Earthquake Awareness and ShakeOut Teachers Toolkit (PowerPoint)

Earthquake Awareness & "Great ShakeOut"
Teachers Toolkit - 2013

In 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
Earthquake Awareness & Great ShakeOut Teachers 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 Teachers Toolkit Provided By Kentucky 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 students 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 familys awareness and preparedness in the event of an earthquake or other natural disaster. Below is a list of discussion questions for each lesson: Monday Tuesday Wednesday Thursday Friday - What fault system in Kentucky poses the largest threat for an earthquake and where is it located? - 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? - 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? - What items are needed in order to assemble a Home and Vehicle Survival Kit? - Do we have a Family Communication Plan for our home? - 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 Rules
Dear Teacher, As part of the Earthquake Awareness & "Great ShakeOut" Teachers 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 (3rd 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 Teachers Toolkit Lessons 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. Each classroom teacher will select ONE(1) winner, per grade level (3rd, 4th, or 5th) from their classroom and submit it to KYEMEQ@gmail.com 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 dpi Please save originals until winners are announced Winners 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
Earthquake Awareness & "Great ShakeOut" Kentucky Emergency Management Poster Contest
Dear Unit Participants, As part of the Earthquake Awareness & "Great ShakeOut" Teachers 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 earthquake To teach students and families what to do to stay safe during an earthquake
Sincerely, Kentucky Emergency Management
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Teachers Toolkit Week Long Lessons at a Glance

Lesson 1- Earthquake Science
Materials/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 *Teachers 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, & Roll

Materials/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 *Teachers 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 *Teachers 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 15
Teachers Toolkit Week Long Lessons at a GlanceContinued
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 *Teachers 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 *Teachers 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.
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Table of Contents
Earthquake Awareness & Great ShakeOut Abstract Teachers Toolkit Outline - Please share with your Principal and all 3-5 grade teachers Introduction letter to Parents/Guardians Poster Contest Invitation letter for Teachers Poster Contest Guidelines Please share with your Principal and all 3-5 grade teachers Poster Contest Invitation letter to Students 2013 Teacher Survey please submit after unit completion 2013 Poster Contest Announcement (printable for display) w/ 3rd Grade 2012 Winner 2013 Poster Contest Announcement (printable for display) w/ 4th Grade 2012 Winner 2013 Poster Contest Announcement (printable for display) w/ 5th Grade 2012 Winner 2012 - 3rd Grade Winning Poster (printable for display) 2012 - 4th Grade Winning Poster (printable for display) 2012 - 5th Grade Winning Poster (printable for display) Teachers Toolkit Week-Long Lessons at a Glance Table of Contents
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2 3 4 5 6 7 8 9 10 11 12 13 14 15 17
Table of Contents
Continued
Lesson 1 Earthquake Science . 21 Earthquake Anticipation Guide ..24 Earthquake Anticipation Guide (Teacher Guide) 25 Earthquake Science PowerPoint Presentation . 26 Earthquake Science Notes & Sketches .. 47 Earthquake Science Notes & Sketches (Teachers Guide) . 51 Earthquake Myth Take-Home Activity 55 Lesson 2 Shake, Rattle, & Roll 56 Shake, Rattle, & Roll PowerPoint Presentation 59 Shake, Rattle, & Roll Notes & Sketches . 75 Shake, Rattle, & Roll Notes & Sketches (Teachers Guide) 79 Earthquake Concentration Game (School Activity) 83 Earthquake Concentration Game (Teacher Guide) 87 Earthquake Concentration Game (Take-Home Activity) .88 Earthquake Reflection (Take-Home Activity) . 89
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Table of Contents
Continued
Lesson 3: Watch Out for Hazards! 90 Watch Out for Hazards! PowerPoint Presentation . 93 Watch Out for Hazards! Notes & Sketches ..106 Watch Out for Hazards! Notes & Sketches (Teachers Guide) 110 Classroom Hazard Search 114 Correct the Hazards Activity . 115 Correct the Hazards (Teacher Guide) .116 Home Hazard Search Take-home Activity 117
Lesson 4: Are you Prepared? .. 118 Printable 2012 ShakeOut Poster Please share with Principal and Teachers .. 120 Are you Prepared? PowerPoint Presentation 122 Are you Prepared? Notes & Sketches . 145 Are you Prepared? Notes & Sketches (Teachers Guide) 150 Disaster Survival Kit Checklist for School . 155 Disaster Survival Kit Checklist for Home Take-home Activity .. 156 Disaster Survival Kit Checklist for Vehicle Take-home Activity 157 Family Communication Plan . 158 Disaster Survival Kit Crossword Puzzle .. 161 Disaster Survival Kit Crossword Puzzle (Teacher Guide) . 163
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Table of Contents
Continued
Lesson 5 Earthquake Prepare & Share ....164 Earthquake Prepare & Share Cumulative Activity Guidelines . 166 Earthquake Prepare & Share Cumulative Activity Scoring Guide . 167 Certificate Template - Unit Completion 168 Additional Resources for Teachers .. 169 Additional Resources for Parents ....170 Teacher Survey Please submit after unit completion .. 172
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Lesson 1
Earthquake Science
Essential Questions *What is an earthquake? *What causes earthquakes? *Where are fault zones located around the world and in Kentucky? Learning Goals
Students will be able to: Vocabulary earthquakes fault zones foreshock mainshock aftershock seismograph Richter scale focus hypocenter epicenter plates force New Madrid Seismic Zone (NMSZ)
Define what an earthquake is by describing the movement of the earths surface during an earthquake. Describe the force created by plates of the earths 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.
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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)
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?
Suggested Time Allotment

60 minutes Prior Knowledge: 15 minutes Activity 1 & 2 : 30 minutes Activity 3: 15 minutes
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.
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Additional Activities
Allow students time to browse one of the following kid-friendly earthquake websites: *http://kyem.ky.gov/ (links to earthquake coloring book, Drop, 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)
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Lesson 1-Earthquake Science Activity 1
Name:______________________________
Earthquake Anticipation Guide

Before viewing the Earthquake Science PowerPoint, carefully read each statement below and write in each square whether you think it is true or false. After viewing, tell whether you were right about each statement (yes or no), and then use the information you have learned to restate each false statement to make it true.
Statement
1. Scientists can use clues from the weather to predict earthquakes. 2. During an earthquake, land can slide, roll, or shake, causing the earths 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.
True/False
Were you right?
Restate false statements to make them true
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Earthquake Anticipation Guide (Teacher Guide)
Statement
True/False
Were you right?
Restate false statements to make them true

Scientists cannot predict earthquakes. There is no connection between the cause of an earthquake and weather patterns.
1. Scientists can use clues from the weather to predict earthquakes.
Student Generated (Answers will vary)
2. During an earthquake, land can slide, roll, or shake, causing the earths 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.
The earth is made up of about 20 plates, or large blocks of rock. When these plates push past each other and are squeezed together, this force causes cracks to form. There are two major fault zones in Kentucky that have and can cause an earthquake. 25
Lesson 1-Instructional Resource 1
Earthquake Science
The facts you need to know about earthquakes
What is an earthquake?
Earthquakes can cause the earths surface to move in many directions, such as up, down, or sideways.
Vocabulary:
Earthquake - sudden sliding, rolling, or shaking of the earths surface
graphic credit: FEMA
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These movements occur along fault zones and are caused by broken rocks sliding past each other.
Vocabulary:
Fault zone a series of cracks in the earths surface
graphic credit: physicalgeography.net
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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 Richter Scale scale. 4 Minor Earthquake
5 6 7 8 Moderate Earthquake Strong Earthquake Major Earthquake Great Earthquake
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seismograph
graphic and chart credit: http://at.blog.wetter.com/?tag=erdbeben & www.weatherwizkids.com
Fun Facts
1. Earthquakes can also be known as quakes, shakers, or seismic activities. 2. The location below the earths surface where an earthquake starts is called a focus, also referred to as the hypocenter. The point on the earths 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 Earths 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 Activity
Now, lets 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.
Vocabulary:
Force a push or pull upon an object caused by interaction with another object.
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Just as your pencil would break if the force was strong enough, so does the Earths 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.
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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 earths surface and its weather. 6. Can earthquakes occur on the moon? Yes, Moonquakes caused by stress from the oceans 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 earths 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 worlds 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 countrys 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.
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graphic credit: answers.com & usgs.gov
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.
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graphic credit: yedda.com
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.com
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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 200500 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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Name:_____________________________________
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.org
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Name:_____________________________________
Foreshock:____________________________________________________________________________________________ ________________________________________________________________________________________________________
Mainshock: ___________________________________________________________________________________________
________________________________________________________________________________________________________ Aftershock: ___________________________________________________________________________________________ ________________________________________________________________________________________________________
Label the correct order of the shocks listed above.
_______________
_______________
_______________
Seismograph: _________________________________________________________________________________________ ________________________________________________________________________________________________________ Richter scale: _________________________________________________________________________________________
________________________________________________________________________________________________________
Fill in the number on the Richter scale that a major earthquake might measure.
______
Major Earthquake
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Name:_____________________________________
Focus or Hypocenter: ________________________________________________________________________________ ________________________________________________________________________________________________________ Epicenter: ____________________________________________________________________________________________ ________________________________________________________________________________________________________

evgschool.org
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? ______________________________________________________________________________ ______________________________________________________________________________
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Name:_____________________________________
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. __________
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Earthquake Science Notes & Sketches (Teachers Guide)
What is an earthquake? the sudden sliding, rolling, and shaking of the earths surface. What are fault zones:? cracks in the earths surface along where broken rocks slide past one another.
Draw a picture of how this road could look after an earthquake has occurred.
Student drawings should show the road cracked and shifted up, down, and/or sideways.
evgschool.org
Highest hazard is red, lowest is green. Use the colored map on slide 38 as a guide.
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Foreshock: smaller earthquakes that happen in the same place before a larger
earthquake._________________________________________________________________________________________ Mainshock: the large and major earthquake. _
________________________________________________________________________________________________________
Aftershock: _ smaller earthquakes that happen after a large earthquake. _ ________________________________________________________________________________________________________
Label the correct order of the shocks listed above.
foreshock
mainshock
aftershock
Seismograph: 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.
___7___
Major Earthquake
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Focus or Hypocenter: location below the earths surface where the earthquake starts.
________________________________________________________________________________________________________ Epicenter: the point on the earths surface that is directly above the earthquake. ________________________________________________________________________________________________________
evgschool.org
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.
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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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Name: ___________________________
Earthquake Myth Take-Home Activity

You have learned a lot about earthquakes today and now it is time to share your knowledge with your family. Create three additional statements of your own. Then tonight ask a family member to read each statement listed below and record whether each statement is true or false. Next, use your knowledge to check the family members statement and record whether they were right or wrong in the chart. Be sure to restate false statements as true for your family member if he or she answers incorrectly, as well as recording it on the chart.
Statement
1. Scientists can use clues from the weather to predict earthquakes. 2. After the West Coast, the New Madrid Fault System shows the highest earthquake risk in the central United States. 3.
True/False
Were they right?
If not, restate false statement as true.
4.
5.
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Lesson 2
Shake, Rattle, & Roll

Vocabulary
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?
react debris predictable preventable Drop, Cover, & Hold On injuries risk secure
Learning Goals
Students will be able to:
Demonstrate and describe what an earthquake would be like using the senses of sight, touch, sound, smell. Discuss what to expect during and earthquake and possible feelings students may experience. Identify possible dangers during an earthquake (objects/places). Demonstrate and discuss the procedure to follow to stay safe and protected during an earthquake using the Drop, Cover, & Hold On method and how students can be helpful. 56
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
1) Activate prior knowledge by asking students the following brainstorming questions: Activity 1: 40 minutes Activity 2: 15 minutes Has anyone ever felt an earthquake? If not, what do you think one might feel like? Activity 3: 5 minutes 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.
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60 minutes
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/f all 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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Shake, Rattle, & Roll
Are you prepared to help yourself and others?

Graphic credit: tfd.metro.tokyo..gif
What happens during an earthquake?

Pretend you have just gotten ready for school and you are enjoying a bowl of cereal whenKABOOM! 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.
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graphic credit: bloximages.com
graphic credit: pep.bc.ca
An earthquake can happen in an instant, unexpectedly, and without any warning. When an earthquake occurs, it is important to know what to expect, how you may feel, what dangers may occur, and how to keep yourself and others safe.
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What to Expect
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.
graphic credit: contest-timer.com
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Hands on Activity
Now, lets 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.
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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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graphic credit: seismo.berkley.edu
How will I feel?

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.
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graphic credit: tvlowcostnetwork.wordpress.com& edupics.com
Dos and Donts

Once you know an earthquake is happening, now what do you do? What could you have done before the earthquake ever happened to be prepared? What are you supposed to do afterwards? There are certain dos and donts that can help you stay safe during an earthquake. Most of the damage caused is also predictable and preventable.
Vocabulary:
preventable - able to stop from happening predictable to know about before it happens
graphic credit: timbossie.com
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Before an Earthquake
Before 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 Earthquake
Now you know what to do before, lets pretend again an earthquake is happening. This time, lets 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: usgs
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Drop
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.
graphic credits: iceoe..org, wfrc.org, & leinbach.org
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Cover
When indoors, find a sturdy (strong) piece of furniture like a table, desk, or bed to get underneath for Cover. If there is no strong furniture, then find an interior (middle) wall to move to. Cover your head and neck with your hands. Avoid large mirrors, hanging objects, shelves, or other objects that may fall over.
graphic credits:odpem.org & humboldt.edu
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Hold On
Last, Hold On to what is covering you, that way if it moves you can stay with it, safely covered. Be sure to also attempt to Cover your head and neck with your hands.
graphic credits: usgs, scec, & ehow.com
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After an Earthquake
Be careful and wait until the shaking stops.
Afterwards, check yourself and then your family members for injuries. Dont 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.
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graphic credits: tmd.metro.tokyo.jp
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 dos and donts 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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Kentucky Emergency Management FEMA ReadySetPrepare! USGS California Governors 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 Activity 1
Name:_____________________________________
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.____________________________________________________________________________
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Name:_____________________________________
Debris:_____________________________________________________________________
Draw a picture of what debris from this object might possibly look like.
Identify one thing you may experience when an earthquake occurs in each of the following
categories:
smell: ____________________________ see: ______________________________ hear: _________________________________ 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: ___________________________________________________________________
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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.
_________ _________ _________
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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
T
F
F
_________________________________________________________________
__________________________________________________________________
3. Dont move seriously injured people unless they are at risk where they are located. 4. Tell an adult to turn off the electricity and gas before exiting.
__________________________________________________________________
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Shake, Rattle, & Roll Notes and Sketches (Teachers 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
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debris:_ bits or pieces of something that has been destroyed or damaged. _

Students should draw the dresser damaged showing pieces of broken mirror and wood .
Draw a picture of what debris from this object might possibly look like.
Identify one thing you may experience when an earthquake occurs in each of the following categories: smell: gas, smoke, or burning smell hear: rattling glass, blowing, hissing, or objects colliding feel: shaking or vibrating
See: darkness, debris, objects falling, wobbling, or swaying
How will I feel? Think about how you would feel if an earthquake occurred where you live or at your school. Explain below. Discuss your feelings with a partner .
Answers will vary.

____________________________________________________________________________ Dos and Donts predictable: when you know what is expected or likely to happen.
preventable: when you are able to keep something from happening or continuing.
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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.
Draw a picture to illustrate what you should do in each step of the method.
Picture should show a person on the ground or floor.
Picture should show a person under a steady piece of furniture covering their head and neck with their hands. Cover
Picture should show a person holding on to the sturdy piece of furniture.
Drop
Hold On
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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. Dont 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 __________________________________________________________________
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Name:_____________________________________
Earthquake Concentration Game (School Activity)
Use the earthquake knowledge you learned at school today to play the Earthquake Concentration Game with a partner at school. Carefully read and follow the instructions below.
Instructions: 1. Cut out question and answer cards along the dotted lines. 2. Divide cards into separate piles. One pile for question cards and one pile for response cards. 3. Mix up all cards (still keeping them in two separate piles) and place them face down in two groups. 4. Choose a partner to play with (be sure to choose a partner who has different question and answer cards than you. Roll a dice or spin a spinner to see who gets to go first). 5. The first player chooses a card from the question side, turns it face up, and reads it aloud. 6. The same player then tries to find an answer to the question by choosing another card from the answer card side, turning it face up, and reading it aloud. 7. If the player does not make a match, the cards are to be turned face down again. If the player does make a match, he or she keeps both cards and gets another turn. 8. The game is continued this way until all cards have been matched. The winner is the player with the most matches. 9. While playing, be sure to fill out the attached score card and answer the questions with your partner.
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Name:_____________________________________
Earthquake Concentration Game Answer & Question Cards (Side 1-Both Partners)
Answer
Answer
Question
Question
Answer
Answer
Question
Question
Answer
Answer
Question
Question
Answer
Answer
Question
Question
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Name:_____________________________________
Earthquake Concentration Game Answer & Question Cards (Side 2- Partner #1)
1 1 1 What is a sound you After an earthquake, might experience what should you check during an earthquake? for first? 1 your head and neck 1 Drop, Cover, & Hold On the table legs
1 1 If you take cover under During an earthquake, a table, what should what method can you you hold on to? use to help stay safe and protected? 1 Before an earthquake happens, what should you and your family create? 1 During an earthquake, how is it okay to feel? 1 Who should you protect first in an earthquake? 1 When an earthquake happens, what should you cover with your hands?
1 yourself
1 scared or anxious
1 the rattling of glass
1 1 Family Communication Plan
injuries
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Name:_____________________________________
Earthquake Concentration Game Answer & Question Cards (Side 2- Partner #2)
2 What is a smell you might experience during an earthquake? 2 How long do most earthquakes usually last? 2 What is most of the damage caused in an earthquake? 2 What is a secure exit? 2 If you are in a car pulled over during an earthquake, what should you avoid? 2 If a person is seriously injured after an earthquake, what should you do?
2
2 not move the person and call 911
2 electricity and gas
2 30 to 60 seconds
2 predictable and preventable
2 2 What is a good object one that is not blocked overpasses, bridges, to take cover under and where debris will & power lines during an earthquake? not cause injury 2 a burning smell 2 a sturdy table
2 After an earthquake, what two things should an adult turn off?
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Earthquake Concentration Game Answer & Question Cards (Side 2-Partner 1 & 2 Teacher Guide)
If you are in a car pulled over during an earthquake, what should you avoid? overpasses, bridges, & power lines
What is a sound you might experience during an earthquake? the rattling of glass
After an earthquake, what should you check for first? injuries
What is a smell you might experience during an earthquake? a burning smell
If you take cover under a table, what should you hold on to? the table legs Before an earthquake happens, what should you and your family create? Family Communication Plan
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
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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Name:_____________________________________
Earthquake Concentration Game (Take-Home Activity) Use the earthquake knowledge you learned at school today to play the Earthquake Concentration Game again at home with a family member. Have fun sharing what you know about earthquakes with your family. Instructions: 1. Divide cards into separate piles. One pile for question cards and one pile for response cards. 2. Mix up all cards (still keeping them in two separate piles) and place them face down in two groups. 3. Choose a family member to play with. Roll a dice or spin a spinner to see who gets to go first.
4. The first player chooses a card from the question side, turns it face up, and reads it allowed.
5. The same player then tries to find an answer to the question by choosing another card from the answer card side, turning it face up, and reading it aloud. 6. If the player does not make a match, the cards are to be turned face down again. If the player does make a match, he or she keeps both cards and gets another turn. 7. The game is continued this way until all cards have been matched. The winner is the player with the most matches. 8. While playing, be sure to fill out the attached score card and answer the questions with your family member.
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Name:_____________________________________
Earthquake Reflection (Take-Home Activity)

After playing the Earthquake Concentration Game at home with a family member, answer the following reflection questions together.
1. Have the family member you played concentration with sign their name on the line below.
_________________________________________
2. 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: _______________________________________________________________________ _________________________________________ ____________________________________
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Lesson 3
Watch Out for Hazards!

Essential Questions
*What causes the most damage or injury during an earthquake? *What are possible earthquake hazards in a classroom or at home? *What changes can be made to a classroom or home environment to decrease possible earthquake hazards? Vocabulary damage prepared hazards free-standing secure
Learning Goals
Students will be able to: Describe what causes the most damage and injury during an earthquake. Identify possible hazards in the classroom and at home that could cause damage or injury during an earthquake. List and implement changes in the classroom and home to decrease possible earthquake hazards.
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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)
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?
60 minutes Prior Knowledge: 5 minutes Activity1, 2 & 3: 45 minutes Activity 4: 10 minutes
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.
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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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Watch Out for Hazards!

What are possible hazards in a classroom or at home? What changes can be made to a classroom or home environment to decrease possible hazards?
The tips you should know to prepare for disasters

Graphic Credit: cmcdenver.com
What causes the most damage and injury during an earthquake?

During an earthquake, the main cause of damage or injury comes from fallen debris, or parts of damaged buildings.
Vocabulary:
damage to harm, reduce value, or injure
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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.
* How might each of the items below cause injury or harm during the shaking of an earthquake? Tall Bookshelf Piano on Rolling Wheels
Hanging Plant
Fish Tank Display
TV on Rolling Wheels
Vocabulary: prepare to make ready

hazard any object or structure that may cause injury or harm
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Graphic Credits: carefreegreen.com & kcgov.us/departments/disaster/familyplan.asp & avtg.com & webweaver.nu/clipart/music/piano.shtml & ardeaprints.com
Classroom Hazard Search

Today we are going to search our classroom to identify possible hazards that may cause harm in the event of an earthquake or other natural disaster. We will search for objects or structures that may break, fall, or catch fire in the classroom.
Graphic Credit:easternct.edu/career/webresources.htm
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Watch out for these possible hazards!

Shelves, bookcases, cabinets, or other furniture that are free-standing Heavy objects located on shelves above student seating Aquariums located near student seating TV monitors not properly fastened to a stable platform or not attached to a rolling cart with lockable wheels Hanging items that are heavy, breakable, or not fastened to closed hooks Vocabulary: Piano not secured, or is able to move. free-standing not attached to a wall or Unsecured wall mountings other more secure
structure
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What hazards did you find?
Together we can correct many of these hazards in our classroom, but some we will not be able to correct without help. By working to correct most of these classroom hazards we will be able to lower our chances of injury in the event of an earthquake or other natural disaster.
Graphic Credit: clker.com
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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.
Vocabulary:
secure not able to fall or move; free from danger
Graphic Credit: istockphoto.com
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List Changes
Changes we can make
Changes we need help with
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What are possible hazards in your home and what changes could be made to make your home safer?
Now that you have found and corrected our classroom hazards, I want you to think about possible hazards in your home. Tonight you will search your home and identify any possible hazards that may cause your family harm during the event of an earthquake or other natural disaster.
Graphic Credit: imageenvision.com
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Model House Diagram for use with activity 4 Home Hazard Search
Graphic Credit: scemd.org
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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 arent listed. Make a tally for all possible hazards on your checklist.
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Graphic Credit: sll.sdsu.edu/studentsorgs/dev-pass-baton.html
Include your Family

Encourage your family to help you in your search for possible hazards at home. Work together to make changes that will make you and your family safer. Discuss with your family the importance of being aware of possible hazards in order to better prepare yourself for an earthquake or other natural disaster at home.
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Graphic Credit:divinecaroline.com
Written Slide Credits

www.kyem.ky.gov FEMA www.boonecountyky.org American Red Cross
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Lesson 3- Watch out for Hazards Activity 1
Name:______________________________
Watch Out for Hazards! Notes & Sketches

What causes the most damage and injury during an earthquake? _______________________________ _______________________________________________________________________________ damage:________________________________________________________________________________ _______________________________________________________________________________________ Can you list 4 items that might be considered debris falling from a damaged building? 1. _____________ 2. _____________ 3. _____________ 4. _____________
prepared: _______________________________________________________________________ _______________________________________________________________________________ hazards: _______________________________________________________________________ _______________________________________________________________________________ Circle the pictures below that may be possible hazards in a classroom during an earthquake?
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Name:______________________________
Sketch a picture of one thing in our classroom that may be a potential hazard in the event of an earthquake.
free-standing: _________________________________________________________________ secure: _______________________________________________________________________
List one possible hazard to watch out for that wasnt 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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Name:_____________________________________
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.
Changes we can make Changes we need help with
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Name:_____________________________________
Can you think of a possible earthquake hazard that is in your bedroom? Sketch or write this hazard in the next box.
Now make a sketch or write how you could correct this hazard in your bedroom in the last box.
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 isnt 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. _________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Day 3- Watch Out for Hazards Activity 1
Watch Out for Hazards! Notes & Sketches

What causes the most damage and injury during an earthquake? _______________________________ _______________________________________________________________________________ damage: harm or injury that causes loss or makes something less valuable _______________________________________________________________________________________ Can you list 4 items that might be considered debris falling from a damaged building? Examples: metal wood glass stone tile shingles brick concrete
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?
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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.
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 wasnt 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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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.
Changes we can make
Items listed must be hazards that can easily be corrected by the students or teacher. Examples: *Move any heavy item to a lower area away from student seating (if items are not too heavy) *Move any pet cage or heavy display away from student seating *Properly fasten TV monitors, computers, or overheads to a stable platform *Fasten all hanging items with closed hooks/ move all hanging objects away from windows and student seating
Changes we need help with

Items listed must be hazards that cannot be corrected without the help of another adult outside of the classroom. Examples: *Move extremely heavy item to a lower area or away from student seating *Attach any large furniture (bookcase, shelf, cabinet, etc) to the wall *Place lockable wheels to TV cart or piano *Mount heavy items to the wall (chalkboard, whiteboard, bulletin board, etc) *Remove hanging items that are heavy or breakable
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Name:_____________________________________
Can you think of a possible earthquake hazard that is in your bedroom? Sketch or write this hazard in the next box.
Students may choose an item in their bedroom that is not secured to the wall properly or items that are heavy and will easily fall on the bed if shaken.
Now make a sketch or write how you could correct this hazard in your bedroom in the last box.
Students need to show how the item could be corrected by properly securing it to the wall or moving it away from the bed to another location.
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 isnt 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 familys chances of potential harm, injury, or death during a disaster.
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Lesson 3-Watch Out for Hazards! Activity 2
Name:_____________________________

Tally Possible Hazards
Shelves, bookcases, cabinets, or other furniture that is freestanding 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
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Name:_____________________________________
Correct the Hazard

Directions: Please write the possible classroom hazard in the box of the action that will correct the hazard and make the classroom a safer place.
Heavy hanging objects Class pet cage Tall supply cabinet Fish aquarium Heavy bookcase Heavy boxes on top of cabinet Computer/ Overhead Projector on rolling cart
Heavy books on top shelf of bookcase Bulletin board/ Whiteboard/ Piano on Wheels TV monitor on rolling cart School supplies stacked on high shelves Chalkboard
Move to a Lower Secure to a Wall Area
Add lockable wheels
Move away from seating
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Correct the Hazard Teacher Guide

Directions: Please write the possible classroom hazard in the box of the action that will correct the hazard and make the classroom a safer place.
Heavy hanging objects Class pet cage Tall supply cabinet Fish aquarium Heavy bookcase Heavy boxes on top of cabinet Computer/ Overhead Projector on rolling cart
Heavy books on top shelf of bookcase Bulletin board/ Whiteboard/ Piano on Wheels TV monitor on rolling cart School supplies stacked on high shelves Chalkboard
Move to a Lower Secure to a Wall Area

School supplies stacked on high shelves Heavy boxes on top of cabinet Heavy books on top shelf of bookcase Tall supply cabinet Heavy bookcase
Add lockable wheels

Piano on wheels TV monitor on rolling cart Computer/ Overhead projector on rolling cart
Move away from seating

Class Pet Cage
Fish aquarium
Heavy hanging objects
Bulletin board/ Whiteboard/ Chalkboard
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Lesson 3- Watch Out for Hazards! Activity 4
Home Hazard Search

Use tallies or checks to show the amount of possible earthquake hazards in your home.
Tally
Possible Hazards
Tall, heavy furniture (china cabinets, bookcases, etc) not secured to the wall Hanging plants or lamps not secure with closed hooks Heavy mirrors or pictures not anchored to the wall Beds near large windows, hanging lights, heavy mirrors, framed pictures, shelves, or lamps Heavy or breakable objects on high shelves
Large objects with wheels that are not blocked from rolling
Large appliances (water heater, refrigerator, etc) not secured to the wall
Glass items or bottles of medicine on a high shelf

Cabinets without strong or magnetic latches Materials that could easily catch fire are near a heat source Small appliances and other items not secured with Velcro to their surfaces Other:
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Lesson 4 Are you Prepared?

Essential Questions
*What are the essential supplies needed to improve chances of survival and safety during or after an earthquake or other disaster? *What can be assembled as a Disaster 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?
Vocabulary necessity responsibility crisis essential need non-perishable
Learning Goals
Students will be able to
List items to include in classroom, home, and vehicle Disaster 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.
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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)
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?

60 minutes Prior Knowledge: 5 minutes Activity 1, 2 , 3, & 4: 30 minutes Activity 5: 10 minutes Activity 6: 15 minutes
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! 119
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Allow students time to browse one of the following kid-friendly earthquake websites: * 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) Experiments/ Crafts: * http://homeschooling.gomilpitas.com/directory/EarthScience.htm (Natural Disasters) * http://crafts.kaboose.com/kids-first-aid-kit.html (First Aid Kit craft)
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Lesson 4- Instructional Resource 4
Are you Prepared?

What are the essential supplies needed to improve chances of survival and safety during or after an earthquake or other disaster?
What can be assembled as a Disaster Survival Kit at school, home, or in a vehicle for and earthquake or other disaster?
How can an earthquake evacuation drill increase awareness of earthquake safety in school and home environments?
How can a family communication plan help my family prepare for a disaster?
Graphic Credit: arc-salem.org/Get-Prepared/default.asp
Why should you prepare for a disaster?

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. Vocabulary:
necessity something you must have to survive responsibility a duty or obligation crisis a time of great difficulty or danger
Graphic Credit: squidoo.com
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
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.htm
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What are the essential supplies needed during or shortly after a disaster?
Brainstorm: Lets brainstorm a list of items you think will be essential to have in a Disaster Survival Kit for school, home, or a vehicle.
Vocabulary:
Essential something you must have to survive
http://www.ci.kirkland.wa.us/depart/Fire_and_Building/prepare/PersonalFamilyPreparedness/SupplyKits.htm
Brainstorm
Essential items for Disaster Survival Kit

Graphic Credit http://www.nhm.ac.uk/business-centre/planning-design-consulting/consulting/index.html
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Lets Edit our Lists

Now we need to edit our lists. We will circle the items on our lists that match these 4 statements.
This item is something I need to help me survive. This item could help keep me safe in various disasters or crisis situations. This item can be easily packed and carried. This item has multiple uses.
Vocabulary:
need a physical requirement for keeping a living thing in normal condition
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These items are needed to assemble a School Survival Kit. Do we need to add other items?
Essential: Class Roster with student information First Aid supplies or kit Bottled water and plastic cups Flashlight and spare batteries Other: Warm blankets Battery powered radio Non- perishable snacks Paper and pencils Trash bags Activities for children
Vocabulary:
Non-perishable will not spoil or decay
Graphic Credit: lvstorytellers.org
Can we assemble a School Survival Kit for our classroom?

Do we have a backpack with shoulder straps to hold the items? (teacher will need hands free when carrying the kit during an evacuation) Which items on our list do we already have in the classroom or school? Which items on our list can be brought from home? Which items on our list will we need to purchase? Where is the best location to keep the School Survival Kit in our classroom?
Graphic Credit: textbookrevolution.org
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 Graphic Credit: clker.com/clipart-home.html Whistle to signal for help Soap, toilet paper, toothbrush, or any items to keep you clean Garbage bags and plastic ties Forks, spoons, knives, and paper plates Dust masks to protect against contaminated air Plastic sheeting and duct tape to create a shelter Battery Powered Radio
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Essential Items continued:

Cell phone with charger Local maps Copies of IDs and credit cards Cash and coins Warm blankets Eye glasses Essential medication Baby food, bottles, and diapers if needed Pet food if needed Sleeping bags Protective clothing, jackets, and sturdy shoes Small fire extinguisher Activities for small children Tools and written instructions for turning off utilities if needed Copies of insurance policies and bank records
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Other items:
These items are needed to assemble a Vehicle Survival Kit. Do we need to add other items?
Booster cables Blankets Battery Powered Radio Flashlight with spare batteries Small Fire Extinguisher First Aid Kit Bottled Water Non- perishable high energy snacks Local maps Flares Tire repair kit and pump Shovel
Graphic Credit: waxmansrugs.com
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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
Power Outage Stranded in a vehicle Snow and ice storms Tornadoes Flooding Fire
emergency, other than an earthquake, where your Disaster Survival Kit could also be used?
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.
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.
Helpful Tip:
Write the name and number of a family member or friend who lives at least 100 miles away from you. Have everyone always carry this information with them. Use this contact to reunite with loved ones or inform each other of your whereabouts in the event you are separated during a disaster.
Graphic Credit: blogs.fayobserver.com
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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 Remember
1) Take immediate cover where you are at the first sign of an earthquake. The first shaking that is felt may be the foreshock. 2) When you take cover, remember to Drop, 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 Drill

Lets Practice!
Graphic Credit: phayul.com/news/article.aspx
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What things did you see during our evacuation that may become a hazard during or after an earthquake?


Ready.gov FEMA American Red Cross Kyem.gov Department of Homeland Security
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Lesson 4- Are you Prepared? Activity 1
Name:_____________________________________
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. ___________________________
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Name:_____________________________________
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 In a storage cabinet behind large boxes On a medium height bookshelf near the door
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Name:_____________________________________
These items are needed to assemble a Home Survival Kit at home. Do we need to add other items?
A box of cereal is an example of a non-perishable food item. Can you sketch a picture or write the name of another food item that would be non-perishable?
There items are needed to assemble a 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? ___________ ______________________________________________________________________________
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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Name:_____________________________________
Why is it important for your family to assemble a Home Survival Kit? ______________________ ______________________________________________________________________________ ______________________________________________________________________________ Family Communication Plan 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 Remember Lets 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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Name:_____________________________________
Review these vocabulary words. The foreshock occurs ____________________________ an earthquake. The aftershock occurs ____________________________ an earthquake.
Evacuation Sketch a picture of what this glass trophy case in a school hallway might look like after an earthquake has happened.
Where do we usually exit the building during our regular fire evacuation drill? ______________ ______________________________________________________________________________ What objects did you notice during our evacuation that may become a hazard during or after an earthquake?____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Are you Prepared? Notes & Sketches (Teachers 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 obligation Crisis: a time of great difficulty or danger when great changes can take place
Name a disaster that is likely to occur in Kentucky? Flooding, Tornadoes, Winter Storms, & Severe Thunderstorms Circle the 2 items below that would be found in a Disaster 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.
Examples:
water Food clothes
medicine first-aid kit
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 In a storage cabinet behind large boxes On a medium height bookshelf near the door 151
These items are needed to assemble a Home Survival Kit at home. Do we need to add other items?
A box of cereal is an example of a non-perishable food item. Can you sketch a picture or write the name of another food item that would be non-perishable?
Examples: Cans of soup, fruit, or vegetables Cereal bars Crackers Granola bars (any snack that does NOT need to be refrigerated)
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? ___________ ______________________________________________________________________________
Sketch or write in the box a disaster or emergency that you could use your Disaster Survival Kits for other than an earthquake.
Examples: Power outage Stranded in a vehicle Snow and ice storms Tornadoes Flooding Fire
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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 Plan Do you know your personal information in case you needed to inform emergency services? Refer to Take-home Activity #4 Family Communication Plan. You may choose to allow students to complete what they can on their own at school and complete the remaining parts at home with help from an adult. 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 Remember Lets review! Write the 4 words in the boxes below that remind you what to do in the event of an earthquake. DROP COVER HOLD ON
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Review these vocabulary words. The foreshock occurs The aftershock occurs BEFORE AFTER an earthquake. an earthquake.
Evacuation Sketch a picture of what this glass trophy case in a school hallway might look like after an earthquake has happened.
Earthquake Evacuation Drill- Lets 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 door What 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
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Lesson 4-Are you Prepared? Activity 3
Name:_____________________________________
School Disaster Survival Kit Checklist

Green- Circle items in green that we already have in the classroom or school. Blue- Circle items in blue that we can bring from home. Red- Circle items in red that we will need to purchase.
Essential: Class Roster with student information First Aid supplies or kit Flashlight and spare batteries Bottled water and plastic cups
Other: Warm blankets Battery powered radio Non- perishable snacks Paper and pens Trash bags Activities for children ___________________ ___________________ ___________________
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Name:_____________________________________
Home Disaster Survival Kit Checklist

Green- Underline items in green that you already have in your home. Red- Underline items in red that your family will need to purchase.
Essential Non-perishable food (at least 3 day supply per person) Can opener Water (at least 1 gallon per person, per day, for 3 days Flashlight and spare batteries First Aid Kit Whistle to signal for help Soap, toilet paper, toothbrush, or any items to keep you clean Garbage bags and plastic ties Forks, spoons, knives, and paper plates Dust masks to protect against contaminated air Plastic sheeting and duct tape to create a shelter Cell phone with charger Local maps Copies of IDs and credit cards Cash and coins
Other Eye glasses Essential medication Baby food, bottles, and diapers if needed Pet food if needed Sleeping bags and warm blankets Protective clothing, jackets, and sturdy shoes Small fire extinguisher Activities for small children Tools and written instructions for turning off utilities if needed Copies of insurance policies and bank records ________________________________________ ________________________________________ ________________________________________ ________________________________________
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Name:_____________________________________
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.
Essential Booster cables Blankets Battery Powered Radio Flashlight with spare batteries Small Fire Extinguisher First Aid Kit Bottled Water Non-perishable high energy snacks Local maps Flares Tire repair kit and pump Shovel
Other
________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
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Name:_____________________________________
Family Communication Plan

My full name: ____________________ My address: ________________________________________ My telephone number: _______-_______-__________ Mothers name: ____________________ Cell phone: ______-______-__________ Workplace: _______________________ Work phone: ______-______-_________ Fathers name: ____________________ Cell phone: ______-______-__________ Workplace: _______________________ Work phone: ______-______-_________
Other name: ______________________ Relationship: ______________________ Cell phone: ______-______-__________ Workplace: _______________________ Work phone: ______-______-_________
Other name: ______________________ Relationship: ______________________ Cell phone: ______-______-__________ Workplace: _______________________ Work phone: ______-______-_________
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Name:_____________________________________
Family Communication Plan continued

Local contacts full name: ___________________________ Relationship: ______________________ Address: ________________________________________ Telephone number: ______-______-__________ Cell phone: ______-______-__________
Nearest relative's full name: ___________________________ Relationship: ______________________ Address: ________________________________________ Telephone number: ______-______-__________ Cell phone: ______-______-__________ Out-of-state contacts full name: ___________________________ Relationship: ______________________ Address: ________________________________________ Telephone number: ______-______-__________ Cell phone: ______-______-__________
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Name:_____________________________________
Family Communication Plan continued

Other Important Phone Numbers Emergency Services : DIAL 911 Local Police Department: _______________ Local Fire Department: _________________ Local Hospital: _______________________ Poison Control Center: 800 - 222 - 1222 Phone#: ______-______-__________ Phone#: ______-______-__________ 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: ________________________________________ Telephone number: ______-______-__________ Cell phone: ______-______-__________

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Name:_____________________________________
Disaster Survival Kit Crossword Puzzle

Word Bank:
Sleeping Bag Non-perishable Garbage Bags Water Plastic Sheeting Batteries First Aid Kit Can Opener Whistle Fire Extinguisher Money Blankets Dust Masks Toothbrush Utensils Soap Local Maps Radio Cell Phone 161 Flashlight
Name:_____________________________________
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.
Across 4. 9. 11. 12. 14. 15. 16. 17. 19. 20. Down 1. 2. 3. 5. 6. 7. 8. 10. 13. 18. In case of a fire Will help in the event of an injury Use this for light Use this to open cans of food Will help keep you warm during cold weather Make a call for help on this Allows you to listen to local news Use these to eat food Use for trash or waste A signal for help Food that does not spoil Keep extra sets of these Drink this to help you survive You can sleep in this Protect against contaminated air Keep your body clean with this Pay for items with this Will help keep your teeth clean Use with duct tape to create a shelter Find directions with these
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Disaster Supply Kit Crossword Teacher Guide

Across 3. 4. 9. 11. 12. 14. 15. 17. 19. 20. Down 1. 2. 5. 6. 7. 8. 10. 13. 16. 18. Allows you to listen to local news- Radio In case of a fire- Fire Extinguisher Will help in the event of an injury- First Aid Kit Use this for light- Flashlight Use this to open cans of food- Can Opener Will help keep you warm during cold weather- Blankets Make a call for help on this- Cell Phone Use these to eat food- Utensils Use for trash or waste- Garbage Bags A signal for help- Whistle Food that does not spoil- Non-perishable Keep extra sets of these- Batteries You can sleep in this- Sleeping Bag Protect against contaminated air- Dust Mask Keep your body clean with this- Soap Pay for items with this- Money Will help keep your teeth clean- Toothbrush Use with duct tape to create a shelter- Plastic Sheeting Drink this to help you survive- Water Find directions with these - Local maps
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Lesson 5 Earthquake
Prepare & Share

Vocabulary
Essential Questions *Can you demonstrate what you have learned about earthquakes by choosing a cumulative activity and successfully completing it? *Can you share your earthquake knowledge with an audience? Learning Goals Students will be able to: Choose an activity to demonstrate earthquake unit knowledge and follow a series of directions to complete it correctly. Share and discuss student created activity and knowledge with an audience (lower primary student grades K-2).
review of all unit vocabulary
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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)
1. Unit Review: Ask students the following questions: 60 minutes Unit Review: 45 minutes *What have you learned from our earthquake unit? Unit Share: 15 minutes *Were you successful at sharing this knowledge with you family members? *What did you like best throughout the unit? *Is there anything you would change to make this unit better? 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.
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Lesson 5-Earthquake Prepare & Share Activity 1
Earthquake Cumulative Activity Guidelines

Choose one of the activities below to complete as a cumulative activity and share with a lower primary student. Each activity should include concepts of what earthquakes are, how to prepare for an earthquake, and what to do when an earthquake happens. Carefully follow the instructions below for the activity you choose to complete.
Activity 1-Earthquake Alphabet Book Activity 2-Persuasive Letter Activity 3-Earthquake Brochure 1. You will need 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. 166
1. You will need 27 pieces of construction paper or cardstock to make your book. You may choose to turn it in any direction you like, as long as all of the pages follow the same pattern. 2. Page 1= Title page: It should include your name as the author, the title of your book, and an illustration. 3. Pages 2-27=Alphabet Pages: Each page should include the alphabet letter, an earthquake content word that begins with that letter, a sentence and/or group of sentences that teaches students the importance of the word selected, and an illustration showing the word. Remember your audience and explain concepts at their level of understanding. 4. Use a three hole punch and yarn to bind your book together.
1. You will need notebook or stationary paper the length of your letter to write on. 2. Use proper format to write a letter to a lower primary student persuading them the importance of earthquake safety and being prepared. 3. Your letter should include a heading (date), greeting (ex. Dear first grade student), body of at least 3 paragraphs (1 for each of the bolded topics above), and a closing (Your friend). Remember you audience and explain concepts at their level of understanding. 4. When finished writing, staple your letter together if it is more than 1 page.
Lesson 5-Earthquake Prepare & Share Activity 2
Earthquake Cumulative Activity Scoring Guide

Carefully read the scoring guide below. Be sure to follow all of the steps in a Level 4 to achieve your best score. Level 4 Activity is neatly written and illustrated. Activity pages are organized to include all of what the specific step instructions list in the guideline. Activity is completed with appropriate details. Level 3 Activity is neatly written and illustrated. Activity pages are organized to include most of what the specific step instructions list in the guideline. Activity is completed with some appropriate details. Level 2 Activity may or may not be written and illustrated neatly. Activity pages may or may not be organized and include only some of what the specific step instructions list in the guideline. Activity is completed with only a few appropriate details. Level 1 Activity is sloppily written and illustrated. Activity pages are not organized and include little or none of what the specific step instructions list in the guideline. Activity is completed with little or no appropriate details. 167
Certificate of Completion
Earthquake Awareness & "Great ShakeOut"
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.
Be Aware! Be Prepared!
I survived! February 2013

{teacher}
Have a Plan!
Additional Resources For Teachers

Teachers can find valuable earthquake related documents and resources at: http://www.fema.gov/plan/prevent/earthquake/pubindex.shtm
FEMA 240 FEMA 529 FEMA 527 FEMA 253 FEMA 531 FEMA 159 Earthquake Preparedness: What Every Child Care Provider Needs to Know Drop, Cover, and Hold Poster Earthquake Safety Activities for Children and Teachers Seismic Sleuths: EarthquakesA Teacher's Package for Grades 7-12 The Adventures of Terry the Turtle and Gracie the Wonder Dog, Grades 3-6 Tremor Troop: EarthquakesA Teacher's Package for K-6. Revised Edition
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Additional Resources For Parents

Parents you will find valuable earthquake related documents and resources http://www.fema.gov/plan/prevent/earthquake/pubindex.shtm
IS-8.a IS-325 IS 22 Building for the Earthquakes of Tomorrow: Complying w/ Executive Order 12699 Earthquake Basics: Science, Risk, and Mitigation 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 FEMA 74 Earthquake Insurance: A Public Policy Dilemma Reducing the Risks of Nonstructural Damage: A Practical Guide.
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Additional Resources For Parents continued

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 Agency http://www.fema.gov/hazard/earthquake/eq_before.shtm Ready Prepare. Plan. Stay informed: www.ready.gov United States Geological Survey: http://earthquake.usgs.gov/
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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

Toolkit Sponsors:
KYEM Contact information: Earthquake Program Manager Kentucky Emergency Management 1025 Capital Center Drive, Suite 101 Frankfort, KY 40601 Office: 502-607-5712 KYEMEQ@gmail.com

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Earthquake Awareness & "Great ShakeOut"

Teachers Toolkit - 2013

Provided by: Kentucky Emergency Management

Earthquake Awareness & Great ShakeOut Teachers Toolkit - 2013 Abstract

Please read and follow ALL poster contest guidelines below.

Teachers Toolkit Week Long Lessons at a Glance

Lesson 2- Shake, Rattle, & Roll

Lesson 3- Watch out for Hazards!

Teachers Toolkit Week Long Lessons at a GlanceContinued

Lesson 4- Are you prepared?

Lesson 5- Earthquake Prepare & Share

Suggested Time Allotment

Lesson 1-Earthquake Science Activity 1

Earthquake Anticipation Guide

Were you right?

Restate false statements to make them true

Lesson 1-Earthquake Science Activity 1

Earthquake Anticipation Guide (Teacher Guide)

Were you right?

Restate false statements to make them true

1. Scientists can use clues from the weather to predict earthquakes.

Student Generated (Answers will vary)

Student Generated (Answers will vary)

Student Generated (Answers will vary)

Student Generated (Answers will vary)

Student Generated (Answers will vary)

Student Generated (Answers will vary)

Student Generated (Answers will vary)

Student Generated (Answers will vary)

5. Earthquakes cannot occur in Kentucky, just tornadoes.

Student Generated (Answers will vary)

Student Generated (Answers will vary)

Lesson 1-Instructional Resource 1

The facts you need to know about earthquakes

graphic credit: FEMA

graphic credit: physicalgeography.net

What causes an earthquake?

graphic credit: Akrontaxhelp & JCP Geologist, INC.

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

Fun Facts Cont.

Where are earthquakes located?

Can you color a map of our countrys seismic activity risk?

graphic credit: uky.edu

Graphic credit: folkworm.ceri.memphis.edu/recenteqs/ 43

Slide Information Credits

Lesson 1-Earthquake Science Activity 2

Earthquake Science Notes & Sketches

Can you color a map of our countrys seismic activity risk?

Lesson 1-Earthquake Science Activity 2

Label the correct order of the shocks listed above.

Lesson 1-Earthquake Science Activity 2

Lesson 1-Earthquake Science Activity 2

Lesson 1-Earthquake Science Activity 2

Earthquake Science Notes & Sketches (Teachers Guide)

Can you color a map of our countrys seismic activity risk?

Lesson 1-Earthquake Science Activity 3

Earthquake Myth Take-Home Activity

Were they right?

If not, restate false statement as true.

Shake, Rattle, & Roll

Suggested Time Allotment

Lesson 2-Instructional Resource 2

Shake, Rattle, & Roll

First estimate recorded: ___ Second estimate recorded: _