A G U
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F E M A
13
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E I S M I C
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L E U T H S
TEACHING CLUES AND CUES
In assembling the survi-
val pack, group can
openers and other uten-
sils in one container so
they’ll be easy to find.
Suggest that families
assemble a smaller ver-
sion of the pack to keep
in the trunk of the car.
C. Conclusion
Distribute student copies of Master 1.2a, Three-Day Survival Pack.
Explain its purpose. The Federal Emergency Management Agency
(FEMA) and law enforcement authorities recommend that every family
assemble a pack like this and keep it handy in their home for
emergencies, checking it periodically to keep it up to date. (Batteries
may need replacing, family needs may have changed.) Compare this list
with the lists students have developed. If your school is in a high-risk
zone, you may want to prepare a variation of the survival pack to keep in
your classroom.
Ask students to take the sheet home and encourage the members of their
household to cooperate in filling a clean trash can or other suitable
container with these supplies. Make sure that everyone knows its
location.
Tell students that in the following lessons they will learn more about one
type of natural hazard, earthquakes. They will also research their own
community’s potential to survive destructive natural events, especially
earthquakes.
AD A P T A T I ON S A ND E X T E N S I ON S
1. In section A., Introduction, instead of a class discussion, you might
ask individuals or small groups to develop lists of essentials they would
need to survive 72 hours without access to power, running water, roads,
stores, and so on. Then challenge each student or group to justify the
items on their list, and develop a class list from the items that most
students agree are essential. Compare this list with Master 1.2a when it is
distributed.
2. Make a list of the daily activities that involve electricity, water, natural
gas, telephone, and transportation. Then enlist the cooperation of parents
in an at-home recovery simulation. For a period of 24 hours
(representing 72 hours), ask students to do without things that would not
be available after an earthquake—telephone or other communication,
nonessential transportation, electricity, gas, and running water.
Alternatively, consider involving the administration and the other
teachers in an in-school simulation. With preplanning, heat or cooling
could be turned down, lessons in every subject could be earthquake-
related, and lunch could feature emergency rations.
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