Earthquake Awareness Month Instructional Week-long Unit for Students and Teachers

1. Earthquake Awareness MonthInstructional Week-long Unitfor Students and Teachers Provided by: Kentucky Division of Emergency Management February 2010

2. 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

3. 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

4. EARTHQUAKE AWARENESS MONTH Kentucky Division of Emergency Management Poster Contest 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 steve.oglesby@us.army.mil and buddy.rogers1@us.army.mil by email. 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 iii

5. Instructional Week-Long Unit at a Glance • 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. 27-30 *Activity 2 Teacher’s Guide-pgs. 31-34 • Earthquake Myth Take-home Activity (copy for each student) *Activity 3- pg. 35 • Pencil for each student/1 for teacher demonstration (hands on activity) Lesson 1- Earthquake Science Lesson 2- Shake, Rattle, & Roll Lesson 3- Watch out for Hazards! • Materials/Resources Required • Shake, Rattle, & Roll PowerPoint Presentation (place on transparencies or show using projector) *Instructional • Resource 2-pgs. 39-54 • Shake, Rattle, & Roll Notes and Sketches (copy for each student) *Activity 1-pgs. 55-58 *Activity 1 Teacher’s Guide-pgs. 59-62 • Earthquake Concentration Game School Activity (see special copy instructions in procedure 3 pg. 37) *Activity 2-pgs. 63-66 *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. 73-85 • Earthquake Notes and Sketches (copy for each student) *Activity 1-pgs. 86-89 *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

6. 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. 101-122 • Are you Prepared? Notes and Sketches (copy for each student) *Activity 1-pgs. 123-127 *Activity 1 Teacher’s Guide pgs. 128-132 • 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. 136-138 • Disaster Supply Kit Crossword Puzzle (copy for each student) *Activity 5-pgs. 139-140 *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

7. 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

8. 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 94 Correct the Hazards Activity 95 Correct the Hazards (Teacher Guide) 96 Home Hazard Search Take-home Activity 97 Lesson 4 Are you Prepared? 98 Are you Prepared? PowerPoint Presentation 101 Are you Prepared? Notes & Sketches 123 Are you Prepared? Notes & Sketches (Teacher’s Guide) 128 Disaster Supply Kit Checklist for School 133 Disaster Supply Kit Checklist for Home Take-home Activity 134 Disaster Supply Kit Checklist for Vehicle Take-home Activity 135 Family Communication Plan 136 Disaster Supply Kit Crossword Puzzle 139 Disaster Supply Kit Crossword Puzzle (Teacher Guide) 141 Lesson 5 Earthquake Prepare & Share 142 Earthquake Prepare & Share Cumulative Activity Guidelines 144 Earthquake Prepare & Share Cumulative Activity Scoring Guide 145 Certificate of Unit Completion 146 Teacher Survey 147 vii

9. Lesson 1Earthquake Science Vocabulary earthquakes fault zones foreshock mainshock aftershock seismograph Richter scale hypocenter epicenter Plates Force New Madrid 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. 1

10. 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) Procedures • 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

11. Additional Activities • Allow students time to browse one of the following kid-friendly earthquake websites: *http://kyem.ky.gov/ (links to earthquake coloring book, Drop (Duck), Cover, and Hold printable poster, and earthquake resources page) *http://earthquake.usgs.gov/eqcenter/dyfi.php (Did you feel it? Program allowing students to report earthquakes and view its activity) * http://www.fema.gov/kids/quake.htm (earthquake information, games, activities) * http://www.weatherwizkids.com (click on earthquakes for earthquake information and animations) * http://earthquake.usgs.gov/learn/kids/ (earthquake information, games, activities) * http://earthquake.usgs.gov/learn/listen/allsounds.php (recorded earthquakes to listen to) * http://quake.ualr.edu/schools/elem.htm (follow link to take a tour of the Kentucky River Fault Zone among others) * http://www.pbs.org/wnet/savageearth/earthquakes/ (earthquake information with animation/videos) * http://www.thetech.org/exhibits_events/online/quakes/ (earthquake information with animation/videos) • Earthquake Experiments: * http://home.howstuffworks.com/easy-science-experiments-for-kids3.htm (simple earthquake clay fault model) * http://www.exploratorium.edu/faultline/activezone/activities.html (food (cookie) plate demonstration, highway seismograph (at-home activity-done while riding in car), seismic slinky (demonstrates earthquake force below the surface), liquefaction (earth acting like a liquid using a brick, baking pan, sand, water) * http://www.sciencespot.net/Pages/classearth.html (showing students plates tectonics using a snickers candy bar) 3

12. 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. 4

13. Lesson 1-Earthquake Science Activity 1 Earthquake Anticipation Guide (Teacher Guide) 5

14. Lesson 1-Instructional Resource 1 What is an earthquake? Earthquake Science Where are earthquakeslocated? Whatcauses anearthquake? The facts you need to know about earthquakes 6

15. 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

16. 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

17. 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 mainshockoccurs. 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 Aftershocks Foreshocks 9

18. 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 seismograph graphic and chart credit: http://at.blog.wetter.com/?tag=erdbeben & www.weatherwizkids.com 10

19. 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

20. 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

21. 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

22. 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

23. 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/74211 995,stm 15

24. 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

25. Where are earthquakes located? graphic credit: earthquake.biz 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. 17

26. 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

27. 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

28. 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, 1980. 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

29. 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

30. In the years of 1811-1812, 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

31. 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

32. Scientists predict earthquakes at a 7.5 or higher usually occur along the New Madrid every 200-500 years. An earthquake this size is likely to shock half of the United States and cause damage in over 8 states. 24

33. 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

34. 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

35. 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

36. *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. 28

37. *hypocenter: ________________________________________________________________________________________________ *epicenter: __________________________________________________________________________________________________ Can you correctly label the hypocenter and epicenter of an earthquake using the diagram given? 1= _____________________ 2=___________________ 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

38. 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

39. 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

40. *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. 32

41. *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 2= 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

42. 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

43. Lesson 1-Earthquake Science Activity 3 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. 35

44. Lesson 2Shake, 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

45. 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 Procedures • 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. Suggested Time Allotment 60 minutes Prior Knowledge-Activity 1: 40 minutes Activity 2: 15 minutes Activity 3: 5 minutes 37

46. Additional Activities • Allow students time to explore, print, or read one of the earthquake resources listed below: *http://web.archive.org/web/20040406170032/http://www.esc20.net/etprojects/formats/webquests/fall 99/earthquake/default.html (elementary webquest) *www.oes.ca.gov/CEPM2003.nsf/htmlmedia/dch.../dch_drill.pdf (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.) * http://www.fema.gov/kids/images/rumble.htm (online storybook written and illustrated by a kid) * http://pbskids.org/dragonflytv/show/earthquakes.html (earthquake video narrated by kids living in CA) * http://www.wired.com/wiredscience/2008/06/top-5-ways-that/ (Man-made earthquake trivia) 38

47. Lesson 2-Instructional Resource 2 What really happens during an earthquake? Shake, Rattle, & Roll 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

48. 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

49. 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

50. 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