Seismic Sleuths

Earthquakes

A Teachers Package for Grades 7-12

Unit Six
 
Now You Know It, Can You Show It?
The concluding unit of this curriculum offers a 
variety of summing-up and assessment activities. 
Students will feel pride in their accomplishments 
after a pair of high-pressure simulations, a fast-
paced quiz game, and finally, a reprise of the 
writing activity in Unit 1. The appendix to this 
unit provides materials from an intensive, 
communitywide simulation developed by Vermont 
teacher Sean Cox and adapted with his permission. 
You can use these materials to enrich your 
students experience of Lesson 6.2.

Students who have developed relationships with 
people responsible for emergency preparedness 
will particularly enjoy the opportunity to role-play 
in the first two lessons. In the first they will enact 
a meeting of a crisis team charged with developing 
a comprehensive local earthquake preparedness 
plan. In the second, Earthquake Simulation, they 
will put that plan into practice.

How much your students and your community 
benefit from Lesson 2, in particular, depends on 
how much you and they have invested in the 
curriculum up to this point. With the full 
involvement of community disaster officials and at a 
locale outside the school, this activity can be 
incredibly realistic and dramatic, as the experience of 
Sean Cox and his community makes clear.

After the excitement of Lesson 2, students will 
welcome the purely intellectual stimulation of 
Lesson 3, Test Your E.Q. I.Q. The questions are 
designed to test attitudes as well as information, and 
to reinforce knowledge by repetition.
Both you and your students will be pleased to see 
how much information they can add to their Unit 1 
compositions in the final postassessment activity. 
This process reinforces essential writing and thinking 
skills.

Now that students have completed this series of 
lessons, encourage them to continue to read and write 
about earthquakes and disaster preparedness. Some 
of the topics that have been introduced in these units 
may lead to science projects, college majors in 
related topics, and future careers. The information 
students have gained may even save their lives.

6.1 Preparing for the Worst: 
A Simulation

RATIONALE
When natural disasters occur, many communities are totally unprepared because 
they lack a comprehensive emergency management 
program. Coordinated planning is essential if the stricken community 
is to return to a normal state of affairs.

FOCUS QUESTIONS
What kind of plans need to be in place to serve a community in the 
event of a natural disaster?

OBJECTIVES
Students will:
1. Recognize the importance of advance planning for a communitys 
emergency response.
2. Simulate the development of a community emergency plan for 
preparing for, responding to, and recovering from a natural disaster.

MATERIALS
 Transparency made from Master 6.1a, Edenton Map and Profile
 Transparency made from back of Master 6.1a, Edenton Map and 
Profile
 Overhead projector
 Student copies of Master 6.1a, Edenton Map and Profile (2 sides)
 Master 1.3a, Preparedness People (from Unit 1)
 Master 6.lb, Planning Roles (optional, for reference only)
 Self-adhesive name tags, one for each student
 Transparency made from Master 6.1c, Phases of an Effective 
 Management Plan
 Transparency markers in four colors

PROCEDURE

TEACHING CLUES AND CUES
In most parts of the country, there has not been any significant 
effort to coordinate community resources to respond to a 
major civic emergency like an earthquake. This planning scenario 
is intended to address an emergency resulting from an earthquake, but the 
process will yield procedures for dealing with other kinds of disasters 
as well.

A. Introduction
Begin by asking students what they would do if an earthquake struck 
the area where their school is located. Help them to recognize that the 
most important immediate response is not to panic and to seek cover 
as quickly as possible. The most available cover in the classroom is 
the protection offered by the desks and tables the students are using, 
so drop, cover, and hold is the first response. If you have not done 
so recently, conduct a drop-and-cover drill now, using the instructions 
in Unit 5, Lesson 2.
Now expand the discussion to determine what students think would 
happen in their community if the earthquake was powerful enough to 
cause both loss of life and major property damage.

 How would the community respond?

 Who would be in charge of managing the rescue operation?

 Who would be in charge of long-term recovery?

 What plans are already in place to assure that the emergency would 
be responsibly managed?

B. Lesson Development
1. Explain the purpose of the simulation and tell students that they 
will be playing the roles of community leaders charged with 
developing an outline for emergency management in the event of a 
disaster resulting from a natural or human-made hazard. They are 
meeting to develop a system to manage the effects of an emergency, 
preserve life and minimize damage, provide necessary assistance, and 
establish a recovery system in order to return the city to its normal 
state of affairs as quickly as possible. Their plan must define clearly 
who does what, when, where, and in what order to deal with the 
community crisis.

Each student will adopt the role that she or he began learning about in 
Lesson 3 of Unit 1. For this activity, however, they are citizens of 
Edenton, a mid-size city located in an area of moderate risk for 
earthquake activity. In the late summer and fall, brush and forest fires 
also pose a threat to the community. Other disaster situations could 
develop from terrorism, civil disorder, a major transportation accident 
like a bus or train wreck, or an accident involving the release of 
hazardous materials. When the emergency exceeds the local 
governments capability to respond, city officials may also call on 
state and federal governments for assistance.

2. Project the back of Master 6.1a, Edenton Map and Profile, and go 
over the information with the class. Then project the map. Distribute 
copies of both sides for students reference.

3. Direct students attention to the map of Edenton on Master 6.la. On 
the basis of the information provided, and other knowledge of the 
community they have gained from the profile, ask students to identify
all of the following. (The student who is playing the role of city 
manager will mark the transparency as indicated, using a different 
color for each type of information.)
a. at least one area where you could expect landslides, liquefaction 
failures, and/or fault ruptures. (These areas should be outlined and 
numbered.)
b. at least two groups of blocks where you could expect concentrated 
building damage. Include at least one commercial and one residential 
block group. (These areas should also be outlined and numbered, and 
may be referred to as Concentrated Damage Area 1,2,3, and so forth.)
c. major facilities, such as hospitals, schools, government buildings, 
and high rise buildings that might be rendered at least temporarily 
unusable by an earthquake or other natural disaster.
d. highway overpasses, roads, and other transportation facilities that 
might collapse or be left impassable by an earthquake.

TEACHING CLUES AND CUES
Be sure students understand that the lines they draw around these areas 
are only rough indications. In reality, each would be 
surrounded by a zone of influence, in which repercussions would also be 
felt.
 
Students may choose whether to work in committees for part of 
the planning period or to remain in one group.

4. As a review, and to focus students on the roles they have been 
learning about, ask each to prepare a brief job description. Have 
students exchange their job descriptions with each other and ask and 
answer questions until they are clear about the functions and 
responsibilities of each. Master 6.lb contains some sample job 
descriptions for your reference.

5. Once roles have been reviewed and job descriptions written, project 
Master 6.1c, Phases of an Effective Management Plan. Have the city 
manager convene the Edenton Emergency Management Planning 
Committee and call the meeting to order.

6. Students will work together to develop a plan. The city manager, 
referring to the Phases transparency, will remind the group that every 
plan must have three parts:
a. Before: preparations to be made before an emergency strikes, such 
as purchasing safety equipment, upgrading building codes, and 
educating the public.
b. During: strategies for emergency response during an earthquake or 
other crisis. Lines of communication will be particularly critical in 
this phase.
c. After: recovery plans for returning the community to conditions as 
normal as possible.

7. When the group has completed its emergency management plan, 
provide time for students to report the details of their plan. Help them 
to evaluate their plan by asking these questions:

 Is the plan realistic and timely?

 Is it comprehensive?

 Is it cost-effective?

Do we have the resources to implement it? If not, how might we 
obtain additional resources?

C. Conclusion
Ask each student to augment her or his written job description with 
any particular responsibilities that will develop during a community 
crisis. Tell students that in the next activity they will have a chance to 
implement their plan. If questions arose in the planning process about 
how their city would function in an emergency, encourage students to 
contact their mentors before the next class meeting.

6.1a Edenton Map 

6.1a Edenton Profile

Edenton, the county seat of Belle County, has a population of 150,000. The 
county itself has 300,000 citizens. As 
Belle Countys only city, Edenton is the focal point of almost all services and 
activities. Its economy depends on a 
railroad repair facility operated by Amtrak and a large pharmaceutical 
manufacturing plant. These two operations 
are the citys largest employers. Because of its pleasant climate year round, 
its easy accessibility by interstate 
highways from all parts of the state, and a landscape that invites hunting, 
fishing, hiking, cycling, and camping, 
tourism in recent years has become an increasingly important part of the local 
economy.

Vital Statistics
Population150,000
Schools
    8 elementary schools
    4 middle schools
    2 high schools
    1 community college
Communications
    3 AM stations
    1 FM station
    1 television station
    1 daily newspaper (The Lark)
Hospitals2 (Mercy Hospital is a trauma center)
Police Department150 officers/20 civilian 
employees
Fire Department50 firefighters/10 civilian 
employees
Recreational System
    8 city parks
    3 swimming pools
    4 fieldhouses
    1 golf course
Houses of Worship24
Airport1 (within city limits; single runway; 
provides jet service)
Railroadsservice by Amtrak
Highways2 interstates converge five miles north 
of the city
Hotels2 in center city, Motels20, most in the 
areas served by the interstates
LibrariesMain library with 8 neighborhood 
branches (all single-story buildings)
Day Care Centers10 licensed facilities
Nursing Homes4
Retirement Communities2
Mobile Home Parks3
Shopping Malls2
Power Plants1 (oil/gas)
Water SupplyAqueducts, pipelines, 2 pumping 
stations, 2 water treatment plants

6.1b Planning Roles

Chief of Police
The police chief is responsible for protecting lives and 
property in the area he serves. Specific responsibilities 
include preserving the peace, preventing criminal acts, 
enforcing the law, and arresting violators. The chief is 
under oath to uphold the law 24 hours a day. He or she 
makes many of the final decisions dealing with budgets 
and services provided by the police force.

Fire Chief
This official is responsible for protecting lives and 
property from the hazards of fire. Responsibilities include 
fighting fires, rescuing trapped individuals, conducting 
safety inspections, and conducting fire drills and fire 
safety education. The fire chief also assists in other types 
of emergencies and disasters in community life. He or she 
makes many of the final decisions dealing with budgets 
and services provided by the fire department. The fire 
chief usually comes through the ranks, starting as a 
firefighter.

Director of Public Works
This official is responsible for the maintenance of systems 
built at public expense for the common good, such as 
highways and dams. In some communities these 
responsibilities may be dealt with separately by officials 
responsible for highway safety and community 
transportation services, water and sewage, and other areas; 
in some, they may be combined in one office.

Director of Public Health
This official, usually a physician, is responsible for 
controlling the spread of communicable disease in the 
community and for mitigating any threats to the public 
safety, such as the contamination of public water supplies. 
He or she also engages in proactive education and 
advocacy to encourage positive behaviors, such as proper 
nutrition, and discourage negative ones, such as smoking 
and the abuse of alcohol and other drugs.

Coordinator of Community Transportation Services
This official is responsible for the safety of public 
transportation and both public and private vehicles. He or 
she arranges for registration, licensing, and state 
inspections. The coordinator inspects public vehicles and 
coordinates operation and maintenance of equipment, 
storage facilities, and repair facilities. She or he directs 
the recording of expenses and controls, purchasing and 
repair spending. This official also helps plan and direct 
transportation safety activities.

Public Information Officer
This official supervises a staff of public relations workers, 
directs publicity programs designed to inform the public, 
and directs information to appropriate groups. He or she 
clarifies the local governments points of view on 
important issues to community or public interest groups 
and responds to requests for information from news 
media, special interest groups, and the general public. In 
an emergency, this function assumes added importance.

Superintendent of Schools
This official is responsible for managing the affairs of an 
entire public school district. He or she oversees and 
coordinates the activities of all the schools in the district 
in accordance with standards set by the board of 
education. Responsibilities include selecting and hiring 
staff, negotiating contracts with union employees, and 
settling labor disputes. He or she creates and implements 
plans and policies for educational programs, and, when 
necessary, interprets the school systems programs and 
policies. The superintendent is also responsible for the 
development and administration of a budget, the 
maintenance of school buildings, and the purchase and 
distribution of school supplies and equipment, and 
oversees the schools transportation system and health 
services.

City Manager or Mayor
This professional in public administration has general 
responsibility for the overall operation of the city. All 
department heads answer to this official, who serves as the 
citys chief executive officer. A city manager is hired by 
the city council and serves at its discretion. A mayor is 
elected by the voters, but holds many of the same 
responsibilities.

Members of the City Council (as needed)
Each member determines the needs of the ward or district 
he or she represents by seeking out interviews, responding 
to constituents phone calls and letters, and referring 
persons to specific agencies for services. The member 
speaks before neighborhood groups to establish 
communication and rapport between the members of the 
community and the service agencies available. The 
members of the council also have the responsibility to 
help resolve problems facing the community at large, in 
such areas as housing, urban renewal, education, welfare, 
unemployment, disaster response, and crime prevention.

6.1c Phases of an Effective Management Plan

6.2  Simulation: 
Putting Plans Into Action

RATIONALE
Most emergency preparedness plans are never put into effect. In this 
activity students will have a chance to test the plans they have made, 
while also testing their own localitys state of emergency 
preparedness. By the end of this session, students should have a good 
geographic sense of their community and some understanding of how 
the rest of the community will react to emergencies.

FOCUS QUESTIONS
How current, comprehensive, and effective are your communitys 
emergency preparedness plans?

OBJECTIVES
Students will:
1. Understand how a community government works and how it 
responds to emergencies.
2. Evaluate their localitys earthquake emergency preparedness plans.
3. Suggest changes in the existing emergency preparedness plan to 
reflect what has been learned.
4. Develop a personal earthquake emergency response.

MATERIALS
 Master 6.2a, Disaster Script
 Classroom community map (from Unit 1)

PROCEDURE
Teacher Preparation
Secure the cooperation of at least some of the mentors who have been 
working with your students throughout this curriculum. If possible, 
arrange for a place outside of school, such as a city government 
building, where students can conduct this simulation. Work with the 
mentors to develop a disaster script, using Master 6.2a as a
beginning. Arrange to have at least one emergency preparedness 
official in attendance for this exercise and the debriefing that follows.
If your class has developed the community map they began in Unit 1, they 
will have a strong sense of their own communitys physical and social 
arrangements. If not, you may want to work with the class to prepare a 
community profile similar to the Edenton Profile in Lesson 1 of this unit.

TEACHING CLUES AND CUES
This activity can be as elaborate as you choose to make it. You may 
want to set aside a half day, or even a full day.
 
The appendix that follows this unit is a report of an actual teacher-
planned community earthquake preparedness drill. This 
is incorporated as a framework to use in constructing such an activity 
for your community.

A. Introduction
Tell students that in this last unit of the Seismic Sleuths curriculum 
they will have a chance to draw on all that they have learned. Agree 
on a place to serve as the emergency command center. This may be a 
room at city hall, if you have made previous arrangements; your 
school auditorium, or a circle of chairs in the front of your own 
classroom. The community map will be the focal point of this area.

B. Lesson Development
1. Have the student who is playing the role of mayor or city manager 
convene a meeting of the preparedness council established in the last 
lesson. The purpose of this meeting is to discuss the budget of each 
department and clarify each administrators role in an emergency. 
Focus on the lines of communication and each persons response to 
specific emergency situations (major fire, tornado, flood, earthquake, 
chemical plant disaster, etc.focus on those most likely in your 
community). Whoever conducts the meeting will use the large 
community map to plot where each persons main area of interest lies 
and what geographic areas are essential to maintaining the continuity 
of essential services, such as water treatment, sewage treatment, and 
electrical power.

2. After 10 minutes or more, when the main points have been 
reviewed, but without warning, tell the students that an earthquake is 
occurring. Conduct a drop, cover, and hold drill, following the 
instructions in Unit 5, Lesson 2. Immediately after the drill, begin 
reading the script. Explain the time frame of the exercise. Students 
should then begin to take control of the situation and implement their 
emergency plans.

C. Conclusion
At the next class meeting, set aside some time for a debriefing and 
evaluation. Give students class time to write thank-you letters to their 
mentors and other members of the community who participated in this 
exercise and/or in earlier lessons. Mail the letters from school.

ADAPTATIONS AND EXTENSIONS
1. Encourage students who have shown particular interest to maintain 
contact with their mentors, perhaps through volunteer work, a part-
time job, or a request for career information. This association may 
inspire some students choice of a career.

2. Write your own letters of appreciation to any community helpers 
who have not worked directly with individual students. With 
encouragement, some of these individuals may maintain an interest in 
the school and become valuable resources for students and faculty.

6.2a Disaster Script

At 10:05 a.m. today, Tuesday, September 26, 1995, a magnitude 7.0 earthquake 
struck the community. At noon, 
the following damage had been reported:
The downtown area was hardest hit. People have reported that most shelves, 
bookcases and display stands were 
knocked over. Masonry structures have sustained major damage, brick facades are 
collapsing, chimneys are 
falling, and some buildings have serious structural cracks. No fatalities have 
yet been reported.

The hospital reports that its three-story gerontology unit has pancaked, 
causing the second and third floors to 
collapse on the first floor. At the time of collapse, 34 persons29 patients and 
5 staff memberswere in that 
part of the building. Other parts of the hospital suffered nonstructural damage, 
some disruption to power, and an 
end to all but lifesaving procedures. The latest information indicates that the 
hospital will be at 50% operational 
capacity by 2:30 this afternoon.

Of the three fire stations, two have stayed operational. The downtown station 
has been destroyed. Fire department 
personnel were able to move only one pumper wagon before the building collapsed 
on the ladder truck, 
ambulance, and emergency generator truck.

This can be changed, embellished, tailored, and expanded for your community and 
your students. Additional 
effects that may be included:
 Large fire has broken out in downtown area
 Water mains are cut
 20% of the population has sustained injuries
 Utility lines are down
 Animals in the zoo have escaped from their cages
 Looters are rampaging through downtown
 Sewers have backed up, endangering public health

6.3 Whats Your E.Q. I.Q.?

TEACHING CLUES AND CUES
Students may enjoy competing in the teams they established for the 
unit 4 activities (SETs).

RATIONALE
Students will review and solidify what they have learned in the 
preceding units by answering questions in cooperative teams.

FOCUS QUESTIONS
How well can students recall and apply what they have learned?

OBJECTIVES
Students will:
1. Ask and answer questions about earthquakes and earthquake 
preparedness.
2. Keep score.
3. Learn from incorrect responses as well as correct ones.

MATERIALS
 Master 6.3a, Earthquake Review Questions
 Back of Master 6.3a, Answer Key
 Minute timer
 Chalkboard and chalk for recording the score
 Tag board and laminating materials (optional)

PROCEDURE
Teacher Preparation
Copy Master 6.3a and cut the pages apart into cards. You may want to 
back them on tag board and/or laminate them for durability.

A. Introduction
Divide the class into teams of four or five students each and give each 
team a number or a name.
Give groups about 15 minutes to review the earthquake materials in 
their notebooks and ask each other questions as a warm-up.

B. Lesson Development
1. Call two teams at a time to the front of the room. Instruct students 
to arrange chairs in two rows facing each other. Hand the deck of 
question cards to one team. For the first round, this team will ask and 
the other team will answer.

2. Asking and answering both begin with the student on the left. The 
first asker reads a question out loud and starts the timer. The first 
student on the opposing team tries to answer it. If that student cannot 
answer the question, play passes to the second student on the same 
team, then to the third, if necessary, and so on until one minute is up. 
The questioning team keeps score, tallying one point for each correct 
answer.

3. When any member of the team that is up answers incorrectly, play 
passes to the other team and the roles are reversed. When a member of 
the second team answers incorrectly, call two new teams to the front 
of the room.

TEACHING CLUES AND CUES
When all the cards have been used once, shuffle them and begin again. 
Repetition reinforces learning.

C. Conclusion
When all the teams have had a chance to play, the team with the 
highest score may challenge any other team to a new round. If another 
team exceeds their score, they become the new challengers. The team 
with the highest score at the end of the period wins.

ADAPTATIONS AND EXTENSIONS
Invite students, to write questions and answers of their own to add to 
the deck. Be sure that all members of a group agree on the answer and 
the phrasing of the question before the card is put into play.

6.3a Earthquake Review Questions
 
1. According to geologic studies, approximately how 
old is the Earth?

[a]	2 thousand years
[b]	7 thousand years
[c]	2 million years
[d]	4.54 billion years
 
2. All of the following people made major 
contributions to our knowledge of the Earths physical 
history and structure except:

[a]	Alfred Wegener
[b]	Inge Lehmann
[c]	Anna Maria Alberghetti
[d]	Andrija Mohoroviic

3. Earthquakes are caused by:

[a]	strain energy that builds up and is suddenly 
released
[b]	tides
[c]	bad vibrations
[d]	the Richter scale

4. Approximately how many earthquakes large enough 
to be rated significant by the U.S. Geological Survey 
occur worldwide during a calendar year?

[a]	More than 20
[b]	More than 100
[c]	More than 1000
[d]	More than 15,000

5. Although earthquakes occur almost everywhere, 
strong, damaging quakes are especially common in 
the:

[a]	Eastern United States
[b]	Pacific Ring of Fire
[c]	Mediterranean Region
[d]	Great African Rift
 
6. Which of these statements best describes the 
relationship between earthquakes and volcanoes?

[a]	Earthquakes cause volcanoes.
[b]	Volcanoes cause earthquakes.
[c]	Volcanoes and earthquakes both occur along the 
margins of Earths tectonic plates.
[d]	Volcanoes only occur in hot countries.
 
7. Scientists can accurately predict earthquakes in the 
short range by studying:

[a]	the behavior of animals
[b]	changes in radon emissions
[c]	Rayleigh waves
[d]	none of the above
 
8. The Richter scale measures an earthquakes:

[a]	magnitude
[b]	amplitude
[c]	pulchritude
[d]	intensity

Answer Key

 
1 b
 
2 c
 
3 d
 
4 a
 
5 d
 
6 c
 
7 a
 
8 d

9. How much greater is the amount of energy released 
by a magnitude 7 earthquake than the amount released 
by a magnitude 6 quake?

[a]	twice as great
[b]	10 times as great
[c]	about 30 times as great
[d]	100 times as great
 
10. The method architects and structural engineers use 
to quickly assess a buildings earthquake resistance is 
called:

[a]	eyeballing
[b]	sedimentation
[c]	rapid visual screening
[d]	estimating

11. The earthquake waves that are the first to arrive at 
the epicenter are called:

[a]	P waves
[b]	A waves
[c]	First waves
[d]	Love waves

12. About how long does the violent shaking last in a 
typical earthquake?

[a]	20 seconds
[b]	one minute
[c]	five minutes
[d]	30 minutes

13. In which one of these states are strong and 
potentially damaging earthquakes relatively frequent?

[a]	Texas
[b]	Florida
[c]	Wisconsin
[d]	Alaska
 
14. If a strong earthquake struck while you were 
inside a building, what would you do to protect 
yourself?

[a]	run outside
[b]	dial 911
[c]	drop, cover, and hold
[d]	freeze
 
15. How much damage a building suffers in an 
earthquake depends upon:

[a]	how close it is to the fault
[b]	what it is build of and how it is built
[c]	what kind of soil it is built on
[d]	all three
 
16. To make a room safer in an earthquake, you 
would:

[a]	fasten all unsecured heavy objects
[b]	remove all pets
[c]	turn on the radio
[d]	lock the doors and windows

Answer Key
 
9 d
 
10 c
 
11 d
 
12 a
 
13 c
 
14 c
 
15 a
 
16 a

17. A break in the Earths crust along which 
earthquake movement has occurred is called:

[a]	a gap
[b]	a fault
[c]	an epicenter
[d]	an isoseismal
 
18. A gigantic ocean wave caused by an earthquake is 
called:

[a]	a samurai
[b]	a sand boil
[c]	a tsunami
[d]	a surface wave

19. All of the following are structural elements 
except:

[a]	windows
[b]	bearing walls
[c]	braces
[d]	horizontal beams

20. All of the following are good sources of 
earthquake information except:

[a]	United States Geological Survey
[b]	The National Enquirer
[c]	Federal Emergency Management Agency
[d]	National Earthquake Prediction Evaluation 
Council
 
21. Resonance is buildup of amplitude in a physical 
system that occurs when the frequency of an applied 
oscillatory force is close to the natural frequency of 
the system.

[a]	true
[b]	false
[c]	sometimes
[d]	dont know
 
Answer Key
 
17 b
 
18 a
 
19 b
 
20 c
 
21 a
 
6.4 Hey, Look at Me Now!
 
RATIONALE
This activity is designed to serve students and teachers as a gauge of 
what they have learned from this curriculum.

FOCUS QUESTIONS
What have you learned about earthquakes and earthquake 
preparedness?
What will you do differently as a result of these lessons?

OBJECTIVES
Students will correct, elaborate, and refine their earlier writings by 
applying information they have gained from this curriculum.

MATERIALS
 Writing paper and pens or computers and printers

PROCEDURE
A. Introduction
Explain that in this postassessment activity each student is to 
complete the same task he or she did in the preassessment activity. In 
rewriting each of the three passages, however, students are urged to 
draw upon what they have learned from the unit. Remind the students 
to focus on how their new knowledge has changed their way of 
thinking about earthquakes and earthquake preparedness.

B. Lesson Development
As they did in Unit 1, students will invent a specific quake. Each of 
their three accounts will describe the same earthquake, but the styles 
of the three will vary.
New Reportera short, concise article describing the who, what, 
where, why, and when of the earthquake.
Scientista scientific account stating what is objectively known 
about the earthquake: its causes, its Modified Mercalli and Richter 
ratings, and the possibility of aftershocks or more large earthquakes.
Eyewitnessa personal letter to a friend telling about being in an 
earthquake. This will describe what happened during the earthquake 
to the student, the building in which the student was, family members 
and pets, and the family home. Describe what you had done before the 
earthquake to be prepared, how effective your preparations were, and 
what you would do differently in preparation for the next earthquake. 
Also describe what life was like in the two weeks following the 
earthquake.

C. Conclusion
After collecting the papers, pair each students postassessment 
writings with the same students preassessment writings, and hand 
them out to a different student. Assign students the task of reading 
both sets and commenting on what the writer has learned from the 
unit. Follow with a class discussion of these comparisons, either the 
same day or the next.

Books
Davis, James F.; Bennett, John H.; Borchardt, 
Glenn A.; Kahle, James E.; Rice, Salem J.; and Silva, 
Michael A. (1982). Earthquake Planning Scenario for 
a Magnitude 8.3 Earthquake on the San Andreas 
Fault in the San Francisco Bay Area. San Francisco: 
California Department of Conservation, Division of 
Mines and Geology. Although the maps and much of 
the discussion are specific to California, the sections 
on transportation, communications, water and waste, 
electrical power, natural gas, and petroleum fuels 
would be helpful for planning in other areas.

Federal Emergency Management Agency. Central 
City: A Model Community. Integrated Emergency 
Management Course. Emmitsburg, MD: Federal 
Emergency Management Agency, 1988. (SM 171.1)

Plafker, G., and Galloway, J.P., eds. (1990). Lessons 
Learned from the Loma Prieta, California, 
Earthquake of October 17, 1989. (U.S. Geological 
Survey Circular 1045). Reston, VA: U.S. Geological 
Survey, 703-648-6891.

Steinbrugge, Karl V.; Bennett, John H.; Lagorio, 
Henry J.; Davis, James F.; Borchardt, Glenn A.;
and Topozada, Tousson R. (1987). Earthquake 
Planning Scenario for a Magnitude 7.5 Earthquake on 
the Hayward Fault in the San Francisco Bay Area. 
San Francisco: California Department of 
Conservation, Division of Mines and Geology. 
Although the maps and much of the discussion are 
specific to California, the sections on hospitals, 
schools, transportation, communications, water and 
waste, electrical power, natural gas, and petroleum 
fuels would be helpful for planning in other areas.

Watson, R.W.; Poda, J.H.; Miller, C.T.; Rice, E.S.; 
and West, G. (1990) Containing Crisis: A Guide to 
Managing School Emergencies. Bloomington, IN: 
National Educational Service.

Non-Print Media
Silent Quake: Preparedness for the Hearing-Impaired. 
A videotape using American sign language, 
captioning, and voice-overs. Developed by the 
American Red Cross, Los Angeles, CA, available on 
loan from BAREPP, Oakland, CA; 415327-6017.

Note: Inclusion of materials in these resource listings does 
not constitute an endorsement by AGU or FEMA.