from each group to report to the class on how the system that group
studied would operate during an emergency.
C. Conclusion
On the classroom local map, use red ink to indicate any lifelines or
critical facilities that may be at high risk in the event of an earth-
quake or other natural disaster.
Discuss students’ reactions to what they have learned. If they are
pleased with the community’s level of preparedness, overall or in any
of the separate systems, encourage them to write letters of congratula-
tion to the appropriate officials or to the newspaper. If they are
concerned that preparation seems inadequate, or if they have concerns
about siting and geological hazards, they may write letters expressing
their concern and recommending improvements.
Direct students to put their notes from this activity away in a safe
place. They will need this information again in the Unit 6 role-playing
activity.
ADA P T A T I ON S AND E X T E N S I ON S
1. If you know that your area is one of low seismicity, try to locate
flooding maps, erosion maps, or maps of other types that are
particularly relevant to your area. Have students learn about 100-year
floods, the effect of windstorms over time, or other hazards that are
specific to your community.
2. Provide maps of the state or the region surrounding your local area.
Challenge students to identify alternate emergency facility locations
and alternate transportation routes and map them out for classroom
display.
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