--"--7-.71

DOCUMENT RESUME

ED 326 979 EA 022 543

TITLE Earthquake Safety: Activities for Children.INSTITUTION Federal Emergency Management Agency, Washington,

D.C.; National Science Teacher--; Association,Washington, D.C.

REPORT NO FEMA-88aPUB DATE Mar 90NOTE 63p.

PUB TYPE Guides - Non-Clansroom Use (055)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Class Activities; Drills (Practice); *Earthquakes;

Elementary Secondary Education; *Emergency Programs;Natural Disasters; *Safety Education; *SchoolSafety

ABSTRACTLessons on earthquake safety Involving planning,

preparation, and practice are presented in this booklet for teachers.Included are classroom activities designed for K-6 students, teachingnotes, "Learning Links" that summarize interdisciplinary connections,a set of 15 masters for reproducing transparencies, handouts, andworksheets. Part 1 shows students how to recognize an earthquake andtake immediate positive action. Part 2 teaches students to identifyand eliminate hazards in the classroom and home. The third partpresents information on creating class-devised emergency kits andoffers strategies for students to snare their knowledge of earthquakepreparedness. Part 4 describes an earthquake simulation and drill,and stresses the importance of discussion and problem-solvingsessions and developing student self-competence. (7 references)(LMI)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

**********************************************A************************

Federal Emergency Management Agency FEMA 88a / March 1990

Earthquake SafetyActivities

forChildren

Mt DEPARTMENT OF EDUCATIONOffice of Educaticoal Reesarch and Improvement

ED1A11ONAI. RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it

0 Minor changes have been made to improvereproduction Quality

Points of view or opinions stated in this docu-mem do not necessarily represent officialOERI position or policy

iatk<4;41-4TAV

National Science Teachers Association

This product consists of excerpts from FEMA 159,Earthquakes - A Teacher's Package for K-6,

developed by the National Science Teachers Association (NSTA)with financial support from the Federal Emergency Management Agency.

3,

Background and Introduction iii

Part 1 - What Happens During an Earthquake 1

Activity One - Size Up Your Risk 2Activity Two - Shake a Minute 4Activity Three - Practice What to Do 6Activity Four - Sing it Out 8Activity Five - Don't Hesitate 10

Part 2 - Hunt for Hazards 13Activity One - Classroom Hazard Hunt . 14Activity Two - Home Hazard Hunt 18

Part 3 - Prepare and Share 21Activity One - Brainstorming 22Activity Two - Create a Kit 24Activity Three - Poster ?arty 26

Part 4 .. Earthquake Simulation and Evacuation Drill 29Activity One - Get Ready, Get Set 30Activity Two - Put It All Together 34

References 37

List of Masters

A Earthquake Risk MapB Earthquake Simulation ScriptC Drop and CoverD Shimmy - Shimmy .. ShakeE Coalinga Schools ReportF Earthquake FeelingsG Fourth Grade ClassroomH Classroom Hazard Hunt

I a, b, c Home Hazard Hunt WorksheetsJ Quake-Safe Home ChecklistR Neighborhood Hazard HuntL Safety Rules for ShoppersM Drill and Evacuation ChecklistN Home Earthquake Safety Checklist

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All 50 States and all U.S. Territories are vulnerable to the hazardsof earthquakes and at least 39 states are sultlect to mqlor or moder-ate earthquake risk. Earthquakes have caused, and can cause inthe listure enormous loss oflife, injury, destruction of property, andeconomic and social disraption.

Earthquake Hazards Reduction Act of 1977(Public Law 95-124, as amended)

Since earthquake shaking is possible almost everywhere in the United States, earthquakesafety should be practiced by everyone. Thpre is a great deal that you and your students can doto take care ofyourselves dur-ing and after an earthquake.

The lessons in this book-let cover planning, prepara-tion, practice, and more prac-tice. The classroom activi-ties are designed for studentsin kindergarten throughsixth grade. We providedteaching notes; "LearningLinks" summarizing interdis-ciplinary connections; and aset ofmasters ready to repro-duce for transparencies,handouts, and worksheets.

Students find the topic ofearthquakes fascinating.Their fascination may con-tain an element of fear, likethe fear that arises in teaching fire safety. That fear can be reduced by reminding them that theyare learning how to take care of themselves if an earthquake happens. Parents' fears may alsoneed to be addressed. Let your students know that fear is a normal reaction toany danger. Makeyour message clear: We can't do anything to prevent earthquakes, but we can prepare ourselvesto cope with them. We can help ourselves and others to do many things that will makeour homesand schools safer.

Mimitsesit

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Part 1: What Happens During an Earthquake?

Most people caught in earthquakes have a feeling of helplessness. Especially if they have neverexperienced a quake before, they have no idea how long it is going to last or what will happen next.In Part 1 you will take your students through several steps that will help them know what to ex-pect and what to do if an earthquake occurs.

Teaching students to recognize an earthquake and take immediate positive action can helpthem and those around them come through the disaster safely. The knowledge, attitudes, andskills that you promote will not only help your students academically, but also may one day savetheir lives.

What to Expect

The first indication of a damaging earthquake may be a gentle shaking. You may notice theswaying of hanging plants and light fixtures or hear objects wobbling on shelves. Or you may bejarred first by a violent jolt (similar to a sonic boom). Or you may hear a low (and perhaps veryloud) rumbling noise. A second or two later, you'll really feel the shaking, and by this time, you'llfind it very difficult to move from one place to another. A survivor of the 1906 San Francisco earth-quake compared the physical sensation to riding down a long flight of stairs on a bicycle.

It's important to take "quakesafe" action at the first indication ofground shaking. Don't wait until you're certain an earthquake isactually occurring. As the ground shaking grows stronger,danger increases. For example:

Freestanding cabinets and bookshelves are likely totopple. Wallmounted objects (such as clocks, maps,and art work) may shake loose and fly across the room.

Suspended ceiling components may pop out, bringinglight fixtures, sprinkler heads, and other componentsdown with them.

Door frames may be bent by moving walls and may jamthe doors shut. Moving walls may bend window frames,causing glass to shatter and send dangerous shardsinto the room.

The noise that accompanies an earthquake may cause considerable emotional stressespecially if students are not prepared to expect the noisy clamor of moving and falling objects,shattering glass, wailing fire alarms, banging doors, and creaking walls. The noise will be fright-ening, but a little less so if it's anticipated.

Part 2: Hazard Hunts

Contrary to popular imagination, an earthquake does not cause the Earth to open up and swal-low people. Most injuries and fatalities occur because the ground shaking dislodges loose objectsin and on buildings.

Anything that can move, fall, or break when the ground starts to shake is anearthquake hazard if it can cause physical or emotional harm.

Classrooms, homes, and all the other places where children spend time indoors contain objectsthat could cause injury or damage during a quake. In Part 1, students learned what to expect andhow to react appropriately during an earthquake In.Part 2, they'll make class lists of hazards indifferent settings and then work with teachers, parents, and other adults to eliminate as manyhazards as they can. Students can remove objectb that could fall and cause injury during earth-quake shaking. Objects that cannot be removed should be securely fastened. In the classroom

these may include fish tanks;and animal cages, wall maps,models, and wheeled items suchas pianos and rolling carts for,-- audiovisual equipment. Athome, bookcases, china cabi-7-----7-----A 1 i-------42- nets, and other tall furniture

-.a-- should be secured to wall studs.Hanging lamps, heavy mirrors, framed

pictures, and similar ornaments should be re-moved or securely fastened.

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7

T; ere will be some hazards in the class-room and home that students will not be ableto eliminate. Be sure students know how toavoid those hazards they cannot remedy.

_

Part 3. Prepare and Share

After a quake you and your students may spend several hours (and maybe days) together, cutoff from many of the normal sources of community support. In Part 3, the ci is will devise emer-gency kits for several settings and make one for the classroom. Students will also make postersas a way of sharing their knowledge of earthquake prep aredness.

Part 4. Earthquake Simulation and Drill

During an earthquake, the most important thing for any child or adult to remember is the Dropand Cover drill:

At the first indication of ground shaking, crouch under a desk or table, tuckyour hea4 and keep your hands on the side of your neck unless you need tohold onto the legs of your "shelter" and move with it.

After the quake it is important to get out of the building and into a clear space, taking theemergency kit along with your roll book. In Part 4, students will point out various hazards thatmight occur in the course of leaving the building and they'll discuss ways of dealing with variousobstacles.

Aftershocks are likely to occur without warn-ing, minutes or even months after the majorearthquake. Practice Drop and Cover on theway out of the building, and in as many othersettings as possit le, until the drill becomessecond nature to yt. a and your students.

Give your students several opportunities toask questions and discuss their fears and con-cerns. They'll have plenty of "what if" ques-tions. Don't feel that you must provide all theanswers. Let your students holdproblemsolving sessions. Class and group dis-cussions provide opportunities for students notonly to express their negative feelings, but alsoto develop pride in the positive competency theyhave gained.

What I lappyns During anA

i.arthquake? 1

Content Concepts

1. Earthquake shaking is possible almosteverywhere in the United States.

2. Students can learn how to protect their headsand bodies during a simulated earthquake.

Objectives

Students will

identify which parts of the United States aremost at risk from earthquake damage.

demonstrate how long an average earth-quake lasts.

demonstrate safe behavior during an earth-quake simulation.

Vocabulary

minor riskmoderate risk

major riskevacuate

Learning LinksLanguageArts: Following direc-tions, class discussion

Social Studies: Locatingstates

Math: Timing a minute

Art: Coloring an earth-quake risk map

Activity One:Size Up Your Risk

Materials for the teacher

Transparency made fromMaster A, EarthquakeRisk Map, coloredaccording to directions instep 3 below.

Overhead projector

Materials for each student

Copy of Master A

Crayons or colored pencils

Teacher Take Note:This map is based on earth-quakes that have happenedin the past. Major Risk on themap does not neassarily in-dicate that a particular areawill experience a damagingearthquake in the near fu-ture, and 'None' does notmean that earthquakes areimpossible in that area. Notshown are Alaska and Ha-waii. Both states are in MajorRisk zones.

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Procedure1. Introduce the topic with a class discussion based on the

following questions:

- Has anyone here ever felt an earthquake? (Allowstudents time to express their observations andfeelings.)

- What does the word "quake" mean?

What do we mean when we say people are "quak-ing in their boots"? (Invite students to imitateaperson trembling.)

-, Have you ever been on a bridge when it shookfrom heavy traffic, or near the railroad trackswhen a train passed over? (Invite students todemonstrate shaking and vibrating.)

0

2. Tell students that thousands of earthquakes occur in the United Stateseach year. Most are too small to be felt by people. Only a few are strongenough to cause damage.

Discuss with students the following question: Are all regions of the U.S.equally likely to receive earthquake damage?

3. Tell students that they are going to work with a map that divides theUnited States into zones by different degrees of potential earthquakeshaking. A1150 states and all U.S. territories are at some risk from earth-quakes. At least 39 states are at meeerate to high risk.

4. Distribute the maps, ask students to take out their crayons or coloredpencils, and give these instructions:

a. Use yellow to color in the sections of the United States that have noshading in them. In the legend, use yellow to color in the box in frontof the word "None."

b. Skip the Minor box for now. Use blue to color in the sections thathave dots and color in the box in front of the word "Moderate."

c. Use red io color in the sections marked with X. In the legend, colorthe box in front of the word "MAjor" red.

d. Color the rest of the United States green, and also the box in frontof the word "Minor."

5. After the maps have been colored, project the overhead and conduct a classdiscussion around the following questions:

What is the risk for damage from earthquakes in the area where welive? (Answers will vary.)

Is the risk factor the same for our entire state? (Again, answers willvary.)

How many states in the U.S. are believed to be totally free fromearthquake risk? (none of them)

Activity Two:Shake a Minute

Materials for the teacher

Large clock with a second hand

Blackboard and chalk

Materials for each student

Pencils

Paper

mi nor riskA minor risk is a relatively

small possibility of harm.

mod e rate riskA moderate risk is a possibility

of harm that is neither small norgreat, but in between.

ma jor riskA major risk is a serious and

significant possibility of harm.

e vac u atelb evacuate a building is to

empty it of people.

Procedure1. Ask students to estimate on a piece of paper

how long they think an earthquake lasts. (Howlong will the ground shake?)

2. Collect the estimates and list them on theboard.

3. Explain to students that in most earthquakes,shaldng rarely lasts for as long as a minute inany one area. Strong shaking from a =Orquake usually lasts from 30 to 60 seconds. The1906 San Francisco earthquake lasted about 40seconds. In the 1964 Alaskan earthquake, theshaldng lasted 3 to 4 minutes an extremelylong time. This does not happen very often.

(Steps 4 to 8 are optional. If classroom time islimited, skip to Step 9.)

4. Tell students that they are going to estimatehow long a oneminute earthquake is withoutlooking at the clock. Have them break up intopairs. One of each pair will be the timekeeperand recorder, while the other is the "earth-quake."

5. When you give the signal, the earthquakes areto begin shaking, and the timers are to begintiming. Ask the quakes (whose backs are to thechalkboard) to continue shaking until they thinkthat a minute has passed.

6. Once the timing and shaking start, write thetime elapsed on the board every five seconds.The timers, who can see the board, shouldrecord the last time listed when their partners

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stop shaking. Instruct the timers not to sharethe time with the earthquake studsnts yet.

Ask the timers to report the actual times thateach "quake' lasted. Write all of the times onthe board. Have the class compare the times:

- How long was the shortest "earthquake'?

- How long was the longest?

- What was the average timefor this group?

8. Have partners switch roles and repeat steps 5and 6, then step 7. Ask the class:

- Did the second group come closer to oneminute than the first?"

- If the answer is yes, why? (perhaps be-cause the second pair of students had theadvantage of observing the first pair)

9. Now have everyone in the class shake for oneminute at the same time. Tell them when tostart and stop, but ask them not to watch theclock. Then ask:

- Did the time you shook seem like more orless than a minute? (Explain that eventhough an earthquake is over in a shorttime, it usually seems much longer tothose people experiencing it.)

What might happen to objects in thisckssroom if the gmund shook stronglyfor a minute? (Answers will vaq.)Explain that we will learn more aboutthis in our next activity.

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Teacher Take Note:Instruct students to shake with care, sothey don't hurt themselves or anyonearound them.

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Activity Three:Practice What to Do

Materials for the teacher

Master B, Earthquake Simula-tion Script

'fransparency made from MasterC, Drop and Cover

Overhead Projector

Materials for the students

Pencils, books, and other objectsto drop

Chairs to rattle and slide

Desk or table to get under

Pencils and cardboard or otherhard objects to provide thescratching noise of trees

6

Procedure1. Ask students to describe what they would

see, hear, feel, and smell if an earthquakeoccuned nearby. Allow time for them torespond.

2. Explain that you are going to talk through animaginary earthquake to help students un-derstand what might happen during a realone. Display the transparency of Master C,call out "Drop and Cmer," and direct stu-dents to practice the following acfions:

Get under the table or desk.

Turn away from the windows

Put both har?..3 on the back of yourneck.

Tuck your head down.

If your desk or table moves, hold ontothe legs and :aove with

S. Before you begin reading, ask several stu-dents to demonstrate what they should dowhen they hear "Drop and Cover." As agroup, discuss which of the demonstrationswere most effecfive for protection, and whatmight be done to improve some of the others.

Teacher Take Note:Although doorways have traditionally been regarded as safe locationsduring an earthquake, it's important to anticipatesome problems. Doorsmay slam shut. Doorjambs may be bent Automated safety doors willprobably close. You will need to use yourown best judgment in choosingwhere to position yourself for the simulation. Ucal safity officials cananswer your specific questions.

1 4

4. Appoint student helpers for the simulation.Ask one student to flick the lights on and offseveral times, and then turn them off. Appointanother to act as timer for this activity. Desig-nate students to help create earthquake soundeffects, such as:

rattling glassscraping desksscraping tablesopening drawers

barking dogsmeowing cats

books falling

trees scraping the buildingpeople shoutingbabies cryingbricks falling (drop severalpencils)doors banging shuthanging plant falling (dropa dish or pan)

5. Read the simulation on Master B. Directthe students at their desks to follow Dropand Cover instructions during the simula-tion, while helpets provide effects as indi-catad.

Repeat the simulation a second time, select-ing different students to provide the effects,so that each student has an opportunity topractice the Drop and Cover procedure.

6. Take time after the simulation to let stu-dents respond to the experience. Encour-age them to ask questions and discuss theirfears and concerns, including the unpleas-ant, worried and frightened feelings thatthey might experience.

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Activity Four:Sing it Out!

Materials

Transparency made from Mastsr D,ShimmyShimmy--Shake

Optional:

Rhythm band instruments

Teacher Take Note:Students in 4-6 grades may be toosophisticated for this activity.

Procedure1. Sing the song with the students to the tune of "Old

MacDonald's Farm.' Invite them to suggest sound effectsand movements to accompany the singing.

2. Repeat the song several times, until all +he students arefamiliar with the words. This activity will do a great deal todispel the tension produced by the earthquake drill, as wellas to reinforce the concepts of the lesson.

Teacher Take Note:Do not excuse c ddren with special needs from participating in earthquake drills.Children who are blinc4 deaf, or have impaired mobility especially need experienceswhich build confidence in their ability to avoid and copy with dangers. Plan with otherteachers and the school nurse to determir,e quake-saft actions fcr these children.

It may not be possible for children with impaired mobility to get under a desk or table.They can, however, learn to react quickly and turn away from windows; move away from

light fixtures and unsecured bookcases; and use their arms or whatever is handy toprotect their heads.

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Activity Five:Earthquake Don't Hesitate!

Materials for the teacher

Watch (preferably a stop watch)

Master E, Coalinga Schools Report(teacher background only)

Materials for the students

Pencils and paper

Copies of Master D,ShbnmyShimmyShake(for grades K-4)

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Procedure1. Mil students to demonstrate what they

should do when they hear "Drop andCover." (Refer to Activity Three, Step 1for Drop and Cover procedure.)

2. Ask students to return to their seats.Refer to Background, under "What toExpect,' and tell students that some-times an earthquake begins witha gentleshaking that causes hanging plants tosway and objects to wobble on shelves;sometimes it starts with a greatjolt likethe sound and vibration ofa sonic boom;and sometimes the beginning of anearthquake might sound like a lowrumbling noise.

3. Tell students to demonstrate what theyshould do as soon as they think an earth-quake is happening. (Students shoulddemonstrate Drop and Cover procedure.)

4. Tell students that ifthey think an earth-quake is happening, they shouldn't waitfor an adult to call out "Drop andCover"and discuss why. (There may not be anadult present. They may be with anadult who doesn't know the proper ac-tion to take.)

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S

5. Tell students that when the shaking stops, it will be necessary to leave thebuilding. Ask them to estimate how long it takes to evacuate the buildingwhen there is a fire drill.

O. Go through an actual fire drill procedure with yourstudents and record thetime it takes to complete this evacuation. Tell studentsthat fire drill exitsare often the best way to evacuate a building after e earthquake. Thenask:

How long did it take us to get out of the building? (probably 5minutes)

How did this evacuation time compare with your estimates? (An-

swers will vaiy.)

How long does a moderately severe earthquake last? (generally, lessthan one minute)

Would it be possible to evacuate the building during a quake of thatlength?" (Students will probably answer no.) Why or why not?(There isn't time.)

What would be some of the hazards along the way if we tried to leavethe building during a quake? (objects falling, windows breaking)

7. For grades 3-6, you may want to read and discuss the Coalinga SchoolsReport, Master E, with your students.

8. Explain to students that they will have a chance to practice earthquakeevacuation in a later lesson. Answer any furthe r questions they haveabout the experience of an earthquake. For K-4 grades, you may want tofinish 'dy singing "ShimmyShimmy--Shake." (See Activity Four)

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NOTE TO THE K-6 CLASSROOM TEACHER

If you and your students enjoy these activities, why not explore the science ofearthquakes? The 280-page EARTHQUAKES - A Teacher's Package for E.6 includes hands-en classroom activities that support virtually all elementarysubject areas: creative writing, art, mathematics, social studies, and science.You don't need a background in science;just the ability to boilan egg and followa recipe for a gelatin dessert.

Developed by the National Science Teachers Association under a grant from theFederal Emergency Management Agency (FEMA), teaching units focus on:

Unit I Defining an EarthquakeUnit II Why and Where Earthquakes OccurUnit III Physical Results of EarthquakesUnit IV Measuring EarthquakesUnit V Recognizing an EarthquakesUnit VI Earthquake Safety and Survival

Excerpts from Unit V and all activities in Unit VI were included in this,Earthquake Safety for Children, booklet.

The Teacher's Package includes Background Information, EarthquakeLegends, Scope and Sequence charts, and line masters.

Product distribution by FEMA is limited to one free copy per school, whilesupply lasts. Send single copy request on school letterhead to:

FEMA, Earthquake Education Program500 C Street, N.W. (Room 625)

Washington, D.C. 20472

Single and multiple copies are also available from NSTA at a cost of $15 each.Send orders to:

NSTA, Publications Dept.1742 Connecticut Ave., N.W.

Washington, D.C. 20009

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Content Concepts

1. Every environment contains potentialearthquake hazards.

2. Students can identify hazards and elimi-nate them or reduce their impact.

Objectives

Students will

identify potential hazards in their classroomthat may cause damage, injury, or death duringan earthquake.

list, and if possible, make changes in theirclassroom to reduce potential hazards.

identify potential earthquake hazards in theirhomes.

list, and if possible, make changes in theirhomes to reduce potential hazards.

Vocabulary

hazardsecure

Learning Links

Music: Create movements to accom-pany a chant

Language Arts: Discussing hazardsand making lists, using and applyingaction verbs, sharing information withparents and families

Social Studies: Identifying hazardsthroughout the community on severallevels school, home, and beyond

Art: Drawing ; home hazards that arenot on the Home Hazard Hunt worksheet

1 3

Activity One:Classroom Hazard Hunt

Materials for the teacher

Transparency made from Master G,Fourth Grade Classroom

Overhead projector

Transparency marker

Materials for each student

Handout made from Master G

Crayons or colored pencils

Handout made from Master H,Classroom Hazard Hunt

Drawing paper (optional)

haz ardA hazard is any object or situation which

contains the potential for damage, injury, ordeath.

se cureWe secure (V.) objects whenwe fasten them

so that they cannot move. Then we can feelsecure (Adj.), or safe from harm.

Teacher Take Note:This activity will take about 60 to 90 min-

utes, or longer if students modify their class-room to make it safer during an earthquake.You may want to divide the procedure be-tween two separate sessions.

Procedure1. Ask studsnts what they think is the direct cause of most earthquake

deaths and injuries. Listen to their ideas. After some discussion, tellstudents that the movement of the ground during an earthquake seldomcauses death or injury. Most deaths and injuries are caused by fallingdebris from damaged buildings.

2. List the some of the types of damage that can result from ground shaking

a. Building damage can include:

toppling chimneys

falling brick from walls and roof decorations, such as parapetsandcornices (Show pictures or draw pictures of these decorations; orif they're attached to your school building, point them out to thestudents.)

collapsing exterior walls

falling glass from broken windows

b. Damage inside the building can include:

falling ceiling plaster and light fixtures

overturned bookcases and other furniture and appliances

falling objects from shelves and woils

c. Damage to the building and damage inside the building can alsocause:

fires from broken chimneys, gas lines, and electrical wires

flooding from broken water pipes

toxic fumes froin spilled chemicals

2

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5 s. ',

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d. In the community, earthquake ground shaking can cause:

downed power lines

damage to bridges, highways, and railroad tracks

flooding from dam failures, damage to reservoirs and water towers

fires from spilled gasoline and other chemicals

liquefaction and landslides

water sloshing in ponds, pools, etc.

tsunami (in coastal areas)

3. Sum up: There are many things in our environment (home, school, and community) that couldcause us harm during an earthquake. We refer to these things as "hazards.' Potential hazardsinclude objects that might fall, break, or catch fire during an earthquake. There will be manyhazards that we cannot correct. But identifying these hazards will help us to anticipate themand avoid danger and injury.

4. Tell students they are going to conduct a hazard hunt in theirclassroom to identify things thatmight hurt them during an earthquake. Refer to Master H, the Classroom Hazard Hunt, tohelp students identify hazards.

5. Distribute Master G, Fourth Grade Classroom. Have students circle or color those hazardswhich are found in their classroom. Ask them to make a list of any other hazards that are intheir classroom but are not included in the picture, or to draw their own classroom and pointout additional hazards.

6. Conduct a class discussion about the hazards you have identified and how they might causeharm. Use the overhead of Master G in your discussion.

7. Ask students to decide what they can do as a group to make the room safer. Actions mightinclude tying down objects, removing hanging objects, placingheavy objecte on lower shelves,and so on. You may want to write the following action verbs on the blackboard:

_

move anchor fasten

relocate replace secure

attach remove tie down

24

eliminate

change

28. If appropriate, have students spend time changing the things they can change to make their

room safer.

9. Have students make a list of things that could be changed, but not without adult help. Thesemight include putUng latches on cabinets, blocking wheels on the piano, and attachingcabinets to walls.

10. If appropriate, have students help to make these changes. They might want to meet with theprincipal or work with the custodians to help make their room safer.

11. When changes can't be made, be sure students are aware of the remaining hazards, an, knowthey must avoid or move away from them if an earthquake occurs.

251 7

Acfivity Two:Home Hazard Hunt

Materials for the teacher

Transparencies made from Master I a, b,and c. Home Hazard Hunt Worksheets

Overhead projector

Materials for each student

Handouts made from Master I a, b, and c

Handout made from Master J, Quake-SafeHome Checklist

Pencil or pen

Teacher Take Note:How you use the Quake Saft Horne Check-list will depend on the grade level ofyourstudents. K-2 teachers may want to adr otthis sheet.

1 826

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5

Procedure1. Explain to students that there may be many possible earthquake hazards in

their homes objects that can fall, break, spill, or cause damage and injuryin other ways.

2. Conduct a brainstorming session with your students and see how manyhome hazards they can think of. List these on the board.

B. Tell students that they are going to conduct a hazard hunt at home toidentifythings that might hurt them or their families during an earthquake.Distribute the student wo-ksheets made from Master I. Discuss each of thepictures with the students and ask why the item pictwed could be a hazard.Remind students that this sheet does not include all the possible homeearthquake hazards just some of them.

4. Instruct students to take the worksheets home and have other children andtheir parents or guardians join them in looking through the house forhazards. Some hazards may exist in more than one place. Give theseinstructions:

a. Put a check in the box beneath Every hazard you find in your home.(If the hazard occurs more than once, students may write a totalnumber in the box instead of a check.)

b. If you can, write the name of the room(s) in which the hazard islocated.

c. On a separate piece of paper or on the back of the worksheets, list ordraw any potential earthquake hazards that are found in your homebut are not on the list.

d. Bring your completed worksheets back to class.

5. C -; Auct a classroom discussion about the hazards that students found intheir homes. Especially discuss hazards they identified that were not on thelist. You may want to use transparencies of the home hazard worksheetsduring your discussions.

1 9

6. Explain to students that now they have identified earthquake hazards intheir homes, they can take action to reduce their danger. Emphasize thatthere are some actions they can take which cost little or no money, whileother actions will cost quite a bit and will have to be done by adults.

7. Distribute copies of the Quake-Safe Home Checklist (Master J) to students.Discuss the items on the list. Determine which changes can be made easilyand which will be more difficult. Again, emphasize that this list does notinclude everything that can be done to make a home safer.

8. Have students take the list home to discuss with their families. Familiesmay decide which changes could be made immediately in their homes andwhich ones will have to wait. Encourage students to help their parents inany way possible to make the changes that can be made. As you did inActivity One, remind students that they will have to be responsible foravoiding the hazards they cannot remove.

9. You may want the children to bring back the completed checklists so they canhave a follow-up discussion in class.

Extensions

1. Since homes without young children also need to be prepared forearthquakes, you andthe class might evplore ways of disseminating the Quake-Safe Home Checklist to othermembers of your community. What aboutgrocery stores, community centers, libraries,and churches? Students may have other ideas.

2. Make a transparency and student copies from Master K, Neighborhood Hazard Hunt.Show the picture and ask students to use red pencils to circle everything they see thatcould come loose and cause damage during an earthquake. Share answers. This couldbe either a class activity or homework.

3. Distribute copies ofMaster L, Safety Rules for Shoppers. Discuss the rules in class, thenask students to take the page home and share it with their families.

20

2 8

Prepare and Share

Content Concepts

1. Students can increase their chances for safetyand survival in an earthquake by having essen-tial supplies assembled before they need them.

2. Students can help to assemble emergency kitsof supplies for their classroom, home, and fam-ily vehicle.

3. Students can help to inform others about earth-quake safety and survival.

Objectives

Students will

demonstrate an awareness of responsibility fortheir own well-being and the well-being of oth-ers during an emergency.

list items to include in classroom, home, andvehicle emergency kits.

list uses for the kits in emergencies other thanan earthquake.

prepare an emergency kit for their classroom.

take home lists of suggestions for home andvehicle kits.

make posters illustrating what they havelearned, and distribute them around the schooland community.

Vocabulary

essential

responsibility

Learning Links

Language Arts: Reaching consensusin a group, copying lists of kit materials,writing preparedness slogans

SocialStudies: Sharing kit lists withfamilies, discussing ways to inform thecommunity about quake-safe actions,distributing posters

Art: Planning and decorating theclassroom kit, making safety posters

o 9 21

Activity One:Brainstorming

Materials for the teacher

Blackboard and chalk

Teacher Take Note:Taking an active role in prepared-ness will help students to deal withtheir natural and reasonable fear ofearthquakes. Nevertheless, fears andanxieties are inevitable, even amongolder children who have learned tohide their emotions. Express yourown concerns openly, and let stu-dents know that it's normal to beafraid.

22

,

es sen tialEssential items are those we need to stay

alive and healthy.

re spon si bil i tyA responsibility is a task or a set of tasks

someone is able to do and expected to do.

30

Procedure1. Review the earthquake hazard hunts in Part 2 to be sure students have a clear idea

of the most common earthquake hazards.

2. Remind the students that they may have to evacuate their school, home, or otherlocation after an earthquake. If this happens, they will want to have some essentialitems in a convenient place, ready to pick up and take.

3. Invite students to name some things they could not take with them if they had toleave their houses in a hurry. Take suggestions for only about five minutes, keepingthe mood light. This exercise should help young children, in particular, to see thedifference between essential and nonessential item.

4. Now invite students to name some things they really need to have in order to live.Write suggestions on the blackboard or overhead. After food and water have beennamed, there will be differences of opinion on the remaining items. Remind themto choose things that can be easily carried and have more than one use.

5. Ask the class:

Which of these things should we have ready in the classroom? (Make aclassroom list.)

Which of them should we have at home? (Make a home list.)

Which of them should we have in the family car, van, or other vehicle? (Makea vehicle list.)

6. When the class has reached agreement on a number of items, invite them tobrainstorm one more list: a list of emergencies other than an earthquake for whichtheir list of supplies would be appropriate. Accept all answers and discuss thembriefly.

23

Activity Two:Create A Hit

Materials

Inexpensive backpack orother ample container withshoulder straps

Art supplies

Writing paper and pencils

Items for the kit (will vary)

Teacher Take Note:The kit is intended to be carried by ateacher when the class evacuates thebuilding after an earthquake (or otheremergency) or following a classroomearthquake drill. The kit must haveshoulckr straps because the teacherwill need free hands to assist stu-dents.

24

II1

Procedure1. Tell students that they are going to assemble an

easy-to-carry kit which can be kept in the class-room for emergencies. Show them an inexpensivebackpack obtained for this purpose.

2. Divide the class into teams and assign responsi-bilities to each team. Roles might include:

a. Decorators: design and produce a logo orother distinctive decoration and fasten it tothe kit.

b. Listmakers: copy the class list from theboard or overhead (see Part 3, Activity One,Step 5) neatly and with correct spelling, andfasten it to the inside or outside of thecontainer as a checklist. Also provide a copyto the suppliers.

c. Suppliers: decide which items on the listare already in the classroom, which willhave to be purchased, and which can bebrought from home. With the teacher'shelp, arrange for supplies to be bought orbrought.

32

Essential items for the kit will include:

class roster with students' names andaddresses

first-aid checklist and supplies

bottled water and cups (Use plasticcontainers to cut weight, avoid breakage).

flashlight and spare batteries

Other items might include:

pocket transistor radio and sparebatteries

paper and pens

permanent marker

colored flag to summon aid

playing cards and pocket games

hard candy and other compact, durablefoods

trash bags (for raincoats, ground cloths,etc.)

3. Invite the school nurse or someone from the Red Crossor the Fire Department to visit the classroom anddiscuss first aid procedures. After this visit the stu-dents may want to assemble a small medical kit andadd it to their emergency supplies.

4. When the kit is completed, decide where to keep it.Explain that the teacher will carry the kit duringevacuation drills or actual evacuations.

Teacher Take Note:Discuss the questions in Part 4,Activity One, with the Red Crossor Fire Department instructor.

25

Activity Three:Poster Party

Materials for each smallgroup

Poster board

Art supplies

Pencils and scrap paperfor rough drafts

Safety Chant

If inside, drop and cover

That's where you'll be safe.

If outside, stay outside

Find an open space.

Procedure1. Read the chant to your class. Repeat the chant

with the whole class several times, then askstudents to create hand motions to accompanyit. Suggest combinations of clapping, fingersnapping, and patting on legs. As individualstudents work out their own rhythmic combi-nations, encourage them to demonstrate to theclass so all can learn the same motions.

2. Tell students that now they have learned 1great deal about earthquakes and earthquakepreparedness, they have a responsibility toshare their knowledge. One way of doing thia isto make a set of posters and put them in placeswhere they will be seen. Each poster wouldfeature the word "Earthquake" anda reminderof some quake-safe action. Ask them to suggestappropriate slogans. These might include:

Where's your Emergency Kit?

Drop and Cover

Keep Calm Self Control is Contagious

After the Quake, Evacuate

Move Away from Windows, Shelves, andLights

3. Divide students into small groups, and haveeach group agree on the slogan they want toillustrate.

4. Distribute materials. Suggest that each groupwork out a rough version of their poster first,allowing everyone to have input into the de-sign. If necessary, smest ways for groupmembers to share the execution of the poster;perhaps one student lettering, one sketchingthe design in pencil, and another painting.

5. When the posters are finished, discuss places todisplay them other than the classroom. Placingthem in the hallways or the cafeteria wouldspread the message to other grades. Helpstudents make arrangements to display someof the posters in stores, libraries, and otherpublic places.

3

Extensions

1. Explore with students some ways to make the emergency kit lists available topeople who do not have children in school. Perhaps the city government wouldpay for having copies made, and students could takecharge of distribution.

2. Students might write to local businesses or visit them to request donations of thepack itselfand the materials for the kit. This would be another way toinvolve thecommunity beyond the school in earthquake preparedness.

3 5 27

N.%

. '

Earthquake 'Simulation and Evacuation'brill 4

Content Concepts

1. Students can cope with hazards during evacu-ation.

2. Students are first responsible for their ownsafety; but also can help if others are injured.

3. After an earthquake, students can cope withthe disturbed environment and their ownemotional reactions.

Objectives

identify hazards they might find during evacu-ation.

describe ways of helping others who are injuredduring earthquakes.

describe feelings they might have and dangersthey might face after an earthquake.

Vocabulary

evacuation

foreshock

aftershock

Learning Links

Language Arts: Writing and read-ing hazard descriptions, discussinghazards and coping strategies, dis-cussing and writing (older children)about what happens after an earth-quake.

Social Studies: Practicing Dropand Cover and evacuation proce-dures, discussing responsibility forone's own safety in an emergency,and what can be done for others.

3729

1/1106

Activity One:Get Ready, Get Set

Materials for teacher and students

Materials and procedure for earth-quake drill. Refer to (Part 1, ActivityThree, Step 2, Practice What to Do.)

Overhead projector

Index cards

Reminders for the Teacher

Take covet

Talk calmly to students.

Give instructions for evacuation orother emergency.

30

When no Shelter is available

Move to an inside wall. Kneel next to thewall, facing away from windows. Bendhead close to knees, cover sides of head withelbows, and clasp hands behind neck. If acoat is available, hold it over your head forprotection from flying glass, and ceilingdebris.

Earthquake Safety Remindersfor Students

If you're inside

Stay inside.

Take cover immediately under b, table,desk, or counter.

Keep quiet and listen for instructions.Remain in safe position for at least 60seconds, or until the shaking hasstopped and your teacher tells you toleave your shelter.

If you're outside

Stay outside

Go to an open area away from hazards.

Keep quiet and listen for instructions.

38

Procedure1. Review classroom earthquake drill procedures with students and have them

practice the Drop and Cover routine on Master C. Do the drill with or withoutusing the simulation script.

2. Take the class to the cafeteria and school library and discuss quake-safe actionsto take in each of these settings. Have thechildren demonstrate those actions.

3. Tell students that during an earthquake it's important to stay where they areand take immediate quake-safe action. After the ground stcps shaking, it istime to evacuate the building. Explain some of the hazards that may exist evenafter the major quake has passed, including aftershocks, fires, live electricalwires, and fumes.

4. Walk the class through your regular fire drill route to an open area outdoorsthat you have chosen in advance. Ask students to make mental notes as theygo along of things that mightbecome hazards during an earthquake, and sharetheir ideas when you reach your designated site. Write each appropriate sug-gestion on an index card. The list of possible hazards may include:

power failure (Is there emergency lighting available?)

halls or stairways cluttered with debris (Are there lockers or trophycabinets along hallways that could fall and block your path?)

smoke in the hallway

an exit door that jams and will not open

an aftershock (Students should stop walking immediately and beginDrop and Cover.)

bricks, glass, and debris outside the doorway

electrical wires fallen on the ground

3931

e vac u a tionEvacuation is the act of emptying

completely. When we evacuate a build-ing, we want to leave it quickly, quietly,and safely.

fore shockA foreshock is an earthquake which

comes before the main quake and is lesssevere.

af ter shockAn aftershock is an earthqaake

which follows a mAjor quake and is iesssevere.

Reminder

If you are in a school bus or a car whenthe quake starts shaking

the driver should stop as soon aspossible away from buildings, powerlines, bridges, and highway over-passes and underpasses.

passengers should stay in the ve-hicle and hold on (cars and buseshave "shock" absorbers).

32

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5. Return to the classroom. Hand one of the students an index card witha description of a hazard. Discuu this hazard and its impact onevacuation. Continue handing out the cards, one at a time, until all thehazards have been discussed. Give students an opportunity to expressideas about how they can cope with the hazards and evacuate safely.

6. Explain to the class that if there is a strong earthquake, each student'sfirst responsibility is his or her own safety. However, every student canlearn what to do to help if someone else is injureit. Present some "Whatif" questions for discussion. What would you do if:

A student or teacher were injured? (If someone is injuredand can't walk, don't move the person unless there is im-mediate danger of fire or flooding. Instead, place a sturdytable carefully above the person to prevent further injuryfrom falling objects. Then go for help.)

Someonewas cut by shattered glass and is bleeding? (Eventhe youngest child can learn to apply pressure to thewound.)

Someone is hit by a falling lamp or a brick? (If the personis conscious and able to walk, take him or her to anindividual in charge of first akl. Even if the personappears to be unhurt, have someone stay nearby to rep )rtsigns of dizziness or nausea.)

4 1 33

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Activity Two:Put It All Together

Materials for teachers andstudents

Chairs and other objects asneeded to simulateearthquake obstacles

Classroom emergency kit

Paper and pencils

Master M, Drill andEvacuation Checklist

Teacher Take Note:Physical reactions to an actual earth-quake may well include nausea andvom-iting, or bladder and bowel incontinence.Even the simulation may trigger physi-cal reactions in a ftw children. You maywant to make discreet preparations todeal with this possibility.

Procedure1. Thil students that you are going to conduct an

evacuation drill. Have them help you devise away to simulate hazards (fallen lockers/cabi-nets) along the hallway before the drill.

2. Beck in the classroom, library, or cafeteria, callout "Earthquake!" Students (and you) shouldtake quake-safe positions immediately, with-out any further directions. Remind studentsthat a teacher or other adult may not be withthem when an actual earb s..ake occurs.

3. After 45 seconds, while students remain inquake-safe position, briefly review the evacu-ation procedure. If it's cold, and students' coatsare in the room, instruct them to quietly andquickly piez up their coats before leaving theroom. Ask students not to put the coats on untilthey are outside, in an open space area. If anaftershock occurs along the way, they shouldplace them over their heads for protection fromfalling debris.

4. Give the instruction "Evacuate!" and proceedthrough the building evacuation route. Takeakmg your classroom emergency kit (See Part3, Activity Two).

5. When the class is assembled outside, take roll.Use the Drill and Evacuation Checklist onMaster M to evaluate the procedure. If errorswere made, plan with students to correct them,and repeat the drill ifnecessary. Remember toemphasize the students' successes, not theirshortcomings.

4 2

6. If weather permits, continue this activity outdoors; if not,return to the classroom, but ask students to pretend they'restill outside. Set the stage:

We have just experienced a strong earthquake. Everyone of you knew what to do to protect yourself. Someofus received a few bruises, but no one was seriously hurt.We managed to evacuate the school building. We movedslowly because it was difficult to walk through thedebris in the halls [and stairwells]. Now we're safelyoutside and wondering what will happen next.

7. Lead a discussion with students which includes the followingquestions and considerations:

Our class is all together in the schoolyard. How do wefeel? (It is normal to feel scared, worried, or physicallysick, and to feel like crying or laughing. It helps to talkabout how we feel.)

What could we do for ourselves and each other to help usfeel better? (Take a couple of deep breaths to helpourselves stay calm. Hold hands or hug to comfort eachother. Talk softly until we're asked to listen to instruc-tions.)

Because we experienced a strong earthquake, we knowthere must be a lot of damage within our community.We can hear sirens from police cars, fire trucks, and am-bulances. We can also hear horns honking, and imaginetraffic jammed up all over town.

It may take a long time for parents to gct to school. Howwould you feed if you had to stay at school for manyhours, or even for two or three days? (Children inemergency situations worry about being separated fromparents. They're concerned about their parents' safetyand that of their friends and pets. Allow students todiscuss these concerns.)

4 3

Teacher Take Note:Since we never know untilthe shaking has stoppedwhich quakes are foreshocksor aftershocks and which isthe main event, it is essen-tial to begin Drop and Coverat the first sign of a quake.

35

Teacher Take Note:There is no guarantee that emer-gency medical or fire personnelwill be availabk to your schoolimmediately after an earthquake.Local emergency teams will beseverely overtaxed. It may be 24to 48 hours before assistancearrives. Anticipating a delay inbeing reunited with their fami-lies and discussiv ways of cop-ing will help students deal withtheir Pelings of separation andisolation.

- What are some things we can do to help care foreach other and keep busy? (Older studentsmight want to help take care of younger onesfrom other classes. Perhaps they can think ofappropriate activities.)

- When you get home, what are some jobs you cando to help clean up and get things back tonormal? (Discuss some of the dangers and howto work safely. Specific guicklines will be up toparents.)

- How can we prepare for aftershocks? (Stress theDrop and Cover procedure once again, and re-view the hazard checks from Part 2.)

8. Have students write story or draw a picture sequenceabout "What I Did After the Earthquake."

Extensions

1. Distribute copies of Master N, Home Earthquake Safety checklist. Encourage studentsto go over the list with their parents.

2. With older children, you may want to spend extra time discussing specific things theycould do to assist in cleanup and repair work afteran earthquake. However, be sure youalso emphasize the limits to what young people can safely unckrtake, and the precau-tions they must observe, such as wearing shoes and sturdy gloves when sweeping upbroken glass.

36 4 4

References

Earthquake Safety Checklist (FEMA 48). Washington, D.C.: FederalEmergency Management Agency.

Earthquakes - A Teacher's Package for K-6 (FEMA 159). Washington,D.C.: Federal Emergency Management Agency

Family Earthquake Safety - Home Hazard Hunt and Drill (FEMA 113).Washington, D.C.: Federal Emergency Management Agency.

HELP: Hands-on Earthquake Learning Package. (1983). Palo Alto:California. Environmental Volunteers.

Herndon, Sylvia. Second Grade Earthquake Safety. Conway, ArkansasDisaster Planning Section

MacCabe, Marilyn. (1985). Guidebook for Developing a SchoolEarthquake Safety Program. Washington, D.C.: Federal EmergencyManagement Agency.

Schnell, M. and D. Herd. National Earthquake Hazards ReductionProgram: Overview, Geological Survey Circular 918. Reston, Virginia:U. S. Geological Survey.

For an up-to-date list of resources and sources of informationfor school earthquake safety programs, write to the

Federal Emergency Management Agency:

FEMA Earthquake Education Program500 C Street, S.W. (Rm. 625)

Washington, D.C. 20472

Ask for: SCHOOL EQ SAFETY INFO

4537

4 Mater

Earthquake Simulation Script

Imagine that you hear a low, rumbling, roaring sound. The noise builds, getfing louder andlouder, for a few seconds. Then, Wham! There's a terrific jolt. You feel like someone suddenlyslammed on the brakes in the car, or like a truck just rammed into the side of the building.

The floor seems to be moving beneath you. It's hard to stand up, or even stay in your seat. Ifyou do stand up, you might feel like you're riding a raft down a fast river. When you walk, it's liketrying to walk on a trampoline or a waterbed. You hear someone say, "Earthquake! Drop andCover!"

I want all of you at your desks to take cover as quickly and quietly as you can, right now. Pleaselisten very carefully.

The shaking and commotion may last about 60 seconds or a little longer. We'll have our timercount off the secords for as long as this earthquake lasts. (The timer may begin counting softlynow.]

The building is creaking and rattling. Books are falling from the bookcase. Hanging lamps andplants are swaying. Suddenly a pot falls to the floor and smashes, and the plant spills. Awindowpane just shattered, and glass is falling to the floor. The table is sliding, too.

Be sure to stay in the drop and cover position under your desk. If your desk is moving, grab thelegs and move with it.

You hear noises outside. Dogs are barking. Cats are meowing. A baby is crying. People areshouting and screaming. The shaking is making church bells ring. You hear crashing sounds, frombrick chimneys and other loose parts of the building falling to the ground. Trees outside areswaying and scraping against the walls.

Inside the room, pictures are moving on their nails. Oh! That one just fell off the wall andcrashed to the floor. The desk drawers are sliding open. The lights begin to flicker on and off... theyjust went out! Now the door swings back and forth on its hinges. Bang! It slams shut. There'ssilence now. Just as suddenly as the noise and shaking began, the room grows quiet. [The timercan stop counting now.]

Please, everyone, get back in your seats. It is important to remain very quiet and wait forinstructions. When it is safe to leave the building, I am going to lead you outside to an open space.Stay together, and be ready to take cover again at any moment, because the shaking may startagain. Sometimes other quakes, called aftershocks, occur after the damaging earthquake hasstoppe d.

HELP: Hands-on Earthquake Learning Package, California Edition (1983). EnvironmentalVolunteers, Inc.

48

Master cDrop and Cover

-..

q

1. Turn away from windows. o

2. Crouch under a desk or table.

3. Put both hands on the back of your neckand tuck your head down.

4. If the desk or table moves, hold the legsand move with it.

4 9

Master

Shimmy Shimmy Shake!(To the tune of Oki McDonald's Farm, lyrics adapted from Sylvia Herndon)

Verse 1Rumble, rockin', shakin' groundShimmy - shimmy - shake!Whoops! it's hard not to fall down ...Shimmy - shimmy - shake!

With a rattle rattle hereAnd a rumble tumble there

Here a rattle - there a rumble ...Everywhere a rumble tumble.Rumble, rockin', shakin' ground ...Shimmy - shimmy - shake!

Verse 2Someone says It's an earthquake!Shimmy - shimmy - shake!Best to hurry, don't you wait ...Shimmy - shimmy - shake!

With a rattle rattle hereAnd a rumble tumble there

Here a rattle - there a rumbleEverywhere a rumble tumble.Rumble, rockin', shakin' ground ...Shimmy - shimmy - shake!

Verse 3Get under something near and safeShimmy - shimmy - shake!You must be fast, now don't you wait ...Shimmy - shimmy - shake!

With a rattle rattle hereAnd a rumble tumble there

Here a rattle - there a rumble ...Everywhere a rumble tumble.Rumble, rockin', shakin' ground ...Shimmy - shimmy - shake!

Verse 4Hold on tight and 'fore you knowShimmy - shimmy - shake!Rockin's over, you can go ...No more shimmy - shake!

No rattle rattle hereNo rumble tumble there

Here no rattle - there no rumble ...Gone is all the rumble tumble.Rumble, rockin', shakin' ground ...No more shimmy - shake!

GGGD E E D BB AA

Developed by Disaster Mitigation Planning Section, Office of Emergency Services. P.O. Box 758,Conway, AR 72032-0758

50

Master ECoalinga Schools Report

At 4:42 p.m. on Monday, May 2, 1983, an earthquake registering 6.5 on the Richter scalestruck the Coalinga area. Seconds later there was an aftershock of 5.0 Richter magnitude.

Coalinga has three elementary schools, one junior high, and one high school, servingapproximately 1,900 students. The school buildings were constructed between 1939 and 1955.They contain 75 classrooms, plus gymnasiums, auditoriums, libraries, and multipurposerooms.

Superintendent Terrell believes that death and serious injury would have occurred ifschool had been in session. The following is an account of the nonstructural damage to theseschools:

Windows - Large windows received and caused the most damage. The 31-year-old juniorhigh library had glass windows appro:dmately 8 ft x 10 ft on the north and south walls. Theglass was not tempered. All the windows imploded and littered the room with dagger-shapedpieces of glass. Floor tiles and wooden furniture were gouged by flying splinters.

Lighting Fixtures - Approximately 1,000 fluorescent bulbs fell from their fixtures andbroke. All of the fixtures in the elementary schools came down, and many in other buildings.None of the hanging fi.xtures had safety chains. Glass in the older recessed fixtures wasshaken out and broken.

Ceilings - Improperly installed T-bar ceilings came down. Glued ceiling tiles also fell,especially around vent ducting and cutouts for light fixtures.

Basements and Electrical Supply - Water pipes which came into the buildings throughconcrete walls were severed by the movement of the walls. Basements were flooded to fivefeet.

Since all the electrical supply and switching mechanisms for these buildings were in thebasements, all of them were destroyed by water.

Chemical Spills - In the second-floor high school chemistry lab, bottles of sulfuric acidand other chemicals stored in open cabinets overturned and broke. Acid burned through to thefirst floor. Cupboard doors sprang open and glass cabinet doors broke, allowing chemicals tospill. Because there was no electric ventilation, toxic fumes permeated the building.

Furnishings and Miscellaneous Items - File cabinets flew across rooms; freestandingbookcases, cupboards, cabinets, and shelves fell over. Machine shop lathes and presses fellover. Typewriters flew through the air. Metal anipial cages and supplies stored on top ofseven-foot cabinets crashed to the floor. Movie screens and maps became projectiles. Storagecabinets in the high school had been fastened to the wall with molly bolts, but they were notattached to studs. They pulled out of the wall and fell to the floor with their contents.

(based on a report prepared by E. Robert Bulman for Charles S. Terra Jr., Superintendent of Schools for SanBernardino County, California)

51

Master

Earthquake FeelingsName

Some of the letters below contain stars. Color theletters with the stars to see some ways people might feelafter an earthquake.

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Classroom Hazard Hunt

Are free-standing cabinets, bookcases, and wall shelvessecured to a structural support?

Are heavy objects removed from shelves above theheads of seated students?

Are aquariums and other potentially hazardous displayslocated away from seating areas?

Is the TV monitor securely fastened to a stable platformor securely attached to a rolling cart with lockablewheels?

Is the classroom piano secured against rolling duringan earthquake?

rire wall mountings secured to prevent them fromswinging free or breaking windows during anearthquake?

Are hanging plants all in lightweight, unbreakablepots and fastened to closed hooks?

55

Master a

Home Hazard Hunt

Li 1. china cabinet

Name

Li 5. hanging plant

CI2. tall knick-knack shelves Li 6. mirror on wall

IlIns 11,

14;11,

CJ3. bookshelves

4. tall, heavy table lamp

heavy objects on wallshelves

Li 8. window air conditioner

5 6

Master lbName

CI 9. hanging lamp orchandelier

L.1110. unsecured TV or cart withwheels

Li 11. bed by big window

1:1 13. heavy picture above bed

LI 14. hanging light above bed

Li15. cabinet doors notfastened

CI12. heavy o jects on shelves Li 16. medicine cabinet doorsnot fastenedabove bed

57

Master IcName

LI 17. fireplace bricks

0PM

CI18. unattached water heater

CI 19. chimney

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0 20. gas stove with rigid feedline

\L.1 21. heavy wall clock

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Li 22. house not bolt,24 tofoundation

Master JQuake-Safe Home Checklist

Name1. Place beds so that they are not next to large windows2. Place beds so that they are not right below hanging lights.3. Place beds so that they are not right below heavy mirrors.

Place beds so that they are not right below framed pictures.5. Place beds so that they are not right below shelves with lots of things that can fall.0 6. Replace heavy lamps on bed tables with light, nonbreakable lamps.0 7. Change hanging plants from heavy pots into lighter pots.8. Use closed hoods on hanging plants, lamps, etc.0 9. Make sure hooks (hanging plants, lamps, etc.) are attached to studs.

D 10. Remove all heavy objects from high shelves.Remove all breakable things from high shelves.

D 12. Replace latches such, as magnetic touch latches on cabiaets, with latches that will holdduring an earthquake.

13. Take glass bottles out ofmedicine cabinets and put on lower shelves. (PARENTS NOTE:If there are small children around, make sure you we childproof latches when you movethings to lower shelver...)

14. Remove glass containers that are around the bathtub.15. Move materials that can easily catch fire so they are not close to heat sources.

El 16. Attach water heater to the studs of the nearest wall.0 17. Move heavy objects away from exit routes in your house.18. Block wheeled objects so they can not roll.19. Attach tall heavy furniture such as bookshelves to studs in walls.

D 20. Use flexible connectors where gas lines meet appliances such as stoves, water heaters,and dryers.

21. Attach heavy appliances such as refrigerators to studs in walls.22. Nail plywood to ceiling joists to protect people from chimney bricks that could fall

through the ceiling.O 23. Make sure heavy mirrors are well fastened to walls.

24. Make sure heavy pictures are well fastened to walls.25. Make sure air conditioners are well braced.

D 26. Make sure all roof tiles are secure.27. Brace outside chimney.

0 28. Bolt house to the foundation.D 29. Remove dead or diseased tree limbs that could fall on the house.

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Safety Rules for Shoppers

If an earthquake occurs while you are shopping:1. Do not rush for exits or doors. Injuries occur when people panic and try to leave

all at the same time.

2. Move away from windows.

3. Do not use elevators. The electricity may shut off suddenly.

4. Move away from shelves that may topple or could spill their contents whenthey fall.

5. Try to move against an inside wall.

6. Drop and cover:Get under a table, counter, or bench.Turn away from the windows.Put both hands on the back of your neck.Tuck your head down.If your shelter moves, hold onto the legs and travel with it.

7. After the shaking has stopped, calmly walk out of the building to a safe areaoutside, away from buildings.

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Master Aff

Drill and Evacuation Checklist

1. Did everyone know what to do when told to Drop and Cover?

2. Did everyone follow the procedure correctly?

3. In the classroom, the library, or the cafeteria, was there enoughspace for all the students under desks, tables, or counters?

4. In the gym or in the hallways, were students able to takeshelter away from windows, light fixtures, trophy cases, andother hazards?

5. Do students know how to protect themselves if they are on theplayground during an earthquake? If they are in a school busor a car?

6. Did everyone remain quietly in their safe positions for at least60 seconds?

7. Did students with special needs participate in the drill andevacuation?

8. Did we remember to take our emergency kit and class rosterwhen we evacuated the classroom?

9. Did everyone go to the safe outdoor area in an orderly way?

10. If we had to change our evacuation route to get to the safe area,did we make wise decisions?

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Master NHome Earthquake Safety1. As a family, determine the safest spots in each room of your home: under heavy pieces of

furniture such as tables or desks, in doorways (but be careful of doors slamming shut), and ininside corners.

2. Determine the danger spots in each room. These include any place near:windows bookcaseslarge mirrors china cabinetshanging objects stovesfireplaces

If you're cooking, remember to turn off the stove before taking cover.

3. Discuss, then practice what to do if an earthquake happens while you're at home. (Childrenwho have practiced safe procedures are more likely to stay calm during an actual earthquake.)

Drop and cover:Crouch in a safe place (See 1. above).Tuck your head and close your eyes.Stay covered until the shaking has stopped.

4. Determine an emergency evacuation plan for each room of your home.Keep a flashlight with fresh batteries beside each bed, and shoes to protect feet fromglass and other sharp objects.

5. Agree on a safe gathering place outside the house where all family members will meet afteran earthquake

6. Discuss as a family what needs to be done after an earthquake ends.Reminders:

Stay calm.Be prepared for aftershocks. These may be strong. Take cover if shaking begins again.

Parents Only:Check for injuries. Apply first aid as needed.Check for fires.Shut off electricity at main power if you suspect damage. Don't turn switches on or off.Shut offgas valves if there is any chance of a gas leak. Detect gas by smell, never by usingmatches or candles.Shut off water inside and out if breakage has occurred.

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