the list suggest any items we overlooked in our own assessment? If so,
add these items to the class list.
4. Ask students to share the methods they proposed to make the
classroom safer during an earthquake. Many will be as simple as
relocating or removing furnishings. Others may require tie downs,
anchors, or fasteners to hold them in place during the shaking.
Help the class reach consensus on a short list of changes to improve
their own classroom for earthquake safety.
5. Give students class time to develop an RVS checklist for their
homes, based on their own screening of the classroom and Master
5.2b. Assign students to screen their homes, with the cooperation of
their families, and write brief reports of their findings, including
suggestions for what they could do to make their homes safer during
an earthquake.
C. Conclusion
Let colleagues know that your students are available to do hazard
screenings of other classrooms. Assign teams of students to screen the
classrooms of any interested teachers and develop plans to retrofit
those classrooms for earthquake safety.
ADA P T A T I ON S AND E X T E N S I ON S
1. Encourage your students to present their data, analysis, and sug-
gestions for retrofitting to the school’s principal, staff, or parent
teacher organization and to their families. Both in school and at home,
students may volunteer to do all or some of the work.
2. Invite interested students to develop a one-minute radio or television
spot to inform their community about rapid visual screening.
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