1. Introduce the topic with a class discussion

based on the ollowing questions:n Has anyone here ever elt an earthquake?

(Allow students time to express theirobservations and eelings.)

n What does the word quake mean?n What do we mean when we say people are

quaking in their boots? (Invite students toimitate a person trembling.)

n Have you ever been on a bridge when it shookrom heavy tra c, or near the railroad tracks

when a train passed over? (Invite students todemonstrate shaking and vibrating.)

2. Tell students that thousands o earthquakesoccur in the United States each year. Most are too small to be elt by people. Only a eware strong enough to cause damage. Discuss

with students the ollowing question: Are allregions o the U.S. equally likely to receiveearthquake damage?

3. Tell students that they are going to work with a map that divides the United Statesinto zones by di erent degrees o potentialearthquake shaking. All 50 states and all U.S.territories are at some risk rom earthquakes.

At least 39 states are at moderate to high risk.

4. Distribute the maps, ask students to take out their crayons or colored pencils, and givethese instructions:

a. Use yellow to color in the sections o theUnited States that have no shading inthem. In the legend, use yellow to color inthe box in ront o the word None.

b. Skip the Minor box or now. Use blueto color in the sections that have dotsand color in the box in ront o the wordModerate.


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WHaT HaPPENs DURINg aN EaRTHQUakE P A R T 1

c. Use red to color in the sections marked with X. In the legend, color the box in

ront o the word Major red.

d. Color the rest o the United States green,and also the box in ront o the wordMinor.

5. A ter the maps have been colored, project the overhead and conduct a class discussionaround the ollowing questions:

n What is the risk or damage rom earthquakesin the area where we live? (Answers will vary.)

n Is the risk actor the same or our entire state?

(Again, answers will vary.)n How many states in the U.S. are believed to

be totally ree rom earthquake risk? (none o them)


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Activity Two: Shake aMinuteMaterials or the teachern Large clock with a second

handn Blackboard and chalk

Materials or each student n Pencilsn Paper

minor risk

A minor risk is a relatively smallpossibility o harm.

moderate risk A moderate risk is a possibility o harm that is neither small norgreat, but in between.

major risk

A major risk is a serious andsigni cant possibility o harm.

evacuate

To evacuate a building is to empty it o people.

Procedure1. Ask students to estimate on a piece o paper

how long they think an earthquake lasts.(How long will the ground shake?)

2. Collect the estimates and list them on theboard.

3. Explain to students that in most earthquakesshaking rarely lasts or as long as a minute inany one area. Strong shaking rom a majorquake usually lasts rom 30 to 60 seconds. The1906 San Francisco earthquake lasted about 40 seconds. In the 1964 Alaskan earthquake,the shaking lasted 3 to 4 minutes - anextremely long time. This does not happen

very o ten.

(Steps 4 to 8 are optional. I classroom time is limited,skip to Step 9.)

4. Tell students that they are going to estimatehow long a one-minute earthquake is without looking at the clock. Have them break up intopairs. One o each pair will be the timekeeperand recorder, while the other is the earth-quake.

5. When you give the signal, the earthquakes areto begin shaking, and the timers are to begintiming. Ask the quakes (whose backs are tothe chalkboard) to continue shaking untilthey think that a minute has passed.

6. Once the timing and shaking start, write thetime elapsed on the board every ve seconds.The timers, who can see the board, shouldrecord the last time listed when their partnersstop shaking. Instruct the timers not to sharethe time with the earthquake students yet.

7. Ask the timers to report the actual times that each quake lasted. Write all o the times onthe board. Have the class compare the times:


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n How long was the shortest earthquake?n How long was the longest?n What was the average time or this group?

8. Have partners switch roles and repeat steps 5and 6, then step 7. Ask the class:

n Did the second group come closer to oneminute than the rst?

n I the answer is yes, why? (perhaps because thesecond pair o students had the advantage o observing the rst pair)

9. Now have everyone in the class shake or oneminute at the same time. Tell them when tostart and stop, but ask them not to watch theclock. Then ask:

n Did the time you shook seem like more orless than a minute? (Explain that even thoughan earthquake is over in a short time, it usually seems much longer to those peopleexperiencing it.)

n What might happen to objects in thisclassroom i the ground shook strongly or aminute? (Answers will vary.) Explain that we

will learn more about this in our next activity.

Teacher Take Note:

Instruct students to shake with care, so they dont hurt themselves or anyone

around them.


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Activity Three: PracticeWhat to Do

Materials or the teachern Master B, Earthquake

Simulation Script n Transparency made rom

Master C, Drop, Cover, andHold


Materials or each student n Pencils, books, and other

objects to dropn Chairs to rattle and sliden Desk or table to get undern Pencils and cardboard

or other hard objects toprovide the scratching noiseo trees

Teacher Take Note:

Although doorways have traditionally been regarded as sa e locations during an earthquake, its important to anticipate some problems. Doors may slam shut. Door jambs may be bent.Automated sa ety doors will probably close. You will need to use your own best

judgment in choosing where to position yoursel or the simulation. Local sa ety o fcials can answer your specifc questions.

Procedure

1. Ask students to describe what they would see,

hear, eel, and smell i an earthquake occurrednearby. Allow time or them to respond.

2. Explain that you are going to talk throughan imaginary earthquake to help studentsunderstand what might happen during a realone. Display the transparency o Master C,call out Drop, Cover, and Hold, and direct students to practice the ollowing actions:

a. Get under the table or desk.

b. Turn away rom the windows.c. Put both hands on the back o your neck.

d. I your desk or table moves, hold onto thelegs and move with it.

3. Be ore you begin reading, ask several studentsto demonstrate what they should do whenthey hear Drop, Cover, and Hold. As agroup, discuss which o the demonstrations

were most e ective or protection, and what

might be done to improve some o the others.

4. Appoint student helpers or the simulation. Ask one student to fick the lights on ando several times, and then turn them o .

Appoint another to act as timer or thisactivity. Designate students to help createearthquake sound e ects, such as:

rattling glass

scraping desks

scraping tables

opening drawers

barking dogs

meowing cats

books alling

trees scraping the building

people shouting

babies crying

bricks alling (drop severalpencils)

doors banging shut

hanging plant alling(drop a dish or pan)


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5. Read the simulation on Master B, EarthquakeSimulation Script. Direct the students at their desks to ollow Drop, Cover, and Holdinstructions during the simulation, whilehelpers provide e ects as indicated.

Repeat the simulation a second time, selectingdi erent students to provide the e ects,so that each student has an opportunity to practice the Drop, Cover, and Holdprocedure.

6. Take time a ter the simulation to let studentsrespond to the experience. Encourage themto ask questions and discuss their ears andconcerns, including the unpleasant, worried,and rightened eelings that they might experience.


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Activity Four: Sing itOut!

Materialsn Transparency made rom

Master D, Shimmy-Shimmy-Shake!

Optional:n Rhythm band instruments

Teacher Take Note:

Students in grades 4-6 may be too sophisticated or this activity.

Procedure

1. Sing the song with the students to the tune

o Old MacDonalds Farm. Invite themto suggest sound e ects and movements toaccompany the singing.

2. Repeat the song several times, until all thestudents are amiliar with the words. Thisactivity will do a great deal to dispel thetension produced by the earthquake drill, as

well as to rein orce the concepts o the lesson.

Teacher Take Note:

Do not excuse children with special needs rom participating in earthquake drills. Children who are blind, dea , or have impaired mobility especially need experiences which build confdence in their ability to avoid and cope with dangers. Plan with other teachers and the school nurse to determine quake-sa e actions or these children. It may not be possible or children with impaired mobility to get under a desk or table.They can, however, learn to react quickly and turn away rom windows; move away rom light fxtures and unsecured bookcases; and use their arms or whatever is handy to protect their heads.


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Activity Five:Earthquake - DontHesitate!Materials or the teachern Watch (pre erably a stop watch)n Master E, Coalinga Schools

Report (teacher backgroundonly)

Materials or the students

n Pencils and papern Copies o Master D, Shimmy-

Shimmy-Shake! ( or gradesK-4)

Procedure

1. Tell students to demonstrate what they should

do when they hear Drop, Cover, and Hold.(Re er to Activity Three, Step 2 or Drop,Cover, and Hold procedure.)

2. Ask students to return to their seats. Re er toBackground, under What to Expect, andtell students that sometimes an earthquakebegins with a gentle shaking that causeshanging plants to sway and objects to wobbleon shelves; sometimes it starts with a great

jolt like the sound and vibration o a sonic

boom; and sometimes the beginning o anearthquake might sound like a low rumblingnoise.

3. Tell students to demonstrate what they shoulddo as soon as they think an earthquake ishappening. (Students should demonstrateDrop, Cover, and Hold procedure.)

4. Tell students that i they think an earthquakeis happening, they shouldnt wait or an

adult to call out Drop, Cover, and Holdand discuss why. (There may not be an adult present. They may be with an adult whodoesnt know the proper action to take.)

5. Tell students that when the shaking stops, it will be necessary to leave the building. Askthem to estimate how long it takes to evacuatethe building when there is a re drill.

6. Go through an actual re drill procedure

with your students and record the timeit takes to complete this evacuation. Tellstudents that re drill exits are o ten thebest way to evacuate a building a ter anearthquake. Then ask:

n How long did it take us to get out o thebuilding? (probably ve minutes)


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n How did this evacuation time compare with your estimates? (Answers will vary.)

n How long does a moderately severe

earthquake last? (generally, less than oneminute)n Would it be possible to evacuate the building

during a quake o that length? (Students willprobably answer no.) Why or why not? (Thereisnt time.)

n What would be some o the hazards along the way i we tried to leave the building during aquake? (objects alling, windows breaking)

7. For grades 3-6, you may want to read anddiscuss the Master E, Coalinga SchoolsReport, with your students.

8. Explain to students that they will have achance to practice earthquake evacuation ina later lesson. Answer any urther questionsthey have about the experience o anearthquake. For grades K-4, you may want to

nish by singing Shimmy-Shimmy-Shake.(See Activity Four)


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2PART

Hunt or Hazards

Content Concepts

1. Every environment contains potentialearthquake hazards.

2. Students can identi y hazards and eliminatethem or reduce their impact.

Objectives

Students will

n Identi y potential hazards in their classroomthat may cause damage, injury, or deathduring an earthquake.

n List, and i possible, make changes in theirclassroom to reduce potential hazards.

n Identi y potential earthquake hazards in theirhomes.

n List, and i possible, make changes in theirhomes to reduce potential hazards.

Vocabulary

hazard

secure

Learning LinksMusic: Create movements toaccompany a chant

Language Arts: Discussing hazardsand making lists, using andapplying action verbs, sharingin ormation with parents and

amilies

Social Studies: Identi ying hazardsthroughout the community onseveral levels - school, home, andbeyond

Art: Drawing home hazards that are not on the Home Hazard Hunt

Worksheets, Masters Ia, b, and c


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P A R T 2 HUNT FOR HaZaRDs

Activity One:Classroom Hazard Hunt

Materials or the teachern Transparency made rom

Master G, Fourth GradeClassroom

n Overhead projectorn Transparency marker

Materials or each student

n Handout made rom MasterGn Crayons or colored pencilsn Handout made rom Master

H, Classroom Hazard Hunt n Drawing paper (optional)

hazard

A hazard is any object or situation which contains the potential ordamage, injury, or death.

secure

We secure (V.) objects when weasten them so that they cannot

move. Then we can eel secure (Adj.), or sa e rom harm.

Teacher Take Note:

This activity will take about 60 to 90 minutes, or longer i students modi y their classroom to make it sa er during an earthquake. You may want to divide the

procedure between two separate sessions.

Procedure

1. Ask students what they think is the direct

cause o most earthquake deaths and injuries.Listen to their ideas. A ter some discussion,tell students that the movement o the groundduring an earthquake seldom causes death orinjury. Most deaths and injuries are caused by

alling debris rom damaged buildings.

2. List the some o the types o damage that canresult rom ground shaking.

a. Building damage can include:

toppling chimneys alling brick rom walls and roo

decorations, such as parapets andcornices (Show pictures or drawpictures o these decorations; ori theyre attached to your schoolbuilding, point them out to thestudents.)

collapsing exterior walls

alling glass rom broken windows

b. Damage inside the building can include:

alling ceiling plaster and light xtures

overturned bookcases and otherurniture and appliances

alling objects rom shelves and walls

c. Damage to the building and damage

inside the building can also cause: res rom broken chimneys, gas

lines, and electrical wires

fooding rom broken water pipes

toxic umes rom spilled chemicals


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HUNT FOR HaZaRDs P A R T 2

d. In the community, earthquake groundshaking can cause:

downed power lines

damage to bridges, highways, andrailroad tracks

fooding rom dam ailures,damage to reservoirs and watertowers

res rom spilled gasoline andother chemicals

lique action and landslides

water sloshing in ponds, pools, etc.

tsunami (in coastal areas)

3. Sum up: There are many things in ourenvironment (home, school, and community)that could cause us harm during anearthquake. We re er to these things ashazards. Potential hazards include objectsthat might all, break, or catch re duringan earthquake. There will be many hazardsthat we cannot correct. But identi ying these

hazards will help us to anticipate them andavoid danger and injury.

4. Tell students they are going to conduct ahazard hunt in their classroom to identi y things that might hurt them during anearthquake. Re er to Master H, ClassroomHazard Hunt, to help students identi y hazards.

5. Distribute Master G, Fourth Grade Classroom.Have students circle or color those hazards

which are ound in their classroom. Ask themto make a list o any other hazards that are intheir classroom but are not included in thepicture, or to draw their own classroom andpoint out additional hazards.

6. Conduct a class discussion about the hazards you have identi ed and how they might cause


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harm. Use the overhead o Master G in yourdiscussion.

7. Ask students to decide what they can do as agroup to make the room sa er. Actions might include tying down objects, removing hangingobjects, placing heavy objects on lowershelves, and so on. You may want to write the

ollowing action verbs on the blackboard:

8. I appropriate, have students spend timechanging the things they can change to maketheir room sa er.

9. Have students make a list o things that couldbe changed, but not without adult help. Thesemight include putting latches on cabinets,blocking wheels on the piano, and attachingcabinets to walls.

10. I appropriate, have students help to makethese changes. They might want to meet withthe principal or work with the custodians tohelp make their room sa er.

11. When changes cant be made, be surestudents are aware o the remaining hazards,and know they must avoid or move away romthem i an earthquake occurs.

move

relocate

attach

anchor

replace

remove

asten

secure

tie down

eliminate

change


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HUNT FOR HaZaRDs P A R T 2

Activity Two: HomeHazard Hunt

Materials or the teachern Transparencies made rom

Masters I a, b, and c, HomeHazard Hunt Worksheets


Materials or each student n Handouts made rom

Masters I a, b, and cn Handout made rom

Master J, Quake-Sa e HomeChecklist

n Pencil or pen

Teacher Take Note:

How you use the Quake-Sa e Home Checklist will depend on the grade level o your students. K-2 teachers may want to adapt this sheet.

Procedure

1. Explain to students that there may be many

possible earthquake hazards in their homes- objects that can all, break, spill, or causedamage and injury in other ways.

2. Conduct a brainstorming session with yourstudents and see how many home hazardsthey can think o . List these on the board.

3. Tell students that they are going to conduct a hazard hunt at home to identi y things that might hurt them or their amilies during an

earthquake.Distribute the student worksheets made romMaster I. Discuss each o the pictures with thestudents and ask why the item pictured couldbe a hazard.

Remind students that this sheet does not include all the possible home earthquakehazards just some o them.

4. Instruct students to take the worksheets homeand have other children and their parents orguardians join them in looking through thehouse or hazards. Some hazards may exist inmore than one place. Give these instructions:

a. Put a check in the box beneath every hazard you nd in your home. (I thehazard occurs more than once, studentsmay write a total number in the boxinstead o a check.)

b. I you can, write the name o the room(s)in which the hazard is located.

c. On a separate piece o paper or on theback o the worksheets, list or draw any potential earthquake hazards that are

ound in your home but are not on the list.


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d. Bring your completed worksheets back toclass.

5. Conduct a classroom discussion about thehazards that students ound in their homes.Especially discuss hazards they identi edthat were not on the list. You may want to usetransparencies o the home hazard worksheetsduring your discussions.

6. Explain to students that now they haveidenti ed earthquake hazards in their homes,they can take action to reduce their danger.Emphasize that there are some actions they can take which cost little or no money, whileother actions will cost quite a bit and will haveto be done by adults.

7. Distribute copies o the Quake-Sa e HomeChecklist (Master J) to students. Discuss theitems on the list. Determine which changescan be made easily and which will be moredi cult. Again, emphasize that this list doesnot include everything that can be done tomake a home sa er.

8. Have students take the list home to discuss with their amilies. Families may decide whichchanges could be made immediately in theirhomes and which ones will have to wait.Encourage students to help their parents inany way possible to make the changes that canbe made. As you did in Activity One, remindstudents that they will have to be responsible

or avoiding the hazards they cannot remove.

9. You may want the children to bring backthe completed checklists so they can have a

ollow-up discussion in class.

Extensions

1. Since homes without young

children also need to be prepared or earthquakes, you and the class might explore ways o disseminating the Quake-Sa e Home Checklist to other members o your community. What about grocery stores, community centers,libraries, and churches? Students may have other ideas.

2. Make a transparency and

student copies rom Master K,Neighborhood Hazard Hunt.

Show the picture and ask students to use red pencils to circle everything they see that could come loose and cause damage during an earthquake.Share answers. This could be either a class activity or homework.

3. Distribute copies o Master L,Sa ety Rules or Shoppers. Discuss the rules in class, then ask students to take the page home and share it with their amilies.


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3PART

Content Concepts1. Students can increase their chances or sa ety

and survival in an earthquake by having essentialsupplies assembled be ore they need them.

2. Students can help to assemble emergency kitso supplies or their classroom, home, and

amily vehicle.

3. Students can help to in orm others about earthquake sa ety and survival.

Prepare and Share

ObjectivesStudents will

n Demonstrate an awareness o responsibility or their own well-being and the well-being o

others during an emergency.n List items to include in classroom, home, and

vehicle emergency kits.n List uses or the kits in emergencies other than

an earthquake.n Prepare an emergency kit or their classroom.n Take home lists o suggestions or home and

vehicle kits.n Make posters illustrating what they have

learned, and distribute them around theschool and community.

Learning Links

Language Arts: Reaching consensusin a group, copying lists o kit materials, writing preparednessslogans

Social Studies: Sharing kit lists withamilies, discussing ways to in orm

the community about quake-sa eactions, distributing posters

Art: Planning and decorating theclassroom kit, making sa ety posters

Vocabulary

essential

responsibility


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P A R T 3 PREPaRE aND sHaRE

Activity One:Brainstorming

Materials or the teachern Blackboard and chalk

Teacher Take Note:

Taking an active role in preparedness

will help students to deal with their natural and reasonable ear o earthquakes. Nevertheless, ears and anxieties are inevitable, even among older children who have learned to hide their emotions. Express your own concerns openly, and let students know that its normal to be a raid.

essential

Essential items are those we needto stay alive and healthy.

responsibility

A responsibility is a task or a set o tasks someone is able to do andexpected to do.

Procedure

1. Review the earthquake hazard hunts in Part 2

to be sure students have a clear idea o themost common earthquake hazards.

2. Remind the students that they may haveto evacuate their school, home, or otherlocation a ter an earthquake. I this happens,they will want to have some essential items ina convenient place, ready to pick up and take.

3. Invite students to name some things they could not take with them i they had to leavetheir houses in a hurry. Take suggestions

or only about ve minutes, keeping themood light. This exercise should help youngchildren, in particular, to see the di erencebetween essential and nonessential items.

4. Now invite students to name some things they really need to have in order to live.

Write suggestions on the blackboard oroverhead. A ter ood and water have beennamed, there will be di erences o opinionon the remaining items. Remind them tochoose things that can be easily carried andhave more than one use.

5. Ask the class:n Which o these things should we have ready

in the classroom? (Make a classroom list.)n Which o them should we have at home?

(Make a home list.)n Which o them should we have in the amily

car, van, or other vehicle? (Make a vehicle list.)

6. When the class has reached agreement on anumber o items, invite them to brainstormone more list: a list o emergencies other thanan earthquake or which their list o supplies

would be appropriate. Accept all answers anddiscuss them briefy.


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PREPaRE aND sHaRE P A R T 3

Activity Two: Create aKit

Materials or the teachern Inexpensive backpack or other

ample container with shoulderstraps

n Art suppliesn Writing paper and pencilsn Items or the kit (will vary)

Procedure

1. Tell students that they are going to assemble

an easy-to-carry kit which can be kept in theclassroom or emergencies. Show them aninexpensive backpack obtained or this purpose.

2. Divide the class into teams and assignresponsibilities to each team. Roles might include:

a. Decorators: design and produce a logo orother distinctive decoration and asten it to the kit.

b. List makers: copy the classroom list romthe board or overhead (see Part 3, Activity One, Step 5) neatly and with correct spelling, and asten it to the inside oroutside o the container as a checklist.

Also provide a copy to the suppliers.

c. Suppliers: decide which items on the list are already in the classroom, which willhave to be purchased, and which can bebrought rom home. With the teachershelp, arrange or supplies to be bought orbrought.

Essential items or the kit will include:

class roster with students namesand addresses

rst-aid checklist and supplies

bottled water and cups (use plasticcontainers to cut weight, avoidbreakage)

fashlight and spare batteriesOther items might include:

pocket transistor radio and sparebatteries

paper and pens

permanent marker

Teacher Take Note:

The kit is intended to be carried by a teacher when the class evacuates the building a ter an earthquake (or other emergency) or ollowing a classroom earthquake drill. The kit must have shoulder straps because the teacher will need ree hands to assist students.


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colored fag to summon aid

playing cards and pocket games

hard candy and other compact,durable oods

trash bags ( or raincoats, groundcloths, etc.)

3. Invite the school nurse or someone rom theRed Cross or the Fire Department to visit theclassroom and discuss rst-aid procedures.

A ter this visit the students may want toassemble a small medical kit and add it totheir emergency supplies.

4. When the kit is completed, decide where tokeep it. Explain that the teacher will carry the kit during evacuation drills or actualevacuations.

Teacher Take Note:

Discuss the questions in Part 4,Activity One, with the Red Cross or Fire

Department instructor.


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PREPaRE aND sHaRE P A R T 3

Activity Three: PosterParty

Materials or each small groupn Poster boardn Art suppliesn Pencils and scrap paper or

rough dra ts

Safety Chant

I inside, drop, cover, and hold.

Thats where youll be sa e.

I outside, stay outside.

Find an open space.

Procedure

1. Read the chant to your class. Repeat the

chant with the whole class several times,then ask students to create hand motionsto accompany it. Suggest combinations o clapping, nger snapping, and patting onlegs. As individual students work out theirown rhythmic combinations, encourage themto demonstrate to the class so all can learn thesame motions.

2. Tell students that now they have learned agreat deal about earthquakes and earthquake

preparedness, they have a responsibility toshare their knowledge. One way o doing this isto make a set o posters and put them in places

where they will be seen. Each poster wouldeature the word Earthquake and a reminder

o some quake-sa e action. Ask them to suggest appropriate slogans. These might include:n Wheres your Emergency Kit?n Drop, Cover, and Holdn Keep Calm - Sel Control is Contagiousn A ter the Quake, Evacuaten Move Away rom Windows, Shelves, and

Lights

3. Divide students into small groups, and haveeach group agree on the slogan they want toillustrate.

4. Distribute materials. Suggest that each group work out a rough version o their poster rst,allowing everyone to have input into thedesign. I necessary, suggest ways or groupmembers to share the execution o the poster;perhaps one student lettering, one sketchingthe design in pencil, and another painting.

5. When the posters are nished, discuss placesto display them other than the classroom.


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Placing them in the hallways or the ca eteria would spread the message to other grades.Help students make arrangements to display some o the posters in stores, libraries, andother public places.

Extensions

1. Explore with students some ways

to make the emergency kit lists available to people who do not have children in school. Perhaps the city government would pay

or having copies made, and students could take charge o distribution.

2. Students might write to local businesses or visit them to request donations o the pack itsel and

the materials or the kit. This would be another way to involve the community beyond the school in earthquake preparedness.


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4PART

Earthquake Simulation and Evacuation Drill

Content Concepts

1. Students can cope with hazards duringevacuation.

2. Students are rst responsible or their ownsa ety, but also can help i others are injured.

3. A ter an earthquake, students can cope withthe disturbed environment and their ownemotional reactions.

Objectives

Students will

n Identi y hazards they might nd duringevacuation.

n Describe ways o helping others who areinjured during earthquakes.

n Describe eelings they might have anddangers they might ace a ter an earthquake.

Vocabulary

evacuation

foreshock

aftershock

Learning Links

Language Arts: Writing and readinghazard descriptions, discussinghazards and coping strategies,discussing and writing (olderchildren) about what happens a teran earthquake

Social Studies: PracticingDrop, Cover, and Hold andevacuation procedures, discussingresponsibility or ones own sa ety in an emergency, and what can bedone or others


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P A R T 4 EaRTHQUakE sIMULaTION aND EVaCUaTION DRILL

Activity One: GetReady, Get Set

Materials or teacher andstudentsn Materials and procedure

or earthquake drill. Re erto (Part 1, Activity Three,Practice What to Do, Step 2.)

n Overhead projectorn Index cards

Reminders for theTeachern Take cover.n Talk calmly to students.n Give instructions or evacuation

or other emergency.

When No Shelter Is Available

Move to an inside wall. Kneel next to the wall,

acing away rom windows. Bend head close toknees, cover sides o head with elbows, and clasphands behind neck. I a coat is available, hold it over your head or protection rom fying glass,and ceiling debris.

Earthquake Safety Reminders forStudents

I youre inside:

n Stay inside.n Take cover immediately under a table, desk,

or counter.n Keep quiet and listen or instructions.n Remain in sa e position or at least 60 seconds,

or until the shaking has stopped and yourteacher tells you to leave your shelter.

I youre outside:

n Stay outside.n Go to an open area away rom hazards.n Keep quiet and listen or instructions.

Procedure

1. Review classroom earthquake drill procedures with students and have them practice theDrop, Cover, and Hold routine on Master

C. Do the drill with or without using thesimulation script.

2. Take the class to the ca eteria and schoollibrary and discuss quake-sa e actions to takein each o these settings. Have the childrendemonstrate those actions.


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EaRTHQUakE sIMULaTION aND EVaCUaTION DRILL P A R T 4

3. Tell students that during an earthquakeits important to stay where they are andtake immediate quake-sa e action. A ter the

ground stops shaking, it is time to evacuatethe building. Explain some o the hazardsthat may exist even a ter the major quakehas passed, including a tershocks, res, liveelectrical wires, and umes.

4. Walk the class through your regular re drillroute to an open area outdoors that you havechosen in advance. Ask students to makemental notes as they go along o things that might become hazards during an earthquake,

and share their ideas when you reach yourdesignated site. Write each appropriatesuggestion on an index card. The list o possible hazards may include:n power ailure (Is there emergency lighting

available?)n halls or stairways cluttered with debris

(Are there lockers or trophy cabinetsalong hallways that could all and block

your path?)

n smoke in the hallway n an exit door that jams and will not openn an a tershock (Students should stop

walking immediately and begin Drop,Cover, and Hold.)

n bricks, glass, and debris outside thedoorway

n electrical wires allen on the ground

5. Return to the classroom. Hand one o thestudents an index card with a description o ahazard. Discuss this hazard and its impact onevacuation. Continue handing out the cards,one at a time, until all the hazards have beendiscussed. Give students an opportunity toexpress ideas about how they can cope withthe hazards and evacuate sa ely.

evacuation

Evacuation is the act o emptyingcompletely. When we evacuate

a building, we want to leave it quickly, quietly, and sa ely.

foreshock

A oreshock is an earthquake which comes be ore the mainquake and is less severe.

aftershock

An a tershock is an earthquake which ollows a major quake and isless severe.

Reminder

I you are in a school bus or a car

when the quake starts shaking:n The driver should stop as

soon as possible away rombuildings, power lines, bridges,and highway overpasses andunderpasses.

n Passengers should stay in the vehicle and hold on (cars andbuses have shock absorbers).


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6. Explain to the class that i there is a strongearthquake, each students rst responsibility is his or her own sa ety. However, every student can learn what to do to help i someone else is injured. Present some What i questions or discussion. What would youdo i :n A student or teacher were injured?

(I someone is injured and cant walk,dont move the person unless there isimmediate danger o re or fooding.Instead, place a sturdy table care ully above the person to prevent urther injury

rom alling objects. Then go or help.)

n Someone was cut by shattered glass andis bleeding? (Even the youngest child canlearn to apply pressure to the wound.)

n Someone is hit by a alling lamp or abrick? (I the person is conscious and ableto walk, take him or her to an individualin charge o rst aid. Even i the personappears to be unhurt, have someone stay nearby to report signs o dizziness ornausea.)


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Teacher Take Note:

Physical reactions to an actual earthquake may well include nausea and vomiting, or bladder and bowel incontinence. Even the simulation

may trigger physical reactions in a ew children. You may want to make discreet preparations to deal with this possibility.

Activity Two: Put It AllTogether

Materials or teacher andstudentsn Chairs and other objects

as needed to simulateearthquake obstacles

n Classroom emergency kit n Paper and pencilsn Master M, Drill and

Evacuation Checklist

Procedure

1. Tell students that you are going to conduct an

evacuation drill. Have them help you devisea way to simulate hazards ( allen lockers/cabinets) along the hallway be ore the drill.

2. Back in the classroom, library, or ca eteria, callout Earthquake! Students (and you) shouldtake quake-sa e positions immediately, without any urther directions. Remind students that ateacher or other adult may not be with them

when an actual earthquake occurs.

3. A ter 45 seconds, while students remainin quake-sa e position, briefy review theevacuation procedure. I its cold, andstudents coats are in the room, instruct themto quietly and quickly pick up their coatsbe ore leaving the room. Ask students not to put the coats on until they are outside, inan open space area. I an a tershock occursalong the way, they should place them overtheir heads or protection rom alling debris.

4. Give the instruction Evacuate! and proceedthrough the building evacuation route. Takealong your classroom emergency kit (see Part 3, Activity Two).

5. When the class is assembled outside, takeroll. Use the Drill and Evacuation Checklist on Master M to evaluate the procedure.I errors were made, plan with students tocorrect them, and repeat the drill i necessary.Remember to emphasize the students

successes, not their shortcomings.

6. I weather permits, continue this activity outdoors; i not, return to the classroom, but ask students to pretend theyre still outside.Set the stage:n We have just experienced a strong

earthquake. Every one o you knew


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what to do to protect yoursel . Some o us received a ew bruises, but no one wasseriously hurt. We managed to evacuate theschool building. We moved slowly becauseit was di cult to walk through the debris inthe halls [and stairwells]. Now were sa ely outside and wondering what will happennext.

7. Lead a discussion with students whichincludes the ollowing questions andconsiderations:n Our class is all together in the schoolyard.

How do we eel? (It is normal to eel

scared, worried, or physically sick, and toeel like crying or laughing. It helps to talkabout how we eel.)

n What could we do or ourselves and eachother to help us eel better? (Take acouple o deep breaths to help ourselvesstay calm. Hold hands or hug to com ort each other. Talk so tly until were asked tolisten to instructions.)

n Because we experienced a strong

earthquake, we know there must be a lot o damage within our community. We canhear sirens rom police cars, re trucks,and ambulances. We can also hear hornshonking, and imagine tra c jammed upall over town.

n It may take a long time or parents toget to school. How would you eed i youhad to stay at school or many hours, oreven or two or three days? (Childrenin emergency situations worry about being separated rom parents. Theyreconcerned about their parents sa ety and that o their riends and pets. Allowstudents to discuss these concerns.)

n What are some things we can do to helpcare or each other and keep busy? (Olderstudents might want to help take care o

Teacher Take Note:

Since we never know until the shaking has stopped which quakes are oreshocks

or a tershocks and which is the main event, it is essential to begin Drop,Cover, and Hold at the frst sign o a quake.


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younger ones rom other classes. Perhapsthey can think o appropriate activities.)

n When you get home, what are some jobs

you can do to help clean up and get things back to normal? (Discuss someo the dangers and how to work sa ely.Speci c guidelines will be up to parents.)

n How can we prepare or a tershocks? (Stressthe Drop, Cover, and Hold procedure onceagain, and review the hazard checks romPart 2.)

8. Have students write story or draw a picturesequence about What I Did A ter theEarthquake.

Teacher Take Note:

There is no guarantee that emergency medical or fre personnel will be

available to your school immediately a ter an earthquake. Local emergency teams will be severely overtaxed. It may be 24 to 48 hours be ore assistance arrives. Anticipating a delay in being reunited with their amilies and discussing ways o coping will help students deal with their eelings o separation and isolation.

Extensions

1. Distribute copies o Master N,Home Earthquake Sa ety Checklist.

Encourage students to go over the list with their parents.

2. With older children, you may want to spend extra time discussing

specifc things they could do to assist in cleanup and repair work a ter an earthquake. However, be sure you also emphasize the limits to what young people can sa ely undertake, and the precautions they must observe, such as wearing shoes and sturdy gloves when sweeping up broken glass.


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Re erences Are You Ready? An In-depth Guide to Citizen Preparedness , IS-22, August 2004. Available online inboth English and Spanish at http://www. ema.gov/preparedness/prepare_guides_links.shtm.

Drop, Cover, and Hold , FEMA 529, September 2005. Classroom poster showing how to takecover during an earthquake. Color version o drawing shown on Master C in this publication.

Helping Children Cope with Disaster,FEMA 478, August 2004. Available online in both Englishand Spanish at http://www. ema.gov/preparedness/prepare_guides_links.shtm.

Seismic Sleuths: A Teachers Package or Grades 7-12 , FEMA 253, 2nd Edition. October 1995. Available online at http://www. ema.gov/hazards/earthquakes/nehrp/ ema-253.shtm.

Seismic Sleuths: A Teachers Package or Grades 7-12 , FEMA 253-CD, Edition 2. July 2005. CD-ROM

version o October 1995 2nd Edition.

The Adventures o Terry the Turtle and Gracie the Wonder Dog , FEMA 531, August 2005.

Tremor Troop Earthquake: A Teachers Package or K-6 , FEMA 159, Revised Edition, July 2002. Available in print and CD-ROM orm. Also available online at http://www. ema.gov/hazards/earthquakes/nehrp/ ema-159.shtm.

You can order copies o FEMA publications rom the FEMA Distribution Facility at 1-800-480-2520.

For additional hazard in ormation developed speci cally or children and amilies, please visit the websites listed below, or call your state or local emergency management o ce.

FEMA or Kids http://www. ema.gov/kids

FEMA U.S. Fire Administration or Kids http://www.us a. ema.gov/kids/fash.shtm

FirstGov or Kids http://www.kids.gov/k_sa ety.htm


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REFERENCEs

USGS Earthquake Hazards Program or Kids http://earthquake.usgs.gov/4kids

CodeRedRover.org http://www.coderedrover.org

Home Sa ety Council http://www.homesa etycouncil.org/index.aspx


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Earthquake Risk Map

Name:

M A S T E R A


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Earthquake Simulation ScriptImagine that you hear a low, rumbling, roaring sound. The noise builds, getting louder andlouder, or a ew seconds. Then, Wham! Theres a terri c jolt. You eel like someone suddenly slammed on the brakes in the car, or like a truck just rammed into the side o the building.

The foor seems to be moving beneath you. Its hard to stand up, or even stay in your seat. I you dostand up, you might eel like youre riding a ra t down a ast river. When you walk, its like trying to

walk on a trampoline or a waterbed. You hear someone say, Earthquake! Drop, Cover, and Hold!

I want all o you at your desks to take cover as quickly and quietly as you can, right now. Pleaselisten very care ully.

The shaking and commotion may last about 60 seconds or a little longer. Well have our timer count o the seconds or as long as this earthquake lasts. [The timer may begin counting so tly now.]

The building is creaking and rattling. Books are alling rom the bookcase. Hanging lamps andplants are swaying. Suddenly a pot alls to the foor and smashes, and the plant spills. A windowpane just shattered, and glass is alling to the foor. The table is sliding, too.

Be sure to stay in the drop, cover, and hold position under your desk. I your desk is moving,grab the legs and move with it.

You hear noises outside. Dogs are barking. Cats are meowing. A baby is crying. People areshouting and screaming. The shaking is making church bells ring. You hear crashing sounds,

rom brick chimneys and other loose parts o the building alling to the ground. Trees outsideare swaying and scraping against the walls.

Inside the room, pictures are moving on their nails. Oh! That one just ell o the wall andcrashed to the foor. The desk drawers are sliding open. The lights begin to ficker on and o ...they just went out! Now the door swings back and orth on its hinges. Bang! It slams shut. Theressilence now. Just as suddenly as the noise and shaking began, the room grows quiet. [The timercan stop counting now.]

Please, everyone, get back in your seats. It is important to remain very quiet and wait orinstructions. When it is sa e to leave the building, I am going to lead you outside to an open space.Stay together, and be ready to take cover again at any moment, because the shaking may start again.Sometimes other quakes, called a tershocks, occur a ter the damaging earthquake has stopped.

HELP: Hands-on Earthquake Learning Package, Cali ornia Edition (1983). Environmental Volunteers, Inc.

M A S T E R B


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Drop, Cover, and Hold

Take cover under a sturdy desk or table, hold on to the desk or table leg sothat the desk or table stays on top o you, and keep your head down until theshaking stops.

M A S T E R C


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Shimmy - Shimmy - Shake!

(To the tune o Old McDonalds Farm, lyrics adapted rom Sylvia Herndon)

Verse 1

Rumble, rockin, shakin groundShimmy - shimmy - shake!

Whoops! its hard not to all downShimmy - shimmy - shake!

With a rattle rattle here

And a rumble tumble there

Here a rattle - there a rumble ...Everywhere a rumble tumble.Rumble, rockin, shakin ground ...Shimmy - shimmy - shake!

Verse 2

Someone says Its an earthquake!Shimmy - shimmy - shake!Best to hurry, dont you wait .Shimmy - shimmy - shake!

With a rattle rattle here And a rumble tumble there

Here a rattle - there a rumbleEverywhere a rumble tumble.Rumble, rockin!, shakin ground ...

Shimmy - shimmy - shake!

Verse 3

Get under something near and sa eShimmy - shimmy - shake!

You must be ast, now dont you wait...Shimmy - shimmy - shake!

With a rattle rattle here

And a rumble tumble there

Here a rattle - there a rumble ...Everywhere a rumble tumble.Rumble, rockin, shakin ground ...Shimmy - shimmy - shake!

Verse 4

Hold on tight and ore you knowShimmy - shimmy - shake!Rockins over, you can go ...No more shimmy - shake!

No rattle rattle hereNo rumble tumble there

Here no rattle - there no rumble ...Gone is all the rumble tumble.Rumble, rockin, shakin ground ...

No more shimmy - shake!

Developed by Disaster Mitigation Planning Section, O ce o Emergency Services. P. 0.Box 758, Conway, AR 72032-0758.

M A S T E R D


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Coalinga Schools Report At 4:42 p.m. on Monday, May 2, 1983, an earthquake registering 6.5 on the Richter scale struckthe Coalinga area. Seconds later there was an a tershock o 5.0 Richter magnitude.

Coalinga has three elementary schools, one junior high, and one high school, servingapproximately 1,900 students. The school buildings were constructed between 1939 and 1955.They contain 75 classrooms, plus gymnasiums, auditoriums, libraries, and multipurpose rooms.

Superintendent Terrell believes that death and serious injury would have occurred i school hadbeen in session. The ollowing is an account o the nonstructural damage to these schools:

Windows Large windows received and caused the most damage. The 31-year-old junior high

library had glass windows approximately 8 t x 10 t on the north and south walls. The glass wasnot tempered. All the windows imploded and littered the room with dagger-shaped pieces o glass. Floor tiles and wooden urniture were gouged by fying splinters.

Lighting Fixtures Approximately 1,000 fuorescent bulbs ell rom their xtures and broke. Allo the xtures in the elementary schools came down, and many in other buildings. None o thehanging xtures had sa ety chains. Glass in the older recessed xtures was shaken out and broken.

Ceilings Improperly installed T-bar ceilings came down. Glued ceiling tiles also ell, especially around vent ducting and cutouts or light xtures.

Basements and Electrical Supply Water pipes which came into the buildings through concrete walls were severed by the movement o the walls. Basements were fooded to ve eet.

Since all the electrical supply and switching mechanisms or these buildings were in thebasements, all o them were destroyed by water.

Chemical Spills In the second-foor high school chemistry lab, bottles o sul uric acid and otherchemicals stored in open cabinets overturned and broke. Acid burned through to the rst foor.Cupboard doors sprang open and glass cabinet doors broke, allowing chemicals to spill. Becausethere was no electric ventilation, toxic umes permeated the building.

Furnishings and Miscellaneous Items File cabinets few across rooms; reestanding bookcases,cupboards, cabinets, and shelves ell over. Machine shop lathes and presses ell over. Typewritersfew through the air. Metal animal cages and supplies stored on top o seven- oot cabinets crashedto the foor. Movie screens and maps became projectiles. Storage cabinets in the high school hadbeen astened to the wall with molly bolts, but they were not attached to studs. They pulled out o the wall and ell to the foor with their contents.

Based on a report prepared by E. Robert Bulman or Charles S. Terrell. Jr., Superintendent o Schools or San Bernardino County, Cali ornia.

M A S T E R E


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Earthquake Feelings

Name:

Some o the letters beow contain stars. Color the letters with the stars to seehow some people might eel a ter an earthquake.

M A S T E R F


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Fourth Grade Classroom

Name:

M A S T E R G


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Classroom Hazard Hunt Are ree-standing cabinets, bookcases, and wall shelves secured to a

structural support?

Are heavy objects removed rom shelves above the heads o seatedstudents?

Are aquariums and other potentially hazardous displays located away rom seating areas?

Is the TV monitor securely astened to a stable plat orm or securely attached to a rolling cart with lockable wheels?

Is the classroom piano secured against rolling during an earthquake?

Are wall mountings secured to prevent them rom swinging ree orbreaking windows during an earthquake?

Are hanging plants all in lightweight, unbreakable pots and astened toclosed hooks?

M A S T E R H


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Name:

Home Hazard Hunt Worksheets

M A S T E R I a


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Name:

M A S T E R I b


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Name:

M A S T E R I c


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Quake-Safe Home Checklist

Name

1. Place beds so that they are not next to large windows . 2. Place beds so that they are not right below hanging lights. 3. Place beds so that they are not right below heavy mirrors. 4. Place beds so that they are not right below ramed pictures. 5. Place beds so that they are not right below shelves with lots o things that can all. 6. Replace heavy lamps on bed tables with light, nonbreakable lamps. 7. Change hanging plants rom heavy pots into lighter pots. 8. Use closed hoods on hanging plants, lamps, etc. 9. Make sure hooks (hanging plants, lamps, etc.) are attached to studs. 10. Remove all heavy objects rom high shelves. 11. Remove all breakable things rom high shelves. 12. Replace latches such as magnetic touch latches on cabinets with latches that will hold

during an earthquake. 13. Take glass bottles out o medicine cabinets and put on lower shelves. (PARENTS NOTE:

I there are small children around, make sure you use childproo latches when you movethings to lower shelves.)

14. Remove glass containers that are around the bathtub. 15. Move materials that can easily catch re so they are not close to heat sources. 16. Attach water heater to the studs o the nearest wall. 17. Move heavy objects away rom exit routes in your house. 18. Block wheeled objects so they can not roll.

19. Attach tall heavy urniture such as bookshelves to studs in walls. 20. Use fexible connectors where gas lines meet appliances such as stoves, water heaters, and dryers. 21. Attach heavy appliances such as re rigerators to studs in walls. 22. Nail plywood to ceiling joists to protect people rom chimney bricks that could all

through the ceiling. 23. Make sure heavy mirrors are well astened to walls. 24. Make sure heavy pictures are well astened to walls. 25. Make sure air conditioners are well braced. 26. Make sure all roo tiles are secure. 27. Brace outside chimney. 28. Bolt house to the oundation. 29. Remove dead or diseased tree limbs that could all on the house.

M A S T E R J


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Neighborhood Hazard Hunt

Name:

M A S T E R K


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Safety Rules for Shoppers

Name:

I an earthquake occurs while you are shopping:

1. Do not rush or exits or doors. Injuries occur when people panic and try to leave all at the same time.

2. Move away rom windows.

3. Do not use elevators. The electricity may shut o suddenly.

4. Move away rom shelves that may topple or could spill their contents when they all.

5. Try to move against an inside wall.

6. Drop, Cover, and Hold: Get under a table, counter, or bench. Turn away rom the windows. Put both hands on the back o your neck. Tuck your head down. I yourshelter moves, hold onto the legs and travel with it.

7. A ter the shaking has stopped, calmly walk out o the building to a sa e area outside,away rom buildings.

M A S T E R L


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Drill and Evacuation Checklist 1. Did everyone know what to do when told to Drop, Cover, and Hold.

2. Did everyone ollow the procedure correctly?

3. In the classroom, the library, or the ca eteria, was there enough spaceor all the students under desks, tables, or counters?

4. In the gym or in the hallways, were students able to take shelter away rom windows, light xtures, trophy cases, and other hazards?

5. Do students know how to protect themselves i they are on theplayground during an earthquake? I they are in a school bus or a car?

6. Did everyone remain quietly in their sa e positions or at least 60seconds

7. Did students with special needs participate in the drill and evacuation?

8. Did we remember to take our emergency kit and class roster when weevacuated the classroom?

9. Did everyone go to the sa e outdoor area in an orderly way?

10. I we had to change our evacuation route to get to the sa e area, did we make wise decisions?

M A S T E R M


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Home Earthquake Safety Checklist1. As a amily, determine the sa est spots in each room o your home: under heavy pieces

o urniture such as sturdy tables or desks, and in inside corners.

2. Determine the danger spots in each room. These include any place near: windows,bookcases, large mirrors, china cabinets, hanging objects, stoves, or replaces.

n I youre cooking, remember to turn o the stove be ore taking cover.

3. Discuss, then practice what to do i an earthquake happens while youre at home.(Children who have practiced sa ety procedures are more likely to stay calm during anactual earthquake.) Drop, Cover, and Hold:

n Crouch in a sa e place (see 1. above).n Hold on to the table or desk leg so that the table or desk stays on top o you.n Tuck your head and close your eyes.n Stay covered until the shaking has stopped.

4. Determine an emergency evacuation plan or each room o your home.n Keep a fashlight with resh batteries beside each bed, and shoes to protect eet

rom glass and other sharp objects.

5. Agree on a sa e gathering place outside the house where all amily members will meet a ter an earthquake.

6. Discuss as a amily what needs to be done a ter an earthquake ends.

Reminders:n Stay calm.n Be prepared or a tershocks. These may be strong. Take cover i shaking begins

again.

Parents Only:n Check or injuries. Apply rst-aid as needed.n Check or res.n

Shut o electricity at main power i you suspect damage. Dont turn switches on oro .n Shut o gas valves i -there is any chance o a gas leak. Detect gas by smell, never by

using matches or candles.n Shut o water inside and out i breakage has occurred.

M A S T E R N


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Documents

FEMA - Earthquake Safety Activities for Children and Teachers