I N T R O D U C T I O N
5
WhatShouldPeopleDoBefore,
During,andAfteranEarthquake?
Following the pattern established in earlier units, this
set of lessons returns students from model structures to
the actual structures in their own community. Some of
the activities will require outside help. The relation-
ships with experts in the community that you and your
students established in Unit 1 and have developed in
subsequent units will stand you in good stead.
In Lesson 1, students explore the tantalizing possibili-
ties of earthquake prediction. The first activity is
based on an actual series of events stemming from one
rather ambivalent recent prediction of an earthquake
on the New Madrid Fault, the site of the most widely
felt earthquake in U.S. history in 1811-1812. Students
read accounts of the prediction and its aftermath,
discuss the reactions of different groups, and learn
how to evaluate such a prediction. In the second
activity they consider levels of probability and
categorize various scientific and nonscientific
approaches to predicting earthquakes. When they have
finished these activities, they will realize they cannot
place their faith in any warning system currently
available. Their best bet, wherever they live, is to be
prepared for earthquakes and other natural disasters.
Lesson 2 begins where the students are, in school and
at home. The first activity is an earthquake and
evacuation drill, followed by a classroom hazard
assessment. The earthquake and evacuation drill is
absolutely basic for your students’ safety;
do
not
omit
this lesson.
Even if your students do not live in an
earthquake-prone area now, they may someday.
Students develop a checklist for home hazard assess-
ment in the second activity of Lesson 2. In Lesson 3,
they learn the elements in the construction of a typical
wood frame house by visiting a house to inspect its
foundation and other structural elements. They
complete a checklist and take home detailed instruc-
tions for reinforcement projects they can do with the
assistance of a parent or other adult.
Moving out into the community, in Lesson 4 students
evaluate the potential earthquake damage to various
structures in their community. They will conduct a
sidewalk survey to estimate vulnerability of buildings
to earthquake damage. Engineers and other experts
you contacted earlier will provide valuable assistance
in this project. They can not only help students to
generate data, but also advise them on how to interpret
it.
Lesson 5 builds directly on work students did in Unit 1
to assess their own community’s vulnerability. In this
activity they will see the relationships of various
secondary disasters to the earthquake that initiates
them and describe how local emergency services
would work together to alleviate their effects. The
community map begun in Unit 1 and elaborated in
Unit 2 will be further developed in this activity.
A G U
/
F E M A
272
S
E I S M I C
S
L E U T H S
