MA T E R I A L S
Q
Paper and pencils or pens
Q
Chalkboard and chalk or overhead projector and markers
Q
Student copies of Master 5.2a, RVS Checklist for the Classroom,
one for each small group
Q
Student copies of master 5.2b, RVS Checklist for the Home
P ROC E DUR E
Teacher Preparation
Write a brief letter telling parents that you are teaching a unit on
earthquakes and encouraging their participation in a rapid visual
screening of their home.
Using the checklist on Master 5.2a, look around your classroom and
note any items that could harm you and your students if an earthquake
suddenly started to shake the room. Do not make any changes at this
time unless you see a situation that needs immediate correction.
TEACHING CLUES AND CUES
If students made a
shaking table in Unit 4,
have volunteers demon-
strate on the shaking
A. Introduction
1. Place several books on a desk. Have a student come up to the front
of the room and shake the desk. Ask students to describe what they
observed.
2. Remind students that in earlier lessons they have demonstrated the
importance of structural features in increasing building safety. Ask
them to name some structural features. (girders, beams, floors, load-
bearing walls, columns, foundations)
3. Ask: Are these the only features of buildings that are affected by an
earthquake? Explain that nonstructural features—outside brick walls
that don’t bear weight, decorative overhangs, and panels added after
construction; and inside cabinets, bookshelves, desktop computers,
laboratory equipment, hanging light fixtures, wall decorations,
aquariums, potted plants, and windows—can also injure people and
damage property if they are not properly fastened to survive a strong
earthquake.
B. Lesson Development
1. Ask students to quickly scan the classroom and each write down the
name of at least one object or nonstructural feature that could be a
hazard during earthquake shaking. Tell them they have just completed
a rapid visual screening, or RVS.
2. On the chalkboard or overhead projector, compile a list of the items
students noted. Build a class discussion around the observations,
asking students to specify why they considered particular items
hazardous.
3. Divide students into small groups and distribute copies of Master
5.2a, RVS Checklist for the Classroom. Give students about 10
minutes to complete the checklist. When they have finished, ask: Did
table instead.
A G U
/
F E M A
296
S
E I S M I C
S
L E U T H S
