The Pillowcase Project Learn. Practice. Share.

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Abigail Ramsey
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1 The Pillowcase Project Learn. Practice. Share. local hazard resource Earthquake Preparedness Learning Objectives Students will be able to explain what causes earthquakes. Students will be able to describe what happens during an earthquake and the risks involved. Students will learn the best ways to stay safe during an earthquake. Key Facts for Presenters Earthquakes happen when gigantic slabs of the Earth s surface, called tectonic plates, rub and push against each other. A big earthquake causes the ground to rumble and shake for miles around. How long it lasts (the duration) depends on the magnitude. An earthquake usually lasts only a few seconds to a few minutes. The biggest earthquakes last the longest. The Northridge, California, earthquake in 1994 lasted only 7 seconds. The big earthquakes expected someday in California may last for 2-3 minutes. Some earthquake terms you may wish to use in your presentation: Aftershock: A smaller earthquake that follows the largest shock of an earthquake sequence. Aftershocks are smaller than the mainshock and can continue over a period of weeks, months, or years. In general, the larger the mainshock, the larger and more numerous the aftershocks, and the longer they will continue. Crust: The outermost layer of the Earth. The average thickness of the crust under the continents is 20 miles, but it can range from 3-5 miles to 60 miles in thickness. Earthquake: Sudden, rapid shaking of the Earth s crust caused by moving tectonic plates. Fault: Earthquakes always occur on faults, which are places where the rock that makes up the Earth s surface is broken, and the rocks on one side have moved in some direction relative to those on the other side. Faults are planes, not lines. Mantle: The melted layer of the Earth just below the crust. Tectonic plates: Huge sections of the Earth s surface that float on the mantle. An earthquake shakes everything in a building. Windows break. Pictures drop from the wall. Lighting fixtures drop from the ceiling. Books shake off their shelves, and the whole bookcase might even tip over. Walls can crack, and sometimes the whole structure shakes so much that it falls off its foundation. Moving around in a building increases your risk of injury during an earthquake you can t walk or run to safety. You are also at higher risk if you are standing, as compared to being on or near the floor. During an earthquake, you should Drop, Cover, and Hold On to protect yourself from things that could be falling or breaking around you. This means, Drop to the floor and crawl under a table, desk, or other sturdy piece of furniture that will Cover you, then Hold On to your cover so that it does not move away from you even during very violent shaking. Be prepared to Drop, Cover, and Hold On again if there is an aftershock. Presenters should be prepared to demonstrate the correct way to Drop, Cover, and Hold On. Check out www. earthquakecountry.info for more information, and see the video at 1

2 Key Facts for Presenters (continued) The main effect of earthquakes on buildings is to make fittings, furnishings, or pieces of the building fall. By putting a table or desk between you and those falling objects, you greatly increase your safety. People under tables have been safe even when the building completely collapsed. Pick a safe place where you will be shielded from the effects of an earthquake in each room of your home, workplace, and/or school. Look for a place under a sturdy piece of furniture. If one is not available, a safe place could be against an interior wall away from windows, bookcases, or tall furniture that could fall on you. Practice Drop, Cover, and Hold On in each of your safe places. In rooms where there is no sturdy piece of furniture to cover you, sit on the floor next to an interior wall and cover your head and neck with your arms. Running out of a building during an earthquake is not safe, because the parts of a building that are most likely to fall are on the outside (e.g., facades, balconies, and cornices). By running outside, you pass these parts of the building and put yourself in danger. A doorway is not a safe place to be during an earthquake. Doorways are not stronger than other parts of a building, and the door itself can swing or fall and harm you. Those who live where earthquakes are likely to occur should keep a flashlight and sturdy shoes by each person s bed in case an earthquake strikes in the middle of the night. Those who live in areas where earthquakes are likely can also take precautions to make their home earthquake ready. For example: Pictures and mirrors screwed to the wall and positioned away from beds, couches, or anywhere that people sleep; bookcases and shelves attached/bolted to the wall; television screens strapped to the wall; roller-blocks to keep appliances from rolling around; no ceiling fans or hanging lamps unless they are braced. 2

3 Presenter Notes Tectonic plates usually move about as fast as fingernails grow. You might show students what it looks like when a person tries to walk during an earthquake. script ÎDoes Î anyone know what causes earthquakes? Explain the cause of earthquakes, using your hands to illustrate: ÎScientists Î have learned that the surface of the Earth is made up of gigantic pieces of rock that fit together like the pieces of a puzzle. They call these pieces tectonic plates. ÎThe Î tectonic plates move around and rub against each other all the time, but usually it happens so slowly that we don t really feel anything. ÎBut Î there are some places, like here in [name your region], where the tectonic plates get stuck and push against each other really hard until they finally break loose. Demonstrate with the palms of your hands. Place one palm on top of the other at a slight angle and push until your palms slip past one another with a sudden jerk. Tell students: ÎWhen Î that happens, the people living nearby feel an earthquake. ÎÎCan you guys guess how long an earthquake usually lasts? Prompt students to guess, telling them more or less until they get to (or close to) one minute. Tell students: ÎÎThat s right! Earthquakes usually last only about one minute, but sometimes they last only a few seconds, and some can last two minutes or more. ÎÎAnd after an earthquake, there is usually what scientists call an aftershock. An aftershock is an earthquake too. It can come right after the main earthquake, or it might happen days, weeks, or even months after the main earthquake. So when there s an earthquake, we always have to expect there will be an aftershock. ÎÎWhat happens during an earthquake? How do you know an earthquake is happening? Explain what happens during an earthquake and how to stay safe: ÎÎDuring an earthquake, everything starts shaking, and you might hear a rumbling sound. ÎÎThings start falling over and falling down bookcases, television screens, even people. You can t walk or run to safety in an earthquake. ÎÎThe best way to protect yourself from all the falling stuff is to Drop, Cover, and Hold On. Demonstrate as you explain: ÎÎDROP down to the floor wherever you are. ÎÎCrawl under the nearest COVER you can see a table or a chair or a desk any sturdy piece of furniture that will protect you from the stuff falling and breaking around you. ÎÎThen HOLD ON to your cover because, remember, everything shakes in an earthquake, and your cover might start moving away from you. But if you hold on, you ll stay under your cover no matter where it goes. Note: Your state may have specific videos for this demonstration. If not, see the description at and the video at 3

4 Presenter Notes script ÎÎOK, when an earthquake happens, you Drop, Cover, and Hold On. So what do you do during an aftershock? Prompt students to respond Drop, Cover, and Hold On. Tell students: ÎÎThat s right! An aftershock is an earthquake too, so you Drop, Cover, and Hold On. Demonstrate this protective action. Those teaching outside the US should check with officials on the locally approved protective actions, especially in the territories. Tell students: ÎÎWhen you get home today, start looking in every room for a place where you can be protected from falling stuff in case an earthquake happens. That way, you ll be ready to Drop, Cover, and Hold On wherever you are. ÎÎAnd if there is a room where there isn t anything you can crawl under for protection, find a spot next to an inside wall, away from windows and bookcases or other things that could break or fall on you. If an earthquake happens while you are in that room, sit on the floor next to the inside wall and cover your head and neck with your arms, like this. ÎÎRemember, never try to run during an earthquake. You re likely to fall down. And especially never try to run outside. The outside parts of a building are the parts most likely to fall off during an earthquake things like balconies and porch roofs. If you run outside, you ll be running right through that danger zone. Students may ask, What do I do if I am in bed? If you are in bed, hold on and stay there, protecting your head with a pillow. You are safer staying where you are than if you rolled to the floor.! ÎÎBut what if you re already outside, like on a soccer field where there s nothing to crawl under and no wall to sit beside what do you do then? Call on 1-2 students for a response. Explain that if you are outside during an earthquake, you still DROP to the ground and COVER by shielding your head with your arms. ÎÎAnd if you need to, crawl to a clear place away from trees and buildings or anything else that might fall on you. Lead students in the Drop, Cover, and Hold On Practice Activity below. ÎÎSo, are you ready to practice what we ve learned about being prepared for an earthquake? Lead students in one of the Sharing Activities below. ÎÎNow let s share what we ve learned. 4

5 Presenter Notes script If time permits, tell students about the free Red Cross Earthquake app that grownups can download to a smartphone. Wrap-up with a review: ÎÎHow long does an earthquake usually last? A: About one minute, but it can last as little as a few seconds and as much as a few minutes. ÎÎWhat do you do when you feel an earthquake happening? A: Drop, Cover, and Hold On. ÎÎAnd what do you do if an earthquake happens while you re outside? A: Drop and Cover your head with your arms, and crawl to where nothing can fall on you. Transition: Î Î So, now you re better prepared for an earthquake. But remember, you need to share what you ve learned to help everyone be prepared. So later today, show someone how to Drop, Cover, and Hold On. Even better, when you go home, share what you ve learned and practice how to Drop, Cover, and Hold On together! 5

6 Earthquake Practice Activities Drop, Cover, and Hold On (Required)! Tell students that you are going to create a pretend earthquake to help them practice for the real thing. Start shaking slightly and say, I think I hear a rumbling! Earthquake! Have the students Drop, Cover, and Hold On while you and your team add appropriate sound effects (e.g., Wham! The whole bookcase tipped over. Smash! Now the windows are breaking. Bang! I think that was a tree falling outside. ) You can also flicker and turn off the lights to simulate the loss of power. After about 30 seconds, call out, OK, the shaking has stopped, but stay under cover a little longer just to be sure. Then say, OK, it s safe to come out now. Is everyone all right? Check yourself and your neighbors. Everyone OK? Have students take their seats and cheer them for their good work. Hazard Hunt Remind students that the biggest risk in an earthquake is that something will fall on you a piece of furniture or a piece of the ceiling or even a can of tuna falling out of a cupboard. Have students move around the room and call out Hazard! when they find something that could be hazardous during an earthquake. Have 3-4 students explain the hazards they have found. Then have students return to their seats and ask for ideas to eliminate or reduce each hazard. Wrap up by telling students to conduct a hazard hunt at home and talk to a grownup about making their home safer in case of an earthquake. 6

7 Earthquake Sharing Activities Coping Skills Activity Use the following story to set up your transition to the Coping Skills part of the presentation. Read the story aloud and ask for ideas on what Bob could teach Molly to help her handle her worries about what might happen during an earthquake. Use the answer list below and/or the Coping Skills poster to generate ideas. Then continue on to the Coping Skills part of the presentation by using the poster to define coping skills. (Note: If time permits, you can use the Sharing Activity worksheet at the end of this Resource to have students discuss this situation in small groups on their own and then share their ideas in a follow-up discussion.) Shook Up Bob and his family live in a town where people have to be prepared for earthquakes. Bob s family keeps their house earthquake ready, with bookcases and pictures all bolted to the wall so they won t fall down. And they have safety spots all picked out in every room. But this summer, Bob s cousin Molly is coming to stay for a few weeks, and Molly has only seen earthquakes on TV. She s worried about what might happen if an earthquake hits the town while she is visiting. She s already asked Bob what it s like to see a building break apart and fall over. Luckily, Bob learned a lot about earthquake preparedness from The Pillowcase Project. We even talked about feeling worried, he told Molly. Lots of people feel worried or scared when they think about what might happen in an emergency, even grownups. But there are ways to handle those feelings they re called coping skills and you can figure out good coping skills BEFORE an emergency happens! What could Bob teach Molly to help her cope with her thoughts and feelings about what might happen during an earthquake? Answer: Taking slow breaths to calm down when you feel worried or scared. Sticking with a buddy so you don t feel alone. Singing a favorite song or picturing a favorite story, so you don t think so much about feeling scared. Reminding yourself how sticking together helps everyone get through a tough situation. Reminding yourself of what you have done to get through tough situations in the past. Remembering that Bob s family is prepared for earthquakes and will show Molly how to Drop, Cover, and Hold On if one happens. Listening to grownups for other ways to help each other feel safe. Note: Some students may suggest giving thanks as a coping skill (e.g., Be thankful that you are OK), but this reaction can sometimes inhibit successful coping by masking the real impact of an emergency. Acknowledge this suggestion, but do not push students in this direction. 7

8 Earthquake Sharing Activities (continued) Problem-Solving Activity Divide students into small groups and distribute the Sharing Activity worksheet. Read the activity aloud and have students brainstorm ideas in their groups. Call on each group to share its ideas, then lead a whole group discussion based on the answer provided below. My Safety Spot Imagine that you are in your bedroom when an earthquake happens. What would be the safest place to Drop, Cover, and Hold On? Picture your bedroom, and picture that safety spot. Then go around your group, and tell each other about the safety spot in your bedroom. Help each other figure out the safest place to take cover in case of an earthquake. Answer: Good answers can be: under a desk, a desk chair, a bed, or simply covering my head with my arms and staying away from tall bookshelves if they can t get under their furniture. Remind students that if an earthquake happens when they are in a different room, they should not try to run to the safety spot in their bedroom. Instead, Drop, Cover, and Hold On right where they are. 8

9 The Pillowcase Project Learn. Practice. Share. Reproducible worksheet Earthquake Preparedness Sharing Activities Read the activity assigned to your group. Talk with each other about how you could answer the question, and take notes in the space provided. Be ready to share your ideas with the class. Then join in the discussion to decide on the best way to answer the question. Shook Up Bob and his family live in a town where people have to be prepared for earthquakes. Bob s family keeps their house earthquake ready, with bookcases and pictures all bolted to the wall so they won t fall down. And they have safety spots all picked out in every room. But this summer, Bob s cousin Molly is coming to stay for a few weeks, and Molly has only seen earthquakes on TV. She s worried about what might happen if an earthquake hits the town while she is visiting. She s already asked Bob what it s like to see a building break apart and fall over. Luckily, Bob learned a lot about earthquake preparedness from The Pillowcase Project. We even talked about feeling worried, he told Molly. Lots of people feel worried or scared when they think about what might happen in an emergency, even grownups. But there are ways to handle those feelings they re called coping skills and you can figure out good coping skills BEFORE an emergency happens! What could Bob teach Molly to help her cope with her thoughts and feelings about what might happen during an earthquake? My Safety Spot Imagine that you are in your bedroom when an earthquake happens. What would be the safest place to Drop, Cover, and Hold On? Picture your bedroom, and picture that safety spot. Then go around your group, and tell each other about the safety spot in your bedroom. Help each other figure out the safest place to take cover in case of an earthquake.

The Pillowcase Project Learn. Practice. Share.

The Pillowcase Project Learn. Practice. Share. LOCAL HAZARD RESOURCE Flood Preparedness Learning Objectives Students will be able to explain what causes flooding and what happens during a flood. Students