indoors or out. Ask students what they would do if.
TEACHING CLUES AND CUES
Q
their normal evacuation route is blocked by wreckage? (Take time
now to plan an alternate route with the class and be sure that
everyone understands it.)
This simulation may
arouse feelings of fear or
anxiety for some
students. Encourage
Q
an aftershock occurs while they are outside or en route? (drop and
cover)
Q
a student or teacher is injured and can’t walk? (Don’t try to move
the person unless there is immediate danger of fire or flooding.
Instead, cover him or her with a sturdy table or whatever is
available and send someone for medical help after the earthquake
shaking stops.)
Q
someone is cut by shattered glass and is bleeding severely? (Apply
pressure to stop the bleeding.)
students to express their feelings
freely and to be supportive of each
other’s feelings. Emphasize that
these reactions are normal and
healthy, but that learning how to
avoid injury will increase their
chances of survival and those of
everyone around them. Be aware
that inappropriate optimism (“It can’t
happen to me”) is just as unrealistic
as extreme fear and anxiety.
Q
someone is hit by a falling lamp or brick? (If the person is
conscious and able to walk, take him or her to a first-aid station as
soon as possible. Even if the person appears to be unhurt, assign
someone to stay close and watch for signs of dizziness or nausea.)
Do not excuse students
with special needs from
participating in earth-
quake drills. It may not
7. If any time remains in the class period, use it to review first-aid
procedures and listen to the students’ feelings about the possibility of
an earthquake or other natural disaster. Better yet, arrange for the
school nurse or a Red Cross trainer to present this information.
C. Conclusion
The next day, back in the classroom, ask students to name some of the
other places they might be when an earthquake occurs, and suggest
safety procedures for each situation. Answers might include:
Q
Outdoors (Find an open place away from trees, buildings, power
lines, and other structures. Kneel or sit until the shaking passes.)
Q
In a car (Stop as soon as possible, ideally in a level place away from
buildings, power lines, bridges, and highway overpasses and
underpasses. Passengers should stay in the car and hold on to doors
and seats. The vehicle’s shock absorbers may cushion some of the
shaking.)
Q
On the bus or subway (Stay calm and follow instructions from the
driver or conductor.)
be possible for students with
impaired mobility to get under a desk
or table. They can, however, learn to
react quickly and turn away from
windows, move away from light
fixtures and unsecured bookcases,
and use their arms or whatever is
handy to protect their heads.
Encourage other students to plan
procedures to assist them with
immediate protection and
evacuation.
Q
In an open mall, a gymnasium, or other, indoor place with no
shelter (Move to an inside wall. Kneel next to the wall, facing away
from windows. Bend head close to knees, cover sides of head with
elbows, and clasp hands behind the neck. If you are carrying a coat,
a notebook, a package, or even a towel, hold it over your head for
protection from debris or flying glass.)
Conclude with time for questions and discussion.
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