Earthquake Awareness and ShakeOut Teachers Toolkit (PowerPoint)

Earthquake Awareness & "Great ShakeOut"

Teacher’s Toolkit - 2013In Support of Earthquake Awareness Month (February 2013)

Created for all Kentucky Students and Teachers

Provided by: Kentucky Emergency Management

http://kyem.ky.gov/programs/Pages/Teachers.aspx February 2013.v.1

http://kyem.ky.gov/programs/Pages/Teachers.aspx

Earthquake Awareness & “Great ShakeOut”Teacher’s Toolkit - 2013 Abstract

This instructional resource has been created to provide students and teachers with the tools needed to complete a week-long learning unit during Kentucky Earthquake Awareness Month. This toolkit is centered around The Great Central U.S. ShakeOut February 7th, 2013 at 10:15AM CST. Students and their families will learn important information about earthquakes and how to better prepare for these and other natural disasters.

Included in this toolkit are specific essential questions, learning goals, procedures, estimated timeframes, instructional media, student activities, take-home lessons, and a culminating assessment project. Resources were designed to be used across the Commonwealth 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 toolkit to enrich and extend the material presented.

Teachers are encouraged to use this toolkit to help increase knowledge, awareness, and preparedness. Resources such as this are essential to our students, families, and Commonwealth, and will better prepare everyone for earthquakes, as well as similar emergencies and natural disasters. Thank you for your help and dedication to create a safer future for our students and Commonwealth.

- Kentucky Emergency Management

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Earthquake Awareness & "Great ShakeOut"A Teacher’s Toolkit Provided ByKentucky Emergency Management

Earthquake Awareness & "Great ShakeOut"A Teacher’s Toolkit Provided ByKentucky Emergency Management

Dear Parents/Guardians,

As a part of Earthquake Awareness Month in Kentucky your student will be participating in a week-long instructional unit, Earthquake Awareness & "Great ShakeOut". 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 school survival kit, and participating in a school-wide Drop, Cover, and Hold On drill.

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 earthquakes 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, Cover, Hold On 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 Home and Vehicle Survival 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 & "Great ShakeOut" 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,

Earthquake Awareness & "Great ShakeOut" Poster Contest Invitation / Official RulesEarthquake Awareness & "Great ShakeOut" Poster Contest Invitation / Official Rules

Dear Teacher,

As part of the Earthquake Awareness & "Great ShakeOut" Teacher’s Toolkit, Kentucky Emergency Management (KYEM) would like to challenge your students to a statewide poster contest. KYEM will select one(1) student winner from each of the participating grade levels (3 rd – 5th). The three(3) winners statewide will receive an eReader. In addition one(1) eReader will be given to a randomly drawn classroom (selected from all submitting teachers). KYEM will host an award ceremony for the selected winners and their classmates at the Commonwealth Emergency Operations Center (CEOC) in Frankfort; school officials may elect to hold the ceremony at their school. Winning posters will be announced in a statewide press release, used to promote Earthquake Awareness 2014, and displayed at www.kyem.ky.gov/postercontest

Please read and follow ALL poster contest guidelines below.

TEACHERS:All entrants must have completed the 2013 Earthquake Awareness & “Great ShakeOut” Teacher’s Toolkit LessonsThe poster may be completed at home but must represent only the work of the student participant. Students must submit poster to their teacher by the deadline date of Friday, March 15 th, 2013.Each classroom teacher will select ONE(1) winner, per grade level (3rd, 4th, or 5 th) from their classroom and submit it to [email protected] by March 28, 2013 to be eligible All posters must be submitted digitally, either scanned or by photograph in: jpeg, gif or pdf format and at minimum 300 dpiPlease save originals until winners are announcedWinners will be notified by April 30, 2013

STUDENTS:

Poster should be limited to an 17 x 22 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 to stay safe during an earthquake

Sincerely, Kentucky Emergency Management

http://www.kyem.ky.gov/postercontest

mailto:[email protected]

Dear Unit Participants,

As part of the Earthquake Awareness & "Great ShakeOut" Teacher’s Toolkit, Kentucky Emergency Management (KYEM) would like to challenge you to a statewide poster contest. KYEM will select one(1) student winner from each of the participating grade levels (3rd – 5th). The three(3) winners statewide will receive an eReader and KYEM will host an award ceremony for the selected winners and their classmates. Winning posters will be announced in a statewide press release, used to promote Earthquake Awareness 2014, and displayed at www.kyem.ky.gov/postercontest. Good luck and have fun sharing your earthquake knowledge with others!

Participants: carefully read and follow ALL poster contest guidelines below.

The poster may be completed at home but must represent only the work of the student participant

Students must submit poster to their teacher by the deadline date of Friday, March 15th, 2013

Poster should be limited to an 17 x 22 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 earthquakeTo teach students and families what to do to stay safe during an earthquake

Sincerely, Kentucky Emergency

Management

Earthquake Awareness & "Great ShakeOut" Kentucky Emergency ManagementPoster Contest

Earthquake Awareness & "Great ShakeOut" Kentucky Emergency ManagementPoster Contest

http://www.kyem.ky.gov/postercontest

Lesson 1- Earthquake ScienceMaterials/Resources Required•Earthquake Science PowerPoint Presentation *Instructional Resource #1-pgs. 26-45 •Earthquake Anticipation Guide (copy for each student) *Activity 1- pg. 24 *Teacher Guide-pg. 25•Earthquake Science Notes and Sketches (copy for each student) *Activity 2- pgs. 47-50 *Teacher’s Guide-pgs. 51-54 •Earthquake Myth Take-home Activity (copy for each student) *Activity 3- pg. 55•Pencil for each student/1 for teacher demonstration (hands on activity)

Lesson 2- Shake, Rattle, & RollMaterials/Resources Required•Shake, Rattle, & Roll PowerPoint Presentation *Instructional Resource #2-pgs. 59-73•Shake, Rattle, & Roll Notes and Sketches (copy for each student) *Activity 1-pgs. 75-78 *Teacher’s Guide-pgs. 79-82 •Earthquake Concentration Game School Activity (see special copy instructions in procedure 3 pg. 57) *Activity 2-pgs. 83-86 *Teacher Guide-pg. 87•Drop, Cover, Hold On Drill *Activity 3•Earthquake Concentration Game Take-Home Activity (copy for each student) *Activity 4- pg. 88 •Earthquake Take-Home Activity Reflection (copy for each student) *Activity 5- pg. 89•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 *Instructional Resource #3-pgs. 93-104•Watch out for Hazards! Notes and Sketches (copy for each student) *Activity 1-pgs. 106-109 *Teacher’s Guide-pgs.110-113•Classroom Hazard Search Activity (copy for each student) *Activity 2-pg. 114•Correct the Hazard Activity (copy for each student) *Activity 3-pg. 115 *Teacher Guide pg. 116•Home Hazard Search Take-home Activity (copy for each student) *Activity 4- pg. 117

Teacher’s Toolkit Week Long Lessons at a GlanceTeacher’s Toolkit Week Long Lessons at a Glance

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Lesson 4- Are you prepared?Materials/Resources Required•Are you Prepared! PowerPoint Presentation Instructional Resource #4-pgs. 122-143•Are you Prepared! Notes and Sketches (copy for each student) *Activity 1-pgs. 145-149 *Teacher’s Guide pgs. 150-154•School Disaster Survival Kit checklist (copy for each student) *Activity 2-pg. 155 •Home and Vehicle Disaster Survival Kit checklist Take-Home Activity (copy for each student) *Activity 3- pgs. 156 & 157•Family Communication Plan Take-Home Activity (copy for each student) *Activity 4-pgs. 158-160•Disaster Survival Kit Crossword Puzzle (copy for each student) *Activity 5-pgs. 161-162 *Teacher’s Guide pg. 163

*Activity 6 “The Great Central U.S. ShakeOut” Tuesday February 7, 2013 10:15 AM CST School Wide Drop, Cover, Hold On Drill

***Be sure to coordinate prior to lesson with school principal and faculty.***

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. 165) *Activity 1-pg. 166•Earthquake Prepare & Share Cumulative Activity Scoring Guide (copy for each student) *Activity 2-pg. 167•Earthquake Awareness & ShakeOut Certificate of Completion (copy for each student) *pg. 168

***Activity 1 Be sure to schedule a time in a Kindergarten-2nd grade classroom prior to the lesson for activity sharing.***

PLEASE complete the teacher survey at the end of this unit, it will help us make future improvements.

Teacher’s Toolkit Week Long Lessons at a Glance…Continued

Teacher’s Toolkit Week Long Lessons at a Glance…Continued

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Earthquake Awareness & “Great ShakeOut” Abstract 2Teacher’s Toolkit Outline - Please share with your Principal and all 3-5 grade teachers 3Introduction letter to Parents/Guardians 4Poster Contest Invitation letter for Teachers 5Poster Contest Guidelines – Please share with your Principal and all 3-5 grade teachers 6Poster Contest Invitation letter to Students 72013 Teacher Survey – please submit after unit completion 82013 Poster Contest Announcement (printable for display)– w/ 3rd Grade 2012 Winner 92013 Poster Contest Announcement (printable for display)– w/ 4th Grade 2012 Winner 102013 Poster Contest Announcement (printable for display)– w/ 5th Grade 2012 Winner 112012 - 3rd Grade Winning Poster (printable for display) 122012 - 4th Grade Winning Poster (printable for display) 132012 - 5th Grade Winning Poster (printable for display) 14Teacher’s Toolkit Week-Long Lessons at a Glance 15Table of Contents 17

Table of ContentsTable of Contents

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Lesson 1 Earthquake Science ………………………………………………………………………………………………. 21Earthquake Anticipation Guide …………………………………………………………………………………………….. 24Earthquake Anticipation Guide (Teacher Guide) …………………………………………………………………… 25Earthquake Science PowerPoint Presentation ………………………………………………………………………. 26Earthquake Science Notes & Sketches ………………………………………………………………………………….. 47Earthquake Science Notes & Sketches (Teacher’s Guide) ………………………………………………………. 51Earthquake Myth Take-Home Activity …………………………………………………………………………………… 55

Lesson 2 Shake, Rattle, & Roll ………………………………………………………………………………………………56Shake, Rattle, & Roll PowerPoint Presentation ……………………………………………………………………… 59Shake, Rattle, & Roll Notes & Sketches …………………………………………………………………………………. 75Shake, Rattle, & Roll Notes & Sketches (Teacher’s Guide) ……………………………………………………… 79Earthquake Concentration Game (School Activity) ………………………………………………………………… 83Earthquake Concentration Game (Teacher Guide) ………………………………………………………………… 87Earthquake Concentration Game (Take-Home Activity) …………………………………………………………. 88Earthquake Reflection (Take-Home Activity) …………………………………………………………………………. 89

Table of ContentsContinued


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Lesson 3: Watch Out for Hazards! ………………………………………………………………………………… 90Watch Out for Hazards! PowerPoint Presentation …………………………………………………………. 93Watch Out for Hazards! Notes & Sketches ……………………….…………………………………………….106Watch Out for Hazards! Notes & Sketches (Teacher’s Guide) …………………………………………110Classroom Hazard Search ………………………………………………………………………………………………114Correct the Hazards Activity ………………………………………………………………………………………….115Correct the Hazards (Teacher Guide) …………………………………………………………………………….116Home Hazard Search Take-home Activity ………………………………………………………………………117

Lesson 4: Are you Prepared? ………………………………………………………………………………………..118Printable 2012 ShakeOut Poster Please share with Principal and Teachers ……………………..120Are you Prepared? PowerPoint Presentation …………………………………………………………………122Are you Prepared? Notes & Sketches …………………………………………………………………………….145Are you Prepared? Notes & Sketches (Teacher’s Guide) …………………………………………………150Disaster Survival Kit Checklist for School ………………………………………………………………………. 155Disaster Survival Kit Checklist for Home Take-home Activity …………………………………………..156Disaster Survival Kit Checklist for Vehicle Take-home Activity …………………………………………157Family Communication Plan ………………………………………………………………………………………….158Disaster Survival Kit Crossword Puzzle …………………………………………………………………………..161Disaster Survival Kit Crossword Puzzle (Teacher Guide) ………………………………………………….163



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Lesson 5 Earthquake Prepare & Share ……………………………………………...………………………….164Earthquake Prepare & Share Cumulative Activity Guidelines ………………………………………….166Earthquake Prepare & Share Cumulative Activity Scoring Guide …………………………………….167Certificate Template - Unit Completion …………………………………………………………………………168Additional Resources for Teachers …………………………………………………………………….………….169Additional Resources for Parents ……………………………………………………………..…………………..170Teacher Survey Please submit after unit completion ……………………………………………………..172



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Lesson 1Earthquake ScienceEssential Questions*What is an earthquake?*What causes earthquakes? *Where are fault zones located around the world and in Kentucky?

Learning GoalsStudents 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.

Vocabularyearthquakesfault zonesforeshockmainshockaftershock

seismographRichter scale

focus hypocenter epicenter

platesforce

New Madrid Seismic Zone (NMSZ)

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1.Prior Knowledge: Activate prior knowledge by asking students the following brainstorming questions:

• Has anyone here ever witnessed an earthquake?• Does anyone know why earthquakes occur?• Can you point out on a map or globe where earthquakes can and/or have happened?

2.Activity 1: Pass out a copy of the Earthquake Anticipation Guide to each student. Read the directions aloud with students, then allow them to complete the chart as directly independently.

3. 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.

4.Activity 2: Hand out a copy of the Earthquake Notes and Sketches pages 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.

5.Activity 3: When finished, hand out the Earthquake Myth Take-Home Activity. 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.

6. If time permits, choose from one of the additional activities listed on the following page.

Procedure

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 60 minutes

Prior Knowledge: 15 minutesActivity 1 & 2 : 30 minutesActivity 3: 15 minutes

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• Allow students time to browse one of the following kid-friendly earthquake websites:

*http://kyem.ky.gov/ (links to earthquake coloring book, Drop, Cover, and Hold On 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)

Additional Activities

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http://kyem.ky.gov/

http://earthquake.usgs.gov/eqcenter/dyfi.php

http://www.fema.gov/kids/quake.htm

http://www.weatherwizkids.com/

http://earthquake.usgs.gov/learn/kids/

http://earthquake.usgs.gov/learn/listen/allsounds.php

http://quake.ualr.edu/schools/elem.htm

http://www.pbs.org/wnet/savageearth/earthquakes/

http://www.thetech.org/exhibits_events/online/quakes/

http://home.howstuffworks.com/easy-science-experiments-for-kids3.htm

http://www.exploratorium.edu/faultline/activezone/activities.html

http://www.sciencespot.net/Pages/classearth.html

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.

Lesson 1-Earthquake Science Name:______________________________Activity 1

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.

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Earthquake Anticipation Guide (Teacher Guide)Lesson 1-Earthquake ScienceActivity 1

Statement True/False Were you right? Restate false statements to make them true


Student Generated

(Answers will vary)

Student Generated

(Answers will vary)

Scientists cannot predict earthquakes. There is no connection between the cause of an earthquake and weather patterns.

2. During an earthquake, land can slide, roll, or shake, causing the earth’s surface to move up, down, or sideways.

Student Generated

(Answers will vary)

Student Generated

(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

(Answers will vary)

Student Generated

(Answers will vary)

4. The earth is made up of one large plate of rock. When it breaks, an earthquake happens.

Student Generated

(Answers will vary)

Student Generated

(Answers will vary)

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.

5. Earthquakes cannot occur in Kentucky, just tornadoes.

Student Generated

(Answers will vary)

Student Generated

(Answers will vary)

There are two major fault zones in Kentucky that have and can cause an earthquake.

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Earthquake Science

The facts you need to know about earthquakes

Lesson 1-Instructional Resource 1

What is an earthquake?

Earthquakes can cause the earth’s surface to move in many directions, such as up, down, or sideways.

graphic credit: FEMA 27

Vocabulary:Earthquake - sudden sliding, rolling, or shaking of the earth’s surface

These movements occur along fault zones and are caused by broken rocks sliding past each other.

graphic credit: physicalgeography.net 28

Vocabulary:Fault zone – a series of cracks in the earth’s surface

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

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Earthquakes cannot be predicted by scientists. A seismograph is an instrument used to detect and record earthquakes. The ground motion (shaking) and the energy released by an earthquake can be measured using the Richter scale. 10 times the amount of shaking and 31 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

graphic and chart credit: http://at.blog.wetter.com/?tag=erdbeben & www.weatherwizkids.com

seismograph

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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 focus, also referred to as the 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.

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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.

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Hands on ActivityNow, 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. Try 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.

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Vocabulary:Force – a push or pull upon an object caused by interaction with another object.

Just as your pencil would break if the force was strong enough, so does the Earth’s surface. When the plates push against each other the huge rocks are squeezed together causing a great force to build. When the force is great enough the plates crack, or break, relieving stress and pressure in the earth and causing an Earthquake.

graphic credit: Akrontaxhelp & JCP Geologist, INC. 34

We feel the vibrations from the earthquake because energy is released in the form of seismic waves that travel through the earth. Several times a year, earthquakes seismic waves are strong enough to really shake the earth and cause damage; anywhere from knocking down buildings, to even breaking trees in half. Sometimes people can even be killed.

graphic credit: lifevesting.com & news.bbc.co.uk/2/hi/i_pictures/74211 995,stm

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Fun Facts Cont.4. The plates of the earth move at about the same

rate as your fingernails grow. 5. Is there such a thing as “earthquake weather?”

No, 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.

6. Can earthquakes occur on the moon? Yes, Moonquakes caused by stress from the ocean’s tides, do occur, although they have less energy and happen less often.

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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

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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?

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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 several major fault zones, located near both the Eastern and Western portions of the state.

graphic credit: uky.edu

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An earthquake has happened here in Kentucky as recently as October 8, 2012. But, the largest and strongest earthquake recorded within our state happened on July, 27, 1980. The 5.2 magnitude earthquake was felt over 15 states, even as far as Ontario, Canada. With an epicenter near Sharpsburg (Bath County), damage was estimated at 1 million dollars.

graphic credit: answers.com & usgs.gov40

http://upload.wikimedia.org/wikipedia/commons/9/9b/Epicenter.png

In Kentucky, our largest earthquake threat comes from the New Madrid Seismic Zone (NMSZ). It crosses the five states of Illinois (IL), Missouri (MO), Arkansas (AR), Tennessee (TN), and Kentucky (KY), and cuts across both the Mississippi and Ohio Rivers. Because they are so close the NMSZ also effects Indiana (IN), Alabama (AL), and Mississippi (MS). It is the highest earthquake risk in the United States after the West Coast.

graphic credit: yedda.com

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In 1811-1812, the New Madrid experienced 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.com42

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/43

Scientists predict earthquakes at a 7.5 or higher usually occur along the New Madrid every 200-500 years. An earthquake this size is likely to shock half of the United States and cause damage in over 8 states.

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To prepare for this type of earthquake, Kentucky has joined with the eights states most vulnerable to the effects of earthquakes in the NMSZ region. These states form the Central United States Earthquake Consortium (CUSEC) and are working to increase awareness and education. You are learning this week about earthquake preparedness to help protect yourself and family from future earthquakes.

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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

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Lesson 1-Earthquake Science Name:_____________________________________Activity 2

Earthquake Science Notes & Sketches

What is an earthquake? ________________________________________________________________________________________________________________________________________________________________

What are fault zones:?__________________________________________________________________________________________________________________________________________________________________

Draw a picture of how this road could look after an earthquake has occurred.

evgschool.orgCan you color a map of our country’s seismic activity risk?

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Foreshock:___________________________________________________________________

_________________________

______________________________________________________________________________

__________________________

Mainshock:

______________________________________________________________________________

_____________

______________________________________________________________________________

__________________________

Aftershock:

______________________________________________________________________________

_____________

______________________________________________________________________________

__________________________

______ Major Earthquake

Seismograph: _________________________________________________________________________________________

________________________________________________________________________________________________________

Richter scale: _________________________________________________________________________________________

________________________________________________________________________________________________________Fill in the number on the

Richter scale that a major earthquake might measure.

_______________ _______________ _______________Label the correct order of the shocks listed above.

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Can you correctly label the hypocenter and epicenter of an earthquake using the diagram given? 1= _____________________ 2= _____________________

Plates: ________________________________________________________________________________________________

________________________________________________________________________________________________________

Force: ________________________________________________________________________________________________

_______________________________________________________________________________________________________

Hands on Activity

Explain how the pressure you applied to a pencil relates to an earthquakes pressure?

____________________________________________________________________________________________________________________________________________________________


Focus or Hypocenter: ________________________________________________________________________________

________________________________________________________________________________________________________

Epicenter: ____________________________________________________________________________________________

________________________________________________________________________________________________________

evgschool.org

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Lesson 1-Earthquake Science Name:_____________________________________

Activity 2

Where are earthquakes located? _____________________________________________________________________ ________________________________________________________________________________________________________

New Madrid:

_________________________________________________________________________________________

__________________________________________________________________________________________________

______

_______________________________________________________________________________________________

_________

List the abbreviations for the eight states that makeup the New Madrid Seismic Zone below ?

1. __________

2. __________

3. __________

4. __________

5. __________

6. __________

7. __________

8. __________ 50

Lesson 1-Earthquake Science Activity 2

Earthquake Science Notes & Sketches (Teacher’s Guide)

What is an earthquake? the sudden sliding, rolling, and shaking of the earth’s surface.

What are fault zones:? cracks in the earth’s surface along where broken rocks slide past one another.

Draw a picture of how this road could look after an earthquake has occurred.

evgschool.org

Student drawings should show the road cracked and shifted up, down, and/or sideways.

Highest hazard is red, lowest is green. Use the colored map on slide 38 as a guide. 51

Can you color a map of our country’s seismic activity risk?

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. _

________________________________________________________________________________________________________

___7___ Major Earthquake

Seismograph: an instrument used to detect and record earthquakes. _________________________________________________________________

Richter scale: the scale used to measure the ground motion (shaking) and the energy released by an earthquake________________________________________________________________________________________________________

Fill in the number on the Richter scale that a major earthquake might measure.

foreshock mainshock aftershockLabel the correct order of the shocks listed above.

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Can you correctly label the hypocenter and epicenter of an earthquake using the diagram given? 1= epicenter 2= focus or hypocenter

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.

Focus or 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.

________________________________________________________________________________________________________ evgschool.org

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Where are earthquakes located? an earthquake can happen anywhere in the world at anytime. ________________________________________________________________________________________________________

New Madrid: _ major seismic zone in the southeast crossing 8 states with a high

earthquake risk. It is the highest earthquake risk in the United States after the West

Coast. __________________________________________________________________

List the abbreviations for the eight states that makeup the New Madrid Seismic Zone below ?

1. IL

2. MO

3. AR

4. TN

5. KY

6. AL

7. MS

8. IN

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Statement True/False Were they right? If not, restate false statement as true.


2. After the West Coast, the New Madrid Fault System shows the highest earthquake risk in the central United States.

3.

4.

5.

Lesson 1-Earthquake Science Name: ___________________________

Activity 3

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.

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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, Cover, & Hold On drill?

Learning GoalsStudents 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, Cover, & Hold On method and how students can be helpful.

Vocabularyreactdebris

predictable preventable

Drop, Cover, & Hold Oninjuries

risksecure

Lesson 2Shake, Rattle, & Roll

56

1) Activate prior knowledge by asking students the following brainstorming questions: • Has anyone ever felt an earthquake? If not, what do you think one might feel like?• Can anyone estimate about how long an earthquake lasts?• Does anyone know what they should do before, during, and after an earthquake occurs?

2) Activity 1: 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. 3) Activity 2: When finished, hand out the Earthquake Concentration Game School Activity 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.4) 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.5) Activity 3: Now lead students in a Drop, Cover, and Hold On drill in the classroom. Discuss steps as students complete them being sure to correct any mistakes.6) If time permits, choose from one of the additional activities listed on the following page.


Activity 1: 40 minutesActivity 2: 15 minutesActivity 3: 5 minutes

Procedure

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 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

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• 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 (Drop, Cover, & Hold On 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)


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http://www.oes.ca.gov/CEPM2003.nsf/htmlmedia/dch.../dch_drill.pdf

http://www.fema.gov/kids/images/rumble.htm

http://pbskids.org/dragonflytv/show/earthquakes.html

http://www.wired.com/wiredscience/2008/06/top-5-ways-that/

Shake, Rattle, & Roll

Are you prepared to helpyourself and others?


Graphic credit: tfd.metro.tokyo..gif

Pretend you have just gotten ready for school and you are enjoying a bowl of cereal when…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.

What happens during an earthquake?

graphic credit: bloximages.com

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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.

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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.

What to Expect

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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.

Hands on Activity

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During an earthquake you might feel the ground and other objects shaking or vibrating. You might see debris (broken stuff) 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.

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Earthquakes can be frightening. It is okay to feel scared or anxious, but it is important to always stay calm, never panic, and do not run.

How will I feel?

graphic credit: tvlowcostnetwork.wordpress.com& edupics.com

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Do’s and Don’tsOnce 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?

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.

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Vocabulary:preventable - able to stop from happeningpredictable – to know about before it happens

Before an EarthquakeBefore an earthquake happens, you and your family should create a Family Communication Plan, organize a Home Survival Kit, and arrange your home for safety. You will learn more about these items in the 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

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During an EarthquakeNow 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 (A), Cover (B), & Hold On (C)” method.

graphic credits: usgs68

• If you are indoors, stay where you are. Drop 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.

Drop

graphic credits: iceoe..org, wfrc.org, & leinbach.org 69

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.

Cover

graphic credits:odpem.org & humboldt.edu 70

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.

Hold On

graphic credits: usgs, scec, & ehow.com 71

Be careful and wait until the shaking stops.

Afterwards, check yourself and then your family members for injuries. Don’t move seriously injured people unless they are at risk where they are located. If telephones are working, dial 911 or an emergency number for first aid. For your own safety, cooperate fully with public safety officials.

Next, If you were using any fire or heat sources, turn them off immediately. Turn on your portable radio to hear instructions and news reports.

Finally, find a secure exit. Be careful of broken glass and fallen debris. Tell an adult to turn off the water, electricity, and gas before exiting. After knowing you and your family are safe, check on others and neighbors.

After an Earthquake

graphic credits: tmd.metro.tokyo.jp72

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.

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Slide Information Credits• Kentucky 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

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Lesson 2-Shake, Rattle, & Roll Name:_____________________________________ Activity 1

Shake, Rattle, & Roll Notes and Sketches

Why is it important that you react quickly during an earthquake? _________________________

______________________________________________________________________________

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? ________

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.

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

Share your possible dangers with a neighbor. List one danger you learned through discussion.

1.____________________________________________________________________________75


Debris:_____________________________________________________________________

Identify one thing you may experience when an earthquake occurs in each of the following

categories:

smell: ____________________________ hear: _________________________________

see: ______________________________ 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 .

____________________________________________________________________________

____________________________________________________________________________

predictable: ___________________________________________________________________

preventable: ___________________________________________________________________

Draw a picture of what debris from this object might possibly look like.

76

Lesson 2-Shake, Rattle, & Roll Name:____________________________________

Activity 1

List the 3 things you and your family should do before an earthquake ever happens:

1. _________________________________________

2. _________________________________________

3. _________________________________________

Describe the 3 things you and your family should do during an earthquake:

1. Drop : ____________________________________________________________________

2. Cover: ____________________________________________________________________

____________________________________________________________________________

3. Hold On: __________________________________________________________________

Draw a picture to illustrate what you should do in each step of the method.

_________ _________ _________77

Lesson 2-Shake, Rattle, & Roll Name:______________________________

Activity 1

List the first 3 things you and your family should do after an earthquake:

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

Circle True (T) or False (F) for each of the statements below using what you have learned . If the statement is false write what would make it a true statement.

1. If you are indoors, you should attempt to leave your house as soon as the earthquake happens.

T F __________________________________________________________________

2. Check your family members and then yourself for injuries.

T F _________________________________________________________________

3. Don’t move seriously injured people unless they are at risk where they are located.

T F __________________________________________________________________

4. Tell an adult to turn off the electricity and gas before exiting.

T F __________________________________________________________________78

Lesson 2-Shake, Rattle, & Roll Activity 1

Shake, Rattle, & Roll Notes and Sketches (Teacher’s Guide)

Why is it important that you react quickly during an earthquake? Because most earthquakes

last only 30 to 60 seconds. You will be better prepared the earlier you are able to recognize

these signs.

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? 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

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.

1.Answers will vary

2. Answers will vary

3. Answers will vary

Share your possible dangers with a neighbor. List one danger you learned through discussion.

1Answers will vary 79

debris:_ bits or pieces of something that has been destroyed or damaged. _

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 vibratingHow 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.

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 .

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List the 3 things you and your family should do before an earthquake ever happens:

1.Create a Family Communication Plan

2. Organize a Home Survival Kit

3.Arrange home for safety

Describe the 3 things you and your family should do during an earthquake:

1. Drop : drop to the floor if indoors, go to an open space if outside, or pull over if in a vehicle

2. Cover: Find a sturdy object and take cover underneath it, protecting your head and neck

with your arms and hands.

3. Hold On: hold on to what is covering you with your hands.

Picture should show a person on the ground or floor.

Picture should show a person under a steady piece of furniture covering their head and neck with their hands.

Picture should show a person holding on to the sturdy piece of furniture.

Draw a picture to illustrate what you should do in each step of the method.

Drop Cover Hold On81

List the first 3 things you and your family should do after an earthquake:

1. check yourself and then your family members for injuries.

2. turn off fire and flame sources immediately. Turn on your portable radio

3. find a secure exit. Be careful of broken glass and fallen debris.

Circle True (T) or False (F) for each of the statements below using what you have learned . If the statement is false write what would make it a true statement.

1. If you are indoors, you should attempt to leave your house as soon as the earthquake

happens.

T F __________________________________________________________________

2. Check your family members and then yourself for injuries.

T F _________________________________________________________________

3. Don’t move seriously injured people unless they are at risk where they are located.

T F __________________________________________________________________

4. Tell an adult to turn off the electricity and gas before exiting.

T F __________________________________________________________________82


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.

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Lesson 2-Shake, Rattle, & Roll Name:_____________________________________Activity 2

Earthquake Concentration Game Answer & Question Cards (Side 1-Both Partners)

Answer Answer Question Question




84

1What is a sound you

might experience during an earthquake?

1After an earthquake,

what should you check for first?

1Drop, Cover,

& Hold On

1the table legs

1If you take cover

under a table, what should you hold on to?

1During an earthquake, what method can you use to help stay safe

and protected?

1your head and neck

1yourself

1 Before an earthquake happens, what should you and your family

create?

1Who should you protect first in an

earthquake?

1scared or anxious

1the rattling of glass

1During an earthquake, how is it okay to feel?

1When an earthquake happens, what should you cover with your

hands?

1Family Communication

Plan

1

injuries

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Earthquake Concentration Game Answer & Question Cards (Side 2- Partner #1)

2What is a smell you might experience

during an earthquake?

2If you are in a car

pulled over during an earthquake, what should you avoid?

2not move the person

and call 911

2electricity and gas

2How long do most

earthquakes usually last?

2If a person is seriously

injured after an earthquake, what

should you do?

230 to 60 seconds

2predictable and

preventable

2What is most of the

damage caused in an earthquake?

2

What is a good object to take cover under

during an earthquake?

2one that is not blocked and where debris will

not cause injury

2overpasses, bridges,

& power lines

2What is a secure exit?

2After an earthquake,

what two things should an adult turn

off?

2a burning smell

2a sturdy table

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Earthquake Concentration Game Answer & Question Cards (Side 2- Partner #2)

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 are in a car pulled over during an earthquake, what

should you avoid?overpasses, bridges, &

power lines

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, Cover, & Hold On

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

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Lesson 2-Shake, Rattle, & Roll Activity 2

Earthquake Concentration Game Answer & Question Cards (Side 2-Partner 1 & 2 Teacher Guide)

Lesson 2-Shake, Rattle, & Roll Name:_____________________________________

Activity 4

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.

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Lesson 2-Shake, Rattle, & Roll Name:_____________________________________

Activity 5

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. Circle the winner of the game? 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

write 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: _______________________________________________________________________

_________________________________________ ____________________________________89

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?

Learning GoalsStudents 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.

Vocabulary

damagepreparedhazards

free-standingsecure

Lesson 3Watch Out for Hazards!

90

1. Prior Knowledge: Ask students the following brainstorming questions: • What do you think causes the most damage and injury during an earthquake?• What do you think may cause damage or injury during an earthquake in our classroom?

2. Activity 1: Hand out a copy of the Watch out for Hazards! Notes and Sketches pages 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. Activity 4: When finished, hand out the Home Hazard Search Take-home Activity. 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.


Prior Knowledge: 5 minutesActivity1, 2 & 3: 45 minutesActivity 4: 10 minutes

Procedure

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)

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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/ (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/(prevention)

Earthquake Experiments:http://www.sciencespot.net/Pages/classearth.html#Anchor3 (Earthquake Proof Homes)http://www.pbs.org/wgbh/nova/teachers/activities/2116_killerqu.html (Earthquake Proof building)


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http://www.dropcoverholdon.org/beatthequake/game/

http://www.ceri.memphis.edu/aware/index/

http://www.kyem.ky.gov/Preparedness.htm

http://www.redcross.org/

http://www.pep.bc.ca/kids/kids.html

http://school.discoveryeducation.com/lessonplans/programs/earthquakes-gettingready/

http://www.sciencespot.net/Pages/classearth.html#Anchor3

http://www.pbs.org/wgbh/nova/teachers/activities/2116_killerqu.html

Watch Out for Hazards!


The tips you should know to prepare for disasters

Graphic Credit: cmcdenver.com

What are possible hazards in a classroom or at home?

What changes can be made to a classroom or

home environment todecrease possible hazards?

What causes the most damage andinjury during an earthquake?

During an earthquake, the main cause of damage or injury comes from fallen debris, or parts of damaged buildings.

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Vocabulary:damage – to harm, reduce value, or injure

You can decrease possible damage from falling objects by being prepared. You can do this by searching your classroom and home for possible hazards during an earthquake or other natural disaster.

Graphic Credits: carefreegreen.com & kcgov.us/departments/disaster/familyplan.asp & avtg.com & webweaver.nu/clipart/music/piano.shtml & ardeaprints.com

* How might each of the items below cause injury or harm during the shaking of an earthquake?

Hanging Plant

Tall Bookshelf

TV on Rolling Wheels

Piano on Rolling Wheels

Fish Tank Display

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Vocabulary: prepare – to make readyhazard – any object or structure that may cause injury or harm

http://www.carefreegreen.com/

http://www.webweaver.nu/clipart/img/entertainment/music/baby-grand-piano.jpg

http://images.google.com/imgres?imgurl=http://www.ardeaprints.com/image/goldfish-in-goldfish-bowl-with-weed_645258.jpg&imgrefurl=http://www.ardeaprints.com/pictures_645258/goldfish-in-goldfish-bowl-with-weed.html&usg=__WK3_pFfHI1Tey4VqcVmmG9PcUNw=&h=384&w=450&sz=27&hl=en&start=1&tbnid=_aJ_YpCuTKpfxM:&tbnh=108&tbnw=127&prev=/images%3Fq%3Dgoldfish%2Bin%2Ba%2Bbowl%26gbv%3D2%26hl%3Den

http://images.google.com/imgres?imgurl=http://www.avtg.com/images/bretford-tv-wide-cart-carts.jpg&imgrefurl=http://www.avtg.com/bretford-carts.htm&usg=__bDXlrFtKANfDXnz_GggPbnRk3AU=&h=480&w=480&sz=23&hl=en&start=5&um=1&tbnid=vrQb06dH0QHSIM:&tbnh=129&tbnw=129&prev=/images%3Fq%3DTV%2Bon%2Bcart%26gbv%3D2%26hl%3Den%26um%3D1

Classroom Hazard SearchToday 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.htm96

Watch out for these possible hazards! Shelves, bookcases, cabinets, or other furniture that are

free-standingHeavy objects located on shelves above student seatingAquariums located near student seatingTV monitors not properly fastened to a stable platform

or not attached to a rolling cart with lockable wheelsHanging items that are heavy, breakable, or not

fastened to closed hooksPiano not secured, or is able to move.Unsecured wall mountings

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Vocabulary:free-standing – not attached to a wall or other more secure structure

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.com98

http://images.google.com/imgres?imgurl=http://www.clker.com/cliparts/9/1/4/0/11954322131712176739question_mark_naught101_02.svg.med.png&imgrefurl=http://www.clker.com/clipart-10842.html&usg=__kDeOzUpbpGY3IUCZRxZ6az3pKDw=&h=300&w=300&sz=33&hl=en&start=1&tbnid=XzlCl0B9hDTY5M:&tbnh=116&tbnw=116&prev=/images%3Fq%3Dquestion%2Bmark%2Bclipart%26gbv%3D2%26hl%3Den%26sa%3DG

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 making objects secure.

Graphic Credit: istockphoto.com 99

Vocabulary:secure – not able to fall or move; free from danger

http://images.google.com/imgres?imgurl=http://www.istockphoto.com/file_thumbview_approve/3011028/2/istockphoto_3011028-human-hands-making-huddle.jpg&imgrefurl=http://www.istockphoto.com/stock-photo-3011028-human-hands-making-huddle.php&usg=__ofdzEQFMybVR_cRVKv3aiTb2Z8Q=&h=380&w=281&sz=38&hl=en&start=9&um=1&tbnid=tosqFe1M94aHVM:&tbnh=123&tbnw=91&prev=/images%3Fq%3Dhands%2Bin%2Ba%2Bhuddle%26gbv%3D2%26hl%3Den%26um%3D1

List Changes

Changes we can make Changes we need help with

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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.

What are possible hazards in your home and what changes could be made to make your home safer?

Graphic Credit: imageenvision.com

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Graphic Credit: scemd.org

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Model House Diagram for use with activity 4 Home Hazard Search

Home Hazard Search

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.Graphic Credit: sll.sdsu.edu/studentsorgs/dev-pass-baton.html

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Include your FamilyEncourage 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.

Graphic Credit:divinecaroline.com

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Written Slide Credits

• www.kyem.ky.gov• FEMA• www.boonecountyky.org• American Red Cross

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http://www.kyem.ky.gov/

http://www.boonecountyky.org/

Watch Out for Hazards! Notes & Sketches

What causes the most damage and injury during an earthquake? ______________________________________________________________________________________________________________

damage:_______________________________________________________________________________________________________________________________________________________________________

prepared: ______________________________________________________________________________________________________________________________________________________

hazards: ______________________________________________________________________________________________________________________________________________________

Circle the pictures below that may be possible hazards in a classroom during an earthquake?

Lesson 3- Watch out for Hazards Name:______________________________ Activity 1

Can you list 4 items that might be

considered debris falling from a

damaged building?

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1. _____________

2. _____________

3. _____________

4. _____________

Lesson 3- Watch out for HazardsName:______________________________ Activity 1

free-standing: _________________________________________________________________

secure: _______________________________________________________________________

List one 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.

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Sketch a picture of one thing in our classroom that may be a potential hazard in the event of an earthquake.

Lesson 3- Watch out for HazardsName:_____________________________________ Activity 1

After we have created a class list of possible hazards found in our classroom. Write one hazard

that you would like to add to our list. ___________________________________________

What change can be made to our classroom to correct the hazard you added to our list?

______________________________________________________________________________

To help us understand how to correct some of the same hazards in our classroom. Use the Correct the Hazards Activity Sheet #3 and separate our classroom list of possible hazards into the two categories listed in the table below. List the changes that we can make on our own and changes that we need extra help with.


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Refer to Activity Sheet #4. 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.

Estimate the number of possible earthquake hazards you will find in your home? __________

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? _____________________________________________________________________________________________________________________________________________________

Describe why it is important for you and your family to search for possible hazards at home and implement changes to reduce these hazards. _____________________________________________________________________________________________________________________________________________________________________________________________________109

Now make a sketch or write how you could correct this hazard in your bedroom in the last box.

Can you think of a possible earthquake hazard that is in your bedroom? Sketch or write this hazard in the next box.

Watch Out for Hazards! Notes & Sketches

What causes the most damage and injury during an earthquake? ______________________________________________________________________________________________________________

damage: harm or injury that causes loss or makes something less valuable_______________________________________________________________________________________

prepared: to make ready_______________________________________________________________________________

hazards: an object or situation that may cause injury or harm_______________________________________________________________________________

Circle the pictures below that may be possible hazards in a classroom during an earthquake?

Day 3- Watch Out for Hazards Activity 1

Can you list 4 items that might be

considered debris falling from a

damaged building?

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Examples:metal woodglass stonetile shinglesbrick concrete

Classroom Hazard Search

free-standing: standing alone/ not secured or attached to anything

secure: not able to move or fall or safe against danger or risk of loss/ firm, strong,

List one possible hazard to watch out for that wasn’t on our checklist. Students may list any

item that is specific to your classroom and is 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.

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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.

Lesson 3- Watch out for Hazards

Activity 1

After we have created a class list of possible hazards found in our classroom. Write one hazard

that you would like to add to our list. Answers will vary

What change can be made to our classroom to correct the hazard you added to our list?

Students will need to list one correction solution from the “Correct the Hazard” activity #3

handout.To help us understand how to correct some of the same hazards in our classroom. Use the Correct the Hazards Activity Sheet #3 and separate our classroom list of possible hazards into the two categories listed in the table below. List the changes that we can make on our own and changes that we need extra help with.


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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

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)*Remove hanging items that are heavy or breakable


Refer to Activity Sheet #4. 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.

Estimate the number of possible earthquake hazards you will find in your home? Answers vary

What are possible hazards in your home and what changes could be made to make your home safer? Answers will vary

Look at the model house. Do you see something that is the same as a possible hazard in your home? Answers will vary

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.

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Now make a sketch or write how you could correct this hazard in your bedroom in the last box.

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.

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.

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

Classroom Hazard Search

Lesson 3-Watch Out for Hazards! Name:_____________________________Activity 2

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Lesson 3-Watch Out for Hazards! Name:_____________________________________Activity 3

Correct the HazardDirections: 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 Heavy books on top shelf of bookcase Class pet cage Bulletin board/ Whiteboard/Tall supply cabinet Piano on WheelsFish aquarium TV monitor on rolling cartHeavy bookcase School supplies stacked on high shelvesHeavy boxes on top of cabinet ChalkboardComputer/ Overhead Projector on rolling cart

Move to a Lower Area

Secure to a Wall Add lockable wheels

Move away from seating

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Lesson 3-Watch Out for Hazards! Activity 3

Correct the Hazard Teacher GuideDirections: 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 Heavy books on top shelf of bookcase Class pet cage Bulletin board/ Whiteboard/Tall supply cabinet Piano on WheelsFish aquarium TV monitor on rolling cartHeavy bookcase School supplies stacked on high shelvesHeavy boxes on top of cabinet ChalkboardComputer/ Overhead Projector on rolling cart

Move to a Lower Area

Secure to a Wall Add lockable wheels

Move away from seating

School supplies stacked on high shelves

Heavy boxes on top of cabinet

Heavy books on top shelf of bookcase

Tall supply cabinet

Heavy bookcase

Bulletin board/ Whiteboard/ Chalkboard

Piano on wheels

TV monitor on rolling cart

Computer/ Overhead projector on rolling cart

Class Pet Cage

Fish aquarium

Heavy hanging objects

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Tally Possible HazardsTall, 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:

Lesson 3- Watch Out for Hazards!Activity 4

Home Hazard SearchUse tallies or checks to show the amount of possible earthquake hazards in your home.

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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 Survival Kit at school, home, or 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?

Learning GoalsStudents will be able to• List items to include in classroom, home, and vehicle Disaster Survival Kits.• Assemble a Disaster Survival Kit at school, at home, and in vehicles.• List uses for survival kits in disasters and emergencies other than earthquake.• Demonstrate earthquake safety by practicing a Drop, Cover, & Hold On drill in preparation for the

“Great Central U.S. ShakeOut” February 7th, 2013 @ 10:15 A.M. CST.• Describe how a family communication plan can prepare a family for disasters.

Vocabularynecessity

responsibilitycrisis

essentialneed

non-perishable

Lesson 4Are you Prepared?

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1. Prior Knowledge: Ask 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 Survival Kit is?• What items might be included in a Disaster Survival Kit?

2. Activity 1: Hand out a copy of the Are you Prepared? Notes and Sketches pages 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 Survival 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 Survival 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 Survival Kit items by completing the Disaster Supply Kit Crossword Puzzle (Activity 5).

3.Remind students to complete Checklists Take-home Activity (Activity 3) and Family Communication Plan Take-home Activity (Activity 4).

4. To close the lesson practice a Drop, Cover, & Hold On drill.

“The Great Central U.S. ShakeOut” is Thursday February 7, 2013 10:15 AM CST – Please coordinate with school principal and faculty and participate!


Prior Knowledge: 5 minutesActivity 1, 2 , 3, & 4: 30 minutesActivity 5: 10 minutesActivity 6: 15 minutes

Procedure

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)

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• Allow students time to browse one of the following kid-friendly earthquake websites:

• Experiments/ Crafts: * http://homeschooling.gomilpitas.com/directory/EarthScience.htm (Natural Disasters) * http://crafts.kaboose.com/kids-first-aid-kit.html (First Aid Kit craft)

* http://www.fema.gov/kids/quake.htm (Disaster Survival 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)


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http://homeschooling.gomilpitas.com/directory/EarthScience.htm

http://crafts.kaboose.com/kids-first-aid-kit.html



http://www.ceri.memphis.edu/aware/index/

http://www.kyem.ky.gov/Preparedness.htm

http://www.redcross.org/

http://www.pep.bc.ca/kids/kids.html

http://www.archaeolink.com/kentucky_disasters.htm

http://www.educationworld.com/a_tsl/archives/02-1/lesson032.shtml

http://www.all-things-first-aid.com/teaching-first-aid.html

Are you Prepared?

How can an earthquake evacuation drill increase awareness of earthquake safety in school and home environments?

Lesson 4- Instructional Resource 4

What can be assembled as a Disaster Survival Kit at school, home, or in a vehicle for and earthquake or other disaster?

What are the essential supplies needed to improve chances of survival and safety during or after an earthquake or other disaster?

Graphic Credit: arc-salem.org/Get-Prepared/default.asp

How can a family communication plan help my family prepare for a disaster?

http://www.arc-salem.org/images/contentEditor/Get%20a%20Kit-64.JPG

Why should you prepare for a disaster?

Gra

phic

Cre

dit:

squ

idoo

.comVocabulary:

necessity – something you must have to survive responsibility – a duty or obligation crisis – a time of great difficulty or danger

Disasters can happen at any time without warning. You may need to evacuate your home or go several days without basic necessities. Rescue workers may not be able to reach you immediately, so it is your responsibility to be prepared for any type of crisis or disaster, including an earthquake, severe storms, flooding. Being well prepared will help your family stay safe, overcome challenges, and recover more effectively after disasters.

http://images.google.com/imgres?imgurl=http://static.squidoo.com/resize/squidoo_images/-1/lens5423062_1245433193Emergency.jpg&imgrefurl=http://www.squidoo.com/whoisBambi&usg=__S-z_8wihCxkxjKTnoDkGuvMkBsI=&h=250&w=250&sz=50&hl=en&start=59&tbnid=Re9tOvxagdpUVM:&tbnh=111&tbnw=111&prev=/images?q=Are+you+prepared+for+emergency&gbv=2&ndsp=20&hl=en&sa=N&start=40

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

http://www.climateprogress.org/

http://climateprogress.org/wp-content/uploads/2007/08/tornado-oklahoma-1999.jpg

http://images.smarter.com/blogs/lightning.jpg

http://www.worldofstock.com/slides/TAU4024.jpg

http://www.michaelsebastian.com/blog/wp-content/uploads/2009/01/090128-1811451.jpg

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 Survival Kit that is ready to use or available to pick up and take with us.

Graphic Credit: http://www.afterdisaster.com/disastersupplies.htm125

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 Survival Kit for school, home, or a vehicle.

http://www.ci.kirkland.wa.us/depart/Fire_and_Building/prepare/PersonalFamilyPreparedness/SupplyKits.htm

Vocabulary:Essential – something you must

have to survive

Brainstorm

Essential items for Disaster Survival Kit

•

•

•

•

•

Graphic Credit” http://www.nhm.ac.uk/business-centre/planning-design-consulting/consulting/index.html 127

http://www.nhm.ac.uk/resources-rx/images/kids-scribbling_19297_1.jpg

Let’s Edit our ListsNow 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 could help keep me safe in various disasters or crisis situations.•This item can be easily packed and carried.•This item has multiple uses.

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Vocabulary:need – a physical requirement for keeping a living thing in normal condition

These items are needed to assemble a School Survival Kit.

Do we need to add other items?

Essential:Class Roster with student informationFirst Aid supplies or kitBottled water and plastic cupsFlashlight and spare batteries

Other:Warm blankets Battery powered radioNon- perishable snacksPaper and pencilsTrash bagsActivities for children

Graphic Credit: lvstorytellers.org

Vocabulary:Non-perishable – will not spoil or decay

http://images.google.com/imgres?imgurl=http://www.lvstorytellers.org/School_House.jpg&imgrefurl=http://www.lvstorytellers.org/&usg=__QrbdZipNVqQMNLITaal9DyFvMAU=&h=300&w=267&sz=12&hl=en&start=2&tbnid=Nm_LgtA51O34OM:&tbnh=116&tbnw=103&prev=/images?q=school+house&gbv=2&hl=en

Can we assemble a School Survival Kitfor 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 School Survival Kit in our classroom?

Graphic Credit: textbookrevolution.org

http://images.google.com/imgres?imgurl=http://textbookrevolution.org/images/thumb/b/bd/Checkmark_green.svg/417px-Checkmark_green.svg.png&imgrefurl=http://textbookrevolution.org/index.php/File:Checkmark_green.svg&usg=__1O5Bo6K0A7IX6stn-Gfu13sDmic=&h=362&w=417&sz=12&hl=en&start=32&tbnid=-PRVnrkWtbqgxM:&tbnh=109&tbnw=125&prev=/images?q=checkmark&gbv=2&ndsp=20&hl=en&sa=N&start=20

These items are needed to assemble a Home Survival Kit. 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 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

Graphic Credit: clker.com/clipart-home.html

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http://images.google.com/imgres?imgurl=http://www.clker.com/cliparts/b/4/5/9/12236111601800075995dynnamitt_home.svg.med.png&imgrefurl=http://www.clker.com/clipart-home.html&usg=__IyWwnuB3Wjqwi_H5cHNWF4Tsqi8=&h=284&w=300&sz=8&hl=en&start=2&tbnid=piMf2jUig40OVM:&tbnh=110&tbnw=116&prev=/images?q=home+clipart&gbv=2&hl=en&sa=G

Essential Items continued:Cell phone with chargerLocal mapsCopies of ID’s and credit cardsCash and coinsWarm blankets

Other items:Eye glassesEssential medicationBaby food, bottles, and diapers if neededPet food if neededSleeping bags Protective clothing, jackets, and sturdy shoesSmall fire extinguisherActivities for small childrenTools and written instructions for turning off utilities if neededCopies of insurance policies and bank records

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These items are needed to assemble a Vehicle Survival Kit.

Do we need to add other items?Booster cablesBlanketsBattery Powered RadioFlashlight with spare batteriesSmall Fire ExtinguisherFirst Aid KitBottled WaterNon- perishable high energy snacksLocal mapsFlaresTire repair kit and pumpShovel

Graphic Credit: waxmansrugs.com

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What emergencies or disasters could we use the kits for other than earthquakes?

*Tip: Disaster Survival Kits should be checked and updated 4 times a year for expired items.

*Our Disaster Survival 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 Survival Kit could also be used?

•Power Outage

•Stranded in a vehicle

•Snow and ice storms

•Tornadoes

•Flooding

•Fire

Home and Vehicle Survival Kits

Tonight you will use your home and vehicle Survival checklists to assemble your Survival 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.

http://images.google.com/imgres?imgurl=http://textbookrevolution.org/images/thumb/b/bd/Checkmark_green.svg/417px-Checkmark_green.svg.png&imgrefurl=http://textbookrevolution.org/index.php/File:Checkmark_green.svg&usg=__1O5Bo6K0A7IX6stn-Gfu13sDmic=&h=362&w=417&sz=12&hl=en&start=32&tbnid=-PRVnrkWtbqgxM:&tbnh=109&tbnw=125&prev=/images?q=checkmark&gbv=2&ndsp=20&hl=en&sa=N&start=20

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.

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

Helpful Tip:

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How can an earthquake drill increase awareness of earthquake safety in our school?

On February 7th, 2013 we will participate in “The Great Central U.S. ShakeOut” an eight state Drop, Cover, Hold On earthquake drill.

Today we will practice a Drop, Cover, Hold On drill as if we were having a real Earthquake.

Graphic Credit: newsimg.bbc.co.uk

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Procedures to Remember1) 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, Cover, Hold On 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.

Evacuation

If 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.

Earthquake Evacuation DrillLet’s Practice!

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What things did you see during our evacuation that may become a hazard

during or after an earthquake?

• • • • •

Slide Information Credits

•Ready.gov•FEMA•American Red Cross•Kyem.gov•Department of Homeland Security

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Lesson 4- Are you Prepared? Name:_____________________________________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 Survival Kit?

Essential: ___________________________________

What are three essential supplies needed during or shortly after a disaster?1.___________________________2.___________________________3.___________________________ 145

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Brainstorm: What are some essential items that may go into a Disaster Survival 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 School Survival Kit. 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 School Survival Kit for our classroom? _________________

Circle the best place to keep our School Survival Kit in the classroom.

On top of a tall bookshelf 146In a storage cabinetbehind large boxes

On a medium height bookshelfnear the door


These items are needed to assemble a Home Survival Kit at home. Do we need to add other items?

There items are needed to assemble a Vehicle Survival Kit. Do we need to add other items?

Why might we need blankets in our Vehicle Survival Kit? ______________________________________________________________________________________________________________

What emergencies or disasters could we use the kits for other than earthquakes? _________________________________________________________________________________________

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?

Sketch or write in the box a disaster or emergency that you could use your Disaster Survival

Kits for other than an earthquake.

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Why is it important for your family to assemble a Home Survival Kit? ______________________

______________________________________________________________________________

______________________________________________________________________________


Do you know your personal information in case you needed to inform emergency services?

____

Your 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 RememberLet’s review! Write the 4 words in the boxes below that remind you what to do in the event of an earthquake.

D __ __ __ C __ __ __ __ H __ __ __ O __

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Review these vocabulary words.

The foreshock occurs ____________________________ an earthquake.

The aftershock occurs ____________________________ an earthquake.

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?____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Evacuation

Sketch a picture of what this glass trophy case in a school hallway might look like after

an earthquake has happened.

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Lesson 4- Are you Prepared? Activity 1

Are you Prepared? Notes & Sketches (Teacher’s Guide)

Why should you prepare for a disaster? Disasters can happen at any time without warning.

Being well prepared will help your family stay safe, overcome challenges, and recover more effectively after

disasters.

Necessities: something that has to be done or must be included Responsibility: the condition of being responsible (responsible- having a certain duty or obligationCrisis: 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 Survival Kit?

Essential: very important

What are three essential supplies needed during or shortly after a disaster?1.___________________________2.___________________________3.___________________________

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Brainstorm: What are some essential items that may go into a Disaster Survival 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.

These items are needed to assemble a School Survival Kit. 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 School Survival Kit for our classroom? Refer to Disaster Survival 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 School Survival Kit for your classroom.

Circle the best place to keep our School Survival Kit in the classroom.

On top of a tall bookshelf

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In a storage cabinetbehind large boxes

On a medium height bookshelfnear the door


These items are needed to assemble a Home Survival Kit at home. Do we need to add other items?

There items are needed to assemble a Vehicle Survival Kit. Do we need to add other items?

Why might we need blankets in our Vehicle Survival 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? _________________________________________________________________________________________

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)

Sketch or write in the box a disaster or emergency that you could use your Disaster Survival

Kits for other than an earthquake.

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Examples:•Power outage

•Stranded in a vehicle•Snow and ice storms

•Tornadoes•Flooding

•Fire


Why is it important for your family to assemble a Home Survival Kit? Keeping a Home Survival Kit 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 Survival checklists. Students will use the checklists at home to assemble Survival Kits for the home and vehicle. Refer to Activity sheet #5 Disaster Survival Kit Crossword Puzzle for review of items needed to assemble a Disaster Survival Kit.

Family Communication PlanDo 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.Your 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 RememberLet’s review! Write the 4 words in the boxes below that remind you what to do in the event of an earthquake.

DROP COVER HOLD ON153


Review these vocabulary words.

The foreshock occurs BEFORE an earthquake.

The aftershock occurs AFTER an earthquake.

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.Where do we usually exit the building during our regular fire evacuation drill?

Students should name the regular classroom fire drill route and exit doorWhat objects did you notice 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

Evacuation

Sketch a picture of what this glass trophy case in a school hallway might look like after

an earthquake has happened.

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Lesson 4-Are you Prepared? Name:_____________________________________Activity 3

School Disaster Survival Kit ChecklistGreen- 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 Flashlight and spare

batteries Bottled water

and plastic cups

Other:Warm blankets Battery powered radioNon- perishable snacksPaper and pensTrash bagsActivities for children_________________________________________________________

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Green- Underline items in green that you already have in your home.Red- Underline items in red that your family will need to purchase.

EssentialNon-perishable food (at least 3 day supply per person)Can openerWater (at least 1 gallon per person, per day, for 3 daysFlashlight and spare batteriesFirst Aid KitWhistle to signal for helpSoap, toilet paper, toothbrush, or any items to keep you cleanGarbage bags and plastic tiesForks, spoons, knives, and paper platesDust masks to protect against contaminated airPlastic sheeting and duct tape to create a shelterCell phone with chargerLocal mapsCopies of ID’s and credit cardsCash and coins

OtherEye glassesEssential medicationBaby food, bottles, and diapers if neededPet food if neededSleeping bags and warm blanketsProtective clothing, jackets, and sturdy shoesSmall fire extinguisherActivities for small childrenTools and written instructions for turning off utilities if neededCopies of insurance policies and bank records________________________________________________________________________________________________________________________________________________________________

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Home Disaster Survival Kit Checklist


Vehicle Disaster Survival Kit Checklist

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.

EssentialBooster cablesBlanketsBattery Powered RadioFlashlight with spare batteriesSmall Fire ExtinguisherFirst Aid KitBottled WaterNon-perishable high energy snacksLocal mapsFlaresTire repair kit and pumpShovel

Other________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

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My full name: ____________________

My address: ________________________________________

My telephone number: _______-_______-__________

Mother’s name: ____________________ Father’s name: ____________________

Cell phone: ______-______-__________ Cell phone: ______-______-__________

Workplace: _______________________ Workplace: _______________________

Work phone: ______-______-_________ Work phone: ______-______-_________

Other name: ______________________ Other name: ______________________

Relationship: ______________________ Relationship: ______________________

Cell phone: ______-______-__________ Cell phone: ______-______-__________

Workplace: _______________________ Workplace: _______________________

Work phone: ______-______-_________ Work phone: ______-______-_________


Family Communication Plan continued

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Local contact’s full name: ___________________________

Relationship: ______________________

Address: ________________________________________

Telephone number: ______-______-__________ Cell phone: ______-______-__________

Nearest relative's full name: ___________________________

Relationship: ______________________

Address: ________________________________________


Out-of-state contact’s full name: ___________________________

Relationship: ______________________

Address: ________________________________________



Family Communication Plan continued

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Other Important Phone Numbers

Emergency Services : DIAL 911 Poison Control Center: 800 - 222 - 1222

Local Police Department: _______________ Phone#: ______-______-__________

Local Fire Department: _________________ Phone#: ______-______-__________

Local Hospital: _______________________ Phone#: ______-______-__________

Meeting Location: Outside of your home: ______________________

Meeting Location: Away from your neighborhood: ______________________

Address: ________________________________________

Telephone number: ______-______-__________

Long distance contact (at least 100 miles away, preferably out-of-state)

Name: ___________________________ Relationship: ______________________

Address: ________________________________________



Disaster Survival Kit Crossword Puzzle

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Word Bank:Sleeping Bag

Non-perishableGarbage Bags

WaterPlastic Sheeting

BatteriesFirst Aid KitCan Opener

WhistleFire Extinguisher

MoneyBlankets

Dust MasksToothbrush

UtensilsSoap

Local MapsRadio

Cell PhoneFlashlight


Across4. In case of a fire9. Will help in the event of an injury11. Use this for light12. Use this to open cans of food14. Will help keep you warm during cold weather15.Make a call for help on this16.Allows you to listen to local news17. Use these to eat food19. Use for trash or waste20. A signal for helpDown

1. Food that does not spoil2. Keep extra sets of these3. Drink this to help you survive5. You can sleep in this6. Protect against contaminated air7. Keep your body clean with this8. Pay for items with this10. Will help keep your teeth clean13. Use with duct tape to create a shelter18. Find directions with these 162

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 Survival Kit.


Across3. Allows you to listen to local news- Radio4. In case of a fire- Fire Extinguisher9. Will help in the event of an injury- First Aid Kit11. Use this for light- Flashlight12. Use this to open cans of food- Can Opener14. Will help keep you warm during cold weather- Blankets15. Make a call for help on this- Cell Phone17. Use these to eat food- Utensils19. Use for trash or waste- Garbage Bags20. A signal for help- WhistleDown1. Food that does not spoil- Non-perishable2. Keep extra sets of these- Batteries5. You can sleep in this- Sleeping Bag6. Protect against contaminated air- Dust Mask7. Keep your body clean with this- Soap8. Pay for items with this- Money10. Will help keep your teeth clean- Toothbrush13. Use with duct tape to create a shelter- Plastic Sheeting16. Drink this to help you survive- Water18. Find directions with these - Local maps 163

Disaster Supply Kit Crossword Teacher Guide

Lesson 4-Are you Prepared? Activity 5

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 GoalsStudents 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).

Lesson 5 Earthquake Prepare & Share

Vocabularyreview of all unit

vocabulary

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1. Unit Review: Ask students the following questions: *What have you learned from our earthquake unit?

*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?2. Unit Share: 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).

3. Next, hand out the Earthquake Prepare & Share Cumulative Activity Scoring Guide (Activity 4) 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.

4. 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.

5. 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.

6. As a part of unit completion, copy, sign, and handout an Earthquake Awareness & "Great ShakeOut" Certificate to each participating student in your classroom.


Unit Review: 45 minutesUnit Share: 15 minutes

Procedure

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)

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Lesson 5-Earthquake Prepare & Share Activity 1

Activity 1-Earthquake Alphabet Book

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.

Activity 2-Persuasive Letter

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.

Activity 3-Earthquake Brochure

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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Earthquake Cumulative Activity GuidelinesChoose 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.

Lesson 5-Earthquake Prepare & ShareActivity 2

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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Earthquake Cumulative Activity Scoring GuideCarefully read the scoring guide below. Be sure to follow all of the steps in a Level 4 to achieve your best score.

Certificate of Completion

has completed the Earthquake Awareness & “Great ShakeOut”

Lessons and has agreed to share the importance of being aware and

prepared for any disaster with family and friends at home.

I survived! February 2013

{teacher}

Be Aware!

Be Prepared!

Have a Plan!

Earthquake Awareness & "Great ShakeOut"

Teachers can find valuable earthquake related documents and resources at:http://www.fema.gov/plan/prevent/earthquake/pubindex.shtm

FEMA 240 Earthquake Preparedness: What Every Child Care Provider Needs to Know

FEMA 529 Drop, Cover, and Hold Poster

FEMA 527 Earthquake Safety Activities for Children and Teachers

FEMA 253 Seismic Sleuths: Earthquakes—A Teacher's Package for Grades 7-12

FEMA 531 The Adventures of Terry the Turtle and Gracie the Wonder Dog, Grades 3-6

FEMA 159 Tremor Troop: Earthquakes—A Teacher's Package for K-6. Revised Edition

Additional Resources For Teachers

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Parents you will find valuable earthquake related documents and resourceshttp://www.fema.gov/plan/prevent/earthquake/pubindex.shtm

IS-8.a Building for the Earthquakes of Tomorrow: Complying w/ Executive Order 12699

IS-325 Earthquake Basics: Science, Risk, and Mitigation

IS – 22 Are You Ready? An in-depth Guide to Citizen Preparedness

FEMA 529 Drop, Cover, and Hold On Poster

FEMA 528 Earthquake Home Hazard Hunt Poster

FEMA 530 Earthquake Guide for Homeowners

FEMA 526 Earthquake Safety Checklist

FEMA 68 Earthquake Insurance: A Public Policy Dilemma

FEMA 74 Reducing the Risks of Nonstructural Damage: A Practical Guide.

Additional Resources For Parents

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Everyone can find valuable earthquake related documents and resources

Kentucky Emergency Management: www.kyem.ky.gov/programs/earthquake

Putting Down Roots in Earthquake Country: Handbook for Earthquakes in the Central U.S.

http://pubs.usgs.gov/gip/119/

Central United States Earthquake Consortium: www.cusec.org

Federal Emergency Management Agencyhttp://www.fema.gov/hazard/earthquake/eq_before.shtm

Ready – Prepare. Plan. Stay informed: www.ready.gov

United States Geological Survey: http://earthquake.usgs.gov/

Additional Resources For Parents continued

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Complete and cut out: EVERY member of the family should carry a “Family Communication Plan Card” with them at all times.

Intentionally Left Blank

Earthquake Awareness & “Great

ShakeOut”

KYEM Contact information:Earthquake Program Manager

Kentucky Emergency Management1025 Capital Center Drive, Suite 101

Frankfort, KY 40601Office: [email protected]

Toolkit Sponsors:

Earthquake Awareness and ShakeOut Teachers Toolkit (PowerPoint)

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Transcript of Earthquake Awareness and ShakeOut Teachers Toolkit (PowerPoint)