TEACHING CLUES AND CUES
Most moderate-to-large
earthquakes are
followed, within the
ensuing hours, days,
A. Introduction
Tell students that instead of a fire drill, they are going to have an
earthquake drill. Impress them with the seriousness of this exercise;
like a fire drill, it could literally save their lives. Explain that when
they hear the signal
Drop, cover, and hold,
every student is to follow
this procedure:
Q
Get under the table or desk.
Q
Turn away from the windows.
Q
Cover the back of your neck with one hand.
Q
Tuck your head down.
Q
Hold onto a leg of the table or desk, and move with it if it moves.
Reinforce the list of actions by writing one word for each action on the
board and asking students to repeat the three words Drop, Cover, and
Hold. Remind them that earthquake shaking typically lasts less than a
minute, so they will not be uncomfortable for long.
B. Lesson Development
1. Have several students demonstrate the drop, cover, and hold drill
for the class, then have students practice it all together.
2. Ask for a volunteer to describe the beginning of the earthquake,
complete with sound effects, if the student chooses, and then to signal
drop, cover, and hold. (Students will be familiar with earthquake
sights and sounds by this time, so most of them should be prepared for
this task.) Instruct the volunteer to begin talking at your signal, and to
call out “Drop, cover, and hold” after just a moment or two of
description.
and months, by numerous smaller
earthquakes (aftershocks) in the
same vicinity.
3. When the student signals, take cover, begin counting, and count
slowly up to 60. (Remember, most earthquakes last less than a
minute.) Then tell students that the earthquake is over, but they must
be prepare for aftershocks. Ask them to evaluate their performance.
4. If either you or the students believe the class could have done
better, tell them an aftershock is beginning and repeat the procedure
with a different volunteer. Emphasize the need for a quick response.
5. When you are satisfied with the students’ response, tell them that
the shaking has stopped and it is time to evacuate the building. Follow
your normal fire drill route (or a safer route) to the outside of the
building and lead the class to the spot you have chosen.
6. When everyone is gathered outside, explain to the class that they
will stay there for the rest of the period. It would not be safe to go
back into the building until it has been inspected. Ask students to
name some hazards they might have encountered along the way if an
earthquake had occurred (fallen lockers or trophy cases, fires, smoke,
fumes from laboratory chemicals or broken equipment, live electrical
wires). Discuss procedures for dealing with these hazards. Then
brainstorm responses to some other contingencies that might develop,
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