Provided by: Kentucky Division of Emergency Management

Provided by: Kentucky Division of Emergency Management
Earthquake Awareness Month Instructional Week-long Unit for Students and Teachers Provided by: Kentucky Division of Emergency Management February 2010

Instructional Week-Long Unit for Students and Teachers
This instructional resource has been created to provide students and teachers with the tools needed to complete a week-long learning unit during the Kentucky Earthquake Awareness Month. Students and their families will learn important information about earthquakes and how to better prepare for these and other natural disasters. Included in this unit are specific essential questions, learning goals, procedures, estimated timeframes, instructional media, student activities, take-home lessons, a culminating assessment project, and a motivational poster creation contest. Resources were designed to be used across the state with third through fifth grade students. The unit was created by educators to be readily accessible to teachers and to facilitate both student and parent involvement. Additional resources are also included throughout the unit to enrich and extend the material presented. Teachers are encouraged to use this unit to help increase knowledge, awareness, and preparedness for such natural disasters as earthquakes. Essential to our students, families, and state, resources such as this will hopefully better prepare citizens for earthquakes, as well as similar emergencies and disasters. Thank you for your help and dedication to create a safer future for our students and Commonwealth. -Kentucky Division of Emergency Management i

EARTHQUAKE AWARENESS MONTH
Kentucky Division of Emergency Management Dear Parents/Guardians, As a part of Earthquake Awareness Month here in Kentucky, your student will be participating in a week-long instructional unit. This unit will provide a thorough understanding of earthquakes and how to better prepare for them and other natural disasters at school and at home. At school, students will engage in a number of activities including: locating fault zones in and near Kentucky, demonstrating safe behavior during an earthquake simulation, identifying potential hazards within the classroom in the event of an earthquake, constructing a classroom disaster supply kit, participating in a school-wide Drop (Duck), Cover, and Hold drill, and creating a poster for awareness and preparedness. This will be a very exciting and beneficial week for your student. I am inviting you to share in this learning experience together at home. Additional discussions will further increase your student’s interest and knowledge of earthquake and disaster awareness. Take-home lessons will be sent with your student nightly for home-based reinforcement. Each lesson will include a discussion question (for which your student will have previously discussed at school), and a related activity to complete. The intent of these lessons is to improve your family’s awareness and preparedness in the event of an earthquake or other natural disaster. Below is a list of discussion questions for each lesson: Monday – What fault system in Kentucky poses the largest threat for an earthquake and where is it located? Tuesday – What can I do before, during, and after an earthquake to stay safe? Can my family members and I practice earthquake preparedness by holding a Drop (Duck), Cover, and Hold drill at home? Wednesday – What are potential hazards at home that could cause damage or injury in the event of an earthquake? How can we implement changes to reduce these hazards? Thursday – What items are needed in order to assemble a Disaster Supply Kit? Do we have a Family Communication Plan for our home? Friday – Can we show we are prepared for a disaster by conducting a family earthquake drill at home? I am looking forward to participating in Earthquake Awareness Month with your student! By working together at school and home, we can ensure a greater understanding of earthquakes and how to better prepare ourselves for a natural disaster. If you have any questions or comments during this unit, please feel free to contact me at school. Sincerely, ii

EARTHQUAKE AWARENESS MONTH
Dear Unit Participants, As part of the Earthquake Instructional Unit you will participate in at school during Earthquake Awareness Month, the Kentucky Division of Emergency Management (KYEM) would like to challenge you to a statewide poster contest. The winner of the contest will receive a $50 savings bond and have a digital photograph of their poster displayed online on KYEM’s website. Participants who enter must follow the contest guidelines and turn in a digital photograph of the poster to their teacher by the deadline date of February 19th. The poster is to be completed at home and may represent only work of the student participant. Each classroom teacher will select one poster winner from his or her classroom and submit the digital copy of the poster by Wednesday, February 24th to and by . Members of the management team will then select and contact one student winner from each of the participating grade levels (3rd – 5th). There will be three total winners awarded. Carefully read and follow the poster contest guidelines below. Good luck and have fun sharing your earthquake knowledge with others! *Poster must be created on an 8 ½ x 11 inch piece of solid white paper. Paper layout is optional. *Poster must be written, drawn, and/or illustrated by the participant (no digital media, font typing ,or outside help allowed. Letter or drawing stencils are permitted.) *Poster may use or combine the use of pencil, crayon, marker, or paint (no other mediums). *Poster must have one of the following purposes: -To teach students and families how to prepare for an earthquake -To teach students and families what to do when an earthquake occurs to stay safe *A digital picture of the poster must be turned into the participants classroom teacher by the deadline. Late entries will not be accepted (if you do not have access at home to a digital camera please contact your teacher prior to the deadline date for assistance). Sincerely, The Kentucky Division of Emergency Management EARTHQUAKE AWARENESS MONTH Kentucky Division of Emergency Management Poster Contest iii

Instructional Week-Long Unit at a Glance
Lesson 1- Earthquake Science Lesson 2- Shake, Rattle, & Roll Lesson 3- Watch out for Hazards! Materials/Resources Required Earthquake Science PowerPoint Presentation (place on transparencies or show using projector) *Instructional Resource 1-pgs. 6-26 Earthquake Anticipation Guide (copy for each student) *Activity 1- pg. 4 *Activity 1 Teacher Guide-pg. 5 Earthquake Notes and Sketches (copy for each student) *Activity 2- pgs *Activity 2 Teacher’s Guide-pgs Earthquake Myth Take-home Activity (copy for each student) *Activity 3- pg. 35 Pencil for each student/1 for teacher demonstration (hands on activity) Materials/Resources Required Shake, Rattle, & Roll PowerPoint Presentation (place on transparencies or show using projector) *Instructional Resource 2-pgs Shake, Rattle, & Roll Notes and Sketches (copy for each student) *Activity 1-pgs *Activity 1 Teacher’s Guide-pgs Earthquake Concentration Game School Activity (see special copy instructions in procedure 3 pg. 37) *Activity 2-pgs *Activity 2 Teacher Guide-pg. 67 (Drop) Duck, Cover, and Hold Drill *Activity 3 Earthquake Concentration Game Take-Home Activity (copy for each student) *Activity 4- pg. 68 Earthquake Take-Home Activity Reflection (copy for each student) *Activity 5- pg. 69 Stopwatches (for each pair of students) or a visible clock (hands on activity), baggies Materials/Resources Required Watch out for Hazards! PowerPoint Presentation (place on transparencies or show using projector) *Instructional Resource 3-pgs Earthquake Notes and Sketches (copy for each student) *Activity 1-pgs *Activity 1 Teacher’s Guide-pgs.90-93 Classroom Hazard Search Activity (copy for each student) *Activity 2-pg. 94 Correct the Hazard Activity (copy for each student) *Activity 3-pg. 95 *Activity 3 Teacher Guide pg. 96 Home Hazard Search Take-home Activity (copy for each student) *Activity 4- pg. 97 iv

Instructional Week-Long Unit at a Glance (Continued)
Lesson 4- Are you prepared? \ Lesson 5- Earthquake Prepare & Share *Be sure to take time to complete the teacher survey at the end of this guideline to help us make improvements to this unit. *pg. 147 Materials/Resources Required Are you Prepared! PowerPoint Presentation (place on transparencies or show using projector) Instructional Resource 4-pgs Are you Prepared? Notes and Sketches (copy for each student) *Activity 1-pgs *Activity 1 Teacher’s Guide pgs Classroom Disaster Supply Kit checklist (copy for each student) *Activity 2-pg. 133 Home and Vehicle Disaster Supply Kit checklist Take-Home Activity (copy for each student) *Activity 3- pgs. 134 & 135 Family Communication Plan Take-Home Activity (copy for each student) *Activity 4-pgs Disaster Supply Kit Crossword Puzzle (copy for each student) *Activity 5-pgs *Activity 5 Teacher’s Guide pg. 141 School Wide Evacuation Drill-Be sure to coordinate prior to lesson with school principal and faculty. *Activity 6 Materials/Resources Required Earthquake Prepare & Share Cumulative Activity Guidelines (copy for each student) (see additional resources specific to each activity in procedure 2-pg. 141) *Activity 1-pg. 144 Earthquake Prepare & Share Cumulative Activity Scoring Guide (copy for each student) *Activity 2-pg. 145 Earthquake Awareness Month Certificate of Completion (copy for each student) *pg. 146 Be sure to schedule a time in a Kindergarten-2nd grade classroom prior to the lesson for activity sharing. v

Table of Contents Introduction to Teachers i Parent Letter ii Poster Contest Letter iii Instructional Week-Long Unit at a Glance iv Lesson 1 Earthquake Science 1 Earthquake Anticipation Guide 4 Earthquake Anticipation Guide (Teacher Guide) 5 Earthquake Science PowerPoint Presentation 6 Earthquake Science Notes & Sketches 27 Earthquake Science Notes & Sketches (Teacher’s Guide) 31 Earthquake Myth Take-Home Activity 35 Lesson 2 Shake, Rattle, & Roll 36 Shake, Rattle, & Roll PowerPoint Presentation 39 Shake, Rattle, & Roll Notes & Sketches 55 Shake, Rattle, & Roll Notes & Sketches (Teacher’s Guide) 59 Earthquake Concentration Game (School Activity) 63 Earthquake Concentration Game (Teacher Guide) 67 Earthquake Concentration Game (Take-Home Activity) 68 Earthquake Reflection (Take-Home Activity) 69 vi

vii Lesson 3 Watch Out for Hazards! 70
Watch Out for Hazards! PowerPoint Presentation 73 Watch Out for Hazards! Notes & Sketches 86 Watch Out for Hazards! Notes & Sketches (Teacher’s Guide) 90 Classroom Hazard Search Correct the Hazards Activity Correct the Hazards (Teacher Guide) 96 Home Hazard Search Take-home Activity 97 Lesson 4 Are you Prepared? Are you Prepared? PowerPoint Presentation Are you Prepared? Notes & Sketches Are you Prepared? Notes & Sketches (Teacher’s Guide) 128 Disaster Supply Kit Checklist for School Disaster Supply Kit Checklist for Home Take-home Activity 134 Disaster Supply Kit Checklist for Vehicle Take-home Activity 135 Family Communication Plan Disaster Supply Kit Crossword Puzzle Disaster Supply Kit Crossword Puzzle (Teacher Guide) 141 Lesson 5 Earthquake Prepare & Share Earthquake Prepare & Share Cumulative Activity Guidelines 144 Earthquake Prepare & Share Cumulative Activity Scoring Guide 145 Certificate of Unit Completion Teacher Survey vii

Lesson 1 Earthquake Science
Essential Questions *What is an earthquake? *What causes earthquakes? *Where are fault zones located around the world and in Kentucky? Learning Goals Students will be able to: Define what an earthquake is by describing the movement of the earth’s surface during an earthquake. Describe the force created by plates of the earth’s surface that cause an earthquake and how it is measured. Demonstrate knowledge of where earthquake fault zones are located around the world and in Kentucky. Identify which fault systems in North America and specifically Kentucky have a high threat for damaging seismic activity. Vocabulary earthquakes fault zones foreshock mainshock aftershock seismograph Richter scale hypocenter epicenter Plates Force New Madrid 1

Suggested Time Allotment
Procedures 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) 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? Pass out a copy of the Earthquake Anticipation Guide (Activity 1) to each student. Read the directions aloud with students, then allow them to complete the chart as directly independently. Once all students have finished, read aloud each statement and check students prior knowledge by allowing them to raise their hand if they voted either true or false. Choose a student from each viewpoint to share with the class their reasoning for voting either way. Use this knowledge to build on students prior knowledge and/or correct misconceptions during the PowerPoint Presentation. Next, hand out a copy of the Earthquake Notes and Sketches pages (Activity 2) to each student and prepare for the showing of the Earthquake Science PowerPoint Presentation (Instructional Resource 1). Students should be instructed to complete each section of the Notes and Sketches pages as they are viewing each slide of the PowerPoint Presentation. When you come to the Hands on Activity section of the presentation, allow students to use their pencil to follow the directions and additionally model the activity for students at the front of the classroom. When finished, hand out the Earthquake Myth Take-Home Activity (Activity 4). Read directions aloud with students to be sure they are understood. To close the lesson and to assess student learning, prompt students to fill in three remaining sections of the table before taking it home. Spend time checking student statements, prompting for answers, and also allowing students time to share statements with classmates. If time permits, choose from one of the additional activities listed on the following page. Suggested Time Allotment 60 minutes Prior Knowledge-Activity 1: 15 minutes Activity 2 & 3: 30 minutes Activity 4: 15 minutes 2

Additional Activities
Allow students time to browse one of the following kid-friendly earthquake websites: * (links to earthquake coloring book, Drop (Duck), Cover, and Hold printable poster, and earthquake resources page) * (Did you feel it? Program allowing students to report earthquakes and view its activity) * (earthquake information, games, activities) * (click on earthquakes for earthquake information and animations) * (earthquake information, games, activities) * (recorded earthquakes to listen to) * (follow link to take a tour of the Kentucky River Fault Zone among others) * (earthquake information with animation/videos) * (earthquake information with animation/videos) Earthquake Experiments: * (simple earthquake clay fault model) * (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) * (showing students plates tectonics using a snickers candy bar) 3

Earthquake Anticipation Guide
Lesson 1-Earthquake Science Activity 1 Name: _____________________________________ Earthquake Anticipation Guide Before viewing the Earthquake Science PowerPoint, carefully read each statement below and write in each square whether you think it is true or false. After viewing, tell whether you were right about each statement (yes or no), and then use the information you have learned to restate each false statement to make it true. Statement True/False Were you right? Restate false statements to make them true. 1. Scientists can use clues from the weather to predict earthquakes. 2. During an earthquake, land can slide, roll, or shake, causing the earth’s surface to move up, down, or sideways. 3. After the West Coast, the New Madrid Fault System shows the highest earthquake risk in the central United States. 4. The earth is made up of one large plate of rock. When it breaks, an earthquake happens. 5. Earthquakes cannot occur in Kentucky, just tornadoes. 4

5 Earthquake Anticipation Guide (Teacher Guide)
Lesson 1-Earthquake Science Activity 1 Earthquake Anticipation Guide (Teacher Guide) Statement True/False 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) Scientists cannot predict earthquakes. There is no connection between the cause of an earthquake and weather patterns. 2. During an earthquake, land can slide, roll, or shake, causing the earth’s surface to move up, down, or sideways. 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 happen. The earth is made up of about 20 plates, or large blocks of rock. When these plates push past each other and are squeezed together, this force causes cracks to form. 5. Earthquakes cannot occur in Ketnucky, just tornadoes. There are two major fault zones in Kentucky that have and can cause an earthquake. 5

The facts you need to know about earthquakes
Earthquake Science Lesson 1-Instructional Resource 1 What is an earthquake? Where are earthquakes located? What causes an earthquake? The facts you need to know about earthquakes 6

What is an earthquake? Earthquakes are the sudden sliding, rolling, or shaking of the earth’s surface. They can cause the earth’s surface to move in many directions, such as up, down, or sideways. graphic credit: FEMA 7

These movements occur along fault zones
These movements occur along fault zones. These fault zones, or cracks in the earth’s surface, are caused by broken rocks sliding past each other. graphic credit: physicalgeography.net 8

The movement earthquakes produce can be felt over large areas, but often last less than a minute. Sometimes smaller earthquakes, called foreshocks can happen in the same place before a large or major earthquake, called a mainshock occurs. Small earthquakes can also happen after this large earthquake, and are called aftershocks. These can continue for weeks, months, and even years depending on the strength of the mainshock. Main Shock Foreshocks Aftershocks 9

Earthquakes cannot yet be predicted by scientists, but their intensity, or strength, can be measured by a tool called a seismograph. To measure this intensity, a Richter scale is used. 10 times the amount of shaking and 33 times the amount of energy represents 1 point of movement on the scale. Richter Scale 4 Minor Earthquake 5 Moderate Earthquake 6 Strong Earthquake 7 Major Earthquake 8 Great Earthquake seismograph graphic and chart credit: & 10

Fun Facts Earthquakes can also be known as quakes, shakers, or seismic activities. The location below the earth’s surface where an earthquake starts is called a hypocenter. The point on the earth’s surface that is directly above the earthquake is called an epicenter. An earthquake may release 10,000 times the energy of the first atomic bomb. 11

What causes an earthquake?
The Earth’s surface consists of about 20 plates. These plates, or large blocks of rock, are constantly moving past one another in different directions and speeds. 12

Hands on Activity Now, let’s relate what we know about earthquakes and how they are caused using a pencil in our classroom. Hold a pencil vertically (long ways) with both hands, one at each end. Now apply a force at both ends of the pencil, trying to push the ends together. You should see the pencil begin to bend. If you pushed with enough force, the pencil would eventually break, releasing the pressure. 13

graphic credit: Akrontaxhelp & JCP Geologist, INC.
Just as your pencil would break if the force was strong enough, so does the Earth’s surface. When the plates push against themselves and others, these cracks, or breaks in the plates are a way for the earth to relieve stress, or pressure. When this happens, the energy, or seismic waves we feel, is called an earthquake. graphic credit: Akrontaxhelp & JCP Geologist, INC. 14

When these plates slide against each other, the huge rocks are squeezed together causing a great force to build. When the force is great enough, the plates crack, causing an Earthquake. Several times a year, earthquakes are strong enough to really shake the earth and cause damage anywhere from knocking down buildings, to even breaking trees in half. People can even be killed in just a few minutes. graphic credit: lifevesting.com & news.bbc.co.uk/2/hi/in_pictures/ ,stm 15

Fun Facts Cont. The plates of the earth move at about the same rate as your fingernails grow. Is there such a thing as “earthquake weather?” There is actually no known connection between the cause of an earthquake and weather patterns. Earthquakes actually happen very far away from the earth’s surface and its weather. Can earthquakes occur on the moon? Moonquakes caused by stress from the ocean’s tides, do occur, although they have less energy and happen less often. 16

Where are earthquakes located?
You have learned that earthquakes occur along fault zones on the earth’s surface. These fault zones actually connect the earth and its continents like puzzle pieces. Anywhere these puzzle pieces can push together, an earthquake can occur. That means an earthquake can happen anywhere in the world at anytime. graphic credit: earthquake.biz 17

Since about 71% of the earth is covered in water, earthquakes usually occur in the oceans and are unnoticeable. On land, 95% of the world’s earthquakes occur along active fault zones in places such as California, Alaska, Japan, South America, and the Philippines. Can you color a map of our country’s seismic activity risk? 18

Although our state is not one on the list, Kentucky does have an earthquake history and threat, likely to be added to in the future. In Kentucky, there are two major fault zones, located near the Eastern and Western portions of the state. graphic credit: uky.edu 19

An earthquake has happened as recently as September 26, 2009, here in Kentucky. But, the largest and strongest earthquake recorded within our state happened on July, 27, The 5.1 magnitude earthquake was felt over 15 states, even as far as Ontario, Canada. With an epicenter near Sharpsburg (Bath County) in East Central Kentucky, damage was estimated at 1 million dollars. 20 graphic credit: answers.com & usgs.gov

In Kentucky, our largest threat comes from the seismic zone called the New Madrid. It crosses the five states of Illinois, Missouri, Arkansas, Tennessee, and Kentucky, and cuts across both the Mississippi and Ohio Rivers. It is the highest earthquake risk in the United States after the West Coast. 21 graphic credit: yedda.com

In the years of , the Great New Madrid caused over 3,600 shocks lasting 5 months. Three of which were estimated at 7.8 or higher on the Richter scale. They caused church bells to ring along the Eastern coast, and damaged farm land so much it was unusable for years. graphic credit: tnguy.com & physorg.com 22

The New Madrid seismic zone is still active, and hundreds of small quakes occur annually. Some are large enough to be felt. Below shows a map of the recent earthquakes that have occurred in and around Kentucky. Graphic credit: folkworm.ceri.memphis.edu/recenteqs/ 23

Scientists predict earthquakes at a 7
Scientists predict earthquakes at a 7.5 or higher usually occur along the New Madrid every years. An earthquake this size is likely to shock half of the United States and cause damage in over 8 states. 24

To prepare for this type of earthquake, Kentucky and other states have joined together to increase awareness and education. You are learning this week about earthquake preparedness to help protect yourself and family from future earthquakes. 25

Slide Information Credits
Kentucky Division of Emergency Management Weather Wiz Kids USGS University of Memphis Center for Earthquake Research and Information Fema for Kids St. Charles County Division of Emergency Management History for Kids The Green Frog News (Lisa Wald) Boomerang Box Library Thinkquest 26

Earthquake Science Notes & Sketches
Lesson 1-Earthquake Science Activity 2 Earthquake Science Notes & Sketches What is an earthquake? *earthquakes:________________________________________________________________________________________________ ________________________________________________________________________________________________________________ Draw a picture of how this road could look after an earthquake has occurred. *fault zones: __________________________________________________________________________________________________ ________________________________________________________________________________________________________________ Can you color along the major fault zones in North America? evgschool.org 27

*foreshock: __________________________________________________________________________________________________ *mainshock:_________________________________________________________________________________________________ *aftershock: _________________________________________________________________________________________________ Label the correct order of the shocks listed above. _______________ _______________ _______________ *seismograph: ________________________________________________________________________________________________ ________________________________________________________________________________________________________________ *Richter scale: ________________________________________________________________________________________________ _________________________________________________________________________________________________________________ Fill in the number on the Richter scale that a major earthquake might measure. ______ Major Earthquake 28

*hypocenter: ________________________________________________________________________________________________ *epicenter: __________________________________________________________________________________________________ Can you correctly label the hypocenter and epicenter of an earthquake using the diagram given? 1= _____________________ =___________________ wikimedia What causes an earthquake? *plates: ____________________________________________________________________________ __________________________ *force: _______________________________________________________________________________________________________ Hands on Activity Explain how the pressure you applied to a pencil relates to an earthquakes pressure? __________________________________________________________________________________ ___________________________________________________________________________________ 29

Where are earthquakes located
Where are earthquakes located? New Madrid: __________________________________________________________________________________________ _________________________________________________________________________________________________________ List below abbreviations for the eight states that makeup the Madrid seismic zone? 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 30

Earthquake Science Notes & Sketches (Teacher’s Guide)
Lesson 1-Earthquake Science Activity 2 Earthquake Science Notes & Sketches (Teacher’s Guide) What is an earthquake? *earthquakes: the sudden sliding, rolling, and shaking of the earth’s surface. Draw a picture of how this road could look after an earthquake has occurred. Student drawings should show the road cracked and shifted up, down, and/or sideways. *fault zones: cracks in the earth’s surface along where broken rocks slide past one another. Can you color along the major fault zones in North America? Black dots show major fault zone areas students should color. 31 evgschool.org

*foreshock: smaller earthquakes that happen in the same place before a larger earthquake.
*mainshock: the large and major earthquake. *aftershock: smaller earthquakes that happen after a large earthquake. Label the correct order of the shocks listed above. foreshock mainshock aftershock *seismograph:a tool that measures an earthquake’s intensity and strength. *Richter scale: a scale that measures the intensity of an earthquake. Fill in the number on the Richter scale that a major earthquake might measure. 7 Major Earthquake 32

plates of rock pushing against each other.
*hypocenter: location below the earth’s surface where the earthquake starts. *epicenter: the point on the earth’s surface that is directly above the earthquake. Can you correctly label the hypocenter and epicenter of an earthquake using the diagram given? 1= epicenter = hypocenter wikimedia What causes an earthquake? *plates: large blocks of rock that are constantly moving past one another at different speeds. *force: energy created by a push, pull, or squeezing motion. Hands on Activity Explain how the pressure you applied to a pencil relates to an earthquakes pressure? The force applied to a pencil to make it bend or break is the same as the force caused by plates of rock pushing against each other. 33

Where are earthquakes located
Where are earthquakes located? New Madrid: major seismic zone in the southeast crossing 8 states with a high earthquake risk. List below abbreviations for the five states that makeup the Madrid fault system? 1. IL 2.MO 3.AR 4.TN 5. KY 6. AL 7. MS 8. IN 34

Earthquake Myth Take-Home Activity
Lesson 1-Earthquake Science Activity Name: _____________________________________ Earthquake Myth Take-Home Activity You have learned a lot about earthquakes today and now it is time to share your knowledge with your family. Create three additional statements of your own. Then tonight ask a family member to read each statement listed below and record whether each statement is true or false. Next, use your knowledge to check the family member’s statement and record whether they were right or wrong in the chart. Be sure to restate false statements as true for your family member if he or she answers incorrectly, as well as recording it on the chart. Statement True/False Were they right? If not, be sure to restate false statements as true. 1. Scientists can use clues from the weather to predict earthquakes. 2. After the West Coast, the New Madrid Fault System shows the highest earthquake risk in the central United States. 3. 4. 5. 35

Lesson 2 Shake, Rattle, & Roll
Essential Questions *What happens during an earthquake? *What feelings/possible dangers might occur during an earthquake? *What can be done to help during an earthquake? *What are the steps that should be taken to stay safe and protected during an earthquake? *What do I do during a Drop (Duck), Cover, & Hold drill? Learning Goals Students will be able to: Demonstrate and describe what an earthquake would be like using the senses of sight, touch, sound, smell. Discuss what to expect during and earthquake and possible feelings students may experience. Identify possible dangers during an earthquake (objects/places). Demonstrate and discuss the procedure to follow to stay safe and protected during an earthquake using the Drop (Duck), Cover, & Hold method and how students can be helpful. Vocabulary react debris predictable preventable Drop (Duck), Cover, & Hold injuries risk secure 36

Procedures Materials/Resources Required Shake, Rattle, & Roll PowerPoint Presentation (place on transparencies or show using projector) Shake, Rattle, & Roll Notes and Sketches (copy for each student) Earthquake Concentration Game School Activity (see special copy instructions in procedure 3). Earthquake Concentration Game Take-Home Activity (copy for each student) Earthquake Take-Home Activity Reflection (copy for each student) stopwatches (for each pair of students) or a visible clock (hands on activity), baggies Suggested Time Allotment 60 minutes Prior Knowledge-Activity 1: 40 minutes Activity 2: 15 minutes Activity 3: 5 minutes Activate prior knowledge by asking students the following brainstorming questions: *Has anyone ever felt an earthquake? If not, what do you think one might feel like? *Can anyone estimate about how long an earthquake lasts? *Does anyone know what they should do before, during, and after an earthquake occurs? First, hand out a copy of the Shake, Rattle, & Roll Notes and Sketches pages (Activity 1) to each student and prepare for the showing of the Shake, Rattle, & Roll Science PowerPoint Presentation (Instructional Resource 2). Students should be instructed to complete each section of the Notes and Sketches pages as they are viewing each slide of the PowerPoint Presentation. When you come to the Hands on Activity section of the presentation, allow students to use the stopwatches or visible clock to complete the activity. When finished, hand out the Earthquake Concentration Game School Activity (Activity 2) instructions sheet. Read instructions aloud with students to be sure they are understood. (When copying, copy the instruction sheet for each student. Since students will be working in partners,copy front and back of the question & answer page, with each of the Partner 1 and Partner 2 pages. Half the class should have the Partner 1 cards and the other half Partner 2 cards to play with.) Allow students to play the game through at least once. Encourage students to compete against each other by recording their number of matches on a separate sheet of paper. Call students back to their desks and prompt partners to bring back with them their original set of question and answer cards (each are labeled with the number 1 or 2). Give students a baggie to store cards in. Next, hand out the Earthquake Concentration Game Take-Home Activity (Activity 4) instructions and Reflection Sheet. Read instructions aloud with students to be sure they are understood. Now lead students in a Drop (Duck), Cover, and Hold drill in the classroom. Discuss steps as students complete them being sure to correct any mistakes. If time permits, choose from one of the additional activities listed on the following page. 37

Allow students time to explore, print, or read one of the earthquake resources listed below: * 99/earthquake/default.html (elementary webquest) * (Duck, Cover, & Hold Poster Handout) *Earthquake by Milly Lee (a story about how a young Chinese-American girl and her family save themselves during an earthquake in San Francisco in 1906.) * (online storybook written and illustrated by a kid) * (earthquake video narrated by kids living in CA) * (Man-made earthquake trivia) 38

Are you prepared to help yourself and others?
Shake, Rattle, & Roll Lesson 2-Instructional Resource 2 What really happens during an earthquake? What possible dangers might occur during an earthquake? How might you feel during an earthquake? Are you prepared to help yourself and others? Graphic credit: tfd.metro.tokyo..gif 39

What happens during an earthquake?
Pretend you have just gotten ready for school and you are enjoying a bowl of cereal. You add some sugar to your bowl and…KABOOM! The entire shelf of dishes collapses breaking dozens of plates, bowls, and cups; the painting on the wall slams to the floor sending shattered glass everywhere; and the ceiling fan above your head hangs down, dangling just above your head by only a cord. graphic credit: bloximages.com 40

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. graphic credit: pep.bc.ca 41

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 42

Hands on Activity Now, let’s see how well you can estimate the length of an earthquake using what you have learned. Break up into partners. One person will be the timekeeper and the other the earthquake. When your teacher gives the signal, timekeepers start keeping time and earthquakes start shaking. When the person representing an earthquake thinks he or she has shaken an appropriate estimate, stop shaking. The time keeper should stop time and both partners should record the length on the Notes & Sketches sheet. Switch roles and repeat, following all the steps listed above. Answer the questions that follow, and when all students are finished, share the results as a class. 43

During an earthquake you might feel the ground and other objects shaking or vibrating. You might see debris and objects falling, swaying, or wobbling. With loss of electricity, you may even experience complete darkness. Sounds such as rattling glass, a blowing or hissing, or even objects colliding might be heard. You might even smell gas or something burning. graphic credit: seismo.berkley.edu 44

How will I feel? Earthquakes can be frightening. It is okay to feel scared or anxious, but it is important to stay calm, not panic, or run. 45 graphic credit: tvlowcostnetwork.wordpress.com& edupics.com

Do’s and Don’ts Once you know an earthquake is happening, now what do you do? What could you have done before the earthquake ever happened to be prepared? What are you supposed to do afterwards? There are certain do’s and don’ts that can help you stay safe during an earthquake. Most of the damage caused is also predictable and preventable. graphic credit: timbossie.com 46

Before an Earthquake Before an earthquake happens, you and your family should create a Family Communication Plan, organize a Disaster Supply Kit, and arrange your home for safety. You will learn more about these items in following lessons, but keep in mind it is very important to plan for an earthquake. Then you can be prepared to stay safe when one actually occurs. graphic credits: usgs 47

During an Earthquake Now you know what to do before, let’s pretend again an earthquake is happening. This time, let’s focus on what you should do, not what is happening around you. First, protect yourself with the “Drop (Duck) A, Cover B, & Hold C” method. graphic credits: usgs 48

Drop (Duck) If you are indoors, stay where you are. Drop or Duck to the floor. If you are outdoors, move out into the open or to a clear area. Avoid trees, buildings, large signs, power lines, or any other objects that might fall. If you are in a car, have the person driving safely pull the car over and stay inside your vehicle. Avoid overpasses, bridges, or power lines. graphic credits: iceoe..org, wfrc.org, & leinbach.org 49

Cover When indoors, find a sturdy (strong) piece of furniture like a table, desk, or bed to get underneath for Cover. If there is no strong furniture, then find an interior (middle) wall to move to. Cover your head and neck with your hands. Avoid large mirrors, hanging objects, shelves, or other objects that may fall over. graphic credits:odpem.org & humboldt.edu 50

Hold Last, Hold on to what is covering you, that way if it moves you can stay with it, safely covered. Be sure to also attempt to Cover your head and neck with your hands. graphic credits: usgs, scec, & ehow.com 51

After an Earthquake Be careful and wait until the earthquake is over. Afterwards, check yourself and then your family members for injuries. If telephones are working, dial 911 or an emergency number for first aid. Don’t move seriously injured people unless they are at risk where they are located. If you were using any fire or heat sources, turn them off immediately. Next, find a secure exit. Be careful of broken glass and fallen debris. Tell an adult to turn off the electricity and gas before exiting. After knowing you and your family are safe, check on others and neighbors. graphic credits: tmd.metro.tokyo.jp 52

Once an earthquake has occurred, it is important to still be prepared for aftershocks. These will likely be less strong, but can still cause damage. Following the do’s and don’ts of this PowerPoint will help you, your family, and the community you live in to stay safe and be better prepared for earthquakes. 53

Kentucky Division of Emergency Management FEMA Ready…Set…Prepare! USGS California Governor’s Office of Emergency Services Davis School District Emergency Preparedness eHow Earthquake Safety for Kids-MichelleN geology.com Kids Discover 54

55 What happens during an earthquake?
Lesson 2-Shake, Rattle, & Roll Activity Earthquake Science Notes & Sketches What happens during an earthquake? Now pretend you are at home. List and describe 3 objects that might be a danger if an earthquake were to happen in your own kitchen. *______________________________________________________________________________ Share your possible dangers with a neighbor. List one additional danger you learned through discussion . What to expect? *react: __________________________________________________________________________ Hands on Activity *First estimate recorded: _______________________ *Second estimate recorded: _____________________ *Did both you and your partner have an accurate estimate? ______________________ *If not, which time do you think was the closest estimate to that of a real earthquake? _________ 55

*debris:______________________________________________________________________
*Identify one thing you may experience when an earthquake occurs in each of the following categories: *smell - ____________________________ *hear - _________________________________ *see - ______________________________ *feel - _________________________________ How will I feel? *Think about how you would feel if an earthquake occurred where you live or at your school Explain below. Discuss your feelings with a partner . _______________________________________________________________________________ Do’s and Don’ts *predictable: ____________________________________________________________________ *preventable: ____________________________________________________________________ Draw a picture of what debris from this object might possibly look like. 56

Before an Earthquake List the 3 things you and your family should do before an earthquake ever happens: _________________________________________ During an Earthquake Drop (Duck): ____________________________________________________________________ Cover: _________________________________________________________________________ Hold: __________________________________________________________________________ Drop (Duck) Cover Hold Draw a picture to illustrate what you should do in each step of the method. 57

After an earthquake *Injuries:_______________________________________________________________________ *risk: __________________________________________________________________________ *secure:________________________________________________________________________ Circle True (T) or False (F) for each of the statements below using what you have learned . *If you are indoors, you should attempt to leave your house as soon as the earthquake happens. T F *Check your family members and then yourself for injuries. *Don’t move seriously injured people unless they are at risk where they are located. T F *Tell an adult to turn off the electricity and gas before exiting. 58

59 What happens during an earthquake?
Lesson 2-Shake, Rattle, & Roll Activity Earthquake Science Notes & Sketches (Teacher’s Guide) What happens during an earthquake? Now pretend you are at home. List and describe 3 objects that might be a danger if an earthquake were to happen in your own kitchen. *Answers will vary Share your possible dangers with a neighbor. List one additional danger you learned through discussion . What to expect? *react: to respond or act. Hands on Activity *First estimate recorded: Answers will vary *Second estimate recorded: Answers will vary *Did both you and your partner have an accurate estimate? Either yes or no *If not, which time do you think was the closest estimate to that of a real earthquake? One of the estimated times listed above 59

*debris: bits or pieces of something that has been destroyed or damaged.
*Identify one thing you may experience when an earthquake occurs in each of the following categories: *smell- gas, smoke, or burning smell. *hear-rattling glass, blowing, hissing, or objects colliding. *see- darkness, debris, objects falling, wobbling, or swaying. *feel-shaking or vibrating. How will I feel? *Think about how you would feel if an earthquake occurred where you live, or at your school Explain below. Discuss your feelings with a partner. Answers will vary. Do’s and Don’ts *predictable: when you know what is expected or likely to happen. *preventable: when you are able to keep something from happening or continuing. 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. 60

Before an Earthquake List the 3 things you and your family should do before an earthquake ever happens: Create a Family Communication Plan Organize a Disaster Supply Kit Arrange home for safety During an Earthquake Drop (Duck): drop or duck to the floor indoors, go to an open space if outside, or pull over in a vehicle. Cover: Find a sturdy object and take cover underneath it, protecting your head and neck with your hands. Hold: hold on to what is covering you. Drop (Duck) Cover Hold Picture should show a person on the ground or floor. Picture should show a person under a steady piece of furniture covering their head and neck with their hands. Picture should show a person holding on to the sturdy piece of furniture. Draw a picture to illustrate what you should do in each step of the method. 61

After an earthquake *Injuries: when parts of your body are hurt or harmed. *risk: in danger of being injured. *secure: without harm or undamaged. Circle True (T) or False (F) for each of the statements below using what you have learned . *If you are indoors, you should attempt to leave your house as soon as the earthquake happens. T F *Check your family members and then yourself for injuries. *Don’t move seriously injured people unless they are at risk where they are located. T F *Tell an adult to turn off the electricity and gas before exiting. 62

Earthquake Concentration Game (School Activity)
Lesson 2-Shake, Rattle, & Roll Activity 2 Name:_________________________________________ Earthquake Concentration Game (School Activity) Use the earthquake knowledge you learned at school today to play the Earthquake Concentration Game with a partner at school. Carefully read and follow the instructions below. Instructions: Cut out question and answer cards along the dotted lines. 2. Divide cards into separate piles. One pile for question cards and one pile for response cards. 3. Mix up all cards (still keeping them in two separate piles) and place them face down in two groups. 4. Choose a partner to play with (be sure to choose a partner who has different question and answer cards than you. Roll a dice or spin a spinner to see who gets to go first). 5. The first player chooses a card from the question side, turns it face up, and reads it aloud. 6. The same player then tries to find an answer to the question by choosing another card from the answer card side, turning it face up, and reading it aloud. 7. If the player does not make a match, the cards are to be turned face down again. If the player does make a match, he or she keeps both cards and gets another turn. 8. The game is continued this way until all cards have been matched. The winner is the player with the most matches. 9. While playing, be sure to fill out the attached score card and answer the questions with your partner. 63

Lesson 2-Shake, Rattle, & Roll Activity 2
Earthquake Concentration Game Answer & Question Cards (Side 1-Both Partners) Answer Question 64

Earthquake Concentration Game Answer & Question Cards (Side 2-Partner 1) 1 What is a sound you might experience during an earthquake? After an earthquake, what should you check for first? Drop (Duck, Cover, & Hold the table legs If you take cover under a table, what should you hold on to? During an earthquake, what method can you use to help stay safe and protected? your head and neck yourself Before an earthquake happens, what should you and your family create? Who should you protect first in an earthquake? scared or anxious the rattling of glass During an earthquake, how is it okay to feel? When an earthquake happens, what should you cover with your hands? Family Communication Plan injuries 65

Earthquake Concentration Game Answer & Question Cards (Side 2-Partner 2) 2 What is a smell you might experience during an earthquake? If you are in a car pulled over during an earthquake, what should you avoid? not move the person and call 911 electricity and gas How long do most earthquakes usually last? If a person is seriously injured after an earthquake, what should you do? 30 to 60 seconds predictable and preventable What is most of the damage caused in an earthquake? What is a good object to take cover under during an earthquake? one that is not blocked and where debris will not cause injury overpasses, bridges, & power lines What is a secure exit? After an earthquake, what two things should an adult turn off? a burning smell a sturdy table 66

Earthquake Concentration Game Answer & Question Cards (Side 2-Partner 1 & 2 Teacher Guide) What is a sound you might experience during an earthquake? the rattling of glass After an earthquake, what should you check for first? injuries What is a smell you might experience during an earthquake? a burning smell If you are in a car pulled over during an earthquake, what should you avoid? overpasses, bridges, & power lines If you take cover under a table, what should you hold on to? the table legs During an earthquake, what method can you use to help stay safe and protected? Drop (Duck), Cover, & Hold How long do most earthquakes usually last? 30 to 60 seconds If a person is seriously injured after an earthquake, what should you do? not move the person and call 911 Before an earthquake happens, what should you and your family create? Family Communication Plan Who should you protect first in an earthquake? yourself What is most of the damaged caused in an earthquake? predictable and preventable What is a good object to take cover under during an earthquake? a sturdy table During an earthquake, how is it okay to feel? scared or anxious When an earthquake happens, what should you cover with your hands? your head and neck What is a secure exit? one that is not blocked and where debris will not cause injury After an earthquake, what two things should an adult turn off? electricity and gas 67

Earthquake Concentration Game (Take-Home Activity)
Lesson 2-Shake, Rattle, & Roll Activity 4 Name:_________________________________________ Earthquake Concentration Game (Take-Home Activity) Use the earthquake knowledge you learned at school today to play the Earthquake Concentration Game again at home with a family member. Have fun sharing what you know about earthquakes with your family. Instructions: 1. Divide cards into separate piles. One pile for question cards and one pile for response cards. 2. Mix up all cards (still keeping them in two separate piles) and place them face down in two groups. 3. Choose a family member to play with. Roll a dice or spin a spinner to see who gets to go first. 4. The first player chooses a card from the question side, turns it face up, and reads it allowed. 5. The same player then tries to find an answer to the question by choosing another card from the answer card side, turning it face up, and reading it aloud. 6. If the player does not make a match, the cards are to be turned face down again. If the player does make a match, he or she keeps both cards and gets another turn. 7. The game is continued this way until all cards have been matched. The winner is the player with the most matches. 8. While playing, be sure to fill out the attached score card and answer the questions with your family member. 68

Earthquake Reflection (Take-Home Activity)
Lesson 2-Shake, Rattle, & Roll Activity 5 Name:_________________________________________ Earthquake Reflection (Take-Home Activity) After playing the Earthquake Concentration Game at home with a family member, answer the following reflection questions together. 1. Have the family member you played concentration with sign their name on the line below. _________________________________________ 2. Who won the game? Circle one of the choices below. myself my family member 3. How many matches did the winner correctly make? ___________________ 4. Ask your family member one thing they learned about earthquakes during the game and copy it below. ___________________________________________________________________________________ ____________________________________________________________________________________ 5. If you were going to create your own concentration card, what question and answer would you create? List it below. Question: _________________________________________________________________________________? Answer: ___________________________________________________________________________________ 69

Lesson 3 Watch out for Hazards!
Essential Questions *What causes the most damage or injury during an earthquake? *What are possible earthquake hazards in a classroom or at home? *What changes can be made to a classroom or home environment to decrease possible earthquake hazards? 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. Vocabulary damage prepared hazards free-standing secure 70

Procedures Materials/Resources Required Watch out for Hazards! PowerPoint Presentation (place on transparencies or show using projector) Earthquake Notes and Sketches (copy for each student) Classroom Hazard Search Activity (copy for each student) Correct the Hazard Activity (copy for each student) Home Hazard Search Take-home Activity (copy for each student) Activate prior knowledge by asking 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? Next, hand out a copy of the Watch out for Hazards! Notes and Sketches pages (Activity 1) to each student and prepare for the showing of the Watch out for Hazards! PowerPoint Presentation (Instructional Resource 3). Students should be instructed to complete each section of the Notes and Sketches pages as they are viewing each slide of the PowerPoint Presentation. When you come to the Classroom Hazard Search (Activity 2) allow students to search the classroom individually or with a partner for possible hazards. Students will place tallies on the chart to represent each possible hazard in that specific category found. Compile a classroom list on the board or transparency of hazards found. After this you will come to the Correct the Hazards sheet (Activity 3). Allow students to write the possible hazard in the box of the action that will correct the hazard. After students are finished review correct answers with students using the Correct the Hazards Teacher Guide. Finally, you will make a class list using input from student checklists of changes that can be made to correct possible hazards in the classroom. Changes will fall into two categories of changes the class can make and changes the class will need extra help with. 3. When finished, hand out the Home Hazard Search Take-home Activity (Activity 4). Read directions aloud with students to be sure they are understood. To close the lesson remind students to include their family in this take-home activity. Encourage students to also make a list of how specific hazards can be corrected in their home. 4. If time permits, choose from one of the additional activities listed on the following page. 71 Suggested Time Allotment 60 minutes Prior Knowledge- 5 minutes Activity1, 2 & 3: 45 minutes Activity 4: 10 minutes

Allow students time to browse one of the following kid-friendly earthquake websites: * (earthquake hazard activities and games) * ( earthquake preparedness information) * (earthquake home hazard game and quiz) * (earthquake preparedness information) * (disaster preparedness information and ideas) * (disaster preparedness information and resources) * (disaster preparedness activities and games) * (hazard prevention) Earthquake Experiments: * (Rock & Roll- Earthquake Proof Homes) * (build an Earthquake Proof building) 72

Lesson 3-Instructional Resource 3
Watch Out for Hazards! What changes can be made to a classroom or home environment to decrease possible hazards? What are possible hazards in a classroom or at home? The tips you should know to prepare for disasters Graphic Credit: cmcdenver.com 73

What causes the most damage and injury during an earthquake?
During an earthquake, the main cause of damage or injury comes from fallen debris, or parts of damaged buildings. 74

You can decrease possible damage from falling objects by being prepared. You can do this by searching your classroom and home for possible hazards. Hazards can be any object or structure that may cause injury or harm during an earthquake or other natural disaster. * How might each of the items below cause injury or harm during the shaking of an earthquake? Tall Bookshelf Piano on Rolling Wheels Fish Tank Display Hanging Plant TV on Rolling Wheels 75 Graphic Credits: carefreegreen.com & kcgov.us/departments/disaster/familyplan.asp & avtg.com & webweaver.nu/clipart/music/piano.shtml & ardeaprints.com

Classroom Hazard Search
Today we are going to search our classroom to identify possible hazards that may cause harm in the event of an earthquake or other natural disaster. We will search for objects or structures that may break, fall, or catch fire in the classroom. 76 Graphic Credit:easternct.edu/career/webresources.htm

Watch out for these possible hazards!
Shelves, bookcases, cabinets, or other furniture that are free-standing, or not attached to the wall Heavy objects located on shelves above student seating Aquariums located near student seating TV monitors not properly fastened to a stable platform or not attached to a rolling cart with lockable wheels Piano not secured, or is able to move. Unsecured wall mountings Hanging items that are heavy, breakable, or not fastened to closed hooks 77

What hazards did you find?
Together we can correct many of these hazards in our classroom, but some we will not be able to correct without help. By working to correct most of these classroom hazards we will be able to lower our chances of injury in the event of an earthquake or other natural disaster. Graphic Credit: clker.com 78

Graphic Credit: istockphoto.com
What changes can be made to our classroom to decrease possible hazards? We can work together to make our classroom a safer place in the event of an earthquake. Changes may be needed including moving, replacing, or securing objects. 79 Graphic Credit: istockphoto.com

Changes we need help with
List Changes Changes we can make Changes we need help with 80

Graphic Credit: imageenvision.com
What are possible hazards in your home and what changes could be made to make your home safer? Now that you have found and corrected our classroom hazards, I want you to think about possible hazards in your home. Tonight you will search your home and identify any possible hazards that may cause your family harm during the event of an earthquake or other natural disaster. Graphic Credit: imageenvision.com 81

Graphic Credit: scemd.org
82

Graphic Credit: sll.sdsu.edu/studentsorgs/dev-pass-baton.html
Home Hazard Search You will use a checklist tonight to locate possible hazards in your home. This checklist will include many possible home hazards, but you may also find others that aren’t listed. Make a tally for all possible hazards on your checklist. Graphic Credit: sll.sdsu.edu/studentsorgs/dev-pass-baton.html 83

Graphic Credit:divinecaroline.com
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. Graphic Credit:divinecaroline.com 84

Written Slide Credits www.kyem.ky.gov FEMA www.boonecountyky.org
American Red Cross 85

Watch Out for Hazards! Notes & Sketches
Day 3- Watch Out for Hazards Activity 1 *damage: Watch Out for Hazards! Notes & Sketches What causes the most damage and injury during an earthquake? *hazards: *prepared: 1. 2. 3. 4. Can you list 4 items that might be considered debris falling from a damaged building? Can you circle the 2 pictures below that may be possible hazards in a classroom during an earthquake? 86

87 Classroom Hazard Search
Watch out for possible hazards! 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. Can you think of a possible hazard to watch out for that wasn’t on our checklist? *Secure: *Free-standing: Classroom Hazard Search Sketch a picture of one thing in our classroom that may be a potential hazard in the event of an earthquake. 87

What hazards did you find? We will create a class list of possible hazards you have found in our classroom. Write one hazard that you would like to add to our class list. List Changes We will separate our classroom list of possible hazards into two categories. We will list changes that we can make on our own and changes that we need extra help with. What changes can be made to our classroom to decrease possible hazards? Refer to Correct the Hazards Activity Sheet #3 to match correct changes to these possible classroom hazards. Write the possible hazard in the correct box on the Activity Sheet. This will help us understand how to correct some of the same hazards in our classroom. Changes we can make Changes we need help with 88

Now we will refer to Activity Sheet #4
Now we will refer to Activity Sheet #4. You will use this checklist tonight to search for possible earthquake hazards in your home. You may have multiple tallies for some hazards. There is also an empty box at the bottom of the sheet for you to add a hazard that isn’t listed. What are possible hazards in your home and what changes could be made to make your home safer? Describe why it is important for you and your family to search for possible hazards at home and implement changes to reduce these hazards. Can you estimate the number of possible earthquake hazards you will find tonight in your home? Look at the model house. Do you see something that is the same as a possible hazard in your home? 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. 89

Watch Out for Hazards! Notes & Sketches (Teacher’s Guide)
Day 3- Watch Out for Hazards Activity 1 *damage: Watch Out for Hazards! Notes & Sketches (Teacher’s Guide) What causes the most damage and injury during an earthquake? *prepared: *hazards: 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 to make ready an object or situation that may cause injury or harm Can you circle the 2 pictures below that may be possible hazards in a classroom during an earthquake? 90

standing alone/ not secured or attached to anything
Watch out for possible hazards! 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. Classroom Hazard Search *Secure: Can you think of a possible hazard to watch out for that wasn’t on our checklist? *Free-standing: Students need to list any item that may break, fall, catch fire, or cause harm in the event of an earthquake. Sketch a picture of one thing in our classroom that may be a potential hazard in the event of an earthquake. standing alone/ not secured or attached to anything safe against danger or risk of loss/ firm, strong, or not able to move Students may list items that are specific to your classroom that are free- standing or not secured 91

What hazards did you find? We will create a class list of possible hazards you have found in our classroom. Write one hazard that you would like to add to our class list. Compile a class list of hazards on the board or transparency of hazards found. 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 List Changes We will separate our classroom list of possible hazards into two categories. We will list changes that we can make on our own and changes that we need extra help with. What changes can be made to our classroom to decrease possible hazards? Refer to Correct the Hazards Activity Sheet #3 to match correct changes to these possible classroom hazards. Write the possible hazard in the correct box on the Activity Sheet. This will help us understand how to correct some of the same hazards in our classroom. 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 Students will need to list one item that matches a possible hazard from the classroom checklist. Changes we can make Changes we need help with 92

Students need to be aware that searching and correcting possible hazards in their home will help their family be better prepared for an earthquake or other natural disaster. Being prepared will decrease their family’s chances of potential harm, injury, or death during a disaster. Describe why it is important for you and your family to search for possible hazards at home and implement changes to reduce these hazards. Now we will refer to Activity Sheet #4. You will use this checklist tonight to search for possible earthquake hazards in your home. You may have multiple tallies for some hazards. There is also an empty box at the bottom of the sheet for you to add a hazard that isn’t listed. What are possible hazards in your home and what changes could be made to make your home safer? Can you estimate the number of possible earthquake hazards you will find tonight in your home? Look at the model house. Do you see something that is the same as a possible hazard in your home? 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. 93

Classroom Hazard Search
Lesson 3-Watch Out for Hazards! Activity 2 Classroom Hazard Search Tally Possible Hazards Shelves, bookcases, cabinets, or other furniture that is free-standing Heavy objects on shelves or cabinets above student seating Aquarium or other pet cage near student seating Television monitor not secure to a stable platform or attached to a rolling cart Piano on wheels that cannot be locked Hanging items that are heavy, breakable, and not fastened with closed hooks Wall mountings that are not properly secured to the wall 94

Correct the Hazard Teacher Guide Move away from vseating
Lesson 3-Watch Out for Hazards! Activity 3 Correct the Hazard Teacher Guide TV monitor on rolling cart Heavy bookcase School supplies stacked on high shelves Heavy boxes on top of cabinet 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 books on top shelf of bookcase Bulletin board/ Whiteboard/ Chalkboard Computer/ Overhead Projector on rolling Cart Heavy hanging objects Class pet cage Tall supply cabinet Piano on Wheels Fish aquarium Move to a Lower Area Secure to a Wall AAdd lockable wheels Move away from vseating 95

Correct the Hazard Teacher Guide Move away from veseating
Lesson 3-Watch Out for Hazards! Activity 3 Correct the Hazard Teacher Guide TV monitor on rolling cart Heavy bookcase School supplies stacked on high shelves Heavy boxes on top of cabinet 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 books on top shelf of bookcase Bulletin board/ Whiteboard/ Chalkboard Computer/ Overhead Projector on rolling Cart Heavy hanging objects Class pet cage Tall supply cabinet Piano on Wheels Fish aquarium Move to a Lower Area Secure to a Wall AAdd lockable wheels Move away from veseating School supplies stacked on high shelves Heavy boxes on top of cabinet Heavy books on top shelf of bookcase Tall supply cabinet Heavy bookcase Bulletin board/ Whiteboard/ Chalkboard Piano on wheels TV monitor on rolling cart Computer/ Overhead projector on rolling cart Class Pet Cage Fish aquarium Heavy hanging objects 96

Home Hazard Search 97 Tally Possible Hazards
Lesson 3- Watch Out for Hazards! Activity 4 Home Hazard Search Use tallies or checks to show the amount of possible earthquake hazards in your home. Tally Possible Hazards Tall, heavy furniture (china cabinets, bookcases, etc) not secured to the wall Hanging plants or lamps not secure with closed hooks Heavy mirrors or pictures not anchored to the wall Beds near large windows, hanging lights, heavy mirrors, framed pictures, shelves, or lamps Heavy or breakable objects on high shelves Large objects with wheels that are not blocked from rolling Large appliances (water heater, refrigerator, etc) not secured to the wall Glass items or bottles of medicine on a high shelf Cabinets without strong or magnetic latches Materials that could easily catch fire are near a heat source Small appliances and other items not secured with Velcro to their surfaces Other: 97

Lesson 4 Are you Prepared?
Essential Questions *What are the essential supplies needed to improve chances of survival and safety during or after an earthquake or other disaster? *What can be assembled as a Disaster Supply Kit at school, home, and in a vehicle for an earthquake or other disaster? *How can an earthquake evacuation drill increase awareness of earthquake safety in the school and home environments? *How can a family communication plan help my family prepare for a disaster? Learning Goals Students will be able to List items to include in classroom, home, and vehicle Disaster Supply Kits. Assemble a Disaster Supply Kit at school, at home, and in vehicles. List uses for kits in disasters and emergencies other than earthquake. Demonstrate earthquake safety by participating in a school wide and family evacuation drill. Describe how a family communication plan can prepare a family for disasters. Vocabulary necessity responsibility crisis essential need non-perishable 98

Procedures Materials/Resources Required Are you Prepared! PowerPoint Presentation (place on transparencies or show using projector) Are you Prepared? Notes and Sketches (copy for each student) Classroom Disaster Supply Kit checklist (copy for each student) Home and Vehicle Disaster Supply Kit checklist Take-Home Activity (copy for each student) Family Communication Plan Take-Home Activity (copy for each student) Disaster Supply Kit Crossword Puzzle (copy for each student) Activate prior knowledge by asking students the following brainstorming questions: *Other than correcting possible hazards, how else could we prepare ourselves for a disaster or emergency? *What do you think a Disaster Supply Kit is? * What items might be included in a Disaster Supply Kit? Next, hand out a copy of the Are you Prepared? Notes and Sketches pages (Activity 1) to each student and prepare for the showing of the Are you Prepared? PowerPoint Presentation (Instructional Resource 4). Students should be instructed to complete each section of the Notes and Sketches pages as they are viewing each slide of the PowerPoint Presentation. *When you come to the Disaster Supply Kit checklist for school (Activity 2) have students follow the coloring directions at the top of the page to complete. *After viewing slides for Disaster Supply Kit for home and vehicle, pass out the Checklists Take-home Activity (Activity 3). Instruct students to follow the coloring directions at the top of the activities and return to school the next day. *When you finish the Family Communication slide you will hand out Family Communication Plan Take-home Activity (Activity 4). Students will complete parts of the plan they are able to. What is not completed at school can be taken home to finish with the help of an adult and returned to school. *Finally, students can review the Disaster Supply Kit items by completing the Disaster Supply Kit Crossword Puzzle (Activity 5). 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 set aside 15 minutes to perform the school-wide evacuation drill. Be sure to coordinate this with your administrator and other faculty members prior to the drill. Suggested Time Allotment 60 minutes Prior Knowledge- 5 minutes Activity1, 2 , 3, & 4: 30 minutes Activity 5: 10 minutes Activity 6: 15 minutes 99

Allow students time to browse one of the following kid-friendly earthquake websites: * (Disaster Supply Kit activities and games) * ( earthquake preparedness information) * (earthquake preparedness information) * (disaster preparedness information and ideas) * (disaster preparedness information and resources) * (disaster preparedness activities and games) * (Kentucky state disaster history) * (surviving natural disasters) * (First Aid activities and information) Experiments/ Crafts: * (Natural Disasters) * (First Aid Kit craft) 100

Graphic Credit: arc-salem.org/Get-Prepared/default.asp
Lesson 4- Instructional Resource 4 Are you Prepared? What are the essential supplies needed to improve chances of survival and safety during or after an earthquake or other disaster? What can be assembled as a Disaster Supply Kit at school, home, and in a vehicle for and earthquake or other disaster? How can an earthquake evacuation drill increase awareness of earthquake safety in school and home environments? How can a family communication plan help my family prepare for a disaster? 101 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 and relief workers may not be able to reach you immediately, so it is your responsibility to be prepared for any type of disaster, including an earthquake, severe storms, flooding, or any other crisis. Being well prepared will help your family stay safe, overcome challenges, and recover more effectively after disasters. Graphic Credit: squidoo.com 102

Common Disasters in Kentucky
Severe Storms Winter Storms Flooding Tornadoes Mudslides Landslides Rockslides FEMA 103 Graphic Credit: climateprogress.org, blogs.smarter.com/gadgets/tag/mp3-players/, worldofstock.com/closeups/TAU4024.php,

Graphic Credit: http://www.afterdisaster.com/disastersupplies.htm
We are already better prepared at school and home for potential earthquake hazards. After a disaster, we may be stranded without power or need to evacuate our homes. In these instances, we will need a Disaster Supply Kit that is ready to use or available to pick up and take with us. Graphic Credit: 104

What are the essential supplies needed during or shortly after a disaster?
Brainstorm: Let’s brainstorm a list of items you think will be essential to have in a Disaster Supply Kit for school, home, or a vehicle. 105

Essential items for Disaster Supply Kit
Brainstorm Essential items for Disaster Supply Kit 106 Graphic Credit”

Let’s Edit our Lists Now we need to edit our lists. We will circle the items on our lists that match these 4 statements. This item is something I need to help me survive. This item can be easily packed and carried. This item has multiple uses. This item could help keep me safe in various disasters or crisis situations. 107

Graphic Credit: lvstorytellers.org
These items are needed to assemble a Disaster Supply Kit at school. Do we need to add other items? Essential: Class Roster with student information First Aid supplies or kit Bottled water and plastic cups Flashlight and spare batteries Other: Warm blankets Battery powered radio Non- perishable snacks Paper and pencils Trash bags Activities for children 108 Graphic Credit: lvstorytellers.org

Can we assemble a Disaster Supply Kit for our classroom?
Do we have a backpack with shoulder straps to hold the items? (teacher will need hands free when carrying the kit during an evacuation) Which items on our list do we already have in the classroom or school? Which items on our list can be brought from home? Which items on our list will we need to purchase? Where is the best location to keep the Disaster Supply Kit in our classroom? 109 Graphic Credit: textbookrevolution.org

Graphic Credit: clker.com/clipart-home.html
These items are needed to assemble a Disaster Supply Kit at home. Do we need to add other items? Essential: Non-perishable food (at least 3 day supply per person) Can opener Water (at least 1 gallon per person, per day, for 3 days) Flashlight and spare batteries First Aid kit Whistle to signal for help Soap, toilet paper, toothbrush, or any items to keep you clean Garbage bags and plastic ties Forks, spoons, knives, and paper plates Dust masks to protect against contaminated air Plastic sheeting and duct tape to create a shelter Battery Powered Radio Graphic Credit: clker.com/clipart-home.html 110

Essential Items continued:
Cell phone with charger Local maps Copies of ID’s and credit cards Cash and coins Warm blankets Other items: Eye glasses Essential medication Baby food, bottles, and diapers if needed Pet food if needed Sleeping bags Protective clothing, jackets, and sturdy shoes Small fire extinguisher Activities for small children Tools and written instructions for turning off utilities if needed Copies of insurance policies and bank records 111

Graphic Credit: waxmansrugs.com
These items are needed to assemble a Disaster Supply Kit in a vehicle. Do we need to add other items? Booster cables Blankets Battery Powered Radio Flashlight with spare batteries Small Fire Extinguisher First Aid Kit Bottled Water Non- perishable high energy snacks Local maps Flares Tire repair kit and pump Shovel Graphic Credit: waxmansrugs.com 112

What emergencies or disasters could we use the kits for other than earthquakes?
*Tip: Disaster Supply Kits should be checked and updated 4 times a year for expired items. *Our Disaster Supply Kit could be helpful in various other disasters or states of emergencies. *Can you think of a disaster or emergency, other than an earthquake, where your Disaster Supply Kit could also be used? Power Outage Stranded in a vehicle Snow and ice storms Tornadoes Flooding Fire 113

Disaster Supply Kit for Home and Vehicle
Tonight you will use your home and vehicle Disaster Supply checklists to assemble your Disaster Supply Kits at home. Encourage your family to help you gather essential items for each kit. Discuss with your family the importance of being well prepared for a potential disaster in order to improve your safety and chances of survival. It is important that everyone in your family knows where the kit is located. 114

Family Communication Plan
Tonight you will also develop a Family Communication Plan that will list contact information for relatives and friends that can be used in the event of a disaster. Ask your family to help you complete this plan. Once completed, hang it in a safe place where it can easily be located by every family member. A blank outline will be provided, which you will complete by entering contact information that is specific to your family. 115

Graphic Credit: blogs.fayobserver.com
Helpful Tip: Write the name and number of a family member or friend who lives at least 100 miles away from you. Have everyone always carry this information with them. Use this contact to reunite with loved ones or inform each other of your whereabouts in the event you are separated during a disaster. Graphic Credit: blogs.fayobserver.com 116

Graphic Credit: newsimg.bbc.co.uk
How can an earthquake evacuation drill increase awareness of earthquake safety in our school? Today we will participate in a school-wide Earthquake drill. We will follow our initial earthquake safety procedures inside the school and then quickly evacuate the school building to an open, outside area. We will practice as if we were having a real Earthquake. Graphic Credit: newsimg.bbc.co.uk 117

Procedures to Remember
Take immediate cover where you are at the first sign of an earthquake. The first shaking that is felt may be the foreshock. When you take cover, remember to drop (duck), cover, and hold under a table, desk, or counter. If you are outside, go to an open area away from possible falling hazards. Once you have taken cover, stay quiet and listen for directions from an adult. Stay in a safe position until the shaking stops and an adult gives you instructions to evacuate the building. As you evacuate, be prepared to feel aftershocks. 118

Evacuation As we evacuate the building, we will follow our regular fire drill route to our designated safe outdoor area. While exiting the building look for things that may become a hazard during or after an earthquake. This can be anything that may fall, break, catch fire, or otherwise pose a risk for injury in the event of an earthquake. We will discuss these hazards after the drill, once we are safely back inside. 119

Earthquake Evacuation Drill
Let’s Practice! Graphic Credit: phayul.com/news/article.aspx 120

What things did you see during our evacuation that may become a hazard during or after an earthquake? 121

Ready.gov FEMA American Red Cross Kyem.gov Department of Homeland Security 122

Are you Prepared? Notes & Sketches
What are the essential supplies needed during or shortly after a disaster? *Essential: Name a disaster that is likely to occur in Kentucky? Circle the 2 items below that would be found in a Disaster Supply Kit? *Crisis: *Responsibility: Are you Prepared? Notes & Sketches Why should you prepare for a disaster? *Necessities: Lesson 4- Are you Prepared? Activity 1 123

These items are needed to assemble a Disaster Supply Kit at school
These items are needed to assemble a Disaster Supply Kit at school? Do we need to add other items? Non-Perishable: Why might we need a First Aid Kit in the event of a disaster or emergency? Need: Brainstorm: What are some essential items that may go into a Disaster Supply Kit? Draw a sketch in the box of 2 items you would NEED in order to survive. Can we assemble a Disaster Supply Kit for our classroom? Circle the best place to keep our Disaster Supply Kit in the classroom. On top of a tall bookshelf In a storage cabinet behind large boxes On a medium height bookshelf near the door 124

A box of cereal is an example of a non-perishable food item.
What emergencies or disasters could we use the kits for other than earthquakes? There items are needed to assemble a Disaster Supply Kit in a vehicle. Do we need to add other items? Why might we need blankets in our vehicle Disaster Supply Kit? These items are needed to assemble a Disaster Supply Kit at home? Do we need to add other items? A box of cereal is an example of a non-perishable food item. Can you sketch a picture or write the name of another food item that would be non-perishable? Sketch or write in the box a disaster or emergency that you could use your Disaster Supply Kits for other than an earthquake. 125

D C H 126 Family Communication Plan
Let’s review! Write the 3 words in the boxes below that remind you what to do in the event of an earthquake. 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. Family Communication Plan Do you know your personal information in case you needed to inform emergency services? Address: Parent/ Guardian Name(s): Parent/ Guardian workplace(s): Parent/ Guardian telephone number(s): Disaster Supply Kit for Home and Vehicle Why is it important for your family to assemble a Disaster Supply Kit at home? Procedures to Remember D C H 126

What objects did you notice during our evacuation that may become a hazard during or after an earthquake? Where do we usually exit the building during our regular fire evacuation drill? Evacuation Sketch a picture of what this glass trophy case in a school hallway might look like after an earthquake has happened. Review these vocabulary words. The foreshock occurs ____________________________ an earthquake. The aftershock occurs ____________________________ an earthquake. 127

Are you Prepared? Notes & Sketches (Teacher’s Guide)
What are the essential supplies needed during or shortly after a disaster? *Essential: very important Name a disaster that is likely to occur in Kentucky? Flooding, Tornadoes, Winter Storms, & Severe Thunderstorms Circle the 2 items below that would be found in a Disaster Supply Kit? *Crisis: a time of great difficulty or danger when great changes can take place *Responsibility: the condition of being responsible (responsible- having a certain duty or obligation Are you Prepared? Notes & Sketches (Teacher’s Guide) Why should you prepare for a disaster? *Necessity: something that has to be done or must be included Lesson 4- Are you Prepared? Activity 1 128

These items are needed to assemble a Disaster Supply Kit at school
These items are needed to assemble a Disaster Supply Kit at school? Do we need to add other items? Non-perishable: not likely to decay or spoil Why might we need a First Aid Kit in the event of a disaster or emergency? A First- Aid Kit would be needed in the event that someone is injured or harmed during a disaster and needs medical attention. Need: something you must have in order to survive Brainstorm: What are some essential items that may go into a Disaster Supply Kit? Students will list many various items on notebook paper. One class list can be compiled on the board or overhead transparency. Lists will be edited in the next slide according specific questions. Students can brainstorm individually, with partners, or groups. Draw a sketch in the box of 2 items you would NEED in order to survive. Examples: water food clothes medicine first-aid kit *Students may circle items with a marker or color pencil in order to edit lists. Can we assemble a Disaster Supply Kit for our classroom? Refer to Disaster Supply Kit checklist at School Activity 2. Students will follow the color directions at the top to answer questions from the slide. You are encouraged to assemble a Disaster Supply Kit for your classroom. Circle the best place to keep our Disaster Supply Kit in the classroom. On top of a tall bookshelf In a storage cabinet behind large boxes On a medium height bookshelf near the door 129

What emergencies or disasters could we use the kits for other than earthquakes?
These items are needed to assemble a Disaster Supply Kit in our vehicle. Do we need to add other items? Why might we need blankets in our vehicle Disaster Supply Kit? Blankets would be needed for warmth if a vehicle was stranded in the event of severe winter weather or an accident These items are needed to assemble a Disaster Supply Kit at home? Do we need to add other items? Examples: Cans of soup, fruit, or vegetables Cereal bars Crackers Granola bars (any snack that does NOT need to be refrigerated) 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: Power outage Stranded in a vehicle Snow and ice storms Tornadoes Flooding Fire Sketch or write in the box a disaster or emergency that you could use your Disaster Supply Kits for other than an earthquake. 130

DUCK COVER HOLD 131 Family Communication Plan
How can an earthquake evacuation drill increase awareness of earthquake safety in our school? Let’s review! Write the 3 words in the boxes below that remind you what to do in the event of an earthquake. 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. 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. Disaster Supply Kit for Home and Vehicle Why is it important for your family to assemble a Disaster Supply Kit at home? Keeping a Disaster Supply Kit at home will ensure that you and your family are prepared for any potential emergency or disaster that may occur and will improve your safety and chances of survival. *Refer to Take-home Activity #3 Home and Vehicle Disaster Supply checklists. Students will use the checklists at home to assemble Disaster Supply Kits for home and vehicle. *Refer to Activity sheet #5 Disaster Supply Kit Crossword Puzzle for review of items needed to assemble a Disaster Supply Kit. DUCK COVER HOLD 131

Where do we usually exit the building during our regular fire evacuation drill?
Students should name the regular classroom fire drill route and exit door Earthquake Evacuation Drill- Let’s Practice! At this time your school is encouraged to participate in a school- wide evacuation drill. Your students may choose to visit classrooms k-2 previous to this day and teach basic earthquake evacuation procedures they have learned throughout the week. Work with your school to choose a time for the school-wide evacuation drill. What things did you see during our evacuation that may become a hazard during or after an earthquake? Students may list any items that may fall or break during an earthquake. Examples: cases, shelves, windows, lights, hanging objects from ceiling or wall Evacuation Sketch a picture of what this glass trophy case in a school hallway might look like after an earthquake has happened. Review these vocabulary words. The foreshock occurs BEFORE an earthquake. The aftershock occurs AFTER an earthquake. 132

Disaster Supply Kit checklist for School
Lesson 4-Are you Prepared? Activity 2 Disaster Supply Kit checklist for School Green- Circle items in green that we already have in the classroom or school. Blue- Circle items in blue that we can bring from home. Red- Circle items in red that we will need to purchase. Essential: Class Roster with student information First Aid supplies or kit Bottled water and plastic cups Flashlight and spare batteries Other: Warm blankets Battery powered radio Non- perishable snacks Paper and pens Trash bags Activities for children ___________________ 133

Disaster Supply Kit checklist for Home
Lesson 4- Are you Prepared? Activity 3 Disaster Supply Kit checklist for Home Green- Underline items in green that you already have in your home. Red- Underline items in red that your family will need to purchase. Essential Non-perishable food (at least 3 day supply per person) Can opener Water (at least 1 gallon per person, per day, for 3 days Flashlight and spare batteries First Aid Kit Whistle to signal for help Soap, toilet paper, toothbrush, or any items to keep you clean Garbage bags and plastic ties Forks, spoons, knives, and paper plates Dust masks to protect against contaminated air Plastic sheeting and duct tape to create a shelter Cell phone with charger Local maps Copies of ID’s and credit cards Cash and coins Other Eye glasses Essential medication Baby food, bottles, and diapers if needed Pet food if needed Sleeping bags and warm blankets Protective clothing, jackets, and sturdy shoes Small fire extinguisher Activities for small children Tools and written instructions for turning off utilities if needed Copies of insurance policies and bank records ________________________________________ 134

Disaster Supply Kit checklist for Vehicle
Lesson 4- Are you Prepared? Activity 3 Disaster Supply Kit checklist for Vehicle Green- Underline items in green that you already have in your home or vehicle. Red- Underline items in red that your family will need to purchase. Essential Booster cables Blankets Battery Powered Radio Flashlight with spare batteries Small Fire Extinguisher First Aid Kit Bottled Water Non-perishable high energy snacks Local maps Flares Tire repair kit and pump Shovel Other ________________________________________ 135

Family Communication Plan
Mother: Cell Phone Number: Work Telephone Number: Workplace: Other: My Name: My Address: My Telephone Number: Lesson 4-Family Communication Plan Activity 4 Family Communication Plan Me Family Father: Cell Phone Number: Work Telephone Number: Workplace: 136

137 Local Contact Nearest Relative Out-of-State Relative/Contact Name:
Address: Telephone Number(s): Name: Address: Telephone Number(s): Name: Address: Telephone Number(s): Local Contact Nearest Relative Out-of-State Relative/Contact 137

138 Local Emergency Telephone Numbers other than 911 Meeting Locations
Outside of your home: Away from your neighborhood: Place: Address: Telephone Number: At least 100 miles away or out of state: Name of Relative/ Contact/ or Place: Telephone Number(s): Police Department: Fire Department: Hospital: Local Emergency Telephone Numbers other than 911 Meeting Locations 138

Disaster Supply Kit 139 Word Bank: Sleeping Bag Non-perishable
Lesson 4- Disaster Supply Kit Crossword Puzzle Activity 5 Word Bank: Sleeping Bag Non-perishable Garbage Bags Water Plastic Sheeting Batteries First Aid Kit Can Opener Whistle Fire Extinguisher Money Blankets Dust Masks Toothbrush Utensils Soap Local Maps Radio Cell Phone Flashlight 139

Use the clues below to help you choose the correct words from the word bank to complete the puzzle. All words are items you would find in a Disaster Supply Kit. Across 3. Allows you to listen to local news 4. In case of a fire 9. Will help in the event of an injury 11. Use this for light 12. Use this to open cans of food 14. Will help keep you warm during cold weather 15. Make a call for help on this 17. Use these to eat food 19. Use for trash or waste 20. A signal for help Down Food that does not spoil Keep extra sets of these 5. You can sleep in this 6. Protect against contaminated air 7. Keep your body clean with this 8. Pay for items with this 10. Will help keep your teeth clean 13. Use with duct tape to create a shelter 16. Drink this to help you survive 18. Find directions with these 140

Disaster Supply Kit Crossword Teacher Guide
Lesson 4- Disaster Supply Kit Crossword Puzzle Activity 5 Disaster Supply Kit Crossword Teacher Guide Across 3. Allows you to listen to local news- Radio 4. In case of a fire- Fire Extinguisher 9. Will help in the event of an injury- First Aid Kit 11. Use this for light- Flashlight 12. Use this to open cans of food- Can Opener 14. Will help keep you warm during cold weather- Blankets 15. Make a call for help on this- Cell Phone 17. Use these to eat food- Utensils 19. Use for trash or waste- Garbage Bags 20. A signal for help- Whistle Down 1. Food that does not spoil- Non-perishable 2. Keep extra sets of these- Batteries 5. You can sleep in this- Sleeping Bag 6. Protect against contaminated air- Dust Mask 7. Keep your body clean with this- Soap 8. Pay for items with this- Money 10. Will help keep your teeth clean- Toothbrush 13. Use with duct tape to create a shelter- Plastic Sheeting 16. Drink this to help you survive- Water 141

Lesson 5 Earthquake Prepare & Share
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). Vocabulary review of all unit vocabulary 142

Procedures Review unit knowledge and unit success by asking students the following questions: *What have you learned from our earthquake unit? *Were you successful at sharing this knowledge with you family members? *What did you like best throughout the unit? *Is there anything you would change to make this unit better? First, hand out a copy of the Earthquake Prepare & Share Cumulative Activity Guidelines (Activity 1). Read instructions aloud for each of the four cumulative activities to be sure they are understood. Allow students to choose one of the activities to complete. (Additional Resources/Materials Needed: Activity 1-Construction paper or card stock (27 - 9x12’’ sheets for each student), yarn, string, or ribbon, and a 3 hole punch. Activity 2-Notebook or stationary paper for each student letter (lengths will vary). Activity 3- Construction paper or card stock (1 - 12x18’’ sheet for each student). Next, hand out the Earthquake Prepare & Share Cumulative Activity Scoring Guide (Activity 2) to each student. Read bullets for each level to make sure the scoring process is understood and allow students time to complete the activity they have chosen. Once finished, allow students to choose a partner from the lower primary classroom you have chosen to share their student activities with. Caution students to be sure to read to non-readers when sharing their activity. As an option, you may want to make copies of the projects completed for each lower primary student to keep. Once students have finished sharing their projects with an audience, collect student activities and score them using the scoring guides provided. Reflect upon student scores and use this knowledge to reteach and/or extend Earthquake Instructional Unit concepts throughout the remainder of the school year. As a part of unit completion, copy, sign, and handout an Earthquake Awareness Week Certificate to each participating student in your classroom. Materials/Resources Required Earthquake Prepare & Share Cumulative Activity Guidelines (copy for each student) (see additional resources specific to each activity in procedure 2) Earthquake Prepare & Share Cumulative Activity Scoring Guide (copy for each student) A scheduled time in a Kindergarten-2nd grade classroom for activity sharing. Earthquake Awareness Week Certificate of Completion (copy for each student) Suggested Time Allotment 60 minutes Review-Activity 1: 45 minutes Share with Audience: 15 minutes 143

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 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. 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. Use a three hole punch and yarn to bind your book together. Activity 2-Persuasive Letter 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. 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. When finished writing, staple your letter together if it is more than 1 page. Activity 3-Earthquake Brochure You will need one piece of large construction paper. 2. Fold the construction paper like a brochure (3 column fold). Page 1-Front flap=Title page: It should include your name as the author, a title of your brochure, an illustration. 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. 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. 144

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 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. 145

I survived Earthquake Awareness Month! Certificate of Completion
has completed an Earthquake Instructional Unit and has agreed to share the importance of being aware and prepared for any disaster with family and friends at home. Earthquake Awareness Month February 2010 Be Aware! Be Prepared! Have a Plan! {teacher} 146

Teacher Survey 147 Low Avg. High
Please circle the appropriate numbers below and list any additional comments. surveys to and after unit completion. Your feedback is important and will be used to make unit improvements. Low Avg. High Did you like using this unit with your class? What did you like most about the unit? _________________________________________________________________________________________________________ Were your students engaged throughout the unit and did they learn new concepts? What part of the unit do you think students enjoyed the most? Do you feel that family communication was effective throughout the unit? Can you give an example of how you knew family communication was effective? *Do you recommend any improvements be made to this unit? What improvements would you recommend? *Will you use this unit next year in your classroom? Why or why not? _____________________________________________________________________________________ 147

Provided by: Kentucky Division of Emergency Management

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