Planning for and Surviving Earthquakes
- This lesson delves into the humanitarian side of surviving earthquakes, focusing on basic needs that need to be met after an earthquake.
- Calculator (optional)
- Computers for small groups (for engagement activity)
- Pencils or Pens
- 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.
- 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.
- 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 3-4. With a computer for each group, have students explore FEMA for Kids
site, especially the Get Ready, Get Set section.
- Inform students that in their small groups (3-4 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
- 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 studentsí interactions and whether or not they understand the problem posed.
E-Resources, Print Materials, and Hands-on Activities