Planning for and Surviving Earthquakes
Overview
 This lesson delves into the humanitarian side of surviving earthquakes, focusing on basic needs that need to be met after an earthquake.
Estimated Time
Materials
 Calculator (optional)
 Computers for small groups (for engagement activity)
 Paper
 Pencils or Pens
 Worksheet
Objectives
 Students will learn about the hazards following an earthquake related to basic human survival needs.
 Students will communicate while working in their groups to determine what is necessary to survive.
 Students will be able to give proper explanations and reasoning for decision making, to evaluate understanding.
National Standards Addressed
 Math (Presented by National Council of Teachers of Mathematics in 2000)
 Numbers and Operations
 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
 Understand meanings of operations and how they relate to one another.
 Compute fluently and make reasonable estimates.
 Algebra
 Analyze change in various contexts.
 Data Analysis and Probability
 Develop and evaluate inferences and predictions that are based on data.
 Problem Solving
 Solve problems that arise in mathematics and in other contexts.
 Apply and adapt a variety of appropriate strategies to solve problems.
 Connections
 Recognize and apply mathematics in contexts outside of mathematics.
 Science (Presented by National Research Council in 1996)
 Unifying Concepts and Processes
 Change, constancy, and measurement
 Science as Inquiry
 Abilities necessary to do scientific inquiry
 Life Science
 Populations and ecosystems.

 Personal health.
 Populations, resources, and environments.
 Natural hazards.
 History and Nature of Science
 Science as a human endeavor.
 Technology (Presented by the International Society for Technology in Education in 1998)
 Technology research tools
 Students use technology to locate, evaluate, and collect information from a variety of sources.
Engagement Activity (optional)
 Split students into groups of 34. With a computer for each group, have students explore FEMA for Kids
site, especially the Get Ready, Get Set section.
Instructional Plan
 Inform students that in their small groups (34 students each) they are going to act like the local FEMA chapter in charge of preparing the
necessities for the community before an earthquake.
 Ask students to list 3 items you may need to survive after an earthquake.
 As a class, list all of the items the groups discussed, and brainstorm any other items.
 Distribute worksheet, and have students fill in the key items in the appropriate table.
 Allow students in their groups to discuss and work through the worksheet.
Sustaining, Concluding, or Extending Activities (optional)
 Have the class gather together and determine a formula to figure out the amount of supplies needed to provide for a group of 100
people, for one week.
 Using the grocery/coupon sections from the local newspaper, have students determine the amount of each item to purchase, if given a
budget.
 Relate the information gathered here to what happened with Katrina victims.
 Create an evacuation plan for an earthquake based on the information for the school population. This could also be changed to include
information specific to an area, e.g. a blizzard in Buffalo, a tornado in Oklahoma.
 Using a map of the town, create routes for emergency vehicles to local shelters, hospitals, police stations, etc.
Evaluation and Assessment
 Are their answers reasonable?
 Do the students understand why you need a certain amount per person, for each day, and therefore how we came up with the numbers we did?
 Discussion in groups can be monitored to observe the students’ interactions and whether or not they understand the problem posed.
EResources, Print Materials, and Handson Activities