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School Curriculum
The following activities can help you and your students get ready to ride out an earthquake. Unlike other natural disasters, there is no warning for earthquakes. One could hit today, tomorrow or next week. We can't predict...but we can prepare.
Activity One: What is an Earthquake?
Materials
An audiovisual cart on wheels, or a small table
or desk that moves easily
A shallow box partially filled with sand or soil
An assortment of paper plates, cups and small boxes that can be stacked to represent a building
Procedure
Introduce the topic with a class discussion based on the following questions:
- What does the word "quake" mean?
- What do we mean when we say people are "quaking in their boots?" (Invite students
- to imitate a person trembling.)
- Have you ever been on a bridge when it shook from heavy traffic, or near the railroad tracks when a train passed over? (Invite students to demonstrate shaking and vibrating.)
- What do you suppose is happening to the earth when there is an earthquake?
- Has anyone here ever felt an earthquake?
(Allow students time to express their observations and feelings.)
Tell students they are going to make a model to demonstrate what happens during an earthquake. Follow these steps:
- Invite a small group of students to pile paper plates, cups and small boxes on top of each other in the box filled with sand to form a tall structure. (Either have enough materials for each group to construct one model, or have the groups take turns.)
- Place the large box on the cart, table or desk.
- Shake the cart, table or desk until the structure topples.
- Ask the students to comment on what they see.
- What does the sand or soil represent? (The earth)
- What do the plates, cups or boxes represent? (A tall building)
- What moves? (the earth and the building)
- What happens to the building? (Various degrees of damage)
- What would happen to people in or near the building? (They would be frightened and possibly hurt)
Activity Two:
Earthquake: Duck, Cover and Hold Drill
Teacher take note: We do not recommend excusing children with special needs from participating in earthquake drills. Children who are blind, deaf or have impaired mobility especially need experiences which build confidence in their ability to avoid and cope with dangers. Plan with parents, other teachers and the school nurse to determine quake-safe actions for these children.
It may not be possible for children with impaired mobility to get under a desk or table. They can, however, learn to react quickly and turn away from windows; move away from light fixtures and unsecured bookcases; and use their arms or whatever is handy to protect their heads.
Procedure
Explain that you are going to talk through an imaginary earthquake to help students understand what might happen during a real one. Call out, "Earthquake: Duck, Cover, and Hold," and direct students to practice the following actions:
- Get under the table or desk
- Turn away from the windows
- Put both hands on the back of your neck
- Tuck your head down
- Hold onto the legs of your desk and be
- prepared to move with it
Appoint student helpers for the simulation. Ask one student to flick the lights on and off several times, and then turn them off. Appoint another to act as timer for this activity. Designate students to help create earthquake sound effects, such as:
- Rattling glass
- Scraping desks
- Scraping tables
- Opening drawers
- Barking dogs
- Meowing cats
- Books falling
- Trees scraping the building
- People shouting
- Babies crying
- Bricks falling (drop several pencils)
- Doors banging shut
- Hanging plant falling (drop a dish or pan)
Read the earthquake simulation script. Direct the students at their desks to follow the Earthquake: Duck, Cover, and Hold instructions during the simulation, while helpers provide effects as indicated. Repeat the simulation a second time, selecting different students to provide the effects, so that each student has an opportunity to practice the Earthquake: Duck, Cover and Hold procedure.
Take time after the simulation to let students respond to the experience. Encourage them to ask questions and discuss their fears and concerns, including the unpleasant, worried and frightened feelings that they might experience.
Activity Three: Create a Kit
Materials
- Inexpensive backpack or other ample
- container with shoulder straps
- Art supplies
- Writing paper and pencils
- Items for the kit (will vary)
Procedure
Tell students that they are going to assemble an easy-to-carry kit which can be kept in the classroom for emergencies. Ask them to suggest appropriate containers, or show them an inex-pensive backpack obtained for this purpose.
Divide the class into teams and assign responsibilities to each team. Roles might include:
- Decorators: design and produce a logo or other distinctive decoration and fasten it to the kit.
- Listmakers: copy the class list from the board or overhead neatly and with correct spelling, and fasten it to the inside or outside of the container as a checklist. Also provide a copy to the suppliers.
- Suppliers: decide which items on the list are already in the classroom, which will have to be purchased, and which can be brought from home. With your help, arrange for supplies to be purchased or brought.
- Essential items for the kit will include:
- Bottled water and cups (use plastic con-
- tainers to cut weight, avoid breakage)
- Class roster with students' names and
- addresses
- Flashlight and spare batteriesOther items might include:
- Pocket transistor radio and spare batteries
- Paper and pens
- Permanent marker
- Colored flag to summon aid
- Playing cards and pocket games
- Hard candy and other compact, durable foods
- Trash bags (for raincoats, ground cloths, etc.) (Be sure to slit open before using)
Invite the school nurse or someone from the Red Cross or the fire department to visit the classroom and discuss first aid procedures. After this visit the students may want to assemble a small first aid kit and add it to their emergency supplies.
When the kit is completed, decide where to keep it. Explain that you will carry the kit during evacuation drills or actual evacuations.
Earthquake Simulation Script
Imagine that you hear a low, rumbling, roaring sound. The noise builds, getting louder and louder, for about 10 seconds. Then, Wham! There's a terrific jolt. You feel like someone suddenly slammed on the brakes in the car, or like a truck just rammed into the side of the building.
The floor seems to be moving beneath you. It's hard to stand up, or even stay in your seat. If you do stand up, you might feel like you're riding a raft down a fast river. When you walk, it's like trying to walk on a trampoline or a waterbed. You hear someone say, "Earthquake! Duck, Cover and Hold!"
I want all of you at your desks to take cover as quickly and quietly as you can, right now. Please listen very carefully.
The shaking and commotion may last about 60 seconds or a little longer. We'll have our timer count off the seconds for as long as this earthquake lasts. (The timer may begin counting softly now.)
The building is creaking and rattling. Books are falling from the bookcase. Hanging lamps and plants are swaying. Suddenly a pot falls to the floor and smashes, and the plant spills. A windowpane just shattered, and glass is falling to the floor. The table is sliding, too.
Be sure to stay in the duck, cover and hold position under your desk. If your desk is moving, hold onto the legs and move with it.
You hear noises outside. Dogs are barking. Cats are meowing. A baby is crying. People are shouting and screaming. The shaking is making church bells ring. You hear crashing sounds, from brick chimneys and other loose parts of the building falling to the ground. Trees outside are swaying and scraping against the walls.
Inside the room, pictures are moving on their nails. Oh! That one just fell off the wall and crashed to the floor. The desk drawers are sliding open. The lights begin to flicker on and off...they just went out! Now the door swings back and forth on its hinges. Bang! It slams shut. There's silence now. Just as suddenly as the noise and shaking began, the room grows quiet. (The timer can stop counting now.)
Please, everyone, get back in your seats. It is important to remain very quiet and wait for instructions. If it is safe to leave the building, I am going to lead you outside to an open space. Stay together, and be ready to take cover again at any moment because the shaking may start again. Sometimes other quakes, called aftershocks, begin after the first earthquake has stopped.
Curriculum reprinted from "Earthquakes" produced by The National Science Teachers Association
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