Earthquake Awareness Month
Instructional Week-long Unit
for Students and Teachers
Provided by:
Kentucky Division of Emergency Management
February 2010
Instructional Week-Long Unit for
Students and Teachers
This instructional resource has been created to provide students and teachers with the tools
needed to complete a week-long learning unit during the Kentucky Earthquake Awareness
Month. Students and their families will learn important information about earthquakes and how
to better prepare for these and other natural disasters.
Included in this unit are specific essential questions, learning goals, procedures, estimated
timeframes, instructional media, student activities, take-home lessons, a culminating
assessment project, and a motivational poster creation contest. Resources were designed to be
used across the state with third through fifth grade students. The unit was created by educators
to be readily accessible to teachers and to facilitate both student and parent involvement.
Additional resources are also included throughout the unit to enrich and extend the material
presented.
Teachers are encouraged to use this unit to help increase knowledge, awareness, and
preparedness for such natural disasters as earthquakes. Essential to our students, families, and
state, resources such as this will hopefully better prepare citizens for earthquakes, as well as
similar emergencies and disasters. Thank you for your help and dedication to create a safer
future for our students and Commonwealth.
-Kentucky Division of Emergency Management
i
EARTHQUAKE AWARENESS MONTH
Kentucky Division of Emergency Management
Dear Parents/Guardians,
As a part of Earthquake Awareness Month here in Kentucky, your student will be participating in a week-long instructional unit.
This unit will provide a thorough understanding of earthquakes and how to better prepare for them and other natural disasters at
school and at home. At school, students will engage in a number of activities including: locating fault zones in and near Kentucky,
demonstrating safe behavior during an earthquake simulation, identifying potential hazards within the classroom in the event of
an earthquake, constructing a classroom disaster supply kit, participating in a school-wide Drop (Duck), Cover, and Hold drill, and
creating a poster for awareness and preparedness.
This will be a very exciting and beneficial week for your student. I am inviting you to share in this learning experience together at
home. Additional discussions will further increase your student’s interest and knowledge of earthquake and disaster awareness.
Take-home lessons will be sent with your student nightly for home-based reinforcement. Each lesson will include a discussion
question (for which your student will have previously discussed at school), and a related activity to complete. The intent of these
lessons is to improve your family’s awareness and preparedness in the event of an earthquake or other natural disaster. Below is a
list of discussion questions for each lesson:
•Monday – What fault system in Kentucky poses the largest threat for an earthquake and where is it located?
•Tuesday – What can I do before, during, and after an earthquake to stay safe? Can my family members and I practice
earthquake preparedness by holding a Drop (Duck), Cover, and Hold drill at home?
•Wednesday – What are potential hazards at home that could cause damage or injury in the event of an earthquake? How can we
implement changes to reduce these hazards?
•Thursday – What items are needed in order to assemble a Disaster Supply Kit? Do we have a Family Communication Plan for our
home?
•Friday – Can we show we are prepared for a disaster by conducting a family earthquake drill at home?
I am looking forward to participating in Earthquake Awareness Month with your student! By working together at school and
home, we can ensure a greater understanding of earthquakes and how to better prepare ourselves for a natural disaster. If you
have any questions or comments during this unit, please feel free to contact me at school.
Sincerely,
ii
EARTHQUAKE AWARENESS MONTH
Kentucky Division of Emergency Management Poster Contest
Dear Unit Participants,
As part of the Earthquake Instructional Unit you will participate in at school during Earthquake Awareness Month, the Kentucky
Division of Emergency Management (KYEM) would like to challenge you to a statewide poster contest.
The winner of the contest will receive a $50 savings bond and have a digital photograph of their poster displayed online on KYEM’s
website. Participants who enter must follow the contest guidelines and turn in a digital photograph of the poster to their teacher
by the deadline date of February 19th. The poster is to be completed at home and may represent only work of the student
participant.
Each classroom teacher will select one poster winner from his or her classroom and submit the digital copy of the poster by
Wednesday, February 24th to steve.oglesby@us.army.mil and buddy.rogers1@us.army.mil by email. Members of the management
team will then select and contact one student winner from each of the participating grade levels (3rd – 5th). There will be three total
winners awarded. Carefully read and follow the poster contest guidelines below. Good luck and have fun sharing your earthquake
knowledge with others!
*Poster must be created on an 8 ½ x 11 inch piece of solid white paper. Paper layout is optional.
*Poster must be written, drawn, and/or illustrated by the participant (no digital media, font typing ,or outside help allowed. Letter
or drawing stencils are permitted.)
*Poster may use or combine the use of pencil, crayon, marker, or paint (no other mediums).
*Poster must have one of the following purposes:
-To teach students and families how to prepare for an earthquake
-To teach students and families what to do when an earthquake occurs to stay safe
*A digital picture of the poster must be turned into the participants classroom teacher by the deadline. Late
entries will not be accepted (if you do not have access at home to a digital camera please contact your
teacher prior to the deadline date for assistance).
Sincerely,
The Kentucky Division of Emergency Management
iii
Instructional Week-Long Unit at a Glance
Lesson 1- Earthquake Science
Materials/Resources Required
•Earthquake Science PowerPoint Presentation (place on transparencies or show using projector) *Instructional Resource 1pgs. 6-26
•Earthquake Anticipation Guide (copy for each student) *Activity 1- pg. 4 *Activity 1 Teacher Guide-pg. 5
•Earthquake Notes and Sketches (copy for each student) *Activity 2- pgs. 27-30 *Activity 2 Teacher’s Guide-pgs. 31-34
•Earthquake Myth Take-home Activity (copy for each student) *Activity 3- pg. 35
•Pencil for each student/1 for teacher demonstration (hands on activity)
Lesson 2- Shake, Rattle, & Roll
Materials/Resources Required
•Shake, Rattle, & Roll PowerPoint Presentation (place on transparencies or show using projector) *Instructional
Resource 2-pgs. 39-54
•Shake, Rattle, & Roll Notes and Sketches (copy for each student) *Activity 1-pgs. 55-58 *Activity 1 Teacher’s Guide-pgs. 5962
•Earthquake Concentration Game School Activity (see special copy instructions in procedure 3 pg. 37) *Activity 2-pgs. 63-66
*Activity 2 Teacher Guide-pg. 67
•(Drop) Duck, Cover, and Hold Drill *Activity 3
•Earthquake Concentration Game Take-Home Activity (copy for each student) *Activity 4- pg. 68
•Earthquake Take-Home Activity Reflection (copy for each student) *Activity 5- pg. 69
•Stopwatches (for each pair of students) or a visible clock (hands on activity), baggies
Lesson 3- Watch out for Hazards!
Materials/Resources Required
•Watch out for Hazards! PowerPoint Presentation (place on transparencies or show using projector) *Instructional Resource 3pgs. 73-85
•Earthquake Notes and Sketches (copy for each student) *Activity 1-pgs. 86-89 *Activity 1 Teacher’s Guide-pgs.90-93
•Classroom Hazard Search Activity (copy for each student) *Activity 2-pg. 94
•Correct the Hazard Activity (copy for each student) *Activity 3-pg. 95 *Activity 3 Teacher Guide pg. 96
•Home Hazard Search Take-home Activity (copy for each student) *Activity 4- pg. 97
iv
Instructional Week-Long Unit at a Glance
(Continued)
Lesson 4- Are you prepared?
Materials/Resources Required
•Are you Prepared! PowerPoint Presentation (place on transparencies or show using projector) Instructional Resource 4-pgs.
101-122
•Are you Prepared? Notes and Sketches (copy for each student) *Activity 1-pgs. 123-127 *Activity 1 Teacher’s Guide pgs.
128-132
•Classroom Disaster Supply Kit checklist (copy for each student) *Activity 2-pg. 133
\
•Home and Vehicle Disaster Supply Kit checklist Take-Home Activity (copy for each student) *Activity 3- pgs. 134 & 135
•Family Communication Plan Take-Home Activity (copy for each student) *Activity 4-pgs. 136-138
•Disaster Supply Kit Crossword Puzzle (copy for each student) *Activity 5-pgs. 139-140 *Activity 5 Teacher’s Guide pg. 141
•School Wide Evacuation Drill-Be sure to coordinate prior to lesson with school principal and faculty. *Activity 6
Lesson 5- Earthquake Prepare & Share
Materials/Resources Required
•Earthquake Prepare & Share Cumulative Activity Guidelines (copy for each student) (see additional resources specific to each
activity in procedure 2-pg. 141) *Activity 1-pg. 144
•Earthquake Prepare & Share Cumulative Activity Scoring Guide (copy for each student) *Activity 2-pg. 145
•Earthquake Awareness Month Certificate of Completion (copy for each student) *pg. 146
•Be sure to schedule a time in a Kindergarten-2nd grade classroom prior to the lesson for activity sharing.
*Be sure to take time to complete the teacher survey at the end of this guideline to help us make
improvements to this unit. *pg. 147
v
Table of Contents
Introduction to Teachers
i
Parent Letter
ii
Poster Contest Letter
Instructional Week-Long Unit at a Glance
iii
iv
Lesson 1
1
4
5
6
27
31
35
36
39
55
59
63
67
68
69
Lesson 2
Earthquake Science
Earthquake Anticipation Guide
Earthquake Anticipation Guide (Teacher Guide)
Earthquake Science PowerPoint Presentation
Earthquake Science Notes & Sketches
Earthquake Science Notes & Sketches (Teacher’s Guide)
Earthquake Myth Take-Home Activity
Shake, Rattle, & Roll
Shake, Rattle, & Roll PowerPoint Presentation
Shake, Rattle, & Roll Notes & Sketches
Shake, Rattle, & Roll Notes & Sketches (Teacher’s Guide)
Earthquake Concentration Game (School Activity)
Earthquake Concentration Game (Teacher Guide)
Earthquake Concentration Game (Take-Home Activity)
Earthquake Reflection (Take-Home Activity)
vi
Lesson 3 Watch Out for Hazards!
Watch Out for Hazards! PowerPoint Presentation
Watch Out for Hazards! Notes & Sketches
Watch Out for Hazards! Notes & Sketches (Teacher’s Guide)
Classroom Hazard Search
Correct the Hazards Activity
Correct the Hazards (Teacher Guide)
Home Hazard Search Take-home Activity
70
73
86
90
94
95
96
97
Lesson 4 Are you Prepared?
Are you Prepared? PowerPoint Presentation
Are you Prepared? Notes & Sketches
Are you Prepared? Notes & Sketches (Teacher’s Guide)
Disaster Supply Kit Checklist for School
Disaster Supply Kit Checklist for Home Take-home Activity
Disaster Supply Kit Checklist for Vehicle Take-home Activity
Family Communication Plan
Disaster Supply Kit Crossword Puzzle
Disaster Supply Kit Crossword Puzzle (Teacher Guide)
98
101
123
128
133
134
135
136
139
141
Lesson 5
Earthquake Prepare & Share
Earthquake Prepare & Share Cumulative Activity Guidelines
Earthquake Prepare & Share Cumulative Activity Scoring Guide
142
144
145
Certificate of Unit Completion
Teacher Survey
146
147
vii
Lesson 1
Earthquake Science
Essential Questions
*What is an earthquake?
*What causes earthquakes?
*Where are fault zones located around
the world and in Kentucky?
Learning Goals
Students will be able to:
•
•
•
•
Define what an earthquake is by describing the
movement of the earth’s surface during an earthquake.
Describe the force created by plates of the earth’s surface
that cause an earthquake and how it is measured.
Demonstrate knowledge of where earthquake fault zones
are located around the world and in Kentucky.
Identify which fault systems in North America and specifically
Kentucky have a high threat for damaging seismic activity.
Vocabulary
earthquakes
fault zones
foreshock
mainshock
aftershock
seismograph
Richter scale
hypocenter
epicenter
Plates
Force
New Madrid
1
Procedures
1.
2.
3.
4.
5.
6.
Materials/Resources Required
•Earthquake Science PowerPoint Presentation (place on transparencies or
show using projector)
•Earthquake Anticipation Guide (copy for each student)
•Earthquake Notes and Sketches (copy for each student)
•Earthquake Myth Take-home Activity (copy for each student)
•Pencil for each student/1 for teacher demonstration (hands on activity)
Suggested Time Allotment
Activate prior knowledge by asking students the following
60 minutes
brainstorming questions:
Prior Knowledge-Activity 1: 15 minutes
Activity 2 & 3: 30 minutes
*Has anyone here ever witnessed an earthquake?
Activity 4: 15 minutes
*Does anyone know why earthquakes occur?
*Can you point out on a map or globe where earthquakes can and/or have happened?
Pass out a copy of the Earthquake Anticipation Guide (Activity 1) to each student. Read the directions aloud with
students, then allow them to complete the chart as directly independently.
Once all students have finished, read aloud each statement and check students prior knowledge by allowing
them to raise their hand if they voted either true or false. Choose a student from each viewpoint to share with
the class their reasoning for voting either way. Use this knowledge to build on students prior knowledge and/or
correct misconceptions during the PowerPoint Presentation.
Next, hand out a copy of the Earthquake Notes and Sketches pages (Activity 2) to each student and prepare for
the showing of the Earthquake Science PowerPoint Presentation (Instructional Resource 1). Students should be
instructed to complete each section of the Notes and Sketches pages as they are viewing each slide of the
PowerPoint Presentation. When you come to the Hands on Activity section of the presentation, allow students
to use their pencil to follow the directions and additionally model the activity for students at the front of the
classroom.
When finished, hand out the Earthquake Myth Take-Home Activity (Activity 4). Read directions aloud with
students to be sure they are understood. To close the lesson and to assess student learning, prompt students to
fill in three remaining sections of the table before taking it home. Spend time checking student statements,
prompting for answers, and also allowing students time to share statements with classmates.
If time permits, choose from one of the additional activities listed on the following page.
2
Additional Activities
•
Allow students time to browse one of the following kid-friendly earthquake websites:
*http://kyem.ky.gov/ (links to earthquake coloring book, Drop (Duck), Cover, and Hold printable poster, and
earthquake resources page)
*http://earthquake.usgs.gov/eqcenter/dyfi.php (Did you feel it? Program allowing students to report earthquakes
and view its activity)
* http://www.fema.gov/kids/quake.htm (earthquake information, games, activities)
* http://www.weatherwizkids.com (click on earthquakes for earthquake information and animations)
* http://earthquake.usgs.gov/learn/kids/ (earthquake information, games, activities)
* http://earthquake.usgs.gov/learn/listen/allsounds.php (recorded earthquakes to listen to)
* http://quake.ualr.edu/schools/elem.htm (follow link to take a tour of the Kentucky River Fault Zone among others)
* http://www.pbs.org/wnet/savageearth/earthquakes/ (earthquake information with animation/videos)
* http://www.thetech.org/exhibits_events/online/quakes/ (earthquake information with animation/videos)
•
Earthquake Experiments:
* http://home.howstuffworks.com/easy-science-experiments-for-kids3.htm (simple earthquake clay fault model)
* http://www.exploratorium.edu/faultline/activezone/activities.html (food (cookie) plate demonstration, highway
seismograph (at-home activity-done while riding in car), seismic slinky (demonstrates earthquake force below the
surface), liquefaction (earth acting like a liquid using a brick, baking pan, sand, water)
* http://www.sciencespot.net/Pages/classearth.html (showing students plates tectonics using a snickers candy bar)
3
Lesson 1-Earthquake Science
Activity 1
Name: _____________________________________
Earthquake Anticipation Guide
Before viewing the Earthquake Science PowerPoint, carefully read each statement below and write in each square
whether you think it is true or false. After viewing, tell whether you were right about each statement (yes or no), and then
use the information you have learned to restate each false statement to make it true.
Statement
True/False
Were you right?
Restate false statements
to make them true.
1. Scientists can use clues from the
weather to predict earthquakes.
2. During an earthquake, land can
slide, roll, or shake, causing the
earth’s surface to move up, down, or
sideways.
3. After the West Coast, the New
Madrid Fault System shows the
highest earthquake risk in the central
United States.
4. The earth is made up of one large
plate of rock. When it breaks, an
earthquake happens.
5. Earthquakes cannot occur in
Kentucky, just tornadoes.
4
Lesson 1-Earthquake Science
Activity 1
Statement
1. Scientists can use clues from the
weather to predict earthquakes.
Earthquake Anticipation Guide (Teacher Guide)
True/False
Were you right?
Student Generated
Student Generated
(Answers will vary)
(Answers will vary)
2. During an earthquake, land can slide,
roll, or shake, causing the earth’s surface
to move up, down, or sideways.
Student Generated
Student Generated
(Answers will vary)
(Answers will vary)
3. After the West Coast, the New Madrid
Fault System shows the highest
earthquake risk in the central United
States.
Student Generated
Student Generated
(Answers will vary)
(Answers will vary)
4. The earth is made up of one large plate
of rock. When it breaks, an earthquake
happen.
5. Earthquakes cannot occur in Ketnucky,
just tornadoes.
Student Generated
Student Generated
(Answers will vary)
(Answers will vary)
Student Generated
Student Generated
(Answers will vary)
(Answers will vary)
Restate false statements
to make them true.
Scientists cannot predict earthquakes.
There is no connection between the
cause of an earthquake and weather
patterns.
The earth is made up of about 20 plates,
or large blocks of rock. When these plates
push past each other and are squeezed
together, this force causes cracks to form.
There are two major fault zones in
Kentucky that have and can cause an
earthquake.
5
Lesson 1-Instructional Resource 1
Earthquake Science
The facts you need to
know about earthquakes
6
What is an earthquake?
Earthquakes are the sudden sliding,
rolling, or shaking of the earth’s surface.
They can cause the earth’s surface to
move in many directions, such as up,
down, or sideways.
graphic credit: FEMA
7
These movements occur along fault
zones. These fault zones, or cracks in the
earth’s surface, are caused by broken
rocks sliding past each other.
graphic credit: physicalgeography.net
8
The movement earthquakes produce can be felt
over large areas, but often last less than a minute.
Sometimes smaller earthquakes, called foreshocks
can happen in the same place before a large or
major earthquake, called a mainshock occurs. Small
earthquakes can also happen after this large
earthquake, and are called aftershocks. These can
continue for weeks, months, and even years
depending on the strength of the mainshock.
Foreshocks
Main Shock
Aftershocks
9
Earthquakes cannot yet be predicted by scientists,
but their intensity, or strength, can be measured by
a tool called a seismograph. To measure this
intensity, a Richter scale is used. 10 times the
amount of shaking and 33 times the amount of
energy represents 1 point of movement on the
scale.
Richter Scale
4
Minor Earthquake
5
Moderate Earthquake
6
Strong Earthquake
7
Major Earthquake
8
Great Earthquake
seismograph
graphic and chart credit: http://at.blog.wetter.com/?tag=erdbeben & www.weatherwizkids.com
10
Fun Facts
1. Earthquakes can also be known as quakes,
shakers, or seismic activities.
2. The location below the earth’s surface where
an earthquake starts is called a hypocenter.
The point on the earth’s surface that is
directly above the earthquake is called an
epicenter.
3. An earthquake may release 10,000 times the
energy of the first atomic bomb.
11
What causes an earthquake?
The Earth’s surface consists of about 20 plates.
These plates, or large blocks of rock, are
constantly moving past one another in different
directions and speeds.
12
Hands on Activity
Now, let’s relate what we know about
earthquakes and how they are caused using a
pencil in our classroom.
Hold a pencil vertically (long ways) with both
hands, one at each end. Now apply a force at
both ends of the pencil, trying to push the ends
together. You should see the pencil begin to bend.
If you pushed with enough force, the pencil
would eventually break, releasing the pressure.
13
Just as your pencil would break if the force was
strong enough, so does the Earth’s surface.
When the plates push against themselves and
others, these cracks, or breaks in the plates are a
way for the earth to relieve stress, or pressure.
When this happens, the energy, or seismic
waves we feel, is called an earthquake.
graphic credit: Akrontaxhelp & JCP Geologist, INC.
14
When these plates slide against each other, the huge
rocks are squeezed together causing a great force to build.
When the force is great enough, the plates crack, causing
an Earthquake. Several times a year, earthquakes are
strong enough to really shake the earth and cause damage
anywhere from knocking down buildings, to even breaking
trees in half. People can even be killed in just a few
minutes.
graphic credit: lifevesting.com & news.bbc.co.uk/2/hi/in_pictures/74211 995,stm
15
Fun Facts Cont.
3. The plates of the earth move at about the same
rate as your fingernails grow.
4. Is there such a thing as “earthquake weather?”
There is actually no known connection between
the cause of an earthquake and weather
patterns. Earthquakes actually happen very far
away from the earth’s surface and its weather.
5. Can earthquakes occur on the moon?
Moonquakes caused by stress from the ocean’s
tides, do occur, although they have less energy
and happen less often.
16
Where are earthquakes located?
You have learned that earthquakes occur along fault
zones on the earth’s surface. These fault zones actually
connect the earth and its continents like puzzle pieces.
Anywhere these puzzle pieces can push together, an
earthquake can occur. That means an earthquake can
happen anywhere in the world at anytime.
graphic credit: earthquake.biz
17
Since about 71% of the earth is covered in water,
earthquakes usually occur in the oceans and are
unnoticeable. On land, 95% of the world’s
earthquakes occur along active fault zones in places
such as California, Alaska, Japan, South America,
and the Philippines. Can you color a map of our
country’s seismic activity risk?
18
Although our state is not one on the list, Kentucky
does have an earthquake history and threat, likely
to be added to in the future. In Kentucky, there are
two major fault zones, located near the Eastern and
Western portions of the state.
graphic credit: uky.edu
19
An earthquake has happened as recently as
September 26, 2009, here in Kentucky. But, the
largest and strongest earthquake recorded within
our state happened on July, 27, 1980. The 5.1
magnitude earthquake was felt over 15 states, even
as far as Ontario, Canada. With an epicenter near
Sharpsburg (Bath County) in East Central Kentucky,
damage was estimated at 1 million dollars.
graphic credit: answers.com & usgs.gov
20
In Kentucky, our largest
threat comes from the
seismic zone called the New
Madrid. It crosses the five
states of Illinois, Missouri,
Arkansas, Tennessee, and
Kentucky, and cuts across
both the Mississippi and
Ohio Rivers. It is the highest
earthquake risk in the
United States after the West
Coast.
graphic credit: yedda.com
21
In the years of 18111812, the Great New
Madrid caused over
3,600 shocks lasting 5
months.
Three of
which were estimated
at 7.8 or higher on the
Richter scale. They
caused church bells to
ring along the Eastern
coast, and damaged
farm land so much it
was unusable for years.
graphic credit: tnguy.com & physorg.com
22
The New Madrid seismic zone is still active, and
hundreds of small quakes occur annually. Some
are large enough to be felt. Below shows a map
of the recent earthquakes that have occurred in
and around Kentucky.
Graphic credit: folkworm.ceri.memphis.edu/recenteqs/
23
Scientists predict earthquakes at a 7.5 or higher
usually occur along the New Madrid every 200500 years. An earthquake this size is likely to
shock half of the United States and cause
damage in over 8 states.
24
To prepare for this type of earthquake, Kentucky
and other states have joined together to
increase awareness and education. You are
learning this week about earthquake
preparedness to help protect yourself and family
from future earthquakes.
25
Slide Information Credits
•
•
•
•
•
•
•
•
•
•
Kentucky Division of Emergency Management
Weather Wiz Kids
USGS
University of Memphis Center for Earthquake Research and
Information
Fema for Kids
St. Charles County Division of Emergency Management
History for Kids
The Green Frog News (Lisa Wald)
Boomerang Box
Library Thinkquest
26
Lesson 1-Earthquake Science
Activity 2
Earthquake Science Notes & Sketches
What is an earthquake?
*earthquakes:________________________________________________________________________________________________
________________________________________________________________________________________________________________
Draw a picture of how
this road could look after
an earthquake has
occurred.
*fault zones: __________________________________________________________________________________________________
________________________________________________________________________________________________________________
Can you color
along the major
fault zones in
North America?
evgschool.org
27
*foreshock: __________________________________________________________________________________________________
*mainshock:_________________________________________________________________________________________________
*aftershock: _________________________________________________________________________________________________
Label the correct order of
the shocks listed above.
_______________
_______________
_______________
*seismograph: ________________________________________________________________________________________________
________________________________________________________________________________________________________________
*Richter scale: ________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Fill in the number on the
Richter scale that a major
earthquake might measure.
Major Earthquake
______
28
*hypocenter: ________________________________________________________________________________________________
*epicenter: __________________________________________________________________________________________________
Can you correctly label the hypocenter and epicenter of an earthquake using the diagram given?
1= _____________________
2=___________________
wikimedia
What causes an earthquake?
*plates: ____________________________________________________________________________ __________________________
*force: _______________________________________________________________________________________________________
Hands on Activity
Explain how the pressure you applied to a pencil relates to an earthquakes pressure?
__________________________________________________________________________________
___________________________________________________________________________________29
Where are earthquakes located?
New Madrid: __________________________________________________________________________________________
_________________________________________________________________________________________________________
List below abbreviations for the eight states that makeup the Madrid seismic zone?
1. __________
2. __________
3. __________
4. __________
5. __________
6. __________
7. __________
8. __________
30
Lesson 1-Earthquake Science
Activity 2
Earthquake Science Notes & Sketches (Teacher’s Guide)
What is an earthquake?
*earthquakes: the sudden sliding, rolling, and shaking of the earth’s surface.
Draw a picture of how
this road could look after
an earthquake has
occurred.
Student drawings
should show the
road cracked and
shifted up, down,
and/or sideways.
*fault zones: cracks in the earth’s surface along where broken rocks slide past one
another.
Can you color
along the major
fault zones in
North America?
Black dots show
major fault zone areas
students should color.
evgschool.org
31
*foreshock: smaller earthquakes that happen in the same place before a larger earthquake.
*mainshock: the large and major earthquake.
*aftershock: smaller earthquakes that happen after a large earthquake.
Label the correct order of
the shocks listed above.
foreshock
mainshock
aftershock
*seismograph:a tool that measures an earthquake’s intensity and strength.
*Richter scale: a scale that measures the intensity of an earthquake.
Fill in the number on the
Richter scale that a major
earthquake might measure.
7
Major Earthquake
32
*hypocenter: location below the earth’s surface where the earthquake starts.
*epicenter: the point on the earth’s surface that is directly above the earthquake.
Can you correctly label the hypocenter and epicenter of an earthquake using the diagram given?
1= epicenter
2= hypocenter
wikimedia
What causes an earthquake?
*plates: large blocks of rock that are constantly moving past one another at different speeds.
*force: energy created by a push, pull, or squeezing motion.
Hands on Activity
Explain how the pressure you applied to a pencil relates to an earthquakes pressure?
The force applied to a pencil to make it bend or break is the same as the force caused by
plates of rock pushing against each other.
33
Where are earthquakes located?
New Madrid: major seismic zone in the southeast crossing 8 states with a high earthquake risk.
List below abbreviations for the five states that makeup the Madrid fault system?
1. IL
2.MO
3.AR
4.TN
5. KY
6. AL
7. MS
8. IN
34
Lesson 1-Earthquake Science
Activity 3
Name: _____________________________________
Earthquake Myth Take-Home Activity
You have learned a lot about earthquakes today and now it is time to share your knowledge with your family. Create three
additional statements of your own. Then tonight ask a family member to read each statement listed below and record
whether each statement is true or false. Next, use your knowledge to check the family member’s statement and record
whether they were right or wrong in the chart. Be sure to restate false statements as true for your family member if he or
she answers incorrectly, as well as recording it on the chart.
Statement
True/False
Were they right?
If not, be sure to restate
false statements as true.
1. Scientists can use clues from the
weather to predict earthquakes.
2. After the West Coast, the New Madrid
Fault System shows the highest earthquake
risk in the central United States.
3.
4.
5.
35
Lesson 2
Shake, Rattle, & Roll
Essential Questions
*What happens during an earthquake?
*What feelings/possible dangers might occur during an earthquake?
*What can be done to help during an earthquake?
*What are the steps that should be taken to stay safe
and protected during an earthquake?
*What do I do during a Drop (Duck), Cover, & Hold drill?
Vocabulary
react
debris
predictable
preventable
Drop (Duck), Cover, & Hold
injuries
risk
secure
Learning Goals
Students will be able to:
•
•
•
•
Demonstrate and describe what an earthquake would be like using the senses of sight,
touch, sound, smell.
Discuss what to expect during and earthquake and possible feelings students may
experience.
Identify possible dangers during an earthquake (objects/places).
Demonstrate and discuss the procedure to follow to stay safe and protected during an
earthquake using the Drop (Duck), Cover, & Hold method and how students can be
helpful.
36
Procedures
Materials/Resources Required
•Shake, Rattle, & Roll PowerPoint Presentation (place on transparencies or
show using projector)
•Shake, Rattle, & Roll Notes and Sketches (copy for each student)
•Earthquake Concentration Game School Activity (see special copy instructions in
procedure 3).
•Earthquake Concentration Game Take-Home Activity (copy for each student)
•Earthquake Take-Home Activity Reflection (copy for each student)
•stopwatches (for each pair of students) or a visible clock (hands on activity), baggies
Suggested Time Allotment
1.
2.
3.
4.
5.
6.
60 minutes
Activate prior knowledge by asking students the following brainstorming questions:
Prior Knowledge-Activity 1: 40 minutes
*Has anyone ever felt an earthquake? If not, what do you think one might feel like? Activity 2: 15 minutes
*Can anyone estimate about how long an earthquake lasts?
Activity 3: 5 minutes
*Does anyone know what they should do before, during, and after an earthquake occurs?
First, hand out a copy of the Shake, Rattle, & Roll Notes and Sketches pages (Activity 1) to each student and prepare
for the showing of the Shake, Rattle, & Roll Science PowerPoint Presentation (Instructional Resource 2). Students
should be instructed to complete each section of the Notes and Sketches pages as they are viewing each slide of the
PowerPoint Presentation. When you come to the Hands on Activity section of the presentation, allow students to
use the stopwatches or visible clock to complete the activity.
When finished, hand out the Earthquake Concentration Game School Activity (Activity 2) instructions sheet. Read
instructions aloud with students to be sure they are understood. (When copying, copy the instruction sheet for each
student. Since students will be working in partners,copy front and back of the question & answer page, with each of
the Partner 1 and Partner 2 pages. Half the class should have the Partner 1 cards and the other half Partner 2 cards
to play with.) Allow students to play the game through at least once. Encourage students to compete against each
other by recording their number of matches on a separate sheet of paper.
Call students back to their desks and prompt partners to bring back with them their original set of question and
answer cards (each are labeled with the number 1 or 2). Give students a baggie to store cards in. Next, hand out the
Earthquake Concentration Game Take-Home Activity (Activity 4) instructions and Reflection Sheet. Read instructions
aloud with students to be sure they are understood.
Now lead students in a Drop (Duck), Cover, and Hold drill in the classroom. Discuss steps as students complete them
being sure to correct any mistakes.
37
If time permits, choose from one of the additional activities listed on the following page.
Additional Activities
•
Allow students time to explore, print, or read one of the earthquake resources listed below:
*http://web.archive.org/web/20040406170032/http://www.esc20.net/etprojects/formats/webquests/fall
99/earthquake/default.html (elementary webquest)
* www.oes.ca.gov/CEPM2003.nsf/htmlmedia/dch.../dch_drill.pdf (Duck, Cover, & Hold Poster
Handout)
*Earthquake by Milly Lee (a story about how a young Chinese-American girl and her family save
themselves during an earthquake in San Francisco in 1906.)
* http://www.fema.gov/kids/images/rumble.htm (online storybook written and illustrated by a kid)
* http://pbskids.org/dragonflytv/show/earthquakes.html (earthquake video narrated by kids living in CA)
* http://www.wired.com/wiredscience/2008/06/top-5-ways-that/ (Man-made earthquake trivia)
38
Lesson 2-Instructional Resource 2
Shake, Rattle, & Roll
Are you prepared to help
yourself and others?
Graphic credit: tfd.metro.tokyo..gif
39
What happens during an earthquake?
graphic credit: bloximages.com
Pretend you have just gotten ready
for school and you are enjoying a
bowl of cereal. You add some sugar
to your bowl and…KABOOM! The
entire shelf of dishes collapses
breaking dozens of plates, bowls,
and cups; the painting on the wall
slams to the floor sending
shattered glass everywhere; and
the ceiling fan above your head
hangs down, dangling just above
your head by only a cord.
40
graphic credit: pep.bc.ca
An earthquake can happen in an instant,
unexpectedly, and without any warning. When an
earthquake occurs, it is important to know what to
expect, how you may feel, what dangers may occur,
and how to keep yourself and others safe.
41
What to Expect
graphic credit: contest-timer.com
Most earthquakes last only 30 to 60 seconds,
which means you must react quickly. Your senses
will experience certain things that will help you to
know an earthquake is happening. You will be
better prepared the earlier you are able to
recognize these signs.
42
Hands on Activity
Now, let’s see how well you can estimate the length of an
earthquake using what you have learned. Break up into
partners. One person will be the timekeeper and the other
the earthquake. When your teacher gives the signal,
timekeepers start keeping time and earthquakes start
shaking. When the person representing an earthquake thinks
he or she has shaken an appropriate estimate, stop shaking.
The time keeper should stop time and both partners should
record the length on the Notes & Sketches sheet. Switch
roles and repeat, following all the steps listed above. Answer
the questions that follow, and when all students are finished,
share the results as a class.
43
graphic credit: seismo.berkley.edu
During an earthquake you might feel the ground
and other objects shaking or vibrating. You might
see debris and objects falling, swaying, or
wobbling. With loss of electricity, you may even
experience complete darkness. Sounds such as
rattling glass, a blowing or hissing, or even objects
colliding might be heard. You might even smell gas
or something burning.
44
How will I feel?
Earthquakes can be frightening. It is okay
to feel scared or anxious, but it is
important to stay calm, not panic, or run.
graphic credit: tvlowcostnetwork.wordpress.com& edupics.com
45
Do’s and Don’ts
Once you know an earthquake is happening, now what
do you do? What could you have done before the
earthquake ever happened to be prepared? What are
you supposed to do afterwards?
graphic credit: timbossie.com
There are certain do’s and don’ts that can help you stay
safe during an earthquake. Most of the damage caused
is also predictable and preventable.
46
Before an Earthquake
Before an earthquake happens, you and your
family should create a Family Communication Plan,
organize a Disaster Supply Kit, and arrange your
home for safety. You will learn more about these
items in following lessons, but keep in mind it is
very important to plan for an earthquake. Then you
can be prepared to stay safe when one actually
occurs.
graphic credits: usgs
47
During an Earthquake
Now you know what to
do before, let’s pretend
again an earthquake is
happening. This time,
let’s focus on what you
should do, not what is
happening around you.
First, protect yourself
with the “Drop (Duck) A,
Cover B, & Hold C”
method.
graphic credits: usgs
48
Drop (Duck)
•If you are indoors, stay where you are. Drop or
Duck to the floor.
•If you are outdoors, move out into the open or to a
clear area. Avoid trees, buildings, large signs, power
lines, or any other objects that might fall.
•If you are in a car, have the person driving safely
pull the car over and stay inside your vehicle. Avoid
overpasses, bridges, or power lines.
graphic credits: iceoe..org, wfrc.org, & leinbach.org
49
Cover
When indoors, find a sturdy (strong) piece of
furniture like a table, desk, or bed to get
underneath for Cover. If there is no strong
furniture, then find an interior (middle) wall to
move to. Cover your head and neck with your
hands. Avoid large mirrors, hanging objects,
shelves, or other objects that may fall over.
graphic credits:odpem.org & humboldt.edu
50
Hold
Last, Hold on to what is covering you, that way if
it moves you can stay with it, safely covered. Be
sure to also attempt to Cover your head and
neck with your hands.
graphic credits: usgs, scec, & ehow.com
51
After an Earthquake
Be careful and wait until the earthquake is
over. Afterwards, check yourself and then
your family members for injuries. If
telephones are working, dial 911 or an
emergency number for first aid. Don’t
move seriously injured people unless they
are at risk where they are located. If you
were using any fire or heat sources, turn
them off immediately. Next, find a secure
exit. Be careful of broken glass and fallen
debris. Tell an adult to turn off the
electricity and gas before exiting. After
knowing you and your family are safe,
check on others and neighbors.
graphic credits: tmd.metro.tokyo.jp
52
Once an earthquake has occurred, it is
important to still be prepared for aftershocks.
These will likely be less strong, but can still
cause damage.
Following the do’s and don’ts of this PowerPoint
will help you, your family, and the community
you live in to stay safe and be better prepared
for earthquakes.
53
Slide Information Credits
•
•
•
•
•
•
•
•
•
Kentucky Division of Emergency Management
FEMA Ready…Set…Prepare!
USGS
California Governor’s Office of Emergency
Services
Davis School District Emergency Preparedness
eHow Earthquake Safety for Kids-MichelleN
www.disastercenter.com
geology.com
Kids Discover
54
Lesson 2-Shake, Rattle, & Roll
Activity 2
Earthquake Science Notes & Sketches
What happens during an earthquake?
Now pretend you are at home. List and describe 3 objects that might be a danger if an earthquake
were to happen in your own kitchen.
*______________________________________________________________________________
*______________________________________________________________________________
*______________________________________________________________________________
Share your possible dangers with a neighbor. List one additional danger you learned through
discussion .
*______________________________________________________________________________
What to expect?
*react: __________________________________________________________________________
Hands on Activity
*First estimate recorded: _______________________
*Second estimate recorded: _____________________
*Did both you and your partner have an accurate estimate? ______________________
*If not, which time do you think was the closest estimate to that of a real earthquake? _________
55
*debris:______________________________________________________________________
Draw a picture of what
debris from this object
might possibly look like.
*Identify one thing you may experience when an earthquake occurs in each of the following
categories:
*smell - ____________________________
*hear - _________________________________
*see - ______________________________
*feel - _________________________________
How will I feel?
*Think about how you would feel if an earthquake occurred where you live or at your school.
Explain below. Discuss your feelings with a partner .
_______________________________________________________________________________
_______________________________________________________________________________
Do’s and Don’ts
*predictable: ____________________________________________________________________
*preventable: ____________________________________________________________________ 56
Before an Earthquake
List the 3 things you and your family should do before an earthquake ever happens:
1. _________________________________________
2. _________________________________________
3. _________________________________________
During an Earthquake
Drop (Duck): ____________________________________________________________________
Cover: _________________________________________________________________________
Hold: __________________________________________________________________________
Draw a picture to
illustrate what you
should do in each
step of the method.
Drop (Duck)
Cover
Hold
57
After an earthquake
*Injuries:_______________________________________________________________________
*risk: __________________________________________________________________________
*secure:________________________________________________________________________
Circle True (T) or False (F) for each of the statements below using what you have learned .
*If you are indoors, you should attempt to leave your house as soon as the earthquake happens.
T
F
*Check your family members and then yourself for injuries.
T
F
*Don’t move seriously injured people unless they are at risk where they are located.
T
F
*Tell an adult to turn off the electricity and gas before exiting.
T
F
58
Lesson 2-Shake, Rattle, & Roll
Activity 2
Earthquake Science Notes & Sketches (Teacher’s Guide)
What happens during an earthquake?
Now pretend you are at home. List and describe 3 objects that might be a danger if an earthquake
were to happen in your own kitchen.
*Answers will vary
*Answers will vary
*Answers will vary
Share your possible dangers with a neighbor. List one additional danger you learned through
discussion .
*Answers will vary
What to expect?
*react: to respond or act.
Hands on Activity
*First estimate recorded: Answers will vary
*Second estimate recorded: Answers will vary
*Did both you and your partner have an accurate estimate? Either yes or no
*If not, which time do you think was the closest estimate to that of a real earthquake? One of the
estimated times listed above
59
*debris: bits or pieces of something that has been destroyed or damaged.
Draw a picture of what
debris from this object
might possibly look like.
Students should
draw the dresser
damaged showing
pieces of broken
mirror and wood .
*Identify one thing you may experience when an earthquake occurs in each of the following
categories:
*smell- gas, smoke, or burning smell. *hear-rattling glass, blowing, hissing, or objects colliding.
*see- darkness, debris, objects falling, wobbling, or swaying. *feel-shaking or vibrating.
How will I feel?
*Think about how you would feel if an earthquake occurred where you live, or at your school.
Explain below. Discuss your feelings with a partner.
Answers will vary.
Do’s and Don’ts
*predictable: when you know what is expected or likely to happen.
*preventable: when you are able to keep something from happening or continuing.
60
Before an Earthquake
List the 3 things you and your family should do before an earthquake ever happens:
1. Create a Family Communication Plan
2. Organize a Disaster Supply Kit
3. Arrange home for safety
During an Earthquake
Drop (Duck): drop or duck to the floor indoors, go to an open space if outside, or pull over in a
vehicle.
Cover: Find a sturdy object and take cover underneath it, protecting your head and neck with
your hands.
Hold: hold on to what is covering you.
Draw a picture to
illustrate what you
should do in each
step of the method.
Picture should show
a person on the
ground or floor.
Drop (Duck)
Picture should
show a person
under a steady
piece of furniture
covering their head
and neck with their
hands.
Cover
Picture should
show a person
holding on to the
sturdy piece of
furniture.
Hold
61
After an earthquake
*Injuries: when parts of your body are hurt or harmed.
*risk: in danger of being injured.
*secure: without harm or undamaged.
Circle True (T) or False (F) for each of the statements below using what you have learned .
*If you are indoors, you should attempt to leave your house as soon as the earthquake happens.
T
F
*Check your family members and then yourself for injuries.
T
F
*Don’t move seriously injured people unless they are at risk where they are located.
T
F
*Tell an adult to turn off the electricity and gas before exiting.
T
F
62
Lesson 2-Shake, Rattle, & Roll
Activity 2
Name:_________________________________________
Earthquake Concentration Game (School Activity)
Use the earthquake knowledge you learned at school today to play the Earthquake
Concentration Game with a partner at school. Carefully read and follow the instructions
below.
Instructions:
1.
Cut out question and answer cards along the dotted lines.
2.
Divide cards into separate piles. One pile for question cards and one pile for response cards.
3.
Mix up all cards (still keeping them in two separate piles) and place them face down in two
groups.
4.
Choose a partner to play with (be sure to choose a partner who has different question and
answer cards than you. Roll a dice or spin a spinner to see who gets to go first).
5.
The first player chooses a card from the question side, turns it face up, and reads it aloud.
6.
The same player then tries to find an answer to the question by choosing another card from the
answer card side, turning it face up, and reading it aloud.
7.
If the player does not make a match, the cards are to be turned face down again.
If the player does make a match, he or she keeps both cards and gets another turn.
8.
The game is continued this way until all cards have been matched. The winner is the player with
the most matches.
9.
While playing, be sure to fill out the attached score card and answer the questions with your
partner.
63
Lesson 2-Shake, Rattle, & Roll
Activity 2
Earthquake Concentration Game Answer & Question Cards (Side 1-Both Partners)
Answer
Answer
Question
Question
Answer
Answer
Question
Question
Answer
Answer
Question
Question
Answer
Answer
Question
Question
64
Lesson 2-Shake, Rattle, & Roll
Activity 2
Earthquake Concentration Game Answer & Question Cards (Side 2-Partner 1)
1
1
1
What is a sound you
might experience
during an earthquake?
After an earthquake,
what should you check
for first?
1
If you take cover under
a table, what should
you hold on to?
1
During an earthquake,
what method can you
use to help stay safe
and protected?
1
1
Before an earthquake
happens, what should
you and your family
create?
1
1
1
During an earthquake,
how is it okay to feel?
1
Who should you
protect first in an
earthquake?
When an earthquake
happens, what should
you cover with your
hands?
1
Drop (Duck, Cover,
& Hold
the table legs
1
your head and neck
yourself
1
scared or anxious
1
Family Communication
Plan
the rattling of glass
1
injuries
65
Lesson 2-Shake, Rattle, & Roll
Activity 2
Earthquake Concentration Game Answer & Question Cards (Side 2-Partner 2)
2
2
What is a smell you
might experience
during an earthquake?
2
How long do most
earthquakes usually
last?
2
What is most of the
damage caused in an
earthquake?
2
What is a secure exit?
2
If you are in a car
pulled over during an
earthquake, what
should you avoid?
2
not move the person
and call 911
electricity and gas
2
If a person is seriously
injured after an
earthquake, what
should you do?
2
2
2
What is a good object
to take cover under
during an earthquake?
2
one that is not blocked
and where debris will
not cause injury
2
2
2
After an earthquake,
what two things should
an adult turn off?
2
30 to 60 seconds
a burning smell
predictable and
preventable
overpasses, bridges,
& power lines
a sturdy table
66
Lesson 2-Shake, Rattle, & Roll
Activity 2
Earthquake Concentration Game Answer & Question Cards
(Side 2-Partner 1 & 2 Teacher Guide)
If you are in a car pulled over
during an earthquake, what
should you avoid?
overpasses, bridges, & power
lines
What is a sound you might
experience during an
earthquake?
the rattling of glass
After an earthquake, what
should you check for first?
injuries
What is a smell you might
experience during an
earthquake?
a burning smell
If you take cover under a table,
what should you hold on to?
the table legs
During an earthquake, what
method can you use to help
stay safe and protected?
Drop (Duck), Cover, & Hold
How long do most earthquakes
usually last?
30 to 60 seconds
If a person is seriously injured
after an earthquake, what
should you do?
not move the person and call
911
Before an earthquake happens,
what should you and your
family create?
Family Communication Plan
Who should you protect first in
an earthquake?
yourself
What is most of the damaged
caused in an earthquake?
predictable and preventable
What is a good object to take
cover under during an
earthquake?
a sturdy table
During an earthquake, how is it
okay to feel?
scared or anxious
When an earthquake happens,
what should you cover with
your hands?
your head and neck
What is a secure exit?
one that is not blocked and
where debris will not cause
injury
After an earthquake, what two
things should an adult turn off?
electricity and gas
67
Lesson 2-Shake, Rattle, & Roll
Activity 4
Name:_________________________________________
Earthquake Concentration Game (Take-Home Activity)
Use the earthquake knowledge you learned at school today to play the Earthquake Concentration Game again at
home with a family member. Have fun sharing what you know about earthquakes with your family.
Instructions:
1.
Divide cards into separate piles. One pile for question cards and one pile for response cards.
2.
Mix up all cards (still keeping them in two separate piles) and place them face down in two
groups.
3.
Choose a family member to play with. Roll a dice or spin a spinner to see who gets to go first.
4.
The first player chooses a card from the question side, turns it face up, and reads it allowed.
5.
The same player then tries to find an answer to the question by choosing another card from the
answer card side, turning it face up, and reading it aloud.
6.
If the player does not make a match, the cards are to be turned face down again.
If the player does make a match, he or she keeps both cards and gets another turn.
7.
The game is continued this way until all cards have been matched. The winner is the player with
the most matches.
8.
While playing, be sure to fill out the attached score card and answer the questions with your
family member.
68
Lesson 2-Shake, Rattle, & Roll
Activity 5
Name:_________________________________________
Earthquake Reflection (Take-Home Activity)
After playing the Earthquake Concentration Game at home with a family member, answer the following reflection
questions together.
1. Have the family member you played concentration with sign their name on the line below.
_________________________________________
2. Who won the game? Circle one of the choices below.
myself
my family member
3. How many matches did the winner correctly make? ___________________
4. Ask your family member one thing they learned about earthquakes during the game and copy it below.
___________________________________________________________________________________
____________________________________________________________________________________
5. If you were going to create your own concentration card, what question and answer would you create? List it below.
Question: _________________________________________________________________________________?
Answer: ___________________________________________________________________________________
69
Lesson 3
Watch out for Hazards!
Essential Questions
*What causes the most damage or injury during an
earthquake?
*What are possible earthquake hazards in a classroom
or at home?
*What changes can be made to a classroom or home
environment to decrease possible earthquake hazards?
Vocabulary
damage
prepared
hazards
free-standing
secure
Learning Goals
Students will be able to:
•
•
•
Describe what causes the most damage and injury during an earthquake.
Identify possible hazards in the classroom and at home that could cause damage
or injury during an earthquake.
List and implement changes in the classroom and home to decrease possible
earthquake hazards.
70
Procedures
Materials/Resources Required
•Watch out for Hazards! PowerPoint Presentation (place on transparencies
or show using projector)
•Earthquake Notes and Sketches (copy for each student)
•Classroom Hazard Search Activity (copy for each student)
•Correct the Hazard Activity (copy for each student)
•Home Hazard Search Take-home Activity (copy for each student)
Suggested Time Allotment
1.
60 minutes
Prior Knowledge- 5 minutes
Activate prior knowledge by asking students the following brainstorming questions:
Activity1, 2 & 3: 45 minutes
*What do you think causes the most damage and injury during an earthquake?
Activity 4: 10 minutes
*What do you think may cause damage or injury during an earthquake in our
classroom?
2.
Next, hand out a copy of the Watch out for Hazards! Notes and Sketches pages (Activity 1) to each student and prepare
for the showing of the Watch out for Hazards! PowerPoint Presentation (Instructional Resource 3). Students should be
instructed to complete each section of the Notes and Sketches pages as they are viewing each slide of the PowerPoint
Presentation. When you come to the Classroom Hazard Search (Activity 2) allow students to search the classroom
individually or with a partner for possible hazards. Students will place tallies on the chart to represent each possible
hazard in that specific category found. Compile a classroom list on the board or transparency of hazards found. After this
you will come to the Correct the Hazards sheet (Activity 3). Allow students to write the possible hazard in the box of the
action that will correct the hazard. After students are finished review correct answers with students using the Correct
the Hazards Teacher Guide. Finally, you will make a class list using input from student checklists of changes that can be
made to correct possible hazards in the classroom. Changes will fall into two categories of changes the class can make
and changes the class will need extra help with.
3.
When finished, hand out the Home Hazard Search Take-home Activity (Activity 4). Read directions aloud with students
to be sure they are understood. To close the lesson remind students to include their family in this take-home activity.
Encourage students to also make a list of how specific hazards can be corrected in their home.
4.
If time permits, choose from one of the additional activities listed on the following page.
71
Additional Activities
•
Allow students time to browse one of the following kid-friendly earthquake websites:
* http://www.fema.gov/kids/quake.htm (earthquake hazard activities and games)
* http://earthquake.usgs.gov/learn/kids/ ( earthquake preparedness information)
* http://www.dropcoverholdon.org/beatthequake/game/ (earthquake home hazard game and quiz)
* http://www.ceri.memphis.edu/aware/index/ (earthquake preparedness information)
* http://www.kyem.ky.gov/Preparedness.htm (disaster preparedness information and ideas)
* http://www.redcross.org (disaster preparedness information and resources)
* http://www.pep.bc.ca/kids/kids.html (disaster preparedness activities and games)
* http://school.discoveryeducation.com/lessonplans/programs/earthquakes-gettingready/ (hazard
prevention)
•
Earthquake Experiments:
* http://www.sciencespot.net/Pages/classearth.html#Anchor3 (Rock & Roll- Earthquake Proof
Homes)
* http://www.pbs.org/wgbh/nova/teachers/activities/2116_killerqu.html (build an Earthquake
Proof building)
72
Lesson 3-Instructional Resource 3
Watch Out for Hazards!
What changes can
be made to a classroom or
home environment to
decrease possible hazards?
What are possible hazards
in a classroom or at home?
The tips you should know to
prepare for disasters
Graphic Credit: cmcdenver.com
73
What causes the most damage and
injury during an earthquake?
During an earthquake, the main cause of damage or
injury comes from fallen debris, or parts of damaged
buildings.
74
You can decrease possible damage from falling
objects by being prepared. You can do this by
searching your classroom and home for possible
hazards. Hazards can be any object or structure
that may cause injury or harm during an
earthquake or other natural disaster.
* How might each of the items below cause injury or harm during the shaking of an earthquake?
Tall Bookshelf
Piano on Rolling Wheels
Fish Tank Display
Hanging Plant
TV on Rolling Wheels
75
Graphic Credits: carefreegreen.com & kcgov.us/departments/disaster/familyplan.asp & avtg.com & webweaver.nu/clipart/music/piano.shtml & ardeaprints.com
Classroom Hazard Search
Today we are going to search
our classroom to identify
possible hazards that may
cause harm in the event of
an earthquake or other
natural disaster.
We will search for objects or
structures that may break,
fall, or catch fire in the
classroom.
Graphic Credit:easternct.edu/career/webresources.htm
76
Watch out for these possible hazards!
 Shelves, bookcases, cabinets, or other furniture that are
free-standing, or not attached to the wall
 Heavy objects located on shelves above student seating
 Aquariums located near student seating
 TV monitors not properly fastened to a stable platform
or not attached to a rolling cart with lockable wheels
 Piano not secured, or is able to move.
 Unsecured wall mountings
 Hanging items that are heavy, breakable, or not
fastened to closed hooks
77
What hazards did you find?
Together we can correct many of these hazards in
our classroom, but some we will not be able to
correct without help. By working to correct most of
these classroom hazards we will be able to lower
our chances of injury in the event of an earthquake
or other natural disaster.
Graphic Credit: clker.com
78
What changes can be made to our classroom to
decrease possible hazards?
We can work together to
make our classroom a safer
place in the event of an
earthquake. Changes may
be
needed
including
moving,
replacing,
or
securing objects.
Graphic Credit: istockphoto.com
79
List Changes
Changes we can make
Changes we need help with
80
What are possible hazards in your home and what
changes could be made to make your home safer?
Now that you have found
and corrected our classroom
hazards, I want you to think
about possible hazards in
your home. Tonight you will
search your home and
identify any possible hazards
that may cause your family
harm during the event of an
earthquake or other natural
disaster.
Graphic Credit: imageenvision.com
81
Graphic Credit: scemd.org
82
Home Hazard Search
Graphic Credit: sll.sdsu.edu/studentsorgs/dev-pass-baton.html
You will use a checklist
tonight to locate possible
hazards in your home. This
checklist will include many
possible home hazards, but
you may also find others
that aren’t listed. Make a
tally for all possible hazards
on your checklist.
83
Include your Family
Graphic Credit:divinecaroline.com
Encourage your family to help
you in your search for possible
hazards at home. Work together
to make changes that will make
you and your family safer.
Discuss with your family the
importance of being aware of
possible hazards in order to
better prepare yourself for an
earthquake or other natural
disaster at home.
84
Written Slide Credits
•
•
•
•
www.kyem.ky.gov
FEMA
www.boonecountyky.org
American Red Cross
85
Day 3- Watch Out for Hazards
Activity 1
Watch Out for Hazards! Notes & Sketches
What causes the most damage and injury during an earthquake?
*damage:
Can you list 4 items
that might be
considered debris
falling from a
damaged building?
1.
2.
3.
4.
*prepared:
*hazards:
Can you circle the 2 pictures below that may be possible hazards in a classroom during an earthquake?
86
Classroom Hazard Search
Sketch a picture of one thing in our
classroom that may be a potential
hazard in the event of an
earthquake.
Watch out for possible hazards!
*Free-standing:
*Secure:
Can you think of a possible hazard to watch out for that wasn’t on our checklist?
Now refer to Activity Sheet #2. We will use this checklist to find possible hazards in our classroom. Place a tally
beside each hazard you find in our room. Some hazards may have multiple tallies.
87
What hazards did you find?
We will create a class list of possible hazards you have found in our classroom. Write one hazard that you would like to
add to our class list.
What changes can be made to our classroom to decrease possible hazards?
Refer to Correct the Hazards Activity Sheet #3 to match correct changes to these possible classroom hazards.
Write the possible hazard in the correct box on the Activity Sheet. This will help us understand how to correct
some of the same hazards in our classroom.
List Changes
We will separate our classroom list of possible hazards into two categories. We will list changes that we can
make on our own and changes that we need extra help with.
Changes we can make
Changes we need help with
88
Can you think of a
possible earthquake
hazard that is in your
bedroom? Sketch or
write this hazard in
the next box.
Now make a sketch
or write how you
could correct this
hazard in your
bedroom in the last
box.
What are possible hazards in your home and what changes could be made to make your home safer?
Look at the model house. Do you see something that is the same as a possible hazard in your home?
Can you estimate the number of possible earthquake hazards you will find tonight in your home?
Now we will refer to Activity Sheet #4. You will use this checklist tonight to search for possible earthquake hazards
in your home. You may have multiple tallies for some hazards. There is also an empty box at the bottom of the
sheet for you to add a hazard that isn’t listed.
Describe why it is important for you and your family to search for possible hazards at home and implement changes
to reduce these hazards.
89
Day 3- Watch Out for Hazards
Activity 1
Watch Out for Hazards! Notes & Sketches (Teacher’s Guide)
What causes the most damage and injury during an earthquake?
*damage:
harm or injury that causes loss or makes something less valuable
Can you list 4 items
that might be
considered debris
falling from a
damaged building?
*prepared:
*hazards:
Examples:
*metal
*wood
*glass
*stone
*tile
*shingles
*brick
*concrete
to make ready
an object or situation that may cause injury or harm
Can you circle the 2 pictures below that may be possible hazards in a classroom during an earthquake?
90
Classroom Hazard Search
Sketch a picture of one thing in our
classroom that may be a potential
hazard in the event of an
earthquake.
Students need to list any item that
may break, fall, catch fire, or cause
harm in the event of an earthquake.
Watch out for possible hazards!
*Free-standing:
*Secure:
standing alone/ not secured or attached to anything
safe against danger or risk of loss/ firm, strong, or not able to move
Can you think of a possible hazard to watch out for that wasn’t on our checklist?
Students may list items that are specific to your classroom that are free- standing or not secured
Now refer to Activity Sheet #2. We will use this checklist to find possible hazards in our classroom. Place a tally
beside each hazard you find in our room. Some hazards may have multiple tallies.
91
What hazards did you find?
We will create a class list of possible hazards you have found in our classroom. Write one hazard that you would like to
add to our class list. Compile a class list of hazards on the board or transparency of hazards found.
Students will need to list one item that matches a possible hazard from the classroom checklist.
What changes can be made to our classroom to decrease possible hazards?
Refer to Correct the Hazards Activity Sheet #3 to match correct changes to these possible classroom hazards.
Write the possible hazard in the correct box on the Activity Sheet. This will help us understand how to correct
some of the same hazards in our classroom.
List Changes
We will separate our classroom list of possible hazards into two categories. We will list changes that we can
make on our own and changes that we need extra help with.
Changes we can make
Items listed must be hazards that can easily be corrected by the
students or teacher.
Examples:
*Move any heavy item to a lower area away from student seating
(if items are not too heavy)
*Move any pet cage or heavy display away from student seating
*Properly fasten TV monitors, computers, or overheads to a stable
platform
*Fasten all hanging items with closed hooks/ move all hanging
objects away from windows and student seating
Changes we need help with
Items listed must be hazards that cannot be corrected without the
help of another adult outside of the classroom.
Examples:
*Move extremely heavy item to a lower area or away from student
seating
*Attach any large furniture (bookcase, shelf, cabinet, etc) to the
wall
*Place lockable wheels to TV cart or piano
*Mount heavy items to the wall (chalkboard, whiteboard, bulletin
board, etc)
92
*Remove hanging items that are heavy or breakable
Can you think of a
possible
earthquake hazard
that is in your
bedroom? Sketch
or write this hazard
in the next box.
Students may
choose an item in
their bedroom that
is not secured to
the wall properly
or items that are
heavy and will
easily fall on the
bed if shaken.
Now make a sketch
or write how you
could correct this
hazard in your
bedroom in the last
box.
Students need to
show how the
item could be
corrected by
properly securing
it to the wall or
moving it away
from the bed to
another location.
What are possible hazards in your home and what changes could be made to make your home safer?
Look at the model house. Do you see something that is the same as a possible hazard in your home?
Can you estimate the number of possible earthquake hazards you will find tonight in your home?
Now we will refer to Activity Sheet #4. You will use this checklist tonight to search for possible earthquake hazards
in your home. You may have multiple tallies for some hazards. There is also an empty box at the bottom of the
sheet for you to add a hazard that isn’t listed.
Describe why it is important for you and your family to search for possible hazards at home and implement changes
to reduce these hazards.
Students need to be aware that searching and correcting possible hazards in their home will help their family
be better prepared for an earthquake or other natural disaster. Being prepared will decrease their family’s
chances of potential harm, injury, or death during a disaster.
93
Lesson 3-Watch Out for Hazards!
Activity 2
Classroom Hazard Search
Tally
Possible Hazards
Shelves, bookcases, cabinets, or other furniture that is free-standing
Heavy objects on shelves or cabinets above student seating
Aquarium or other pet cage near student seating
Television monitor not secure to a stable platform or attached to a
rolling cart
Piano on wheels that cannot be locked
Hanging items that are heavy, breakable, and not fastened with closed
hooks
Wall mountings that are not properly secured to the wall
94
Lesson 3-Watch Out for Hazards!
Activity 3
Correct the Hazard Teacher Guide
Directions: Please write the possible classroom hazard in the box of the action that will correct the hazard and make the classroom a safer place.
•Heavy hanging objects
•Class pet cage
•Tall supply cabinet
•Piano on Wheels
•Fish aquarium
Move to a Lower Area
•TV monitor on rolling cart
•Heavy bookcase
•School supplies stacked on high shelves
•Heavy boxes on top of cabinet
Secure to a Wall
•Heavy books on top shelf of bookcase
•Bulletin board/ Whiteboard/ Chalkboard
•Computer/ Overhead Projector on rolling
•Cart
AAdd lockable wheels
Move away from
vseating
95
Lesson 3-Watch Out for Hazards!
Activity 3
Correct the Hazard Teacher Guide
Directions: Please write the possible classroom hazard in the box of the action that will correct the hazard and make the classroom a safer place.
•Heavy hanging objects
•Class pet cage
•Tall supply cabinet
•Piano on Wheels
•Fish aquarium
•TV monitor on rolling cart
•Heavy bookcase
•School supplies stacked on high shelves
•Heavy boxes on top of cabinet
Move to a Lower Area

School supplies
stacked on high
shelves

Heavy boxes on top
of cabinet

Heavy books on top
shelf of bookcase
Secure to a Wall
•Heavy books on top shelf of bookcase
•Bulletin board/ Whiteboard/ Chalkboard
•Computer/ Overhead Projector on rolling
•Cart
AAdd lockable wheels
Move away from
veseating

Tall supply cabinet

Piano on wheels

Class Pet Cage

Heavy bookcase


Fish aquarium

Bulletin board/
Whiteboard/
Chalkboard
TV monitor on
rolling cart

Heavy hanging
objects

Computer/
Overhead projector
on rolling cart
96
Lesson 3- Watch Out for Hazards!
Activity 4
Home Hazard Search
Use tallies or checks to show the amount of possible earthquake hazards in your home.
Tally
Possible Hazards
Tall, heavy furniture (china cabinets, bookcases, etc) not secured to the wall
Hanging plants or lamps not secure with closed hooks
Heavy mirrors or pictures not anchored to the wall
Beds near large windows, hanging lights, heavy mirrors, framed pictures, shelves, or lamps
Heavy or breakable objects on high shelves
Large objects with wheels that are not blocked from rolling
Large appliances (water heater, refrigerator, etc) not secured to the wall
Glass items or bottles of medicine on a high shelf
Cabinets without strong or magnetic latches
Materials that could easily catch fire are near a heat source
Small appliances and other items not secured with Velcro to their surfaces
Other:
97
Lesson 4
Are you Prepared?
Essential Questions
*What are the essential supplies needed to improve chances of
survival and safety during or after an earthquake or other disaster?
*What can be assembled as a Disaster Supply Kit at school, home,
and in a vehicle for an earthquake or other disaster?
*How can an earthquake evacuation drill increase awareness of
earthquake safety in the school and home environments?
*How can a family communication plan help my family prepare for a
disaster?
Vocabulary
necessity
responsibility
crisis
essential
need
non-perishable
Learning Goals
Students will be able to
•
•
•
•
•
List items to include in classroom, home, and vehicle Disaster Supply Kits.
Assemble a Disaster Supply Kit at school, at home, and in vehicles.
List uses for kits in disasters and emergencies other than earthquake.
Demonstrate earthquake safety by participating in a school wide and family evacuation drill.
Describe how a family communication plan can prepare a family for disasters.
98
Procedures
Materials/Resources Required
•Are you Prepared! PowerPoint Presentation (place on transparencies or show
using projector)
•Are you Prepared? Notes and Sketches (copy for each student)
•Classroom Disaster Supply Kit checklist (copy for each student)
•Home and Vehicle Disaster Supply Kit checklist Take-Home Activity (copy for each
student)
•Family Communication Plan Take-Home Activity (copy for each student)
•Disaster Supply Kit Crossword Puzzle (copy for each student)
Suggested Time Allotment
1.
2.
3.
4.
60 minutes
Prior Knowledge- 5 minutes
Activity1, 2 , 3, & 4: 30 minutes
Activity 5: 10 minutes
Activity 6: 15 minutes
Activate prior knowledge by asking students the following brainstorming questions:
*Other than correcting possible hazards, how else could we prepare ourselves for a
disaster or emergency?
*What do you think a Disaster Supply Kit is?
* What items might be included in a Disaster Supply Kit?
Next, hand out a copy of the Are you Prepared? Notes and Sketches pages (Activity 1) to each student and prepare for
the showing of the Are you Prepared? PowerPoint Presentation (Instructional Resource 4). Students should be instructed
to complete each section of the Notes and Sketches pages as they are viewing each slide of the PowerPoint Presentation.
*When you come to the Disaster Supply Kit checklist for school (Activity 2) have students follow the coloring directions
at the top of the page to complete.
*After viewing slides for Disaster Supply Kit for home and vehicle, pass out the Checklists Take-home Activity (Activity 3).
Instruct students to follow the coloring directions at the top of the activities and return to school the next day.
*When you finish the Family Communication slide you will hand out Family Communication Plan Take-home Activity
(Activity 4). Students will complete parts of the plan they are able to. What is not completed at school can be taken
home to finish with the help of an adult and returned to school.
*Finally, students can review the Disaster Supply Kit items by completing the Disaster Supply Kit Crossword Puzzle
(Activity 5).
Remind students to complete Checklists Take-home Activity (Activity 3) and Family Communication Plan Take-home
Activity (Activity 4).
To close the lesson set aside 15 minutes to perform the school-wide evacuation drill. Be sure to coordinate this with your
administrator and other faculty members prior to the drill.
99
Additional Activities
•
Allow students time to browse one of the following kid-friendly earthquake websites:
* http://www.fema.gov/kids/quake.htm (Disaster Supply Kit activities and games)
* http://earthquake.usgs.gov/learn/kids/ ( earthquake preparedness information)
* http://www.ceri.memphis.edu/aware/index/ (earthquake preparedness information)
* http://www.kyem.ky.gov/Preparedness.htm (disaster preparedness information and ideas)
* http://www.redcross.org (disaster preparedness information and resources)
* http://www.pep.bc.ca/kids/kids.html (disaster preparedness activities and games)
* http://www.archaeolink.com/kentucky_disasters.htm (Kentucky state disaster history)
* http://www.educationworld.com/a_tsl/archives/02-1/lesson032.shtml (surviving natural disasters)
* http://www.all-things-first-aid.com/teaching-first-aid.html (First Aid activities and information)
• Experiments/ Crafts:
* http://homeschooling.gomilpitas.com/directory/EarthScience.htm (Natural Disasters)
* http://crafts.kaboose.com/kids-first-aid-kit.html (First Aid Kit craft)
100
Lesson 4- Instructional Resource 4
Are you Prepared?
What are the essential supplies needed to improve chances of survival and safety
during or after an earthquake or other disaster?
What can be assembled as a Disaster Supply Kit at school, home, and in a vehicle for
and earthquake or other disaster?
How can an earthquake evacuation drill increase awareness of
earthquake safety in school and home environments?
How can a family communication plan help my family prepare
for a disaster?
Graphic Credit: arc-salem.org/Get-Prepared/default.asp
101
Why should you prepare for a disaster?
Graphic Credit: squidoo.com
Disasters can happen at any time without warning. You
may need to evacuate your home or go several days
without basic necessities. Rescue and relief workers
may not be able to reach you immediately, so it is your
responsibility to be prepared for any type of disaster,
including an earthquake, severe storms, flooding, or
any other crisis. Being well prepared will help your
family stay safe, overcome challenges, and recover
more effectively after disasters.
102
Common Disasters in Kentucky
•Severe Storms
•Winter Storms
•Flooding
•Tornadoes
•Mudslides
•Landslides
•Rockslides
FEMA
Graphic Credit: climateprogress.org, blogs.smarter.com/gadgets/tag/mp3-players/, worldofstock.com/closeups/TAU4024.php, http://www.michaelsebastian.com/blog/?p=508
103
We are already better prepared at school and
home for potential earthquake hazards. After
a disaster, we may be stranded without power
or need to evacuate our homes. In these
instances, we will need a Disaster Supply Kit
that is ready to use or available to pick up and
take with us.
Graphic Credit: http://www.afterdisaster.com/disastersupplies.htm
104
What are the essential supplies needed
during or shortly after a disaster?
Brainstorm: Let’s brainstorm a list of items
you think will be essential to have in a
Disaster Supply Kit for school, home, or a
vehicle.
http://www.ci.kirkland.wa.us/depart/Fire_and_Building/prepare/PersonalFamilyPreparedness/SupplyKits.htm
105
Brainstorm
Essential items for Disaster Supply Kit
•
•
•
•
•
Graphic Credit” http://www.nhm.ac.uk/business-centre/planning-design-consulting/consulting/index.html
106
Let’s Edit our Lists
Now we need to edit our lists. We will circle the
items on our lists that match these 4 statements.
•This item is something I need to help me survive.
•This item can be easily packed and carried.
•This item has multiple uses.
•This item could help keep me safe in various
disasters or crisis situations.
107
These items are needed to assemble a Disaster Supply
Kit at school. Do we need to add other items?
Essential:
Class Roster with
student information
First Aid supplies or kit
Bottled water and
plastic cups
Flashlight and
spare batteries
Other:
Warm blankets
Battery powered radio
Non- perishable
snacks
Paper and pencils
Trash bags
Activities for children
108
Graphic Credit: lvstorytellers.org
Can we assemble a Disaster Supply Kit
for our classroom?
•Do we have a backpack with shoulder straps to hold the
items? (teacher will need hands free when carrying the
kit during an evacuation)
•Which items on our list do we already have in the
classroom or school?
•Which items on our list can be brought from home?
•Which items on our list will we need to purchase?
•Where is the best location to keep the Disaster Supply
Kit in our classroom?
Graphic Credit: textbookrevolution.org
109
These items are needed to assemble a Disaster Supply
Kit at home. Do we need to add other items?
Essential:
Non-perishable food (at least 3 day supply per person)
Can opener
Water (at least 1 gallon per person, per day, for 3 days)
Flashlight and spare batteries
First Aid kit
Graphic Credit: clker.com/clipart-home.html
Whistle to signal for help
Soap, toilet paper, toothbrush, or any items to keep you clean
Garbage bags and plastic ties
Forks, spoons, knives, and paper plates
Dust masks to protect against contaminated air
Plastic sheeting and duct tape to create a shelter
Battery Powered Radio
110
Essential Items continued:
Cell phone with charger
Local maps
Copies of ID’s and credit cards
Cash and coins
Warm blankets
Other items:
Eye glasses
Essential medication
Baby food, bottles, and diapers if needed
Pet food if needed
Sleeping bags
Protective clothing, jackets, and sturdy shoes
Small fire extinguisher
Activities for small children
Tools and written instructions for turning off utilities if needed
Copies of insurance policies and bank records
111
These items are needed to assemble a Disaster Supply
Kit in a vehicle. Do we need to add other items?
Booster cables
Blankets
Battery Powered Radio
Flashlight with spare batteries
Small Fire Extinguisher
First Aid Kit
Bottled Water
Non- perishable high energy snacks
Local maps
Flares
Tire repair kit and pump
Shovel
Graphic Credit: waxmansrugs.com
112
What emergencies or disasters could we
use the kits for other than earthquakes?
*Tip: Disaster Supply Kits should
be checked and updated 4 times a
year for expired items.
*Our Disaster Supply Kit could be
helpful in various other disasters
or states of emergencies.
*Can you think of a disaster or
emergency, other than an
earthquake, where your Disaster
Supply Kit could also be used?
•Power Outage
•Stranded in a vehicle
•Snow and ice storms
•Tornadoes
•Flooding
•Fire
113
Disaster Supply Kit for Home and Vehicle
Tonight you will use your home and vehicle
Disaster Supply checklists to assemble your
Disaster Supply Kits at home. Encourage your
family to help you gather essential items for
each kit. Discuss with your family the
importance of being well prepared for a
potential disaster in order to improve your
safety and chances of survival. It is important
that everyone in your family knows where the
kit is located.
114
Family Communication Plan
Tonight you will also develop a Family
Communication Plan that will list contact
information for relatives and friends that can be
used in the event of a disaster. Ask your family to
help you complete this plan. Once completed,
hang it in a safe place where it can easily be
located by every family member. A blank outline
will be provided, which you will complete by
entering contact information that is specific to
your family.
115
Helpful Tip:
Write the name and number of a
family member or friend who
lives at least 100 miles away from
you. Have everyone always carry
this information with them. Use
this contact to reunite with loved
ones or inform each other of
your whereabouts in the event
you are separated during a
disaster.
Graphic Credit: blogs.fayobserver.com
116
How can an earthquake evacuation drill increase
awareness of earthquake safety in our school?
Today we will participate in
a school-wide Earthquake
drill. We will follow our
initial earthquake safety
procedures inside the
school and then quickly
evacuate
the
school
building to an open,
outside area. We will
practice as if we were
having a real Earthquake.
Graphic Credit: newsimg.bbc.co.uk
117
Procedures to Remember
1) Take immediate cover where you are at the first sign
of an earthquake. The first shaking that is felt may
be the foreshock.
2) When you take cover, remember to drop (duck),
cover, and hold under a table, desk, or counter. If
you are outside, go to an open area away from
possible falling hazards.
3) Once you have taken cover, stay quiet and listen for
directions from an adult.
4) Stay in a safe position until the shaking stops and an
adult gives you instructions to evacuate the building.
As you evacuate, be prepared to feel aftershocks.
118
Evacuation
As we evacuate the building, we will follow
our regular fire drill route to our designated
safe outdoor area. While exiting the building
look for things that may become a hazard
during or after an earthquake. This can be
anything that may fall, break, catch fire, or
otherwise pose a risk for injury in the event
of an earthquake. We will discuss these
hazards after the drill, once we are safely
back inside.
119
Earthquake Evacuation Drill
Let’s Practice!
Graphic Credit: phayul.com/news/article.aspx
120
What things did you see during our
evacuation that may become a hazard
during or after an earthquake?
•
•
•
•
•
121
Slide Information Credits
•Ready.gov
•FEMA
•American Red Cross
•Kyem.gov
•Department of Homeland Security
122
Lesson 4- Are you Prepared?
Activity 1
Are you Prepared? Notes & Sketches
Why should you prepare for a disaster?
*Necessities:
*Responsibility:
*Crisis:
Name a disaster that is likely to occur in Kentucky?
Circle the 2 items below that would be found in a Disaster Supply Kit?
What are the essential supplies needed during or shortly after a disaster?
*Essential:
123
Brainstorm: What are some essential items that may go into a Disaster Supply Kit?
Need:
Draw a sketch in the box of 2 items you
would NEED in order to survive.
These items are needed to assemble a Disaster Supply Kit at school? Do we need to add other items?
Non-Perishable:
Why might we need a First Aid Kit in the event of a disaster or emergency?
Can we assemble a Disaster Supply Kit for our classroom?
Circle the best place to keep our Disaster Supply Kit in the classroom.
On top of a tall bookshelf
In a storage cabinet behind large boxes
On a medium height bookshelf near the door
124
These items are needed to assemble a Disaster Supply Kit at home? Do we need to add other items?
A box of cereal is an example of a
non-perishable food item.
Can you sketch a picture or write
the name of another food item that
would be non-perishable?
There items are needed to assemble a Disaster Supply Kit in a vehicle. Do we need to add other items?
Why might we need blankets in our vehicle Disaster Supply Kit?
What emergencies or disasters could we use the kits for other than earthquakes?
Sketch or write in the box a disaster or
emergency that you could use your
Disaster Supply Kits for other than an
earthquake.
125
Disaster Supply Kit for Home and Vehicle
Why is it important for your family to assemble a Disaster Supply Kit at home?
Family Communication Plan
Do you know your personal information in case you needed to inform emergency
services?
Address:
Parent/ Guardian Name(s):
Parent/ Guardian workplace(s):
Parent/ Guardian telephone number(s):
Helpful Tip
Write the name and telephone number of a family member or close family friend that lives at least 100 miles away from you.
Procedures to Remember
Let’s review! Write the 3 words in the boxes below that remind you what to do in the event of an earthquake.
D
C
H
126
Review these vocabulary words.
The foreshock occurs ____________________________ an earthquake.
The aftershock occurs ____________________________ an earthquake.
Evacuation
Sketch a picture of what this glass trophy
case in a school hallway might look like
after an earthquake has happened.
Where do we usually exit the building during our regular fire evacuation drill?
What objects did you notice during our evacuation that may become a hazard during or after an earthquake?
127
Lesson 4- Are you Prepared?
Activity 1
Are you Prepared? Notes & Sketches (Teacher’s Guide)
Why should you prepare for a disaster?
*Necessity: something that has to be done or must be included
*Responsibility: the condition of being responsible (responsible- having a certain duty or obligation
*Crisis: a time of great difficulty or danger when great changes can take place
Name a disaster that is likely to occur in Kentucky? Flooding, Tornadoes, Winter Storms, & Severe Thunderstorms
Circle the 2 items below that would be found in a Disaster Supply Kit?
What are the essential supplies needed during or shortly after a disaster?
*Essential: very important
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Brainstorm: What are some essential items that may go into a Disaster Supply Kit?
Students will list many various items on notebook paper. One class list can be compiled on the board or overhead
transparency. Lists will be edited in the next slide according specific questions. Students can brainstorm
individually, with partners, or groups.
Need: something you must have in order to survive
Draw a sketch in the box of 2 items
you would NEED in order to survive.
*Students may
circle items with a marker or
color pencil in order to edit lists.
•Examples:
•water
•food
• clothes
• medicine
•first-aid kit
These items are needed to assemble a Disaster Supply Kit at school? Do we need to add other items?
Non-perishable: not likely to decay or spoil
Why might we need a First Aid Kit in the event of a disaster or emergency? A First- Aid Kit would be needed in the
event that someone is injured or harmed during a disaster and needs medical attention.
Can we assemble a Disaster Supply Kit for our classroom?
Refer to Disaster Supply Kit checklist at School Activity 2. Students will follow the color directions at the top to answer
questions from the slide. You are encouraged to assemble a Disaster Supply Kit for your classroom.
Circle the best place to keep our Disaster Supply Kit in the classroom.
On top of a tall bookshelf
In a storage cabinet behind large boxes
On a medium height bookshelf near the
door
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These items are needed to assemble a Disaster Supply Kit at home? Do we need to add other items?
A box of cereal is an example of a
non-perishable food item.
Can you sketch a picture or write
the name of another food item that
would be non-perishable?
Examples:
•Cans of soup, fruit, or vegetables
•Cereal bars
•Crackers
•Granola bars
(any snack that does NOT need to be
refrigerated)
These items are needed to assemble a Disaster Supply Kit in our vehicle. Do we need to add other items?
Why might we need blankets in our vehicle Disaster Supply Kit? Blankets would be needed for warmth if a vehicle
was stranded in the event of severe winter weather or an accident
What emergencies or disasters could we use the kits for other than earthquakes?
Sketch or write in the box a disaster or
emergency that you could use your Disaster
Supply Kits for other than an earthquake.
Examples:
•Power outage
•Stranded in a vehicle
•Snow and ice storms
•Tornadoes
•Flooding
•Fire
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Disaster Supply Kit for Home and Vehicle
Why is it important for your family to assemble a Disaster Supply Kit at home?
Keeping a Disaster Supply Kit at home will ensure that you and your family are prepared for any potential emergency
or disaster that may occur and will improve your safety and chances of survival.
*Refer to Take-home Activity #3 Home and Vehicle Disaster Supply checklists. Students will use the checklists at home
to assemble Disaster Supply Kits for home and vehicle.
Family Communication Plan
Do you know your personal information in case you needed to inform emergency services?
*Refer to Take-home Activity #4 Family Communication Plan. You may choose to allow students to complete what
they can on their own at school and complete the remaining parts at home with help from an adult.
*Refer
to Activity sheet #5 Disaster Supply Kit Crossword Puzzle for review of items needed to assemble a Disaster
Supply Kit.
Helpful Tip
Write the name and telephone number of a family member or close family friend that lives at least 100 miles away from you.
How can an earthquake evacuation drill increase awareness of earthquake safety in our school?
Let’s review! Write the 3 words in the boxes below that remind you what to do in the event of an earthquake.
DUCK
COVER
HOLD
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Review these vocabulary words.
The foreshock occurs BEFORE an earthquake.
The aftershock occurs AFTER an earthquake.
Evacuation
Sketch a picture of what this glass trophy
case in a school hallway might look like
after an earthquake has happened.
Where do we usually exit the building during our regular fire evacuation drill?
Students should name the regular classroom fire drill route and exit door
Earthquake Evacuation Drill- Let’s Practice!
At this time your school is encouraged to participate in a school- wide evacuation drill. Your students may choose
to visit classrooms k-2 previous to this day and teach basic earthquake evacuation procedures they have learned
throughout the week. Work with your school to choose a time for the school-wide evacuation drill.
What things did you see during our evacuation that may become a hazard during or after an earthquake?
Students may list any items that may fall or break during an earthquake. Examples: cases, shelves, windows,
lights, hanging objects from ceiling or wall
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Lesson 4-Are you Prepared?
Activity 2
Disaster Supply Kit checklist for School
Green- Circle items in green that we already have in the classroom or school.
Blue- Circle items in blue that we can bring from home.
Red- Circle items in red that we will need to purchase.




Essential:
Class Roster with student
information
First Aid supplies or kit
Bottled water and plastic cups
Flashlight and spare batteries
Other:
Warm blankets
Battery powered radio
Non- perishable snacks
Paper and pens
Trash bags
Activities for children
___________________
___________________
___________________
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Lesson 4- Are you Prepared?
Activity 3
Disaster Supply Kit checklist for Home
Green- Underline items in green that you already have in your home.
Red- Underline items in red that your family will need to purchase.
Essential
Non-perishable food (at least 3 day supply per
person)
Can opener
Water (at least 1 gallon per person, per day, for 3
days
Flashlight and spare batteries
First Aid Kit
Whistle to signal for help
Soap, toilet paper, toothbrush, or any items to keep
you clean
Garbage bags and plastic ties
Forks, spoons, knives, and paper plates
Dust masks to protect against contaminated air
Plastic sheeting and duct tape to create a shelter
Cell phone with charger
Local maps
Copies of ID’s and credit cards
Cash and coins
Other
Eye glasses
Essential medication
Baby food, bottles, and diapers if needed
Pet food if needed
Sleeping bags and warm blankets
Protective clothing, jackets, and sturdy shoes
Small fire extinguisher
Activities for small children
Tools and written instructions for turning off utilities
if needed
Copies of insurance policies and bank records
________________________________________
________________________________________
________________________________________
________________________________________
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Lesson 4- Are you Prepared?
Activity 3
Disaster Supply Kit checklist for Vehicle
Green- Underline items in green that you already have in your home or vehicle.
Red- Underline items in red that your family will need to purchase.
Essential
Booster cables
Blankets
Battery Powered Radio
Flashlight with spare batteries
Small Fire Extinguisher
First Aid Kit
Bottled Water
Non-perishable high energy snacks
Local maps
Flares
Tire repair kit and pump
Shovel
Other
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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Lesson 4-Family Communication Plan
Activity 4
Family Communication Plan
Me
My Name:
My Address:
My Telephone Number:
Family
Mother:
Father:
Cell Phone Number:
Cell Phone Number:
Work Telephone Number:
Workplace:
Work Telephone Number:
Workplace:
Other:
Cell Phone Number:
Work Telephone Number:
Workplace:
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Local Contact
Name:
Address
:Telephone
Number(s):
Nearest Relative
Name:
Address:
Telephone
Number(s):
Out-of-State Relative/Contact
Name:
Address:
Telephone
Number(s):
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Local Emergency Telephone Numbers other than 911
Police
Department:
Fire Department:
Hospital:
Meeting Locations
Outside of your home:
Away from your neighborhood:
Place:
Address:
Telephone Number:
At least 100 miles away or out of state:
Name of Relative/ Contact/ or
Place:
Address:
Telephone Number(s):
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Lesson 4- Disaster Supply Kit Crossword Puzzle
Activity 5
Word Bank:
Sleeping Bag
Non-perishable
Garbage Bags
Water
Plastic Sheeting
Batteries
First Aid Kit
Can Opener
Whistle
Fire Extinguisher
Money
Blankets
Dust Masks
Toothbrush
Utensils
Soap
Local Maps
Radio
Cell Phone
Flashlight
Disaster Supply Kit
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Use the clues below to help you choose the correct words from the word bank to complete
the puzzle. All words are items you would find in a Disaster Supply Kit.
Across
3. Allows you to listen to local news
4. In case of a fire
9. Will help in the event of an injury
11. Use this for light
12. Use this to open cans of food
14. Will help keep you warm during cold weather
15. Make a call for help on this
17. Use these to eat food
19. Use for trash or waste
20. A signal for help
Down
1. Food that does not spoil
2. Keep extra sets of these
5. You can sleep in this
6. Protect against contaminated air
7. Keep your body clean with this
8. Pay for items with this
10. Will help keep your teeth clean
13. Use with duct tape to create a shelter
16. Drink this to help you survive
18. Find directions with these
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Lesson 4- Disaster Supply Kit Crossword Puzzle
Activity 5
Disaster Supply Kit Crossword Teacher Guide
Across
3. Allows you to listen to local news- Radio
4. In case of a fire- Fire Extinguisher
9. Will help in the event of an injury- First Aid Kit
11. Use this for light- Flashlight
12. Use this to open cans of food- Can Opener
14. Will help keep you warm during cold weather- Blankets
15. Make a call for help on this- Cell Phone
17. Use these to eat food- Utensils
19. Use for trash or waste- Garbage Bags
20. A signal for help- Whistle
Down
1. Food that does not spoil- Non-perishable
2. Keep extra sets of these- Batteries
5. You can sleep in this- Sleeping Bag
6. Protect against contaminated air- Dust Mask
7. Keep your body clean with this- Soap
8. Pay for items with this- Money
10. Will help keep your teeth clean- Toothbrush
13. Use with duct tape to create a shelter- Plastic Sheeting
16. Drink this to help you survive- Water
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Lesson 5
Earthquake Prepare & Share
Vocabulary
review of all unit vocabulary
Essential Questions
*Can you demonstrate what you have learned about earthquakes by choosing
a cumulative activity and successfully completing it?
*Can you share your earthquake knowledge with an audience?
Learning Goals
Students will be able to:
• Choose an activity to demonstrate earthquake unit knowledge and follow
a series of directions to complete it correctly.
• Share and discuss student created activity and knowledge with an
audience (lower primary student grades K-2).
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Procedures
Materials/Resources Required
•Earthquake Prepare & Share Cumulative Activity Guidelines (copy for each student)
(see additional resources specific to each activity in procedure 2)
•Earthquake Prepare & Share Cumulative Activity Scoring Guide (copy for each student)
•A scheduled time in a Kindergarten-2nd grade classroom for activity sharing.
•Earthquake Awareness Week Certificate of Completion (copy for each student)
Suggested Time Allotment
1.
2.
3.
4.
5.
6.
60 minutes
Review unit knowledge and unit success by asking students the following questions: Review-Activity 1: 45 minutes
*What have you learned from our earthquake unit?
Share with Audience: 15 minutes
*Were you successful at sharing this knowledge with you family members?
*What did you like best throughout the unit?
*Is there anything you would change to make this unit better?
First, hand out a copy of the Earthquake Prepare & Share Cumulative Activity Guidelines (Activity 1). Read instructions
aloud for each of the four cumulative activities to be sure they are understood. Allow students to choose one of the
activities to complete. (Additional Resources/Materials Needed: Activity 1-Construction paper or card stock (27 - 9x12’’
sheets for each student), yarn, string, or ribbon, and a 3 hole punch. Activity 2-Notebook or stationary paper for each
student letter (lengths will vary). Activity 3- Construction paper or card stock (1 - 12x18’’ sheet for each student).
Next, hand out the Earthquake Prepare & Share Cumulative Activity Scoring Guide (Activity 2) to each student. Read
bullets for each level to make sure the scoring process is understood and allow students time to complete the activity
they have chosen.
Once finished, allow students to choose a partner from the lower primary classroom you have chosen to share their
student activities with. Caution students to be sure to read to non-readers when sharing their activity. As an option, you
may want to make copies of the projects completed for each lower primary student to keep.
Once students have finished sharing their projects with an audience, collect student activities and score them using the
scoring guides provided. Reflect upon student scores and use this knowledge to reteach and/or extend Earthquake
Instructional Unit concepts throughout the remainder of the school year.
As a part of unit completion, copy, sign, and handout an Earthquake Awareness Week Certificate to each participating
student in your classroom.
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Lesson 5-Earthquake Prepare & Share
Activity 1
Earthquake Cumulative Activity Guidelines
Choose one of the activities below to complete as a cumulative activity and share with a lower primary student. Each activity
should include concepts of what earthquakes are, how to prepare for an earthquake, and what to do when an earthquake
happens. Carefully follow the instructions below for the activity you choose to complete.
Activity 1-Earthquake Alphabet Book
Activity 2-Persuasive Letter
Activity 3-Earthquake Brochure
1. You will need 27 pieces of
construction paper or cardstock to
make your book. You may choose to
turn it in any direction you like, as
long as all of the pages follow the
same pattern.
2. Page 1= Title page: It should include
your name as the author, the title of
your book, and an illustration.
3. Pages 2-27=Alphabet Pages: Each
page should include the alphabet
letter, an earthquake content word
that begins with that letter, a
sentence and/or group of sentences
that teaches students the
importance of the word selected,
and an illustration showing the
word. Remember your audience and
explain concepts at their level of
understanding.
4. Use a three hole punch and yarn to
bind your book together.
1. You will need notebook or stationary
paper the length of your letter to
write on.
2. Use proper format to write a letter
to a lower primary student
persuading them the importance of
earthquake safety and being
prepared.
3. Your letter should include a heading
(date), greeting (ex. Dear first grade
student), body of at least 3
paragraphs (1 for each of the bolded
topics above), and a closing (Your
friend). Remember you audience
and explain concepts at their level of
understanding.
4. When finished writing, staple your
letter together if it is more than 1
page.
1. You will need one piece of large
construction paper.
2. Fold the construction paper like a
brochure (3 column fold).
3. Page 1-Front flap=Title page: It
should include your name as the
author, a title of your brochure, an
illustration.
4. Page 2-First opened
flap=Introduction-Write 1 to 2
sentences informing readers of your
brochure purpose (ex. Do you know
what an earthquake is? Do you
know how to be prepared and what
do to when one happens? Read this
brochure to find out more
information to help keep you and
your family safe.) Add an
illustration.
5. The rest of your brochure flaps
should contain explanations of the
bolded topics above and an
illustration or diagram. Remember
you audience and explain concepts
at their level of understanding.
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Lesson 5-Earthquake Prepare & Share
Activity 2
Earthquake Cumulative Activity Scoring Guide
Carefully read the scoring guide below. Be sure to follow all of the steps in a Level 4 to achieve your best score.
Level 4
•Activity is neatly written and illustrated.
•Activity pages are organized to include all of what the specific step instructions list in the
guideline.
•Activity is completed with appropriate details.
Level 3
•Activity is neatly written and illustrated.
•Activity pages are organized to include most of what the specific step instructions list in the
guideline.
•Activity is completed with some appropriate details.
Level 2
•Activity may or may not be written and illustrated neatly.
•Activity pages may or may not be organized and include only some of what the specific step
instructions list in the guideline.
•Activity is completed with only a few appropriate details.
Level 1
•Activity is sloppily written and illustrated.
•Activity pages are not organized and include little or none of what the specific step instructions
list in the guideline.
•Activity is completed with little or no appropriate details.
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I survived Earthquake Awareness Month!
Certificate of Completion
has completed an Earthquake Instructional Unit and has
agreed to share the importance of being aware and prepared for any
disaster with family and friends at home.
Be Aware!
Be Prepared!
Have a Plan!
Earthquake Awareness Month
February 2010
{teacher}
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Teacher Survey
Please circle the appropriate numbers below and list any additional comments. Email surveys to buddy.rogers1@us.army.mil
and steve.oglesby@us.army.mil after unit completion. Your feedback is important and will be used to make unit improvements.
Low Avg. High
•Did you like using this unit with your class?
1
2
3
4
5
What did you like most about the unit?
_________________________________________________________________________________________________________
•Were your students engaged throughout the unit and did they learn new concepts?
1
2
3
4
5
What part of the unit do you think students enjoyed the most?
_________________________________________________________________________________________________________
•Do you feel that family communication was effective throughout the unit?
1
2
3
4
5
Can you give an example of how you knew family communication was effective?
_________________________________________________________________________________________________________
*Do you recommend any improvements be made to this unit?
1
2
3
4
5
What improvements would you recommend?
_________________________________________________________________________________________________________
*Will you use this unit next year in your classroom?
1
2
3
4
5
Why or why not? _____________________________________________________________________________________
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