FEMA 159 - August 2000

Revised Edition

FEDERAL EMERGENCY MANAGEM ENT AGENCY

NATIONAL SCIENCE TEACHERS AS S OC IAT IO N
EARTHQUAKES

A Teacher's Package for K-6
Acknowledgments

The Federal Emergency Management Agency (FEMA) acknowledges with gratitude the

many individuals who provided teaching knowledge, experience, and classrooms in the

development of the first and revised versions of EARTHQUAKES - A Teacher's Package

for K-6 Grades.

The first version of the teacher's package was developed under the direction of

Phyllis R. Marcussio, Director of Publications, National Science Teachers Association:

Ms. Marcussio put together an excellent team of editor, illustrator, teacher-writers,

subject-matter experts, and reviewers, including -

Editor: Mary Liston Liepold, Washington, DC

Illustrator: Forrest Plesko, Superior, WI

Teacher-Writers: Jeffrey C. Callister, Newburgh, NY

Lenny Coplestone, Bethesda, MD

Gerard F. Consuegra, Rockville, MD

Sharon M. Stroud, Colorado Springs, CO

Scientist-Writer: Randy Updike, U.S. Geological Survey

The revised version included teacher-writers Jeffrey Callister, Gerard Consuegra, and

Sharon Stroud, along with Elizabeth Draper, Sheryl Eggers, and Molly Morrow from

Portland, OR. Elizabeth, Sheryl, and Molly have participated as instructors in numerous FEMA workshops for educators on the K-6 teacher's package. Randy Updike's

expanded coverage of earthquake topics remains in the Appendix.

Funding for this publication was allocated to FEMA by The United States Congress,

under the Earthquake Hazards Reduction Act of 1977, as amended. FEMA hereby

authorizes and encourages the educational community to reproduce this product in

its entirety and to disseminate it at no cost to the recipient.

Single copies of this publication may be obtained from FEMA at no cost by contacting

FEMA's Publication Warehouse at 1-800-480-2520.

2 * EARTHQUAKES-FEMA 159

I
Foreword to the Second Edition

The original Earthquakes -A Teacher's Packagefor K-6

(FEMA 159) was developed as a joint effort of the

Federal Emergency Management Agency (FEMA) and

the National Science Teachers Association (NSTA)

under contract with FEMA. NSTA's project team produced an excellent product. Since its publication in

1988, over 50,000 teachers have requested copies.

This revised version brought members of the original

project team together with a group of teachers who had

used the materials extensively in their classroom and

served as teacher-educators at FEMA's Tremor Troop

workshops. About 75% of the original material

remains unchanged: a few activities were removed

and a few added.

A major change was the addition of assessments

throughout the units. The examples we provide relate

to life outside the classroom and/or activities similar

to those of scientists. We also added matrices linking

activities to the National Science Education Standards.

You'll find these matrices in the Appendix, along with

a new Glossary.

EARTHQUAKES-FEMA 159 * 3
Features of This Package

First of all, you do.not need an education in science to

use this package. Background for each unit covers all

the science concepts treated in the lessons. You will

have all the information you need, no matter what

grade you teach and what kind of science preparation

you've had. This is science made simple and fun,

without sacrificing scientific accuracy.

Because young students learn best by doing, the

lessons in this teaching package are primarily a series

of hands-on experiences. You will need to locate simple

materials for some of the lessons. Others require only

things that are already in your classroom. At the end

of each unit, you will find Masters ready to reproduce

for transparencies, handouts, and worksheets. Masters

are identified in the text by name and number.

Because students learn holistically, the lessons include methods and materials from language arts,

mathematics, social studies, music, and the other fine

arts, as well as physical science. Learning Links, found

near the beginning of each set of activities, summarize

some of these interdisciplinary connections. We also

provided Scope and Sequence charts at the beginning

of each unit.

Extensions, provided in each set of activities, suggest

ways for your students to learn more about the topics.

Use the Extensions for individual enrichment or to

provide additional experiences for the entire class.

Each set of activities also includes vocabulary, teaching tips, and illustrations. Matrices linking activities to

the National Science Education Standards are located

in the Appendix.

4 * EARTHQUAKES-FEMA 159

0- I
Organization and Overview

The Teacher's Package has five units. Each of the first

four units is divided into three levels: Level 1, for

grades K-2; Level 2, for grades 3-4; and Level 3, for

grades 5-6. Since classes and individuals vary widely

you may often find the procedures in the other levels

helpful for your students. The last unit has four parts

with activities for students in all grades, K-6.

Unit L, Defining an Earthquake, builds on what

students already know about earthquakes to establish

a working definition of the phenomenon. Legends from

near and far encourage children to create their own

fanciful explanations, paving the way for the scientific

explanations they will begin to learn in this unit.

Unit I, Why and Where Earthquakes Occur, presents the modern scientific understanding of the

Earth's structure and composition, and relates this to

the cause of earthquakes.

Unit II, Physical Results of Earthquakes, provides

greater understanding of the processes that shape our

active Earth. Earthquakes are put in the context of the

large- and small-scale changes that are constantly at

work on the continents as well as the ocean floor.

Unit IV, Measuring Earthquakes, explains earthquakes in terms of wave movement and introduces

students to the far-ranging effects of earthquakes.

Unit V, Earthquake Safety and Survival, focuses on

what to expect during an earthquake; how to cope

safely; how to identify earthquake hazards; and how to

reduce, eliminate, or avoid them.

Units I through V are intended to be used in the order

presented. When students ask questions about earthquake safety, the introduction in Unit V will help you

answer their questions. You may want to take time

then to do a few activities to enable students to develop

quake-safe skills.

EARTHQUAKES-FEMA 159 * 5
Contents

Unit I: Defining an Earthquake

Level 1. What Is an Earthquake ....................................... 13

Level 2. People Explain Earthquakes ....................................... 19

Level 3. Energy Waves Cause Earthquakes ....................................... 25

Unit II: Why and Where Earthquakes Occur

Level 1. Inside Planet Earth ....................................... 39

Level 2. Plates Going Places ....................................... 43

Level 3. Layers, Plates, and Quakes ....................................... 51

Unit III: Physical Results of Earthquakes

Level 1. Earthquakes Shape Our Earth ....................................... 65

Level 2. Landscape on the Loose ....................................... 69

Level 3. Building Up and Breaking Down ....................................... 79

Unit IV: Measuring Earthquakes

Level 1. Earthquakes Great and Small ....................................... 93

Level 2. Different Shakes for Different Quakes .................................... 99

Level 3. Sizing Up Earthquake Waves ....................................... 103

Unit V: Earthquake Safety and Survival

Part 1. What Happens During an Earthquake ................................... 117

Part 2. Hunt for Hazards ....................................... 125

Part 3. Prepare and Share ....................................... 133

Part 4. Evacuation Drill ....................................... 139

Appendix

Earthquake Background

Book of Legends

National Science Education Standards Matrices

Glossary

6 * EARTHQUAKES-FEMA 159
Earthquake Curriculum,

K-6 List of Line Masters

U.S. Map (without state names)

U.S. Map

The Turtle Tale

Turtle Tale Pop-up Puppet

Turtle Dot-to-Dot

World Map

World Map with Legend Sites

World Map with Epicenters

Elastic Rebound

Dresser Drawers

Earthquake Terms

Earthquake Terms Worksheet

U.S. Map with Epicenters

Layers of the Earth

Earth Layers Worksheet

Earth Plates

Earth Plate Puzzle Pieces

Earth Plate Puzzle Pieces

A Pizza the Earth

Graph of the Earths Layers

Plate Boundaries Map

Convection Currents and

Plate Cross Section

Formation and Breakup of Pangaea

Pangaea Flip Book

Pangaea Flip Book

Pangaea Flip Book

Pangaea Flip Book

UNIT IV

Master 27.

Master 28.

Master 29.

Master 30.

Master 31.

Master 32.

Master 33.

Master 34.

Master 35.

Master 36a.

Master 36b.

Master 36c.

UNIT V

Master 37.

Master 38.

Master 39.

Master 40.

Master 41.

Master 42.

Master 43a.

Master 43b.

Master 43c.

Master 44.

Master 45.

Master 46.

Master 47a.

Master 47b.

Master 47c.

Master 48.

Master 49.

Shake Table

Modified Mercalli Scale

Seismographs

Seismogram Worksheet

Earthquake Magnitude and Energy

Seismogram Showing Amplitude

Earthquake Severity Worksheet

P-Wave Motion and S-Wave Motion

The S-Wave Machine

KWAT Television Script

Wattsville Map

Wattsville Map Key

Earthquake Hazard of the U.S.

Earthquake Simulation Script

Drop, Cover and Hold

Coalinga Schools Report

Fourth Grade Classroom

Classroom Hazard Hunt

Home Hazard Hunt Worksheet

Home Hazard Hunt Worksheet

Home Hazard Hunt Worksheet

Quake-Safe Home Checklist

Neighborhood Hazard Hunt

Safety Rules for Shoppers

Community Hazard Hunt

Community Hazard Hunt

Community Hazard Hunt

Drill and Evacuation Checklist

Home Earthquake Safety

Fault Movements

Rural Community After an

Earthquake

Fault Model

Tsunami Facts

Notable Tsunami

Landscape Regions Worksheet

Landscape Regions of U.S.

Landscape Regions Key

Ocean Bottom

EARTHQUAKES-FEMA 159 * 7

UNIT I

Master la.

Master lb.

Master 2.

Master 3.

Master 4.

Master 5.

Master 6.

Master 7.

Master 8.

Master 9.

Master 10a.

Master 10b.

Master 11.

UNIT II

Master 12a.

Master 12b.

Master 13.

Master 14a.

Master 14b.

Master 15.

Master 16.

Master 17.

Master 18.

Master 19.

Master 20a.

Master 20b.

Master 20c.

Master 20d.

UNIT III

Master 21.

Master 22.

Master 23.

Master 24a.

Master 24b.

Master 25a.

Master 25b.

Master 25c.

Master 26.
0

8 * EARTHQUAKES-FEMA 159

I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
I

Defining an Earthquake
Earthquake Curriculum, K-6 -- Scope and Sequence Chart

Unit I: Defining an Earthquake

Level Concept Laboratory Mathematics Language Arts Social Studies Art

K-2 An earthquake is a sudden, Sand and box Vocabulary develop- Effects of earth- Illustrations of

rapid shaking of the Earth demonstration of ment of earthquake quakes on model legends

caused by the release of earthquakes words buildings

energy stored in rocks. Illustrations of

Original earthquake Effect of earth- Earth's interior

Legends are traditional legends quakes on people

narrative explanations of Mural making

natural phenomena that Cultures and legend

evolve when scientific explana- origins

tions are not available.

3-4 An earthquake is a sudden, Silicone putty rocks Earthquake legends Map study of Illustrations of

rapid shaking of the Earth cultures associated earthquake causes

caused by the release of Gelatin simulation of Paragraph witing with earthquake

energy stored in rocks. earthquakes Class discussion legends Illustrations of

Legends are traditional Map study of legends

narrative explanations of epicenters

natural phenomena which

evolve, when scientific

explanations are not available.

Earthquake energy is released

in the form of waves.

Earthquakes result from the

build-up and release of energy

stored in rocks.

Earthquakes occur over much

of the world and the United

States.

Various societies have produced earthquake legends to

explain these natural occurrences.

Stick simulation of

earthquakes

Fault action game

Map scales to

measure distances

Vocabulary development of earthquake

words

Earthquake legends

Oral reading and

note taking

Map study of

earthquake locations

Map study of

cultures associated

with earthquake

legends

Map study of state

locations

Sign making

Diagram making

0

5-6
Defining an Earthquake

An earthquake is a natural phenomenon like rain.

Earthquakes have occurred for billions of years. Descriptions as old as recorded history show the significant

effects they have had on people's lives. Long before there

were scientific theories for the cause of earthquakes,

people around the world created folklore to explain

them. In simple terms, earthquakes are caused by the

constant motion of Earth's surface. This motion creates

buildup and releases energy stored in rocks at and near

the Earth's surface. Earthquakes are the sudden, rapid

shaking of the Earth as this energy is released.

At half-past two o'clock of a moonlit morning in

March, I was awakened by a tremendous earthquake, and though I had never before enjoyed a

storm of this sort, the strange, thrilling motion could

not be mistaken . . . Both glad and frightened, [I

shouted]: "A noble earthquake! A noble earthquake!"

feeling sure that I was going to learn something.

John Muir 1872

EARTHQUAKES-FEMA 159 * 9
IDefining an Earthquake

Defining an Earthquake

An earthquake is a natural occurrence, like rain.

Earthquakes affect almost every part of the Earth

and like rain they can be either mild or catastrophic.

Over the course of geological time, earthquakes,

floods, and other natural events have helped to

shape the surface of our planet.

An earthquake may last only a few seconds, but the

processes that cause earthquakes have operated

within the Earth for millions and millions of years.

Until very recently, the cause of earthquakes was an

unsolved mystery. It was the subject of fanciful

folklore and equally fanciful learned speculation by

peoples throughout the world.

In a legend from Siberian Kamchatka, a god named Tuli drives an

Earth-laden sled pulled by flea-infested dogs. When the dogs stop to

scratch, the Earth shakes.

Some say the Earth was fevrous [feverish] and did shake.

Shakespeare, Macbeth, III

In the mid- 1960s, many scientific observations and

explanations of earthquakes came together in the

theory of plate tectonics. We'll be exploring that

subject in later units. In this unit we consider both

scientific and popular explanations for the phenomenon and look at the patterns of earthquake occurrence worldwide.

An Earthquake Is ...

An earthquake is a sudden, rapid shaking of the

Earth caused by the release of energy stored in °

rocks. This is a brief definition which students of all

ages can master. A full definition of the term, however, would need to include a good deal more (

information.

Students may be surprised that we speak of rocks

and rock layers, because in many places the rock

material of the Earth's crust is covered by accumula- -7

tions of sand or soil. Remind them that even beneath < ,

the sediment in river valleys, plains, and beach

areas, some kind of rock is always present.

10 * EARTHQUAKES-FEMA 159
Defining an Earthquake

. , .~~~~~

Pressure Direction

Deformed Rocks

Fault

Earthquake Waves

Earthquake shaking may cause loss of life and destruction of property. In a strong earthquake the

ground shakes violently. Buildings may fall or sink

into the soil. Rocks and soil may move downhill at a

rapid rate. Such landslides can bury houses and

people.

Folklore and Scientific Theory

Because strong earthquakes have such disastrous

effects, it is not surprising that people have always

looked for ways to explain their origin. We find many

nonscientific explanations of earthquakes in the

folklore of civilizations around the world. We call

these traditional narratives earthquake legends.

Some of them are still being told today.

What we have learned in recent years, however,

largely from the study of earthquakes, is that the

Earth around us is not static, like a stage set for a

play. The Earth's rock layer is broken into large

pieces. These pieces are in slow but constant motion.

They may slide by smoothly and almost imperceptibly.

From time to time, the pieces may lock together, and

energy that accumulates between the pieces may be

suddenly released. This sudden release of energy,

like the snapping of a rubber band that has been

stretched too far, is what we call elastic rebound.

Energy is released and travels through the Earth in

the form of waves. People on the surface of the Earth

experience an earthquake..

Fault

Focus

EARTHQUAKES-FEMA 159 * 11
I Defining an Earthquake

Earthquake Epicenters 0

The epicenter of an earthquake is the place on the

Earth's surface directly above the focus (or hypocenter),

the place inside the Earth where the quake originates.

Earthquake foci are usually somewhere between the

surface and 100 km in depth. In some areas, however,

foci may be as deep as 700 km.

Even a glance at an earthquake epicenter map shows

that most earthquakes have occurred in certain welldefined regions of the Earth. Because these regions

tend to be relatively long and narrow, they are sometimes referred to as earthquake belts.

One large belt of epicenters runs through the Mediterranean Sea, Asia Minor, the Himalayan mountains,

and into the eastern Indian Ocean. A second large belt

runs northward through the western Pacific Ocean, the

Japanese islands, the Aleutian islands, and the west

coasts of North and South America. The longest belt of

earthquake epicenters runs through the central regions

of most ocean basins. The world epicenter map also

shows some shorter belts of epicenters.

Chances are, even if your school is far from any earthquake epicenter, your students already have some

ideas about earthquakes and what causes them. In the

lessons that follow, you will invite them to tell you what

they think.

Master 7, World Map with Epicenters. The dots represent earthquakes with magnitudes 2 5.0 recorded from 1980-1990 by the

National Earthquake Information Center, USGS.

EPICENTER

__ _ _ o SO * ... .y . . ._

__ 

12 o EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 1, Grades K-2

.I

What Is an Earthquake?

Content Concepts

1. An earthquake is a sudden, rapid shaking of the Earth

caused by the release of energy stored in rocks.

2. Legends are traditional narrative explanations of natural phenomena that evolve when scientific explanations

are not available.

Vocabulary

Objectives

Students will

-describe personal experiences with earthquakes.

-construct an earthquake model.

-observe effects of a simulated earthquake.

-define the term legend, and listen to a legend.

-suggest possible causes of earthquakes.

-write and illustrate original legends.

-draw pictures to illustrate their ideas about the Earth's

interior.

Assessment

Restate The Turtle Tale. Draw or tell three imaginative,

non-scientific explanations for Earth movement.

Learning Links

Language Arts: Writing a description

of a demonstration (older students),

sharing ideas about the possible causes of

earthquakes, building vocabulary, listening

to a legend, creating an original legend

Art: Illustrating the legends, expressing

ideas about the Earth's interior in drawing,

contributing to a mural

Social Studies: Observing the effects

of a simulated earthquake on model

buildings, predicting the effects on

people's lives, discussing a Native

American legend, locating San Gabriel

on a U.S. map

EARTHQUAKES-FEMA 159 * 13

earthquake

legends
I Defining an Earthquake/ Unit I, Level 1, Grades K-2

Activity One: Tremble Here, Tremble There

Materials for the teacher

e A small table or desk that moves easily

Materials for each small group of students

* A shallow box partially filled with sand or soil

* An assortment of paper plates, cups, and small boxes that

can be stacked to represent a building.

Procedure

1. Introduce the topic with a class discussion based on the

following questions:

What does the word quake mean?

What do we mean when we say people are "quaking in

their boots"? (Invite students to imitate a person

trembling.)

Have you ever been on a bridge when it shook from heavy

traffic, or near the railroad tracks when a train passed

over? (Invite students to demonstrate shaking and vibrating.) What do you suppose is happening to the Earth

when there is an earthquake?

Has anyone here ever felt an earthquake? (Allow students

time to express their observations and feelings.)

earth * quake

An earthquake is a sudden, rapid

shaking of the Earth caused by the

release of energy stored in rocks.

leg . ends

Legends are traditional narrative

explanations of natural phenomena

that evolve when scientific explanations are not available.

14 * EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 1, Grades K-2

2. Tell students they are going to make a model to demonstrate what happens during an earthquake. Follow these

steps:

a. Invite a small group of students to pile plates, cups,

and small boxes on top of each other in the

filled box to form a tall structure. (Either have

enough materials for each group to construct

one model, or have the groups take turns.)

b. Place the large box on the cart, table, or desk.

c. Shake the cart, table, or desk until the structure

topples.

d. Ask the students to comment on what they see.

What does the sand or soil represent? (the Earth)

What do the plates, cups, and boxes represent? (a

tall building)

What moves? (the Earth and the building)

What happens to the building? (various degrees of

damage)

* *' Children J will enjoy simulating

observing the results.

EARTHQUAKES-FEMA 159 * 15
I Defining an Earthquake/ Unit I, Level 1, Grades K-2

Activity Two: Tremors and Turtles

Teacher Take Note: See the Appen-

• Master la, U.S. Map dix, Earthquake Legends, for more

* Master 2, The Turtle Tale tremor tales from around the

world.

Materials for each student

* 2 small (6") paper plates

• 1 straw

* Green construction paper

* Handout from Master 3, Turtle Tale Pop-Up Puppet

* Scissors

• Markers or crayons

• Stapler

Procedure

1. Discuss the origin of legends.

How can we understand about earthquakes? (from

science)

Yes, but earthquakes have been happening for a long

time, and we have only been studying them with scientific instruments for a short time. How do you suppose

people explained them before that? (with stories)

These stories are called legends.

16 * EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 1, Grades K-2 I

Master la, U.S. Map. San Gabriel is

marked with an asterisk (*)

Teacher Take Note: Encourage older

students to design their own puppets.

Younger students may enjoy the turtle

dot-to-dot exercise. (Master 4)

2. Point out the San Gabriel Valley on a U.S. map. (Indicate the southwestern part of California, in the neighborhood of Los Angeles-see map.)

3. Introduce the story on Master 2, The Turtle Tale, and

read it aloud. This is a story that was told by a group of

Native Americans who lived where earthquakes are common, in the San Gabriel Valley. People call them the

Gabrietinos (Ga * bree * uh * lee * nos).

4. Discuss the story.

Did you enjoy the story? Why or why not?

Do you think the story is true? Why or why not? (Students will give a variety of reasons why it is not: Turtles

are not that big. Turtles are not that strong. Turtles

can't talk.)

Why do you think the Indians developed this story?

(When an earthquake or any other frightening event

occurs, people want to understand what causes it.

Understanding helps them to be less afraid.)

Have you ever asked an older person to explain something that frightened you, and felt better afterwards?

5. Have students make a Turtle Tale Pop-Up Puppet.

Distribute Master 3 (pattern) to students and give these

instructions:

Staple plates together top to top creating a rounded

shell for the turtle.

Copy pattern onto green construction paper.

Cut out 4 feet, 1 head, and 1 tail.

Attach feet onto shell (paper plates).

Staple tail to one end of the straw and the head to the

other.

Slip straw between plates at a space between staples.

Decorate the shell.

Pull the tail to make the head go into the shell. Push

the tail to make it come out again.

6. Have students act out the legend of the Turtle Tale

with their puppets. You will need seven students to

portray the turtles and one for the Great Spirit. Students

can mime the action and dialogue as the teacher reads

aloud.

EARTHQUAKES-FEMA 159 * 17
I Defining an Earthquake/ Unit I, Level 1, Grades K-2

Activity Three: Earth Mural

Materials for the teacher

* A large roll of paper for the mural

Materials for each small group of students

* Drawing paper and crayons or oil pastels

* Scissors

Procedure

1. Ask each student to draw a large circle representing the

Earth and draw a picture of what there might be inside to

make it move. Help students dictate or write explanations

that match their drawings.

2. Create a class mural by directing the students to cut

out their drawings and paste them to a large piece of

paper. The explanations students have written or dictated

may be displayed beside the drawings.

3. Share all the student stories and the legends. Accept all

ideas without evaluation. End the lesson without providing any further information as to the actual causes of

earthquakes. (Direct curious students to children's encyclopedias and other classroom or library reference materials. When the discussion resumes in the next lesson, you

will find that students have gained some information on

their own.

One group of first graders made these

drawings of the Earth's insides.

Extensions

1. Ask students to create their own

legends to explain earthquakes. Have

them dictate, draw, or write their

stories.

2. Act out the original legends with

paper bag puppets. Provide lunch

bags and art materials. Give the

students time to make their puppets

and rehearse before the final presentation.

3. Ask the children to describe an

imaginary journey to the center of the

Earth. What might they find there that

could cause earthquakes?

18 * EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 2, Grades 3-4

l l I !lli ,1 I

People Explain Earthquakes

Content Concepts

1. An earthquake is a sudden, rapid shaking of the Earth

caused by the release of energy stored in rocks.

2. Legends are traditional narrative explanations of natural phenomena that evolve when scientific explanations

are not available.

3. Earthquake energy is released in the form of waves.

Vocabulary Objectives

earthquake

legend

culture

Learning Links

Language Arts: Class discussion, writing

expository paragraphs, sharing ideas

Social Studies: Locating countries on the

world map

Art: Illustrating students' earthquake

theories, illustrating legends

Students will

-describe personal experiences with earthquakes.

-write and illustrate a paragraph about what they

think causes earthquakes.

-read and illustrate earthquake legends.

-locate the cultures that developed the various

legends on a world map.

-compare these locations to the major areas of

earthquake activity around the world.

-state what scientists now believe is the cause of

earthquakes.

-observe the effects of a simulated earthquake.

Assessment

Explain or draw a picture of what scientists believe is the

cause of earthquakes.

EARTHQUAKES-FEMA 159 * 19
I Defining an Earthquake/ Unit I, Level 2, Grades 3-4

Activity One: Earthquake Experiences

Materials for the teacher

* Magazine or newspaper accounts of earthquakes, or

books, slides, movies, and other media dealing with the

subject

Materials for the students

* Drawing paper

* Crayons or markers

* Tape

Procedure

1. Begin a discussion by asking students what they think

an earthquake is. List responses on the board.

2. Ask if any of your students has ever experienced an

earthquake. Invite those who have to share their experiences with the class.

3. If the students do not have much personal experience

to draw on, use some of the resources suggested above to

provide a basis for the unit. You may also want to invite

someone who has experienced an earthquake to visit the

class.

4. Distribute paper and art supplies. Ask the students to

make drawings illustrating what they think causes earthquakes. They may write paragraphs to accompany the

pictures and combine them as a display for the wall or

bulletin board. Volunteers can present their ideas to the

class. Make no comments about the correctness of their

ideas at this point.

earth e quake

An earthquake is a sudden, rapid

shaking of the Earth caused by the

release of energy stored in rocks.

leg . ends

Legends are traditional narrative

explanations of natural phenomena

which evolve when scientific

explanations are not available.

cul * ture

A culture is the special way of life

common to a group of people.

20 * EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 2, Grades 3-4 I

Activity Two: Earthquake Legends

Teacher Take Note: Some of these

legends come from parts of the world

where quakes do not occur frequently. An earthquake is a highly

dramatic, memorable event. Some

cultures may have borrowed oral

traditions based on events outside

their own geographic region. Others

may have carried legends with them

as they migrated from one part of the

globe to another. Be prepared to find

a less than exact correlation between

legends and earthquake activity.

Materials for the teacher

* Large wall map of the world, or transparency made

from Master 5, World Map

* Tape or pins

* Colored yarn

* Transparency made from Master 6, World Map with

Legend Sites

* Transparency made from Master 7, World Map with

Epicenters

* Overhead projector

Materials for each student

* Booklet of earthquake legends (See Appendix)

* Large sheets of drawing paper

* Crayons or markers

Procedure

1. Explain that earthquakes have been happening on

Earth for millions of years. Scientists have understood

what causes them for less than 50 years. People who

experienced earthquakes developed traditional explanations that suited their culture, or way of life. We call these

explanations legends.

Master 6, World Map with Legend Sites

Earthquake Legend Sites Key

1. India

2. Assam, between

Bangladesh and China

3. Mexico

4. Siberia

5. Japan

6. Mozambique

7. Greece

8. Belgium

9. Tennessee USA

10. West Africa

11. Mongolia

12. India

13. Latvia

14. Colombia

15. Scandinavia

16. New Zealand

17. East Africa

18. Central America

19. Romania

20. West Africa

O -OD -O 3-3

. - -_ L M P

KK. H e~~~~

EARTHQUAKES-FEMA 159 * 21
I Defining an Earthquake/ Unit I, Level 2, Grades 3-4

; -

2. Distribute art materials and copies of the legends to

every student. Divide the students into groups and have

each group illustrate one of the legends. Label each illustration with the name of the culture or the region of the

world it comes from.

3. On a world map, locate the region where each legend

originated. (See Master 6. How you approach this part of

the activity depends on your students' geography background.)

4. Make a wall display by having students place their

illustrations on the wall surrounding the world map. Use

the yarn and pins or tape to connect each illustration of a

legend to the appropriate spot on the map.

5. Ask each group to read or recount their legend, and tell

why they think it does or does not explain earthquakes.

You may need to start the groups off by asking such

questions as these, for the first story:

Are elephants big enough to hold up the world?

Could an elephant stand on a turtle without crushing it?

Did the early Hindus imagine ordinary animals in this

story, or magical ones?

Do you think there are any such magical animals?

6. Project the transparency of Master 7, World Map with

Epicenters. Explain that each dot shows a place where an

earthquake has occurred. You may want to highlight the

areas of greatest earthquake activity. Ask students if they

can see a relationship between these areas and the places

where the legends originated.

Teacher Take Note: You may want to

read all the legends with the students

before they begin to draw.

Legend Book Assembly

Copy the pages (each one has two

legends) for the legend book in

sequence. Be sure to copy page 2 on

the back of the cover page. Repeat

this process for the rest of the pages.

Fold and staple in the center to form

a booklet.

22 * EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 2, Grades 3-4

Activity Three: Tasty Quake

Materials for the teacher

* One pan of prepared gelatin dessert (see recipe)

* A fist-sized rock

* Silicone putty or "flubber" (see recipe)

* 25 coffee stirrers -- 5" (13 cm) plastic

* Scissors

* Ruler

Procedure

Teacher Take Note: This recipe has

been carefully tested. To transmit

waves that can be seen easily, the pan

must be metal, and it must be full

nearly to the top with the gelatin

mixture.

1. Prepare gelatin dessert in advance and refrigerate.

These ingredients will make one pan. Prepare more if you

wish to have several small groups performing the demonstration simultaneously.

2. Write the definition of an earthquake on the board.

3. Explain that under the soil there are rock layers. These

layers are under stress because of activity within the

Earth.

4. Explain that when these rocks are under extreme stress

they react more like a plastic material, such as silicone

putty, than like the hard rock we see above the ground.

(Show rock and putty.)

5. Demonstrate with silicone putty (or flubber), or distribute several lumps so that each small group can do the

activity for themselves. (The putty will be difficult to break

if it has been warmed by too much handling, so work

quickly.)

Teacher Take Note: To get the best

results follow the instructions for

mixing ingredients in two separate

bowls before combining all ingredients. Students should not eat the

flubber. Students should wash their

hands after handling the mixture.

EARTHQUAKES-FEMA 159 * 23

1

I
I Defining an Earthquake/ Unit I, Level 2, Grades 3-4 I

a. First, stretch the putty slowly to show how rocks react

to slow twisting and pulling.

b. Next, shape it back into a ball and give it a sharp tug

with both hands. The putty will snap into two pieces.

c. Explain that this reaction is similar to what happens

during an earthquake.

6. Explain that when rocks break in this sudden way

energy is released in the form of waves. We can simulate

this release of energy by watching what happens to a pan

of gelatin.

7. Gently tap the side of the pan of gelatin, while holding

the pan firmly with the other hand. Students should be

able to see the waves traveling through the gelatin. Compare the gelatin to the ground, the tap of your hand to the

rock breaking, and the waves in the gelatin to earthquake

waves.

8. Ask the students to predict what happens when you tap

the pan with more force. Tap the pan harder. Is their

prediction confirmed? Repeat these two steps several

times, and be sure that all the students have a chance to

see the waves.

9. Coffee stirrers can be used to further enhance student

observation of wave action. In the gelatin, insert to the

bottom of the pan, four rows of stirrers parallel to the short

side of the pan. (Place each row approximately 1.5" (4 cm)

apart. Place each stirrer approximately 1.25" (3 cm) apart.)

10. Repeat steps 7 and 8 above (tap pan at side opposite

the stirrers).

Extensions

1. Students could act out the legends

with a few simple props.

2. Students could survey other students

in the school to learn what they think

causes earthquakes. Responses can be

tabulated on the board or on butcher

paper taped to the wall and become

the basis for a class discussion.

3. In an area where earthquakes do

not occur frequently, students could

survey adults in the community to find

out how many of them have experienced earthquakes. Small groups could

divide responsibility for a set number

of interviews such as ten per group

and graph their results. No two students may interview the same person.

4. Instead of illustrating the legends

on large sheets of paper, students may

draw a small symbol for each legend,

cut it out, and pin it directly onto a

large wall map at the correct location.

The Japanese legend, for example,

could be represented by a fish.

11. Ask students to compare their observations of waves in

gelatin with and without stirrers. (The stirrers magnify the

wave action, allowing greater visibility.) Discuss possible

results of wave action on buildings (point out that stirrers

could represent buildings). Ask how stirrers reacted to

different amounts of force used in tapping the pan.

24 * EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 3, Grades 5-6 1

Energy Waves Cause Earthquakes

Content Concepts

1. Earthquakes result from the buildup and release of

energy stored in rocks.

Vocabulary

earthquake

legend

stored energy (potential energy)

earthquake waves (seismic waves)

fault

fault creep

focus

epicenter

Learning Links

Language Arts: Discussing, oral

reading, note taking, following

directions

2. Earthquakes occur over much of the world, including

the United States.

3. Various societies have produced earthquake legends to

explain these natural occurrences.

Objectives

Students will

-watch one demonstration and participate in one activity on elastic rebound, and apply the principle to earthquake activity.

-demonstrate the phenomenon of fault creep, and

distinguish it from earthquake activity.

-list some events that occur during an earthquake.

-locate their own state on an outline map of the

United States.

-determine from the study of epicenter maps if their

local area and state have experienced earthquakes.

-read and discuss earthquake legends.

-locate the place where each legend originated on

an outline map of the world.

Assessment

Social Studies: Map reading, correlating different types of maps, discussing

effects and explanations of earthquakes in past and present societies

Describe (write and/or draw) an event which releases

energy and relate the results of that energy release.

Math: Using map scale to measure

distances

Art: Creating signs, illustrating activity

EARTHQUAKES-FEMA 159 * 25
I Defining an Earthquake/ Unit I, Level 3, Grades 5-6

-~~~

Activity One: A Wet Wave Experience

Materials for the teacher

a Transparency made from Master 8, Elastic Rebound

* Overhead projector

* Strip of 1/16" wood lath the size of a ruler, or a 1/4"

dried stick about 1' (30 cm) long.

* Sink or basin large enough to hold wood

* Water to fill basin

* Goggle

Procedure

1. Gather students around sink or basin filled almost to

the top with water.

2. Hold the wood completely under water. With one hand

on each end, bend it slowly until it breaks.

3. Ask students to describe what they see: jerky movement of the water and waves radiating out from the breaking point.

4. Explain that energy was transferred to the stick by the

hand movements, stored as potential energy until the

stick broke, and then transferred to the water. This concept of buildup and release of energy in rocks is called

elastic rebound theory.

5. Direct students to make a drawing of the demonstration

in their notebooks.

6. Ask students to explain how the demonstration relates

to an earthquake.

7. Project transparency of Master 8, Elastic Rebound, and

use it to illustrate that when pressure from within the

Earth is exerted on rocks, they bend and store energy

until they reach a certain point, like the wood.

The stored or potential energy is released, in the form of

waves, in an event we call an earthquake. The breaking

point is the focus of the earthquake. Help students to

relate this explanation to the demonstration.

fo lecus

The focus is the place where an

earthquake starts.

ep * i * cen e ter

The epicenter is the point on the

Earth's surface directly above the

focus.

fault

A fault is a crack in rock or soil

along which earthquake movement

has taken place.

eari * quake waves

Earthquake waves, or seismic

waves, are waves caused by the

release of energy in the Earth's

rocks during an earthquake.

Elastic Rebound

Original position

Buildup of potential energy

Breaking stick produces energy release 26 * EARTHQUAKES-FEMA 159

0
Defining an Earthquake/ Unit I, Level 3, Grades 5-6

Activity Two: It's Your Fault

Materials for the teacher

* Transparency made from Master 9, Dresser Drawers

* Transparency made from Master 1Oa, Earthquake Terms

* Overhead projector

Materials for each student

* A sign saying either Block A or Block B (Students can

make them and letter them neatly.)

* String or tape for affixing sign

[7]w

Procedure

1. Project the transparency made from Master 9, and

Smooth surface slides easily. explain that the pieces of Earth's crust often move past

each other as smoothly as our dresser drawers move.

Project Master I0a, and point out the fault on the Earth's

surface.

A /t_ < r r + 2. Label the area to the left of the fault Block A and that to

0/1A its right, Block B. Explain to students that they are going -B= >,-// to demonstrate what happens when pieces of the Earth's

~' ~4fH hi>1 3-'>/|crust move.

| -s 1 3. Take the students to a location in or outside the class-

'0 " h room an < where they will not hit anything but the floor if they

A sticky drawer opens with a jerky movement.

EARTHQUAKES-FEMA 159 * 27
I Defining an Earthquake/ Unit I, Level 3, Grades 5-6

4. Ask them to form into groups of 8 to 10 students, and

divide each group into equal halves. (The teacher can

participate if necessary to even the groups.)

5. Line up two groups of students facing each other, and

explain that each line represents a block of Earth. The

area between the two lines represents a fault.

6. Students should stretch out their arms, from both sides

of the "fault," so that each is lightly touching the palms of

a student on the other side.

7. Instruct students on both sides of each fault to shuffle

smoothly to the students' right, keeping their palms

extended. (The two lines will move in opposite directions,

and students will slowly change partners.) Explain that

this simulates fault creep movement.

8. Line the groups up as before, but this time have them

lock fingers across the fault. Again instruct them to move

to the right by slow steps, but keep them moving past the

point where they can hold on easily. Just before they have

to let go or fall, call out "earthquake!" Ask students to

drop hands and stand up straight. The sudden release of

energy should cause them to stumble and fall into one

another. Explain that this activity simulates an earthquake.

9. Compare and contrast the two events in a class discussion, referring to the Dresser Drawers (Master 9) and

Earthquake Terms (Master 10a) transparencies. Be sure

that students understand the difference between the

smooth movement that simulated fault creep and the

buildup and sudden release of stress that caused them to

stumble in the second demonstration. According to the

theory of elastic rebound, it is this buildup and release of

stress that causes earthquakes.

28 * EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 3, Grades 5-6

Activity Three: Visual Vocabulary

Materials for the teacher

o Movie clip, video clip, slides, filmstrip, or written

eyewitness account(s) of earthquakes

* Transparency made from Master 1 Oa, Earthquake Terms

o Overhead projector

Materials for each student

* Student handout made from Master 10b, Earthquake

Terms Worksheet

* Colored pencils

Procedure

1. Ask any class members who have experienced an

earthquake to describe that event to the class. -

2. Use one of the media listed above (movie clip, video,

etc.) to give the class some common vicarious earthquake

experiences.

3. Brainstorm to create a class list of things that happen

during an earthquake (rumbling noises, swaying trees,

etc.) on the board or an overhead.

4. Project Master 1Oa, and go over the definitions of focus,

epicenter, fault, and earthquake waves. Instruct students

to fill in the definitions on Master 10b, Earthquake Terms

Worksheet, then shade over each one in a different color:

the first in red, the second in blue, the third in yellow, and

the fourth in green. Finally, ask them to color the part of

the diagram that each definition refers to in the same

color as the definition.

Fault

Epicenter

Focus

Master 10a. earthquake terms.

EARTHQUAKES-FEMA 159 * 29
I Defining an Earthquake/ Unit I, Level 3, Grades 5-6

Activity Four: Local Legends Extensions s

Materials for the teacher

* Standard classroom wall map of the world, or a transparency made from Master 5, World Map

* Transparency of Master 11, U.S. Map with Epicenters

* Transparency made from Master 7, World Map with

Epicenters

* Booklet of earthquake legends (See Appendix.)

* Optional: Epicenter map of your state or area (obtain

from state geological survey, U.S. Geological Survey or

local college geology department)

Materials for each student

* Booklet of legends

* Worksheets made from Master 11, U.S. Map with

Epicenters

1. If you live in an area that has ever

been affected by an earthquake, check

your local library for microfilm copies

of old newspapers describing the

event. On August 31, 1886, for example, the effects of the Charleston,

South Carolina earthquake were felt in

most of the states east of the Mississippi and south of New York state.

2. Current documentation on seismic

activity can be obtained through the

Internet at http://earthquake.usgs.gov

Procedure

1. Using transparencies and/or student copies of the U.S.

Map with Epicenters. Master 1 1, ask students these

questions:

According to this map, which of the states experience a

lot of earthquakes?

Which states experience very few or no earthquakes?

Where is our state on this map?

According to the map, does our state experience a

small, medium, or large number of earthquakes?

People in states without epicenters, as shown on this

map, may still experience earthquakes. How can this

be? (Both seismographs and the human senses can

register the effects of distant earthquakes, especially

large ones. Also, this map only records quakes over a

certain intensity. Some states may have quakes below

those levels.)

2. Show students how to use the map scale on the U.S.

Map with Epicenters to measure the distance from where

they live to the nearest epicenter on the map. Use a local

or state map if available.

Teacher Take Note: The terms

intensity and magnitude will be

discussed in later chapters.

30 * EARTHQUAKES-FEMA 159
Defining an Earthquake/ Unit I, Level 3, Grades 5-6 1

3. Write the definition of legend on the board, and invite

students to recount some legends they may have heard.

4. Have students read some of the earthquake legends out

loud in class. Locate the origin of each on the world map

before moving on the next.

5. Project the transparency of Master 7, World Map with

Epicenters, and ask students if they see any correlation

between the origins of the legends and the density of

earthquake epicenters. (See Unit I, Level 2, Activity Two.)

leg * ends

Legends are traditional narrative

explanations of natural phenomena

which evolve when scientific

explanations are not available.

6. Discuss with students:

Why did these legends develop? (Emphasize that they.

were creative attempts to explain frightening and

puzzling natural occurrences.)

What real facts do these legends contain or reflect?

(Siberia: that human beings and animals are interdependent; New Zealand: that the Earth is like a living

organism; Romania: that human decency upholds the,

social world; Mexico: that the evil in the world is hard

to understand; etc.)

Master 6, World Map with Legend Sites

Earthquake Legend Sites Key

1. India

2. Assam, between

Bangladesh and China

3. Mexico

4. Siberia

5. Japan

6. Mozambique

7. Greece

8. Belgium

9. Tennessee USA

10. West Africa

11. Mongolia

12. India

13. Latvia

14. Colombia

15. Scandinavia

16. New Zealand

17. East Africa

18. Central America

19. Romania

20. West Aflica

or 16

6i?

EARTHQUAKES-FEMA 159 * 31

O -O 200 3XO

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Unit I. Defining an Earthquake

Materials List

Grades K-2

audiovisual cart on wheels

shallow box

sand or soil

paper plates and cups

small boxes

green construction paper

straws

stapler

writing paper

pencil

mural paper

drawing paper

crayons

oil pastels

scissors

Grades 3-4

drawing paper

crayons

markers

tape

straight pins

colored yarn

fist-sized rock

Silly Putty TM

red or purple gelatin

unflavored gelatin

boiling water

metal baking pan

overhead projector

coffee stirring sticks

Grades 5-6

1 wood lath or dried stick

large bowl

sink or basin

goggles

colored pencils

string or tape

overhead projector

paper clips

0

32 * EARTHQUAKES-FEMA 159
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Master 2

The Turtle Tale

Long, long ago, before there were people, there was hardly anything in the

world but water. One day, Great Spirit looked down from heaven. He decided to

make a beautiful land. But where could he begin? All he saw was water. Then he

spotted a giant turtle. Great Spirit decided to make the beautiful land on the

turtle's back.

But one turtle was not big enough. The land Great Spirit wanted to make was

very large. So he called out, "Turtle, hurry and find your six brothers."

Turtle swam to find them. It took her a whole day to find the first. It took her

another day to find the next. After six days, turtle had found her six brothers.

"Come," she said, "Great Spirit wants us."

Great Spirit called down. "Turtles! Form a line, all of you-head to tail, north to

south. Umm-you three on the south, please move a little to the east. Hmmm.

Yes, that's just right. What a beautiful land you turtles will make! Now listen!

It is a great honor to carry this beautiful land on your backs. So you must

not move"'

The turtles stayed very still. Great Spirit took some straw from his supply in the

sky. He spread it out on the turtles' backs. Then he took some soil and patted it

down on top of the straw.

Great Spirit cleaned his hands on a fluffy white cloud. Then he went to work,

shaping mountains and valleys and lakes and rivers. When he was finished he

looked at the beautiful land he had made. Great Spirit was very pleased. But

soon trouble came. The giant turtles grew restless. They wanted to stretch

their legs.

"I want to swim east," said one. "This beast goes east."

"West is best. I'll swim toward the setting sun," said another.

The turtles began to argue. They could not agree which way to move. One day,

four of the turtles began to swim east. The others began to swim west. The

Earth shook! It cracked with a loud noise. But after a minute, the shaking

stopped. The turtles had to stop moving because the land on their backs was

so heavy. They had only been able to swim a little way from each other. When

they saw that they could not swim away, they stopped arguing and made up.

Every once in a while, though, the turtles argue again. Each time they do,

the Earth shakes.

HELP: Hands-on Earthquake Learning Package. (1983). California Edition.

Environmental Volunteers. Inc.

EARTHQUAKES-FEMA 159

I
Head

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Foot

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Tail

(cut 1)

- X

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17

CD
I heard a legend from the San Gabrielino Indians.

The Indians thought that big turtles carried the land on their

backs. They thought that an earthquake happened when the

turtles moved in different directions.

1. Connect the dots.

2. Color the turtle carrying land on its back

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Master 8

I

Elastic Rebound

Stick Changes Rock Changes

Original position with no strain

on sticks and rocks

Pressure Direction

K1

Buildup of potential energy in

bent stick and deformed rocks

Deformed Rocks

Breaking stick and rocks

produces break (fault) and

energy release or earthquake

Earthquake Waves

EARTHQUAKES-FEMA 159
Master 9

Dresser Drawers

However...

Smooth drawer surfaces

slide easily

ill A great force is needed to move

a sticky drawer

A sticky drawer opens with a

jerky movement

EARTHQUAKES-FEMA 159

r
Master lOa

I

Earthquake Terms

Fault

I

Earthquake Waves

Definitions:

Focus

The focus is the place where an earthquake starts.

Epicenter

The epicenter is the point on the Earth's surface directly above the focus.

Fault

A fault is a break in the Earth's rocky surface along which the two sides have

been displaced relative to each other.

Earthquake Waves

Earthquake waves are waves caused by the release of energy.

EARTHQUAKES-FEMA 159

I

Focus
Master lOb

EARTHQUAKES-FEMA 159
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Why and Where

Earthquakes Occur
Earthquake Curriculum, K-6 -- Scope and Sequence Chart

Unit II: Why and Where Earthquakes Occur

Level Concept Laboratory Mathematics Language Arts Social Studies Art

K-2 The Earth is made up of Egg analogy of the Vocabulary develop- Map puzzle of Earth Color, cut, and

layers. earth layers ment of earthquake plates paste Earth plates

Earth's outer layer is broken Earth layer simula- words Shape recognition

into pieces called plates. tion game of Earth plate

The movement of Earth plates puzzle

is the cause of most earthquakes.

3-4 The Earth has a layered Egg analogy of Earth Scale measurements Written description Earth size and Color in Earth

structure. layers of Earth's interior distances layer diagram Bar graph of Earth

Earth's outer layer, the Hand movement layers Vocabulary develop- Map study of Three dimensional

lithosphere, is broken into simulation of Earth ment of earthquake epicenter and plate model of Earth

pieces called plates. layer motion words locations layers

Convention currents in the Convection current

mantle might be the cause of demonstration

plate motion which results in

earthquakes.

The Earth has a layered

structure and an outer layer

broken into pieces called

plates.

Three basic movements take

place at the edges of the

plates.

Plate movements create

special surface features near

the edges of the plates.

Convention currents in the

mantle may be the cause of

plate movements.

0

Models of Earth

plate motions

Convection current

demonstration

Scale model of Earth

layers

Metric measurement

Vocabulary development of earthquake

words

Map study of

epicenter and plate

locations

Geologic features of

the Earth's surface

Model of Earth

layers

Model of formation

and break-up of

Pangaea

5-6
Why and Where

Earthquakes Occur

Although our Earth feels solid as we walk along its

surface, it is really only partly so. The Earth is divided

into three main layers that can be visualized by using

a hard-boiled egg as a model. There is a hard outer

surface, a softer middle layer, and a central core. The

outermost layer of the Earth is broken into irregular

pieces, called plates, which make the Earth resemble a

spherical jigsaw puzzle. These plates are in very slow

but constant motion. Plates move in three different

ways-colliding with each other, spreading apart, or

sliding past one another. Earthquakes can release the

energy stored in rocks by any one or a combination of

these three kinds of movement. Today many scientists

believe that the plates float on currents created in hot

plastic-like material beneath the plates.

EARTHQUAKES-FEMA 159 * 33
II Why and Where Earthquakes Occur

Why and Where

Earthquakes Occur

In Unit I we defined earthquakes in a general way,

particularly as they affect human beings. To really

understand why earthquakes occur, however, we need

to know something about the makeup of our Earth.

Two concepts are basic to all of the lessons in this unit:

that the planet we live on is composed of layers, and

that its outermost layer and surface are broken into

irregular pieces called plates.

The Layers of the Earth

The simplest way of describing the Earth's layers is to

compare the globe to a hard-boiled egg. It has a crust

something like the shell, a middle layer, or mantle,

something like the white, and a core that is something

like the yolk. The crust and the upper portion of the

mantle are often referred to together as the lithosphere,

or rock sphere. Scientists further divide the core into

the inner core and the outer core.

Crust and Lithosphere

The Earth's crust varies in thickness from about 65 km

on the continents to only about 10 km on the ocean

floors. Even at its thickest, the crust is not nearly as

thick in relation to the whole bulk of the Earth as the

shell of an egg is to the egg. This becomes obvious

when we compare 65 km to the radius of the Earth,

6,370 km.

The lithosphere is the outer solid portion of Earth that

includes the crust and the uppermost part of the

mantle. The lithosphere has an average depth of 100

km.

Lower Mantle and Core

Directly below the lithosphere is the asthenosphere, a

region of the mantle with a plastic, semisolid consistency, which reaches to about 200 km below the surface. The mantle continues to a depth of 2,900 km.

34 * EARTHQUAKES-FEMA 159
Why and Where Earthquakes Occur II

The liquid outer core, which might be compared to

the outer two-thirds of an egg's yolk, reaches from

2,900 km to a depth of about 5,100 km. The solid,

metallic inner core goes the rest of the way to the

center of the Earth. Both are composed primarily of

iron and nickel.

The oldest rocks of the crust have been dated by

radioactive decay at about 4.0 billion years old. We

do not know when the lithosphere began to form, but

we assume that it broke into plates at this time.

The Earth's Plates

Most earthquakes are caused by large-scale movements of the Earth's lithospheric plates and occur at

the boundaries between the plates. Experts recognize

seven to twelve major plates and a number of smaller

ones. The plates take their names from continents

(the North American plate); from oceans (the Pacific

plate); and from geographic areas (the Arabian plate).

Types of Plate Movements

Divergent (spreading) Convergent (colliding)

plate movement plate movement

Strike-slip (transform)

plate movement

Slow and Steady Motion

The plates are in very slow but constant motion, so

that seen from above, the Earth's surface might look

like a slowly moving spherical jigsaw puzzle. The

plates move at rates of 2 to 15 cm, or several inches,

in a year: about as fast as our fingernails grow. On a

human scale, this is a rate of movement that only

the most sophisticated instruments can detect. But

on the scale of geological time, it's a dizzying speed.

At this rate, those almost-four-billion-year-old rocks

could have traveled all the way around the Earth

eleven times.

Three Kinds of Plate Movements

The movement of the plates is generally one of three

kinds-spreading, colliding, or sliding. When plates

are spreading, or separating from each other, we call

their movement divergent. When they are colliding,

or pushing each other, we call the movement convergent. Movement in which plates slide past each other

is called strike-slip (or transform) plate movement.

Earthquakes can accompany each of the three types

of movement.

EARTHQUAKES-FEMA 159 * 35
I Why and Where Earthquakes Occur

11

Plate Tectonics

Continental Drift: 1910 to 1960

The theory of plate tectonics originated early in the

20th century, although it did not gain general acceptance until the late 1960s. The German meteorologist, geophysicist, and explorer Alfred L. Wegener is

now given credit for the first step in understanding

the movement of the lithosphere. In the period 19 10-

1912 he formulated the theory called continental drift

and collected evidence from the rocks, fossils, and

climate of various continents to show that they had

once been joined together. Wegener had little data on

the oceanic crust, so he thought that the continents

merely moved through that crust.

Plate Tectonics: 1960 to the Present

In the early 1960s, Fred Vine and Drummond

Matthews showed that the ocean floor was spreading

apart at the mid-ocean ridges. They and others soon

realized that the continents were also moving. By

1968 a new explanation for the dynamics of the

Earth's surface had been born, and christened plate

tectonics.

Convection Currents

The force that drives the plates, however, is still

something of a mystery. Wegener thought that centrifugal force, caused by the rotation of the Earth,

was the cause of continental drift. The weight of

modern scientific opinion favors convection currents-systems of heat exchange that form in the

Earth's mantle.

Beneath the lithosphere the mantle is semi-molten to

a depth of about 260 km. Its plastic-like material

rises in response to heat and sinks when the temperature drops. You can see this kind of movement if

you boil water in a clear glass pot.

Earth land masses about

200,000,000 years ago.

Earth land masses about

50,000,000 years into the future.

36 * EARTHQUAKES-FEMA 159

0
Why and Where Earthquakes Occur II :~~~~ ~~~ ___

Lithosphere

N Direction of Plate Moven

by Volcanos

_ Rising Magma

X-X-X- Earthquake

This convective movement acts as a drag on the

underside of the lithospheric plates, causing them to

separate where mantle material is rising and collide

where it sinks. As the plates are dragged along over

the mantle, like potato chips riding on honey, the

leading edges of some plates are destroyed, while

others pick up new material. Sometimes the edge of

one plate slides under another, in the process we call

subduction.

Some scientists explain the motion of plates as a

downhill sliding. They are high at the mid-ocean

ridges, and extend deep into the mantle at their

leading edges. As a subducting plate sinks, it fractures from the stress and causes deep earthquakes.

Eventually, because of the high temperature of the

mantle, the subducting plate melts. Then this molten

plate material rises into the crust, where it feeds

volcanoes.

Somehow, these various processes maintain a kind

of balance, so that the size of the lithosphere stays

about the same. Remember to emphasize, with your

students, the great sweep of geological time in which

tectonic processes occur. Discovering the dynamic

nature of this seemingly solid Earth should be exciting, but not frightening.

ients

Convention Currents L in Mantle

Master 18, Convection Currents and Plate Boundaries

EARTHQUAKES-FEMA 159 * 37

Melting
I I Why and Where Earthquakes Occur

II_

38 * EARTHQUAKES-FEMA 159
Why and Where Earthquakes Occur/ Unit II, Level 1, Grades K-2

11 11 1 ~ ;~~~~- 11

Inside Planet Earth

Content Concepts

Vocabulary

1. The Earth is made up of layers.

2. Its outer layer is broken into pieces called plates.

3. The movement of the Earth's plates is the cause of

most earthquakes

Objectives

core

mantle

crust

plate Students will

-name and identify layers of the Earth.

-observe a model of the Earth's plates.

-create a model of the Earth's layers with their bodies.

-construct a representation of the Earth's plates with

jigsaw puzzle pieces.

Assessment

Construct a scientific drawing showing layers of the Earth.

Learning Links

language Arts: Vocabulary building,

following directions

Art: Coloring, cutting, pasting, shape

recognition

Social Studies: Locating plates on a

world map and identifying major global

features (continents and oceans)

EARTHQUAKES-FEMA 159 * 39
IT IWhy and Where Earthquakes Occur/ Unit II, Level 1, Grades K-2

I I ;.. . . ..

Activity One: Earth from the Inside Out

Materials for the teacher

* Transparency made from Master 12a, Layers of the

Earth

* Overhead projector

* Hard-boiled egg with the Earth's plates outlined in

permanent marker (Crude markings will do.)

* Kitchen knife or dental floss

Materials for each student

* Batches of Play-DohTM, modeling medium (see recipe), or

plasticine modeling clay

* Master 12b, Earth Layers Worksheet e Small strips of yellow, blue, and red construction paper

* 3 toothpicks

o Scissors

* Paste or glue

• Dental floss or butter knife

Procedure

core

The core is the deepest layer of the

Earth. It helps to heat the Earth

from inside like a furnace.

man @ tde

The mantle is the layer between the

core and the crust. It is mostly

solid. Just below its top is a semisolid layer with a consistency

something like modeling clay or

gelatin dessert.

1. Show the transparency on the overhead projector,

pointing out the three basic layers of the Earth-core,

mantle, and crust-and describing each.

2. Show students the egg and point out the marks that

indicate the plates.

Explain: The Earth's top layer is broken into pieces called

plates. The plates are always moving, but usually very

slowly-about as fast as your fingernails grow. Sometimes,

when the plates move away from each other, bump into

each other, or grind past each other, we experience earthquakes. Then we feel shaking, and sometimes we hear

rumbling.

3. With a sharp knife, slice the egg, shell and all, and

show students the layers inside. Explain that the crust is

something like the shell, the white is something like the

mantle, and the yolk is something like the core.

4. Prior to this activity make batches of modeling medium

if Play-DohTM or modeling clay is not available.

crust

The crust is the top layer of the

Earth, solid and very thin compared to the other layers.

40 * EARTHQUAKES-FEMA 159

0
Why and Where Earthquakes Occur/ Unit II, Level 1, Grades K-2

t~~~~~~~~~~~~~~ II

Model of inside of the Earth with labelling

flags.

Toothpick flags: toothpicks with a piece of

paper wrapped and glued around one end

5. Encourage students to create their own model of the

inside of the Earth beginning with the core and working

out to the crust.

Have students choose a small portion of red clay to

represent the core of the Earth. They will need a

greater portion of yellow (mantle), and then blue (crust)

to create their model.

Using dental floss or a butter knife, have students cut

their model in half, then label each section with a

toothpick flag.

6. Distribute copies of Master 12b, Earth Layers

Worksheet. Direct students to color the Earth's layers in

different colors: red for the core, yellow for the mantle,

and blue for the crust. Readers can cut out the labels and

paste them in the correct boxes.

Activity Two: Energy Transfer

Materials for each student

* A color-coded sign saying Core (red), Mantle (yellow), or

Crust (blue), perhaps on a string to hang around the

neck.

Procedure

1. Invite students to use their bodies to represent the

layers of the Earth.

2. Select a small group of children (2 or 3) to represent the

core, and give them red signs which say Core. Ask them

to stand in the center of the room. Students should show

that they are very hot, perhaps by mopping their brows

and fanning themselves.

3. Select a larger group (8 to 10 students) to represent the

mantle. Give them yellow Mantle signs and ask them to

form a circle around the core group. Students should

move very slowly around the core group.

Teacher Take Note: In later grades

-students will also learn about the

lithosphere, the layer to which the

plates belong. For now the three

basic layers are enough.

4. Give blue Crust signs to about 15 more students and

ask them to hold hands and surround the mantle group.

5. Tell the mantle students that when you call out "Earthquake," they are to bump into the crust students, causing

them to move and break their circle. This transfer of

energy from mantle students to crust students simulates

roughly what happens during an earthquake.

EARTHQUAKES-FEMA 159 * 41
IwP1 Why and Where Earthquakes Occur/ Unit II, Level 1, Grades K-2

I1~

Activity Three: Giant Jigsaw Puzzle

Materials for the teacher

* Egg model from Activity One

* World Map

o Transparency made from Master 13, Earth Plates

* Overhead projector

Materials for each student

• Handouts made from Masters 13, Earth Plates, 14a, Puzzle

Pieces, and 14b, Puzzle Pieces

* Crayons

• Scissors

• Paste

Extensions

1. Tell the turtle story from Unit One.

How would you explain an earthquake

if you were a modern Gabrielino who

had studied about the layers of the

Earth and its plates?

2. On a paper plate, draw a diagram of

the layers of the Earth. Label each

layer.

EProcedure

1. Repeat the egg demonstration to establish the relationship of

the crust to the shell and the existing plates. Draw continents

onto the egg shell, crack the egg, and gently manipulate both

parts of the egg back and forth, demonstrating the movement

of the Earth's plates.

2. Recall the turtle story in Unit I, and explain that the theory

of plate movement gained general acceptance among scientists

only in the late 1960s. Also remind students of the activity in

which they represented the layers of the Earth. Ask:

What causes most earthquakes? (The Earth plates move.)

When one part of the crust moves, what happens to the

other parts of the crust? (They move too.)

3. Display Master 13, Earth Plates, on the overhead, and

compare it to the world map. Explain that the Earth's crust can

be divided into major plates which fit together like the pieces of

a gigantic jigsaw puzzle. Help students observe that some of the

plate boundaries are under the ocean.

4. Hand out Masters 13, 14a, and 14b, and direct students in

cooperative groups to color all the shaded areas on the Master

14 pages brown. These represent the Earth's major land

masses. Have them leave the remaining areas blue. These

represent oceans and seas.

5. Ask students to count the puzzle pieces so that they perceive

the boundaries and can point to each piece. (This is important

to be sure that they are interpreting positive and negative space

correctly.) Point out that one plate has no land on it, and

another has very little land.

6. Direct students to cut out the Master 14 puzzle pieces, and

paste them on the worksheet made from Master 13, the Earth

plate outlines. Be sure they understand that their diagram

represents a flattened view of the Earth and its plates.

Some of the smaller plate regions

are not cut apart into puzzle

pieces on Masters 14a and 14b as

they would be too small for the

children to handle comfortably.

Teacher Take Note: To make a larger

floor or learning center version of the

puzzle, enlarge Masters 14a and 14b.

Paste the enlargements onto tagboard,

laminate (if possible), and cut out the

pieces. Put VelCroTM on the back of

each piece so you can use it on a

flannel board.

42 e EARTHQUAKES-FEMA 159
Why and Where Earthquakes Occur/ Unit II, Level 2, Grades 3-4

1_ H1

Plates Going Places

Content Concepts

Vocabulary

crust

lithosphere

mantle

outer core

inner core

plates

convection current

magma

divergent plate boundary

strike-slip (transform) plate

boundary

convergent plate boundary

Learning Links

1. The Earth has a layered structure.

2. Its outer layer, the lithosphere, is broken into pieces

called plates.

3. Convection currents in the mantle might be the cause

of plate motion which results in earthquakes.

Objectives

Students will

-describe the structure of the interior of the Earth.

-name and identity the layers of the Earth.

-interpret a graph of the approximate thickness of the

Earth's layers.

-observe a model demonstrating the layers of the Earth

and its plates.

-relate earthquake epicenters to plate boundaries.

-identify 12 major plates of the Earth.

-demonstrate the motions of plates.

-observe a convection current.

Assessment

Language Arts: Participating in class

discussions, writing paragraphs, following

directions

Shakequake, USA (a fictitious town), has many earthquakes. Use what you learned in this unit to explain

possible causes of earthquakes in that particular area.

Social Studies: Locating plate boundaries,

locating various geographic features

Math: Interpreting a graph of the thickness

of Earth's layers, observing the proportions

of the layers to each other

Art: Drawing the interior of the Earth,

constructing a model of the Earth's interior

EARrHQUAKES-FEMA 159 * 43
I I Why and Where Earthquakes Occur/ Unit II, Level 2, Grades 3-4

HI _

Activity One: What's Inside

Materials for the teacher

• A globe of the Earth

* Transparency made from Master 15, A Pizza the Earth

* Transparency made from Master 16, Graph of the

Earth's Layers, colored according to the directions in 3

and 4 below

* Overhead projector

Materials for each student

* Worksheet made from Master 15, A Pizza the Earth

* Worksheet made from Master 16, Graph of the Earth's

Layers

• Crayons or colored pencils

• Metric ruler

Procedure

con * vec 0 tion

cur e rent

A convection current is a circular

movement in a fluid in which hot

material rises and cold material

sinks.

lith l o . sphere

The lithosphere is the solid outer

region of the Earth in which earthquakes begin. It contains the crust

and the uppermost portion of the

mantle.

1. Show the students the globe. Define the term diameter,

then tell them that the Earth's diameter is about 12,760

km or about 7,900 miles. Put this distance in context by

comparing it to a distance students are familiar with, such

as the distance from their town or city to a distant, but

familiar location.

2. Explore students' ideas about the inside of the Earth.

Is it the same all the way to the center? Distribute art

supplies and ask them to draw what they think the inside

of the Earth is like, then write a paragraph describing the

drawing. (This activity will help you to know what background they are bringing to the topic.)

3. Project the transparency of the transparency of Master

15, A Pizza the Earth, and distribute the matching

worksheet.

a. Explain that the drawing is a model of the layers inside

the Earth. Briefly describe each layer, and have students label the inner core, outer core, mantle, lithosphere, and crust as you speak.

b. Ask students to color each of the Earth's layers a

different color. Color the area from the beginning of the

lithosphere out to the surface yellow, then go over the

outermost section with blue to indicate the crust. (The

overlapping colors, which should produce green for the

crust, will help students to understand that the crust is

part of the lithosphere.)

out * er core

The outer core is the liquid portion

of the Earths core.

in ner core

The inner core is the solid central

portion of the Earth.

44 * EARTHQUAKES-FEMA 159
Why and Where Earthquakes Occur/ Unit II, Level 2, Grades 3-4

I~~~~~~~~~~~~~ As

4. Distribute Master 16, Graph of the Earth's Layers. Ask

students to use the following data to construct a bar

graph of the thickness of the Earth's layers:

Layer

crust

lithosphere

mantle

outer core

inner core

Thickness in Km

40

100

2900

2000

1400

Remind students that a graph should contain a title,

scale, and labels. Ask students to color each bar the same

color they used for that layer in their Pizza of the Earth

(Master 15) worksheet. Use a transparency of Master 16,

Graph of the Earth's Layers, to discuss the proportions of

the layers with your students.

5. (Optional) During another class period or as homework,

invite students to make a three-dimensional model showing the layers of the Earth. Tell them they must label the

layers and make them in correct proportion to one another. They may choose any material and manner of

construction they like. You may want to display some of

these models in a school display case.

Activity Two: We're All Cracked Up

Materials for the teacher

* Several hard boiled eggs

* Small kitchen knife

* Narrow permanent marker

* Free-flowing broad permanent marker

Teacher Take Note: It may take

several tries to cut the egg neatly.

A very sharp knife will help.

Procedure

1. Before class, cut a hard-boiled egg in half with its shell

on. On one half, make a dot of color in the center of the

yolk with a permanent marker to represent the inner core.

Color the outside of the shell with the broad marker to

represent the crust.

Rap another hard-boiled egg on any hard surface to

produce a pattern of large cracks. When you have a design

you like, outline the edges of the cracks with the narrow

permanent marker. (This may also take several attempts.

You do like egg salad, don't you?)

EARTHQUAKES-FEMA 159 * 45

Crust

Outer Core

Inner Core
It IWhy and Where Earthquakes Occur/ Unit II, Level 2, Grades 3-4

2. Use the marked half of the cut egg as a model to review the

layers of the Earth with your students. Ask the following

questions.

Which layer of the Earth does the shell represent? ahe

lithosphere. The color on the outside represents the crust,

which is less than half as thick as the lithosphere itself.)

Which layer does the white represent? (The mantle)

Which two layers does the yolk represent? (he outer

core and inner core)

3. Hold up a whole cooked egg and ask students what would Sliced, hard cooked egg displays

happen to the shell if you rapped it on your desk. (It would layers something like the Earth's

develop cracks.) (So does an avocado, if you don't like

4. Show them the cracked egg you prepared in advance and cooking.)

point out that the shell is now divided into adjoining sections.

The lithosphere is similarly divided into sections, which we call

plates. The plates of the Earth include a portion of the upper

mantle as well as the crust. We use the term lithosphere to

describe the part of the Earth to which the plates belong, from

the surface down to a depth of about 100 km.

5. Explain that unlike the sections of eggshell, the plates of the

Earth are in motion. They move very slowly (at a rate of only a

few centimeters a year), over a portion of the mantle that has

plastic properties, rather like the silicone putty or flubber we

used in Unit I. This movement can cause earthquakes.

Activity Three: Plates of the Earth

Materials for the teacher

• Transparency of Master 17, Plate Boundaries Map

* Overhead projector Cracked egg illustrates plates of the earth.

Materials for each student

* Handout made from Master 7, World Map with Epicenters

* Handout made from Master 17, Plate Boundaries Map

• Crayons or colored pencils

Procedure

1. Distribute copies of the epicenter map and the plate

boundaries map.

2. Ask students what relationship they see between the

locations of earthquakes and the plate boundaries. They

should be able to see a correlation.

3. Point out the arrows on the Plate Boundaries Map, 0

Master 17, which indicate the direction in which each plate

is moving. Ask them to color the arrows red.

46 * EARTHQUAKES-FEMA 159
Why and Where Earthquakes Occur/ Unit II, Level 2, Grades 3-4

I \ - 1, 1 I '1II

4. Explain that each plate has a name, and point each one

out as you read its name aloud. Instruct students to put

their red pencils or crayons aside and use different colors

to color all of the plates-lightly, so the names and arrows

can still be seen.

K

/ -_ _. I

a. Divergent: Begin with fingertips

and slowly pull hands apart

b. Lateral (transform): Begin with

hands side by side. Slide one forward

and the other back, so they pass by

each other.

c. Convergent: Begin with knuckles

facing each other. Bring hands together, letting one slide (subduct) under the other.

5. Either in a class discussion or on a worksheet followed

by a class discussion, cover these points:

How many plates are there on the map? (Twelve. Explain that some experts identify twenty or more.)

Locate India. Where do you see a plate boundary in

India? (on the northern border) What geographic feature do you find there? (mountains)

Locate the Atlantic Ocean. Are there any plate boundaries in that ocean? (Yes. Plate boundaries divide the

ocean from north to south.)

Which large island in the Atlantic Ocean has a plate

boundary going through it? (Iceland)

6. Project the transparency of the plate boundaries map.

7. Again point out the arrows which indicate plate movement, and explain that this movement is of three kinds:

divergent, lateral (or transform), and convergent. Demonstrate hand motions to simulate each kind of movement,

and practice them with the class as you give examples of

each.

a. Divergent-Begin with fingernails pressing against each

other, and slowly pull hands apart. Explain that this

kind of plate movement is happening on the floor of the

Atlantic and Pacific Oceans. As plates move apart,

melted rock, or magma rises from the upper mantle to

fill the spaces. Examples: South American plate and

African plate; North American plate and Eurasian plate.

b. Lateral-Place hands side by side and slide them slowly

past each other. Explain that this kind of activity is

occurring right now along the San Andreas fault in

California. Example: North American plate and Pacific

plate.

c. Convergent-Start with hands facing each other and six

inches apart. Bring them together so that one hand is

forced under the other. The top hand should ride up

and make a fist. Explain that converging plates may

form high mountains such as the Himalayas.

As plates move together, one of the plates is pushed down

(subducted) under the other: Examples: Australian-Indian

plate and Eurasian plate, Nazca plate and South American

plate.

EARTHQUAKES-FEMA 159 * 47

X )
Why and Where Earthquakes Occur/ Unit II, Level 2, Grades 3-4

i_- 1 

Activity Four: Hot Stuff Rises and Cold

Stuff Sinks

Materials for the teacher

¢ Clear heatproof glass baking dish, 23 cm x 13 cm x 7 cm

* Immersion heater (plug-in coil used to heat small

quantities of water)

o Sandwich-size plastic bag with twist tie • Tape

• 2 eyedroppers

• Red food coloring

* Blue food coloring

• A handful of solid paper circles from a hole puncher

• Ice cubes

• Cool water

* Transparency made from Master 18, Convection

Currents and Plate Cross Section

• Overhead projector

Procedure

1. Review the concept that Earth's lithosphere is broken

into pieces called plates. Scientists believe that the plates

move because of movement inside the mantle, the way

groceries move on the conveyor belts in supermarket

checkout lines. This demonstration illustrates what may

take place.

2. Fill the glass baking dish almost completely full of cool

water.

Be sure to add the blue colored drops

to the water just below the surface

as drops on the surface will

diffuse too quickly and not give

the best effect.

Ice Cubes in a

Plastic Bag

Teacher Take Note: An immersion

heater is safer than most other heat

sources. You can buy one for $3-4 at

most hardware stores. It is also a

handy way to heat a cup of water for

tea, coffee, or broth. A larger container, such as an aquarium, could be

used for better viewing.

Heating Element

Convection Currents Shallow Glass

Baking Dish

48 * EARTHQUAKES-FEMA 159
Why and Where Earthquakes Occur/ Unit II, Level 2, Grades 3-4 11

Extensions

1. Read Joanna Cole's The Magic

School Bus - Inside the Earth or Faith

McNutly's How to Dig a Hole to the

Other Side of the World as a class

activity or make it an additional

reading assignment.

2. Show pictures of Icelandic rifts, the

San Andreas fault, the Himalayan

mountains, and other physical features of the sort that occur at plate

boundaries.

3. Show the class a film, filmstrip,

video, or computer animation on

plate tectonics. (Because most of them

were designed for older students, you

may want to show just portions, or

use the images and provide your own

narration.)

3. Put about six ice cubes in the plastic bag and close it

with the twist tie.

4. Place the bag in the water at one end of the dish and

tape it to the side so it can't float away.

5. Place the immersion heater in the water at the other

end of the dish and plug it in. Warn students to stay away from the heat source.

6. Wait about one minute for the water to heat. Then use

an eyedropper to put several drops of red food coloring on

the bottom of the dish near the heater. Ask students to

observe what happens. (Some of the coloring will rise to

the top and float toward the other end of the dish.)

7. Now use the second dropper to put a few drops of blue -coloring into the water just under the surface, near the

ice. Ask students to describe what they see. (The coloring

will sink and move along the bottom of the water toward

the other end of the dish.)

8. Put a few of the paper circles on top of the water in the

warm end. Students will see them moving around on the

surface of the water. Explain that the Earth's plates may

move on the semi-solid layer of the mantle in a similar

way, because of temperature changes in the mantle. The

systems of heat exchange that cause their movement are

called convection currents. Hot material rises, while cold

material sinks.

9. Project the transparency of Master 18, Convection

Currents and Plate Movements, and point out that where

two convection currents are rising together, the plates are

forced apart. Where two currents are sinking together, the

plates are forced together. Scientists hypothesize that

these movements are the cause of many earthquakes.

10. If necessary, repeat the demonstration until all the

students have had a chance to observe it at close range.

EARTHQUAKES-FEMA 159 * 49
I I Why and Where Earthquakes Occur

-~~~~~

0

0

50 * EARTHQUAKES-FEMA 159
Why and Where Earthquakes Occur/ Unit II, Level 3, Grades 5-61I

Layers, Plates, and Quakes

Content Concepts

1. The Earth has a layered structure.

2. The Earth's outer layer is broken into pieces called

plates.

crust

lithosphere

mantle

outer core

inner core

plate

strike-slip (transform) plate

boundary

convergent plate boundary

divergent plate boundary

volcano

magma

Learning Links

Language Arts: Discussion, note taking,

vocabulary building, following directions

Math: Using a scale to build Earth wedge

model

Art: Drawing, cutting, and taping paper

models; building convection model

3. Three basic kinds of movement take place at the edges

of the plates.

4. Plate movements create special surface features near

the edges of the plates.

5. Convection currents in the mantle may be the cause of

plate movements.

Objectives

Students will

-make a model of the layers of the Earth.

-be able to describe the composition of the layers and

their interrelationships.

-model and describe activity at the three major types of

plate boundaries.

-observe a demonstration of convection currents and

relate the process to plate movement.

-construct a model of continental movement from

ancient time through the present and into the future.

Assessment

Shakemeup, USA (a fictitious town) is located on the coast

of California. Scientists know that subduction is occurring

under this part of California. Describe what you think will

happen to this town over the next 100 years.

EARTHQUAKES-FEMA 159 * 51

Vocabulary
II Why and Where Earthquakes Occur/ Unit II, Level 3, Grades 5-6

Activity One:

Crust to Core: A Pizza the Earth

Materials for the teacher

* Transparency made from Master 15, A Pizza the Earth

• Overhead projector

• Transparency markers

Materials for each student

* 3 sheets of unlined paper, standard size

* No. 2 pencil

* Meter stick

* Tape

o Copies of Master 16, Graph of the Earth's Layers

* Copies of Master 15 (optional)

Procedure

1. Elicit from class what they think the Earth is like below

the surface. Accept various opinions. Depending on

answers, class may need to use all or part of the first

activity from Grades 3-4 in this unit.

2. Display the transparency of Master 15, A Pizza the

Earth. Explain that the Earth is layered and that we have

learned about these layers largely from the study of

earthquake waves. Define crust, lithosphere, mantle, outer

core, and inner core (see the lower-grade lessons in this

unit), and ask students to write definitions of the layers in

their notebooks for future reference. (Or give the students

copies of Master 15, A Pizza the Earth, and have them add

the definitions there.)

Master 15. A Pizza the Earth answers

3. Tell the class that they are going to create a scale model

of a slice of the Earth, from its surface to the center, using

the following procedure:

a. Attach three pieces of unlined paper by taping together

the shorter sides to make a strip about 80 cm long.

b. Turn paper over to the untaped side.

'This Pizza the Earth sure has

a thin crust"

52 * EARTHQUAKES-FEMA 159

Crust

Lithosphere

t__

asO
Why and Where Earthquakes Occur/ Unit II, Level 3, Grades 5-6 *II

mag * ma

Magma is liquid rock beneath the

Earth's surface. When it erupts it is

called lava.

vol * can * o

A volcano is a mountain of erupted

hardened lava or volcanic rock

fragments at the surface of the

lithosphere.

Extensions

1. Research how scientists have

discovered about the various layers

of the Earth through the study of

earthquake waves.

2. To the wedge model on Master

15 add the hydrosphere (average

thickness of the oceans, about

3.8 km) and the atmosphere (about

960 km thick).

c. Draw, with the aid of a meter stick, a triangle 10 cm wide

on top and 64 cm on its other two sides. (This is a scale of

about one millimeter for each kilometer of the Earth's

radius.) Label the 10-cm side Earth's Surface and the

opposite end (the point of the wedge) Center of the

Earth.

d. Compute the scaled distance from the Earth's surface to

the bottom of each of the layers, using the data from

Master 16. Graph of the Earth's layers. (Students will

have to know the scale-I millimeter equals 10 kilometers-and the definitions of the layers to be able to perform this task correctly. Be prepared to offer help as

needed.)

e. Label the layers.

4. When the wedge models of Earth are completed, ask

students to answer the following questions:

Which of Earth's layers is the thickest and accounts for

most of its volume? (the mantle)

On which layer or layers are the plates? (lithosphere, or

crust and upper mantle)

In which layer or layers can faulting occur to create an

earthquake? (again, lithosphere or crust and upper

mantle)

How does the part of the Earth we live on-the crust or

lithosphere-compare in thickness to the Earth's interior?

(It's the thinnest part.)

Activity Two: Slide, Collide, and Separate

Materials for the teacher

* Overhead projector

* Transparency made from Master 17, Plate Boundaries Map

Materials for each student

* Copy of Master 17, Plate Boundaries Map

* 10 sheets of lined notebook paper or other 8 1/2" x 11"

sheets

* One sheet of colored construction paper

* Scissors

* Transparent tape

* Metric ruler

EARTHQUAKES-FEMA 159 * 53
I I Why and Where Earthquakes Occur/ Unit II, Level 3, Grades 5-6

Procedure

1. Use the transparency and student copies of Master 17,

Plate Boundaries Map, to explain that different types of

interactions occur among lithospheric plates at their

boundaries. You may want to use the hand movements

from Level 2, Activity Three, of this unit to demonstrate.

a. Lateral boundaries exist where two plates slide and

grind past each other as they move in parallel or oppo- Teacher Take Note: To conserve

site directions. paper use recycled paper or have

b. Convergent boundaries exist where two plates collide students work in small groups.

and destroy lithosphere by compacting, or shortening,

and melting. There are two major types of convergence:

When two ocean boundaries or an ocean boundary and

a continental boundary collide, an ocean plate edge

sinks, and melting occurs. Plate boundaries of this type

are associated with ocean trenches, coastal mountain

ranges (e.g. Cascades), and island arc volcanoes. The

melting forms magma, which rises, creating the volcanoes of the island arcs.

When two plates that have continental areas at their

convergent boundaries collide, the lithosphere crumples

up and new young mountain ranges form. This is

happening today where India is colliding with Asia,

forming the Himalayan Mountains.

c. Divergent boundaries exist where two plates diverge or

separate, as at mid-ocean ridges. Divergence results in

the formation of new lithosphere and crust, because

separation allows liquid rock, or magma, to rise from

the mantle below, forming volcanoes and new rock.

2. Tell the class that they are going to make some simple

models of two major types of plate boundaries. If the class

has never done hand motions to model the activity at plate

boundaries, do Activity Three from the Grades 3-4 section

of this unit first.

3. Ask students to get out their notebook paper and make

two stacks of five sheets each. Then give them the following directions:

a. Using large letters, label the top sheet of one stack

Plate A and the top sheet of the other Plate B. From

now on, we will refer to the stacks of paper as "plates."

b. With scissors, cut .5" (1 cm) slashes at 1" (2 cm) intervals, fringing the long side of each plate. These slashes

will represent the broken-up, crushed rock at the plate

boundary.

54 * EARTHQUAKES-FEMA 159
Why and Where Earthquakes Occur/ Unit II, Level 3, Grades 5-6 11

Lateral boundary: Edge slide, but

sometimes catch and jerk.

Convergent boundary with continents: Plate edge humps up, and may

form mountains over time.

Convergent boundary with oceanic

crust: One plate edge is forced under the

other. This process may account for the

formation of oceanic trenches.

c. Hold the plates together, one in each hand, in front of you.

Push one plate forward and pull the other back towards

your body.

What did you feel? (sliding with frequent hitches as the

slashed edges engage)

What do you think this model represents? (A lateral plate

boundary. The sliding motion represents fault creep, and

the jerky motion represents the buildup and release of

energy in an earthquake. The San Andreas lateral boundary in California exhibits this kind of motion. Plates slide,

but locking of sections occasionally results in earthquakes.)

4. Tell students that next they will use their Plates A and B

to model another type of plate boundary. Give these directions:

a. Label the top of each plate Ocean Crust.

b. Cut the sheet of colored construction paper in half

lengthwise, and make a loop out of each section. Tape

the loops closed, and press down on each one gently to

flatten it.

c. Label one loop Continent C and the other Continent D,

or make up names and write them on the loops. These

loops will represent continents or continental crust.

d. Tape the middle of each loop to the short side of one of the

plates with the closed side facing out.

e. Hold a plate-continent combination in each hand with the

continent edges facing each other. Push the two plates

together and observe what happens to the continents

riding on the plates.

What do you see? (The plates will hump up and the

edges of the continents will rise.)

What might this represent? (The demonstration represents

the convergence of two plates, the shortening or folding of

the crust and the formation of mountains.)

f. Turn the plates around so their plain short edges (without continents) face each other, then push those edges

together.

What happened? (One of the plates slid under the other.)

What might this represent? (It represents two plates of

oceanic crust converging. The depression which results

represents an oceanic trench.)

5. Help students to summarize their observations, and

answer any questions they may have.

EArTHQUAKES-FEMA 159 * 55
II Why and Where Earthquakes Occur/ Unit II, Level 3, Grades 5-6

Activity Three: The History of Geography

Materials for the teacher

* Transparency made from Master 18, Convection Currents and Plate Cross Section

* Transparency made from Master 19, Formation and

Break-up of Pangaea

* Overhead projector

* Materials and directions from Unit II, Level 2, Activity

Four

* World map or globe

Procedure

1. Ask students what they think might cause the Earth's

plates to move. Accept various suggestions, then explain

that the mechanism of plate movement is one of the major

unsolved mysteries in Earth studies. The most widely

accepted explanation is that convection currents in the

Earth's mantle drive the plates. If students are not clear on

the definition of mantle, review the definitions in Level 1.

2. Briefly describe convection currents, and project Master

18, Convection Currents and Plate Cross Section. Give

several common examples of convection, such as hot air

rising and cold air falling in the classroom, or warm water

rising to the top and cool water sinking to the bottom in a

lake or pool.

3. Discuss possible energy sources for convection and the

movement of plates. (Many Earth scientists believe that

heat energy is produced within the interior of the Earth,

perhaps by the decay of radioactive materials like uranium

and radium within the core and mantle.)

200,000,000 years ago

65,000,000 years ago

Today

50,000,000 years from now

Master 19, Formation and Breakup of Pangaea

56 * EARTHQUAKES-FEMA 159

40
Why and Where Earthquakes Occur/ Unit II, Level 3, Grades 5-6 II

4. Refer to a globe, a world map, or a transparency of a

world map, and ask how Africa and South America could

fit together, almost like parts of a jigsaw puzzle. Students

may see a similar fit among Europe, North America, and

Greenland. Query class for a reason for this fit, and lead

up to a brief discussion of Pangaea, the supercontinent of

200,000,000 years ago.

5. Using the transparency of the breakup of Pangaea

(Master 19), very briefly show how we think the supercontinent changed to become the continents of today. Be sure

to emphasize that the continents move only as parts of

plates, not by themselves.

6. Indicate to the class that they are going to observe a

model showing how convection currents could move the

plates and the continents that ride on them. This model

may explain the breakup of the supercontinent Pangaea

over the last 200,000,000 years.

7. Do Activity Four, "Hot Stuff Rises and Cold Stuff

Sinks," from Level 2 of this unit.

8. Again direct students' attention to the transparency of

Master 18, Convection Currents and Plate Cross Section.

Point out and briefly discuss what happens where convection currents rise and sink.

'''::> Lithosphere

t Direction of Plate Movements

&A X~ Volcanos

_.'% Rising Magma

X-X-X- Earthquake

Convergtent Plate

Boundaries of Mid Ocean Ridge at

Plates A and B Divergent Plate Boundary of

Island Arc of Volcanos Ocean Trench Plates B and C

OcanTenh /

Ocean Trench at

Divergent Plate

Boundary of

Plates C and D

EARTHgUAKES-FEMA 159 * 57

1 1
IT IWhy and Where Earthquakes Occur/ Unit II, Level 3, Grades 5-6

Activity Four: Flippin' through Pangaea

Ma terials for the student

• 1 copy of each Master 20a through 20d for each student

* Scissors

* Stapler (in classroom)

Procedure

1. Tell the students they are going to construct a flip book

that illustrates the last 200,000,000 years on Earth. (You

may want _-o show a finished book to emphasize careful

cutting and to give the general idea.)

2. Direct students to very carefully cut masters 20a, 20b,

20c, and 20d apart on the straight lines. After cutting,

they should stack the rectangles in sequential order.

Numbered corners should be face up and in the upper left

corner. The two blank ellipse panels should be on the

bottom.

3. Align lower edges by tapping on a hard surface. Then

align the left edges similarly. Hold the stack with both

hands, having thumbs on top. Bend the stack back and

forth several times until the edges on both sides are 0

'*slightly" offset. Hold the book with your right hand and

staple it together (in far enough to include all the pages,

about .5 cm.)

4. Ask students to describe the changes in the pictures

from panel 1 to panel 22. (The large dark mass, "Pangaea,"

breaks apart, and the continents as we know them today

are formed.) Ask students to make predictions about what

will happen to the continents in the future. (There will be

further movement of continents in the same direction.)

5. Direct students to draw their predictions on the last

two blank ellipses. (Remind students that they should

make their drawings sequential.)

6. Have students discuss their predictions and drawings.

58 e EARTHQUAKES-FEMA 159
Unit II. Why and Where Earthquakes Occur

Materials List

Grades K-2

hard-boiled egg

permanent marker

dental floss or butter knife

construction paper

toothpicks

modeling clay

paper

crayons

markers

scissors

paste or glue

overhead projector

Grades 3-4

globe

crayons

colored pencils

glass baking dish or

aquarium

immersion heater

plastic bag with twist tie

tape

eyedroppers

red food coloring

blue food coloring

ice cubes

hard-boiled eggs

small kitchen knife

overhead projector

narrow permanent marker

broad permanent marker

paper circles from hole

puncher

Grades 5-6

unlined paper pencils

metric stick

watch with second hand

colored pencils or crayons

lined paper

colored construction paper

scissors

transparent tape

metric ruler

glass baking dish

plastic bag with twist tie

immersion heater

tape

red food coloring

blue food coloring

eyedroppers

paper hole punches

ice cubes

globe

overhead projector

transparency markers

EARrHQUAKES-FEMA 159 * 59
0

60 ° EARTHQUAKES-FEMA 159
Master 12a

Layers of the Earth

Name

1. Color the layers of the Earth.

2. Cut out the words and paste

them in the correct boxes.

Core

EARTHQUAKES-FEMA 159

Crust

I-~, I 
Master 12b

Earth Layers Worksheet

Name

1. Color the core red.

2. Color the mantle yellow.

3. Color the crust blue.

4. Put a brown line around the very hot layer.

EARTHQUAKES-FEMA 159

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Master 15

A Pizza the Earth

Name

1. Label each layer.

2. Color each layer a

different color.

Word Bank

Outer Core

Crust

Mantle

Lithosphere

Inner Core

Center of the Earth

EARTHQUAKES-FEMA 159
Master 16

11 . I I I 

Graph of the Earth Layers

Name

Kilometers

3000

2500

2000

1500

1000

500

0 

1. Use the following data to

construct a bar graph of the

thickness of the Earth's layers:

. 2. Which layer

is the thickest?

of the Earth

Layer

crust

Thickness in Km

40

lithosphere

mantle

outer core

inner core

100

2,900

2,000

1,400

3. Which layer of the Earth

is the thinnest?

4. What is the total

thickness of all the Earth's

layers?

EARTHQUAKES-FEMA 159
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Convergent Plate ' o Boundaries of Mid Ocean Ridge at Ocean Trench at

Plates A and B Divergent Plate Convergent Plate

Boundary of Boundary of Young Mountain .

Island Arc of Volcanoes Plates B and C Plates C and D Range / ~~~Ocean Trench // > ; ' 

I ~~~~~~~~~~~~~~~~~~~~- - - - - -x -; Sh r l>n

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Master 19

Formation and Breakup of Pangaea

Earth's land masses about

200,000,000 years ago

when there was one large

land mass-Pangaea, or

supercontinent.

Earth's land masses about

65,000,000 years ago when

the supercontinent broke

up into smaller continents.

Earth's land masses today

where India has collide

with Eurasia.

Eurasia continues

to separate as the Atlantic

Ocean widens.

Earth's land masses about

50,000,000 years into the

future.

EARTHQUAKES-FEMA 159
Physical Results of

Earthquakes
Earthquake Curriculum, K-6 -- Scope and Sequence Chart

Unit III: Physical Results of Earthquakes

Level Concept Laboratory Mathematics Language Arts Social Studies Art

K-2 Earthquakes cause changes Hand movement Math facts practice Vocabulary develop- Features of a Illustration of a

in the Earth's surface simulation of Earth ment of earthquake community community

plate motion. words Map making Model construction

Fault movement

game

Milk carton simulation of earthquake

results

3-4 Small-scale topographic Paper simulations of Planes and angles Write-up of landslide Effects of faults, Fault model

changes are associated with rock layers and recognition activities landslides, and construction

plate movements. models of faults fissures Construction of Measurement Vocabulary develop- Cntuto 

Earthquake activity causes Sand simulation of practice ment of earthquake Geographic features seashore environsmall-scale topographic liquefaction words locations ments for tsunami

changes . ~~~~~~~~~~~~~~~~~~~~

changes. Landslide simulation

Tsunami simulation

Tectonic movements,

including earthquakes, are

among the major forces

which create Earth's landscape.

Mountains, plains, and

plateaus are the major

features of the continents.

Many of the Earth's most

significant landscape

features are under the

oceans.

Paper simulation of

rock layer movement

Mountain building

simulation

Ocean turbidity

current simulation

Vocabulary development of earthquake

words

Map study of plate

boundaries

Construction of

underwater

landscape

5-6
III

Physical Results of

Earthquakes

Over billions of years, Earth motions and earthquakes

have played a major part in shaping the physical features of our Earth, both on land and under water. Over

time, small-scale changes make foothills and minor

cracks; large-scale changes produce towering mountains and deep valleys. As the plates of the Earth's

surface move, warping slowly up, down, and sideways

in relation to each other, we may feel these movements

as earthquakes. The waves of energy they release not

only shake the Earth, but also alter the nature of many

soils, giving them an unstable liquid-like consistency.

Then structures sink, tip, and topple, and hillsides

crumble.

EARTHQUAKES-FEMA 159 * 61
It IIPhysical Results of Earthquakes

Physical Results of

Earthquakes

If there were no plate motions, our planet would not

look like home. There would be no mountains, no

valleys, and no plateaus. Without the uplifting of

land caused by tectonic (mountain building) processes, most land above sea level would be uniformly

flat, whittled down by the processes of erosion.

Earth-Shaking: Earth-Shaping

Earthquakes and other tectonic events have been

occurring for as long as the Earth has existed. The

changes in the landscape associated with these

events range from small cracks in the soil to the

raising (uplifting) or lowering (downdropping) of huge

chunks (or blocks) of the lithosphere.

No large mountain or deep valley has been formed as Horzontal Fault Movement

the result of a single earth-shaking event. The raising A

and lowering of sections of the Earth generally happens gradually, in small increments. Over thousands

and millions of years these increments add up to

significant changes, such as fault block mountains

and deep graben valleys.

Vertical Fault Movement

Faults and Folds

As a result of plate motions, the accumulated stress

and strain within the rocks of the lithosphere may

cause great warps or folds in rock layers. Where rock

is strained beyond its limit, it will fracture, and the

rock mass on either side will move abruptly.

Up, Down, or Sideways

A fault is a fracture within the Earth's crust along

which significant movement has occurred. Faults are

often classified according to the direction of movement and whether movement is predominantly horizontal or vertical.

62 * EARTHQUAKES-FEMA 159
Physical Results of Earthquakes III

Displacement of rock along a fault can occur as a

result of vertical or horizontal fault movement. Vertical fault movement changes the elevation of a rock

mass on one side of the fault relative to the rock

mass on the opposite side. Rock masses on one side

of the fault can also shift horizontally in relation to

the opposite side. Fault movement is always stated in

relative terms.

Vertical fault movement may result in cliffs (scarps)

along the fault line. Horizontal or lateral fault movement may cause roads and river banks to change

their position. In the lessons that follow, students

will use hand movements and paper models to illustrate these fault movements.

Folding Rock Layers

Folding is another way that rock layers respond to

stress. They may crumple sideways, without fracturing, like wrinkles in a rug. We can see small folds in

hand specimens of sedimentary rock; larger examples of folded rock layers can be seen in mountain

sides and road cuts. Some mountain chains, such as

the Alps or the Folded Appalachians, show primarily

folded

structures.

Soil Liquefaction

Although deep-down earthquake action takes place

in the rocky lithosphere, much of the dollar damage

that occurs in earthquakes results from the liquefaction of soil. When earthquake vibrations pass

through soil which has a high water content, the soil

loses the properties of a solid and takes on those of a

semiliquid, like quicksand or pudding. The foundations of heavy buildings suddenly lose the support of

the soil, and they may topple, or settle deeper into

the Earth.

You have experienced liquefaction on a small scale if

you have ever walked along the beach and seen

water rise to the top of the sand at your every step.

When liquefaction happens on a large scale, however,

as it did at Nigata, Japan, in 1964, it spells disaster.

EARrHQUAKES-FEMA 159 * 63
I II Physical Results of Earthquakes

Why Land Slides

Earthquakes may trigger many landslides, particularly during the rainy season. The potential for

landsliding is highest in soft sediments on steep

slopes; where seasonal rainfall is high; where vegetation is shallow, rotted or sparse; where erosion is

high; and where ground shaking is intense.

Underwater Earthquakes

Earthquakes on the ocean bottom may result in the

up or down shifting of large blocks of the crust. Such

motion can generate a special kind of ocean wave

called a tsunami, or seismic sea wave. A series of

these waves may travel at speeds up to 800 km/hr in

the deep ocean, where they are too small to be seen.

But, when they reach land, they mount to heights of

tens of meters and break against the shore and its

buildings. Low coastal areas can be flooded, and

much loss of life can result.

It is difficult to adjust our focus wide enough, in both

space and time, to recognize the geological events

and structures that surround us on dry land. It is

even more difficult to think about those events and

structures when they occur underwater, where we

cannot see them. Yet water covers about 70 percent

of our planet, and the same tectonic forces are at

work on the floors of the oceans as on the continents.

Although the same processes are at work, we need a

new vocabulary to understand them. Mountain

ranges in the ocean are called mid-ocean ridges;

plains are called abyssal plains. Landslides (or submarine slides) occur as well, but we call them turbidity currents. The fourth activity for Grades 5 and 6

gives students a chance to model turbidity currents.

A Word to the Wise

If you can communicate the scope and magnitude of

tectonic events to your students, and make them

aware that earthquakes are something more than

disasters on a human scale, you will have done a

great deal. Enjoy these activities with them.

64 * EARTHQUAKES-FEMA 159
Physical Results of Earthquakes/ Unit III, Level 1, Grades K-2

Earthquakes Shape Our Earth

Content Concept

Earthquakes cause changes in the Earth's surface. Vocabulary

fault Objectives

rural Students will

-demonstrate three faulting actions.

-describe a rural community.

-draw a model of such a community.

-demonstrate the effects of earthquakes on the model

community.

Assessment

Choose one kind of fault and describe its movement. If an

earthquake occurred, tell what would happen to a new

fence that a farmer built across that fault.

Learning Links

Language Arts: Discussing features of

a rural community, describing results

of earthquake simulations

Social Studies: Extending the concept

of community, completing a map

Art: Drawing a diagram of a

community, constructing a model

EARTHQUAKES-FEMA 159 * 65
I II Physical Results of Earthquakes

Activity One: Earth Movers

Materials for the teacher

* Overhead projector

* World map or transparency of Master 13, Earth Plates

* Transparency of Master 21, Fault Movements

Procedure

1. Review with the students the concepts that the Earth's

surface is made up of plates, and that those plates have

been shifting and moving over millions of years. Direct

their attention to the map.

2. Explain that earthquake movement does not occur just

at the edges of the plates, but also within the continents.

Movements may happen at cracks in the Earth called

faults. These movements are of two main kinds-up and

down, and sideways.

3. Display Master 21, Fault Movements and point out the

directions of the two movements. Demonstrate the types of

faults with hand movements, and ask students to perform

the movements along with you.

Up and down movements

Down movement (Normalfaulting). Make your hands into

fists and press the flat edges of the fingers together.

Release the pressure and let one hand drop about 4 cm.

The straight fingers and knuckles of the other hand will

resemble a fault cliff.

Up movement (Reversefaulting). Press knuckles and

fingers tightly together as before. Without releasing the

pressure, let one hand slide up about 4 cm. Again, the

result will look like a cliff, but students should be able to

see the difference in the two processes.

Sideways movement (Lateral, or transformfaulting). Press

the sides of the hands together. As you release the pressure, slide your two hands past each other in a jerky

motion. You will feel the vibrations and see the horizontal

displacement of the two sides which occurs in this type of

faulting.

Horizontal Fault Movement

Vertical Fault Movement

Master 21, Fault Movements

~~~YO

Illustrate up and down

plate movement by raising

and lowering fists in

relation to each other.

Illustrate lateral, sideways,

movement by sliding one hand

next to the other.

66 * EARTHQUAKES-FEMA 159
Physical Results of Earthquakes/ Unit III, Level 1, Grades K-2-III 

Activity Two: Model Communities

fault

A fault is a crack in rock or soil

where movement has taken place.

ru e ral

A rural community is a farming

community where people do not

live close together as they do in

cities.

Materials for the teacher

* Overhead projector

* Transparency made from Master 22, Rural Community

after an Earthquake

Materials for each pair of students

* Two 1/2-gal. milk or juice cartons

* Rubberbands

e Pencils and felt markers or crayons

* Paper to cover top and sides of each carton

* Colored construction paper (strips)

* Scissors

* Masking tape or glue

* Clay, Play-DohTM

* Odds and ends (e.g., toothpicks, string, paper clips)

Procedure

1. Review faulting actions with students. Project Master

22, Rural Community, and ask students what they see.

Discuss the effects of the earthquake on the rural community pictured.

2. Tell students that they are going to construct a similar

community. Ask them to name some physical features of a

rural community, and list them on the overhead or on the

blackboard. (Do not include people or animals.) Your list

may look something like this:

long fences

crops planted in rows

roads

houses

barns

bridges

trees

utility poles and wires

Master 22, Rural Conmmunity

After an Earthquake

EARTHQUAKES-FEMA 159 * 67
I II Physical Results of Earthquakes/ Unit III, Level 1, Grades K-2

3. Distribute 1/2-gal. milk cartons to each pair of students. Ask them to plan a model community and include

some of the features they listed above.

a. Open completely one end of each carton.

b. Place the cartons side by side, with the open ends

facing opposite direction.

c. Place one or two rubberbands around the middle of

both cartons, locking them together.

d. Cover the top and side of each carton with construction

paper. Wrap each carton from the long edge where the

cartons meet and cover top and one side. Do not cover

the ends.

e. Use the materials provided to construct a 3-dimensional

community on the top surface of the cartons.

4. Tell students that the place where the two cartons meet

represents a fault.

Direct students to use the cartons to simulate the two

faulting actions from Activity One that they have demonstrated with their hands: up and down faulting, and

sideways faulting. (Note: Students can place their hands

in the cartons while carrying out this step.) Remind them

that earthquakes result from a release of energy, and ask

them to place pressure on the fault and release it rapidly

each time they want to bring the cartons into a new

position.

5. Ask students to observe and describe the changes to

their community after each simulation.

Rubber band

68 * EARTHQUAKES-FEMA 159
Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4

_1-11~~~~~~~~~~II 

Landscape on the Loose

Content Concepts

Vocabulary

normal fault

reverse fault

lateral (strike-slip) fault

Appalachian mountains

fault plane

fold

groundwater

landscape

landslide

liquefaction

tsunami

Learning Links

language Arts: Labeling types of

faults, following oral instructions,

writing paragraphs

Social Studies: Locating geographic

features, discussing how faults,

landslides, and tsunamis affect

people's lives and property

Math: Measuring materials for

liquefaction demonstration

Art: Making fault models, constructing

seashore environments for tsunami

simulation

1. Small-scale topographic changes are associated with

plate movements.

2. Earthquake activity causes small-scale topographic

changes.

3. Earthquakes on the ocean floor sometimes cause giant

seismic sea waves, or tsunamis.

Objectives

Students will

-understand that many landscape features are a result of

earthquake activity.

-construct models of three types of faults and be able to

name and identify them.

-demonstrate the formation of folded rock.

-demonstrate liquefaction, and describe how it happens.

-demonstrate a landslide and describe some factors that

influence the results of landslides triggered by earthquakes.

-identify tsunamis as an earthquake event, and demonstrate their mechanism and effects on shore faults.

Assessment

You visited a town that had a leaning building. Use what

you know about sandy soils and water beneath the surface to explain what may have caused the building to lean.

EARTHQUAKES-FEMA 159 * 69
I II Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4

sIIIL 

Activity One: Up, Down, and Sideways

Materials for the teacher

* Map of U.S.

Materials for each student

• Worksheet made from Master 23, Fault Model

* Scissors

* Colored pencils or crayons e Tape

* Paper strip 5/8 inch wide from standard size paper.

Procedure

1. Distribute worksheet with fault diagrams. Tell students

that they are going to make a model to illustrate the three

basic types of faults.

2. Explain that horizontal lines on sides of the diagram

represent different rock layers below the surface, as we

might see them exposed on the side of a cliff. Instruct

students to color each layer a different color. (All layers

with the same letter should be the same color.)

3. Instruct students to cut out the fault model. Fold the

rock layer extensions down to form a box with the features

(trees, train track, river) on the top. Taping sides together,

the box will make a 3-dimensional model of the top layers

of the Earth's crust.

4. The dashed line on your model represents a fault.

Carefully cut along the dashed line. You will end up with

two pieces.

5. Place the two pieces of your model together so that

point A is next to point C. Move the two pieces so that

point A is next to point B. This represents a normal fault.

Ask students to describe how the Earth's surface has

changed after the normal fault occurred. (The surface is

not level. The left side of the Earth's surface along the

fault line is higher than the right side.)

Ask students to predict what might happen to the river

now that the rock layers have moved. (There may be the

formation of rapids or a waterfall.)

fault plane

A fault plane is a surface along

which faulting movement has

occurred.

lat e er * al fault

A lateral fault is a fault with edges

that slip past each other.

nor a mal fault

A normal fault is a fault in which

the upper block moves downward.

thrust fault

A thrust fault is a fault in which the

upper block slides over a lower

block.

Z UBAVT OU /

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AA. is WoCK LAYE Y

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Master 23, Fault Model

70 * EARTHQUAKES-FEMA 159

I W AYnlou /

I | 0 a | Dacha 5

=. :1 I I .3t od O 

ROCK LAYER X
Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4

6. Place the two pieces of your model together so that

point A is again next to point C. Move the pieces so that

point C is next to point D. This represents a thrust fault.

Ask the students to describe how the Earth's surface

has changed after the thrust fault had occurred. (The

right side is overhanging the left side.)

Ask students to predict how the landscape will change

after the movement along the thrust fault. (The Earth's

surface will erode along the overhang and fall down to

the ground below. Eventually a gentler slope will result.)

7. Place the two pieces of your model back to its original

position (point A and C together). Viewing the model from

above, move it so that point E is next to point F. This

represents a lateral fault.

Ask the students to describe how the Earth's surface

has changed. (Surface features will not be aligned.)

What will happen to the flow of the river as a result of

this lateral fault? (The river will change its course to

follow the fault line.)

Ask students to describe how rock layers X, Y, and Z

have changed as a result of the lateral fault. (The rock

layers have slid horizontally past each other.)

S. Explain that sometimes, when rock layers are exposed

to pressure, they do not break or fault, but fold instead.

Give these directions for a simple model of folding activity.

Have students cut a narrow strip 5/8" (about 7 cm)

wide from a standard sheet of paper.

Place it on top of a hardcover book, along the front

edge. Hold it in place at the center with a paper clip.

Slowly push the paper from both sides toward the

center. Notice the hills and valleys that form as it folds.

Point out the Appalachian Mountains on a United

States map, and explain that parts of the Appalachians

and other U.S. mountains were formed by the folding of

rock layers.

Push the paper slowly from both sides

toward the middle

EARTHQUAKES-FEMA 159 * 71
I II Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4

Ac&tivity Two: Liquefaction Lab

Materials for each small group

e Newspapers to cover work surfaces

* About 300 mL (1-1/4 cup) of medium- to fine-grain sand

in a container (e.g., plastic margarine tub)

* About 100 mL (1/3 to 1/2 cup) of water

a Measuring cup or breaker marked in metric units

Procedure

Introduce the activity by telling students that liquefaction

accounts for considerable damage to property. Define the

term. Tell students they have experienced it if they have

ever felt a foot sink into a patch of extremely muddy

ground or in the sand along a shoreline. Give these instructions for the simulation:

1. Place about three fourths of the sand in the bottom of

your container. Spread it out to form a flat, even surface.

Place the container on a table or desk. This represents soil

in an earthquake zone.

liq * ue . fac * tion

Liquefaction is the process in which

soil or sand suddenly loses the

properties of solid material and

instead behaves like a liquid.

Teacher Take Note: For this activity

to work, it is very important for

students not to handle their containers until instructed to do so.

2. DO NOT handle your container of sand until instructed

to do so. (This is very important. Containers must not be

disturbed throughout Steps 3 and 4.)

3. SLOWLY add water to the sand until water just appears

at the surface. Let students know that the sand needs

time to absorb the water. Discuss with the students that

the water they are adding represents precipitation.

72 * EARTHQUAKES-FEMA 159

0
Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4

.111

4. Carefully sprinkle dry sand over the wet surface so that

the entire top of the sand is barely dry to the touch. Press

gently with your index fingertip to test for firmness, and

add more sand if necessary. (Sand should be firm to the

touch.)

Extension

A possible extension is to use

weights, such as fishing weights, to

model buildings sinking because of

liquefaction. Plastic buildings do not

have enough weight to sink.

5. Place a hand over the top of the container and rapidly

slide the container back and forth on the table (the

container should not come off the table top). Continue

sliding until you observe standing water at the surface.

(Explain that the shaking simulates earthquake waves

traveling through the ground.)

6. Now press your finger into the sand. What happened?

(It should sink easily because the waves of energy you

produced by sliding the container have caused water to

move up and liquefy the sand.) What would happen to

buildings on top of the soil that was liquefied? (They

would topple over or sink into the soil.)

Liquefaction of soil can cause

buildings to slump and sometimes to collapse entirely.

EARTHQUAKES-FEMA 159 * 73
ITE Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4

III1_- 

Activity Three: A Slippery Slope

Materials for the teacher

* Newspapers to cover work surface

* Large tray (Ask your grocer for a supply of large plastic

foam meat trays.)

* Local soils of various textures, or potting soil

* Builders sand

* Fine gravel

* Aluminum foil

* Water

Procedure

1. Tell your students that you are going to make a model

of a hillside. Follow the directions below:

a. Cover your work surface with several layers of newspapers. In the meat tray, build a hill from moistened sand

or soil. It may be any height or shape you choose. You

may want to make one side steeper than the other.

b. Wrap a sheet of foil around your hill to simulate the

slippery layer of rock or soil that allows outer layers to

slide off during an earthquake.

c. Completely cover the foil with another layer of sand,

soil, or gravel.

d. Ask students to predict the effect of an earthquake on

the model. Which parts will be most affected by the

earthquake?

e. Hold the tray on which your hill rests with both hand,

and slide it back and forth sharply on your work surface

to simulate an earthquake.

Teacher Take Note: Do some hill

building of your own before class, to

get the feel of the activity. Although

this activity has been designed as a

teacher demonstration, it could be

done by students in small groups.

74 * EARTHQUAKES-FEMA 159
Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4 III

Extension

Show pictures of famous landslides

caused by earthquakes, such as those

that happened at Hebgen Lake in

Montana, and in Alaska during the

1964 earthquake. Invite students to

research and present reports on these

or other landslide events.

2. After producing a landslide, conduct a class discussion

including these questions:

How did the shape of the hill affect the landslide? (The

steeper the slope, the more easily the material will slide

down.)

How did the type of material on top of the foil affect the

landslide? (Various answers are possible.)

What would have happened if less water had been used

in the soil mixture? What if more had been used?

(Landslides are more likely when the surface is waterlogged.)

How should the potential of a site for landslides caused

by earthquakes affect decisions on locating homes and

other structures on or under it? (Such a site would

make a poor choice unless it can be reinforced in some

way.)

What are some. events other than earthquakes that can

cause landslides? (Heavy rains, freezing and thawing of

the ground, erosion).

3. Have students in groups write a report describing how

the hill was built, what they observed during the landslide, and what considerations and precautions should be

taken into account when building on or near a slope.

EARTHQUAKES-FEMA 159 * 75
I IIt Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4

JIII __ 

Activity Four: Tsunami!

Materials for the teacher

• Transparency made from Master 24a, Tsunami Facts

and Master 24b, Notable Tsunamis

* Overhead projector

Materials for each pair or group of students

* Glass or metal baking pan or plastic shoe box

• About 1 liter of water

* Plastic lid of the type used to reclose coffee or margarine

containers

o Punching tool or drawing compass

* Scissors

* String

* Sand

* Erasers, toothpicks, popsicle sticks, and other small

objects to represent shore features

* Book or block of wood to serve as wedge

*, Metric ruler

tsu * na * mi

A tsunami is a giant ocean wave

caused by movements of the ocean

floor, such as earthquakes and

volcanic eruptions.

Procedure

1. Ask students the following questions:

Do earthquakes occur under the ocean? (Yes)

Do earthquakes under the ocean ever affect people:

(Some students may think of tsunamis. If not, introduce the topic.)

2. Project the transparency of Master 24a, Tsunami Facts.

Begin with what students already know about tsunamis,

and share the information on the master. Then tell class

that they are going to build a model of a tsunami.

76 * EARTHQUAKES-FEMA 159
Physical Results of Earthquakes/ Unit III, Level 2, Grades 3-4

I 1111 1 1 1 1, . l l lI1 1

3. Divide students into pairs or small groups, distribute

materials, and give these directions:

a. Use the wedge to tilt the pan at an angle of about 20

degrees.

EDx:tensions

1. Read to your students:

The Magic Fan, written and illustrated by Keith Baker; The Big Wave

by Pearl Buck; or The Wave, aJapanese folk tale by Margaret Hodges.

2. Use the art print of The Wave to

initiate a critical review of the print.

Discuss medium, colors, and feelings

when looking at the print.

Sand

b. Pour water into the pan to cover the lower end, leaving

about a third of the pan at the upper end dry.

c. Pack a layer of sand 1 in. (2-3 cm) thick on the dry end

of the pan to simulate a beach or coastline. Use your

hands to mold dunes or drifts. Draw roads parallel to

the shore with a stick or your fingers. Build docks and

other small, lightweight structures to complete the

shore environment. Be creative.

d. Punch the plastic lid on one end near the rim to make a

hole, and thread it with a piece of string 8 in. (20 cm)

long. Tie knots to hold the string in place.

e. Gently (in order not to make waves) place the plastic

onto the bottom at the deep end of the pan. Trim it to fit

if necessary. The string should be next to the low side of

the pan.

f. Have one student use several fingers to hold the plastic

down tightly on the shallow end, while another student

pulls the string up at the deep end with a rapid movement. Tsunami!

4. When all groups have completed the simulation, ask

them to describe what happened and discuss their observations.

5. Project the transparency of Master 24b, Notable Tsunamis. Discuss data found on overhead. Ask students where

do damaging tsunamis occur? (Along any shoreline) What

kind of damage is caused by tsunamis? (Property damage,

crop loses, etc.) Where do the earthquakes originate that

cause tsunamis? (Ocean floor. They also can be generated

when large coastal landslides occur on oceanic islands.)

EARTHQUAKES-FEMA 159 * 77
III Physical Results of Earthquakes

78 * EARTHQUAKES-FEMA 159
Physical Results of Earthquakes/ Unit III, Level 3, Grades 5-6 III

Building Up and Breaking Down

Content Concepts

1. The major landscape features we see on the continents

are mountains, plains, and plateaus.

Vocabulary

mountain

plain

plateau

continental slope

abyssal plain

underwater delta

turbidity current

Learning Links

Social Studies: Identifying landscape regions of the United States

and identifying ocean bottom

features

2. Tectonic movements, including earthquakes, are among

the forces which create Earth's landscapes.

3. Many of the Earth's most significant landscape features

are under the oceans.

Objectives

Students will

-describe three major landscape features: mountains,

plains, and plateaus.

-identify mountains, plains, and plateaus on a landscape

map.

-construct models of various types of mountains and

relate those models to specific places in the United States.

-identify, from observing illustrations of the Earth's sur

face features, which of them were created by earthquakes.

-identify abyssal plains and underwater deltas, and model

their formation.

Assessment

Choose mountains, plains, or plateaus, and describe what

Earth activity may have caused their formation. Illustrate

your ideas.

Art: Constructing model of underwater landscape

EARTHQUAKES-FEMA 159 * 79
I II Physical Results of Earthquakes/ Unit III, Level 3, Grades 5-6

IIIL 

Activity One: Mountain, Plain, and Plateau

Materials for the teacher

* Transparency made from Master 25a, Landscape Regions

* Transparency made from Master lb, U.S. Map (with

states)

* Master 25b and 25c for reference

o Overhead projector

* A variety of scenic photographs showing major Earth

features-mountains, plains, plateaus, and oceans

Materials for each student

e Crayons or colored pencils

* Class notebook

* Handout made from Master 25a, Landscape Regions

Worksheet

moun * tain

A mountain is a portion of the

landscape that is usually higher

than surrounding areas and has

steep slopes with faulted, folded,

or tilted rocks.

plain

A plain is an area of horizontal

rocks that is generally lower than

surrounding regions.

plat e eau

A plateau is an area of horizontal

rocks that is higher than surrounding areas and usually has some

areas of steep slopes.

40

80 e EARTHQUAKES-FEMA 159
Physical Results of Earthquakes/ Unit III, Level 3, Grades 5-6 ITI

Procedure

1. Explain that landscape features related to earthquakes

range from major features like mountains, plains, and

plateaus to smaller features like cliffs and valleys, and very

small features like crushed and scratched rock along faults.

This unit deals with the major features.

2. Have class members suggest some examples of mountains, plains, and plateaus in the world, the United States,

and their own locality.

3. Distribute copies of Master 25a, Landscape Regions

Worksheet. Project the transparency of the same master. Ask

students to use a purple pencil or crayon to color in every

region on their worksheets that has a 1. These are the

mountain regions. Ask them to color the areas with 2s, the

plains regions, in green; and the 3s, the plateau regions, in

brown. Direct the students to complete the key on Master

25a.

4. Project Master 1, U.S. Map, with labels. Help students

locate their own state and the two or three neighboring

states on their worksheet. Ask the class:

What kind of landscape region do you live in?

Where is the mountain landscape region nearest to your

area?

Where is the nearest plains region? What about plateaus?

5. Allow students to discuss their answers until they arrive

at a consensus.

Master 25a. Landscape Regions Worksheet

3:

2~~~~~~~~~

EARTHQUAKES-FEMA 159 * 81
I IIPhysical t Results of Earthquakes/ Unit III, Level 3, Grades 5-6

III

Activity Two:

The Folding Mountains Mystery

Materials for the teacher

* Transparency made from Master 25b, Landscape Regions

of the U.S.

* Transparency made from Master 17, Plate Boundaries Map

* Transparency made from Master 19, Formation and

Breakup of Pangaea

• Overhead Projector

• A classroom map of U.S.

Materials for each small group

*Three to five hand towels or fabric scraps of approximately

the same size.

From Master 19, Formation and

Breakup of the Pangaea

Procedure

1. On a classroom map of the United States, and on Master

23b, locate the Folded Appalachians, the Ouachita Mountains,

the Sierra Nevada Mountains, and the Basin Range regions of

the United States. Explain that each of these regions has been

molded by earthquakes or activity associated with earthquakes.

2. Tell students that the Folded Appalachians and the

Ouachita Mountains were formed largely by a process called

folding. Distribute three to five towels to each small group.

Explain that the towels will represent rock layers of the lithosphere in the simulation they are about to do. Give

these directions:

a. Stack the towels.

b. Hold the stack by its two ends and gently push the

towels toward the center. What happened? (The towels

folded into several ridges.)

If the sheets of towel were layers of rock, what would

provide the push to fold them? The pressure of earthquake movements and convergent plate movements, or

the squeezing of rock layers from opposite sides)

3. Project Master 17, Plate Boundaries Map, and ask: Do you

see evidence of plates converging anywhere near either the

Folded Appalachians or the Ouachitas? Challenge

students: How could these layers have been folded? (Do not

provide any answer yet.)

Master 25b. Landscape Regions of the U.S.

See Master 25c for a complete list of the

regions numbered. The four mentioned in

the text include (6) Folded Appalachians,

(15) Ouachita Mountains, (22) Basin and

Region, and (24) Sierra Nevadas

4. After some discussion, project Master 19, Formation and

Breakup of Pangaea, and let students observe that plate

boundaries were converging in those places hundreds of

millions of years ago, when these old mountains were formed.

82 * EARTHQUAKES-FEMA 159

40

__

/I,-

a
Physical Results of Earthquakes/ Unit III, Level 3, Grades 5-6 III - I III~~~~~~~~~~~~~~~~~~~~~~~~~

Activity Three: Mountain Modeling

Teacher Take Note: This procedure

can be done with any of several kinds

of material, but you'll want to experiment with whatever you select. You'll

see what kind of cutting tool works

best and know what to expect when

you do the activity with your class.

Examples of mountain building action

Uplifting (or upwarping) may be caused

by convergence

Downdropping may be caused by

convergence or divergence

Materials for each student or pair of students

* Dull table knife or scissors

* Rectangular block of plastic foam or furniture foam, at

least 2" (10 cm) long and wide and 2" (8-10 cm) thick

* Newspapers to cover desks or work surfaces

Procedure

1. Distribute materials. Tell students that they are going

to model another type of mountain building which formed

the Sierra Nevadas and the Basin and Range areas of the

United States. Give these directions:

a. Cut a wedge-shaped section out of the middle of the

block, lift it out, and then replace it in its original

position.

b. Hold the sides of the block in two hands and pull

them apart slightly, allowing the inner wedge to drop.

What do the tops of the two cut surfaces represent?

(faults)

What do the slopes along which the wedge slipped

represent? (fault cliffs)

What could cause something like this to happen to the

Earth's lithosphere? (There are several possible answers. An earthquake could cause two portions of the

lithosphere to separate. Plates could be diverging.

Convergence could also cause this kind of movement,

however, and is a likely explanation in the case of the

Sierra Nevadas and the Basin and Range mountains.)

2. Ask students to put the wedge back in its original

position to prepare for another simulation. Direct them to

hold the three sections together with their two hands and

push on the outside, causing the wedge to move up. Ask:

What could happen in the lithosphere to cause this

kind of movement? (compression resulting from the

convergence of plates or convergence due to fault

movement.)

How could a small movement like this result in mountains thousands of meters high? (Mountains would be

formed by a series of earthquakes, or many series over

many thousands of years.)

EARTHQUAKES-FEMA 159 e 83
III Physical Results of Earthquakes/ Unit III, Level 3, Grades 5-6

Activity Four: Underwater Avalanche

Materials for the teacher

* Transparency made from Master 26, Ocean Bottom

* Overhead projector

Materials for each small group

* A trough 50 cm to one meter long (This could be a section

of PVC rain gutter or a shipping tube cut and lined with

plastic. Halves of quart milk cartons would also work.)

* 2 liter container filled with water

• Trough supports (blocks of wood or old books)

* Sandy soil or mixture of sand and dry pottery clay (kaolin)

to simulate sediment . Plastic shoe box or baking pan to hold water and sediment e Corrugated cardboard strips with the grooves exposed

(Tear off the outer layer of paper.)

o Tape

Procedure

a * bys e sal plain

An abyssal plain is a plain under the

ocean between a continent and a midocean ridge.

tur * bid d ,ty

cur e rent

A turbidity current is a downward

flow of water and sediments such as

mud or sand along the ocean bottom.

These swirling currents may be

caused by earthquakes.

1. Project the transparency of the ocean bottom, Master 26,

Ocean Bottom. Orient students by pointing out the eastern

United States, the Mid-Atlantic Ridge in the Atlantic Ocean,

and the abyssal areas in the underwater delta. Inform

students that the abyssal areas are one of the largest

landscape features of the Earth. Ask the class why they

suppose there are such extensive flat areas on the ocean

bottoms, and why the underwater deltas exist. Also ask why

the deltas and abyssal areas are located where they are.

(Accept various answers for now.)

2. Point out the angled underwater landscape of the continental slope and the rough topography near the mid-ocean

ridge. Explain that earthquakes under the continental

slopes can cause sediment on the ocean bottom to loosen,

mix with water, and slide down the slope at speeds up to

100 km an hour. We call this movement a turbidity current.

0

84 * EARTHQUAKES-FEMA 159
Physical Results of Earthquakes/ Unit III, Level 3, Grades 5-6 III I w I . 111~

Extensions

1. Use a stopwatch to calculate the

speed of the turbidity currents.

2. Tie string across the trough to

represent underwater communication

cables, then observe and record what

happens to these model cables in a

turbidity current.

3. Show some other diagrams or

maps of ocean bottoms, and discuss

several other features and how their

origin is related to earthquakes.

(Other ocean features related to

earthquakes include ocean trenches,

rift valleys, mid-ocean ridges, island

arcs, lava flows, and volcanoes of the

mid-ocean ridges.)

2-liter bottle filled with

water for pouring I

Sediments form over the

corrugated ribs of

cardboard as sand

settles out of the sand

and water mixture.

3. Tell the class that they are going to build a model to

demonstrate turbidity currents and their effects on the

features of the ocean bottom. Give these directions:

a. Set up the trough, making sure it can hold water.

b. Place one end of the trough so that it overhangs the

collecting pan.

c. Prop up the high end with books or blocks of wood, so

that there is about a 10- to 20-degree slope to the trough,

representing the topography of the ocean slope.

d. Place some corrugated cardboard in the collecting pan

and tape it in place. If necessary, hold the cardboard in

place during the next steps. It represents the rough

landscape east of the abyssal areas on the ocean bottom.

Cover the bottom of the trough with soil or sand and clay.

e. Slowly and continuously pour water into the upper end of

the trough. While one student is pouring, another will

shake the trough.

4. Have students create different kinds of turbidity currents

by repeating step e above, possibly pouring at different

speeds and shaking with different intensities. Ask:

What does the shaking of the trough represent? (an

earthquake)

What has happened to the rough surface (corrugated

cardboard) of the ocean bottom? (It has become smoother

because sediments have filled it im.)

What has been produced? (An abyssal plain is produced

by the deposition of sediment from the turbidity current.)

What has been formed where the trough overhangs the

collecting pan? (An underwater delta has been formed. If

students don't know what a delta is on land-a more or

less fan-shaped land area where sediments are deposited

at the mouth of a river-explain and give examples. The

Nile Delta, the Mississippi Delta are good ones.)

5. To sum up, project the transparency of the ocean bottom

again and reinforce the meaning and origin of abyssal

plains and underwater deltas, and how they are produced

(at least in part) by turbidity currents generated by earthquakes.

Shake the collection

pan to keep sand

and water in

suspension.

EARTHQUAKES-FEMA 159 * 85,
Unit III. Physical Results of Earthquakes

Materials List

Grades K-2

empty milk cartons

colored pencils

markers

crag ons

draw ring paper

mar king tape

overhead projector

scis fors

rubber bands

Grades 3-4

scissors

colored pencils

unlined paper

paper clips

light cardboard

glue stick

metric measuring cup/beaker

small plastic tub

sand

newspapers

foam tray

soil

overhead projector

gravel

aluminum foil

metal or glass baking pan

or plastic shoebox

plastic margarine lid

punching tool

string

metric ruler

Grades 5-6

photographs

crayons

colored pencils

construction paper

2-liter soda bottle

foam block

furniture foam

newspapers

permanent markers

PVC rain gutter, shipping

tube, or milk carton

plastic shoe box

blocks of wood

sandy soil, or sand, or clay

(kaolin)

corrugated cardboard

dull table knife or scissors

overhead projector

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Horizontal Fault Movement

Vertical Fault Movement

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EARTHQUAKES-FEMA 159
Master 24a

Tsunami Facts

Tsunami

Caused by:

* Japanese word

* pronounced: soo * nah * me

* means "wave in the harbor"

* misnamed as "tidal waves"

* earthquake

* other movements on the ocean floor

Travel at speeds up to 600 miles per hour

Tsunami traveling in deep water and open ocean cause no

damage and are hardly noticeable.

Tsunami traveling in shallow water can batter coastlines

with waves as high as 100 feet, causing considerable

damage.

Tsunami Warning Centers

Post warnings when earthquake of tsunami potential

occurs.

EARTHQUAKES-FEMA 159
Master 24b

Notable Tsunami

November 1, 1755. A Lisbon, Portugal earthquake generated tsunamis

that hit the west coasts of Spain, Portugal, and Morocco.

August 27, 1883. The volcanic eruption and explosion on the island of

Krakatoa (west of Java in the East Indies) generated a tsunami that sent

100-foot (about 30 meters) waves crashing into Java and Sumatra, drowning

36,500 people.

March 2, 1933. An earthquake along a submarine fault in the Japan

trench (subduction zone) generated a tsunami that struck the Japanese coast

-with wave crests as high as 25 meters, killing 3,000 people.

April 1, 1946. An earthquake on the sea bottom near the Aleutian Islands

generated a tsunami that struck Hilo, Hawaii, killing 159 people.

May 22, 1960. An earthquake in Chile generated a tsunami, killing 1,000

people in Chile, Hawaii, the Philippines, and Japan.

March 28, 1964. The powerful Alaskan earthquake caused a tsunami that

came ashore in many places, including Cresent City, California. It caused a

total of 122 deaths and $104,000,000 in damage, overall. Waves were 52

meters (about 170 feet) high in Valdez, Alaska.

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EARTHQUAKES-FEMA 159

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Landscape Regions Key

1. Superior Uplands - mountains (1)

2. Continental Shelf - plains (2)

3. Coastal Plain - plain (2)

4. Appalachian Piedmont - mountains (1)

5. Blue Ridge Appalachians - mountains (1)

6. Folded Appalachians - mountains (folded) (1)

7. St. Lawrence Valley - plain (2)

8. Appalachian Plateaus - plateau (3)

9. New England Uplands - mountains (1)

10. Adirondack Mountains - mountains (1)

11. Interior Low Plateaus - plateau (3)

12. Central Lowlands - plateau (3)

13. Great "Plains" - plateau (3)

14. Ozark Plateau - plateau (3)

15. Ouachita Mountains - mountains (folded) (1)

16. Southern Rocky Mountains - mountains (1)

17. Wyoming Basin - plateau (3)

18. Middle Rocky Mountains - mountains (1)

19. Northern Rocky Mountains - mountains (1)

20. Columbia Plateau - plateau (3)

21. Colorado Plateau - plateau (3)

22. Basin and Range - mountains (fault block) (1)

23. Cascade Mountains - mountains (1)

24. Sierra Nevada Mountains - mountains (1)

25. Pacific Coastal Ranges - mountains (1)

26. Alaska (mostly mountains) - mountains (1)

27. Hawaii (composed of volcanos) - mountains (1)

EARTHQUAKES-FEMA 159
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IV

Measuring Earthquakes
Earthquake Curriculum, K-6 -- Scope and Sequence Chart

Unit TV: Measuring Earthquakes

Level Concept Laboratory Mathematics Language Arts Social Studies Art

K-2 Earthquakes have different Simulation of Ordinal numbers Vocabulary develop- Effects of earth- Constructing strengths. relative strengths of ment of earthquake quakes on buildings earthquake earthquakes. Concepts of most words and people simulation model Earthquakes cause different and least

amounts of damage.

3-4 Earthquakes differ in the Seismograph Measurement of Vocabulary develop- Impact of earth- Illustrations of the

amount of energy they simulation distances ment of earthquake quakes on society Mercalli scale

release. words Graph of measure- Biographical study

Earthquakes may be mea- ment data Written descriptions of earthquake sured by their effects of Mercalli illustra- scientists

(intensity) or by the amount Roman numerals tions

of energy they release

(magnitude).

Earthquake waves are either

surface or body waves.

Earthquake body waves are

either primary or secondary.

Earthquake waves detected

by a seismograph are

recorded as seismograms.

Slinkyi simulation

of earthquake

waves.

Shoebox and rubber

band simulation of

earthquake waves.

Seismograph

simulation.

Earthquake wave

simulation game.

Ratio of earthquake

wave speed

Metric measurement

of wave amplitude

Computation,

reducing fractions

Vocabulary development of earthquake

words

Impact of earthquakes on society

Model designing

S

5-6
IV

Measuring Earthquakes

Magnitude and intensity are both measures of an

earthquake, but they describe different characteristics.

Magnitude is a measure of the amplitude of the earthquake waves. Wave amplitude is related to the amount

of energy the earthquake releases. Intensity is a measure of the effect that the earthquake had on natural

and human-made structures. Each earthquake has a

single magnitude and a range of intensities.

EARTHQUAKES-FEMA 159 * 87

E
WT T Measuring Earthquakes

A V_

Measuring Earthquakes

With few exceptions, earthquakes occur because of the

release of energy stored in the rocks of the Earth's

lithosphere. In order to understand how this release of

energy is measured, however, we must first understand

how it occurs.

Stress and Strain

Compressional Stress

When rocks are squeezed we say that they are under (

compressional stress. The rocks will behave elastically.

That is, they will absorb the stress by changing their

shape, like the soles of good running shoes. This

change in shape is called strain. But, just like rubber

soles, or rubber balls that are squeezed, strained rocks

will rebound to their original shapes when the stress is

removed. When the rocks rebound we say that their

strain energy has been released.

Tensional Stress

Alternatively, if lithospheric rocks are being pulled

apart, we can say that they are under tensional stress.

In this case the rocks will tend to stretch like a stretching rubber band. They will rebound to their original

shapes when the tensional stress is removed.

Earthquake!

However, if the stress exceeds what the material can

bear, the material will rupture, or break. What happens

when you pull too hard on a rubber band?

When rocks are strained too much, they break, and the

original pieces rebound to their original shapes. In the

Earth's lithosphere this rebounding and release of

strain energy is accompanied by rubbing, grinding, and

crashing, as the rock masses move past each other.

The result is what we call an earthquake.

88 * EARTHQUAKES-FEMA 159
Measuring Earthquakes T

Waves and Vibrations

Regardless of the depth of the earthquake focus,

vibrations from the release of strain energy travel in

all directions. The earthquake vibrations are transmitted through the surrounding lithosphere, and

even through the Earth's mantle and core, by a

variety of wave-like motions. Earthquake waves are

of two kinds, body waves and surface waves.

Body Waves

Body waves that travel through the Earth are either

P- (for Primary) waves or S- (for Secondary) waves.

P-waves travel faster than S-waves. The two types

together are called body waves because they travel

through the body of the Earth. Body waves are important because they allow us to locate the epicenters of earthquakes. They also enable us to study the

structure and composition of the Earth's interior.

Surface Waves

Earthquake waves that travel at or near the surface

of the Earth are called surface waves. The two main

varieties are Love waves, which move sidewise, and

Rayleigh waves, which have an up-and-down (rotary)

motion. Surface waves spread for thousands or tens

of thousands of square kilometers around an

earthquake's epicenter. They are primarily responsible for the shaking of the ground and damage to

buildings that occur in large earthquakes.

EARTHQUAKES-FEMA 159 * 89
IV TMeasuring Earthquakes

Two Ways of Measuring Earthquakes

The Mercalli Scale: A Measure of Intensity

Earthquake intensity is a measure of the effects of an

earthquake at a particular place. Intensity is determined from observations of an earthquake's effects

on people, structures, and the Earth's surface. A tenvalue intensity scale which had been in use in Europe since 1883 was refined in 1902 by an Italian

seismologist, Giuseppe Mercalli. The Mercalli scale we

use today is a modification of Mercalli's 12-value

scale developed by two Americans, H.O. Wood and

Frank Neumann, in 1931. The scale uses Roman

numerals from I to XII to rank relative levels of destruction, ground motion, and human impact.

The intensity (or impact) of an earthquake in a given

area will depend on the type of geological structures

in the area as well as the type of buildings. Houses

built on rock, for example, will receive less damage

than houses built on sediments at the same distance

from a quake's epicenter. Poorly built houses will

receive more damage than those that have been

reinforced to withstand earthquakes. In general,

though, the further a site is from the earthquake's

focus, the lower the amount of damage it will sustain.

Far-Ranging Effects

Even though the main shock lasts for such a short

time the effects of a major earthquake may reach a

long way in both space and time. People hundreds of

miles away from the epicenter may experience shaking or damage. This is especially true in the eastern

United States, where quakes are felt over a much

larger area than they are in the West.

An isoseismal map shows zones or bands where

earthquake effects of the same intensity have been

reported. For example, the U.S. map on the next page

shows the areas that reported Modified Mercalli

intensities of VI or greater for two major earthquakes.

All of the areas between the isoseismal line labeled VI

and the line labeled VII could experience effects of

Mercalli intensity VI. The effects would be less strong

in the area outside the line labeled V.

90 e EARTHQUAKES-FEMA 159
Measuring Earthquakes

:1 T~~~~

The San Francisco earthquake of April 18,1906, and

the New Madrid earthquake of December 16,181 1,

had roughly the same magnitude on the Richter

scale. However, the area which registered VII or above

on the Mercalli scale was twenty times larger for the

New Madrid quake than for the one in San Francisco.

The main shocks in the New Madrid area were followed by fifteen strong aftershocks. All were felt

strongly enough to waken sleepers in Washington

D.C. In the three months following the main shock,

nearly 2,000 aftershocks were reported at Louisville,

Kentucky, 320 km (or 200 miles) from the New

Madrid fault zone.

The Charleston earthquake of August 31, 1886, had a

Richter magnitude of 7 and a Mercalli intensity of X

at the epicenter. Events of Mercalli intensity II to III

were reported as far north as upper New York state

and western New England and as far south as the tip

of Florida.

The Magnitude Scale: A Measure of Size

A method of rating the size of earthquakes is by using

scientific instruments to measure the amplitude of

body waves and surface waves recorded on seismograms, The amplitude is the height of the wave tracing above the center line on the seismogram.

Isoseismal map of three U.S. earthquakes. Areas with lines show Modified

30,0 ssMercai intensity.

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EARTHQUAES-FEM 159 * 91
W1R Measuring Earthquakes

ALV_

The instrument's reading indicates the amount of

strain energy released by an earthquake. This measure

is called the earthquake's magnitude. The greater the

wave amplitude, the greater the magnitude.

A magnitude scale was devised by the American seismologist Charles Richter in 1935. It uses Arabic numerals. Richter's scale is logarithmic and open-ended;

that is, there is no upper or lower limit to Richter

magnitudes. Each whole-number increase in the

magnitude of an earthquake represents about a thirtyfold increase in the amount of energy released.

The original Richter magnitude scale was devised to

measure earthquakes in southern California. Later,

over the years other types of seismographs have been

developed. Precision in locating distant earthquakes

and accuracy in determining their magnitudes have

improved as the number and sophistication of seismograph designs have increased. Today computers are

being used to analyze seismographic data-something

your students may want to research on their own.

However, Richter and his colleague Beno Gutenberg

devised a scale to measure distant earthquakes. This

scale is based on the amplitudes of surface waves.

Body waves from distant earthquakes can also be used

to determine magnitude.

Table: Earthquake World Records

Location Date

Ecuador January 31,1906

Assam, India June 12, 1897

Alaska March 28, 1964

Alaska September 10, 1899

Southern Chile

San Francisco

Kwanto, Japan

Erzincan, Turkey

Indonesia

Mexico

Bolivia

May 21-30, 1960

April 18, 1906

September 1, 1923

December 27, 1939

August 19, 1977

September 19, 1985

June 9, 1994

Magnitude

8.9

8.7

8.6

8.6

8.5

8.2

8.2

8.0

8.0

7.9

8.2

The Seismograph

The instrument used to record earthquakes is called a

seismograph. The first seismographs were designed by

British scientists working in Japan between 1880 and

1890. The most famous of these early seismographs

was a horizontal pendulum model built by John Milne.

Pendulum seismographs rely on a simple principle of

physics, the principle of inertia. A heavy weight that is

allowed to move freely will tend to remain in its original

position when the ground beneath it begins to move in

response to earthquake waves.

Mechanical or electrical devices can be used to sense

the motion of the ground relative to the heavy pendulum of the seismograph. Up-and-down or sideways

ground motion sends a mechanical or electrical signal

to a pen attached to a paper-covered drum. As the

drum turns, the pen wiggles, producing an amplified

recording of the ground motion. This recording is

called a seismogram. Scientists use the amplitudes of

earthquake waves recorded as seismograms to determine the magnitude ratings of earthquakes.

From Master 29, Seismographs

Concrete

base /

Support moves

This heavy weight

does not move much

Recording drum

with recording

\ Earth moves,

92 e EARTHQUAKES-FEMA 159 horizontal motion
Measuring Earthquakes/ Unit IV, Level 1, Grades K-2

I I~~~~~~~~~~- IV

Earthquakes Great and Small

Content Concepts

1. Earthquakes have different strengths.

2. Earthquakes cause different amounts of damage.

Vocabulary Objectives

energy Students will

-demonstrate two types of energy.

-demonstrate that earthquakes have different levels of

strength.

-construct a model to simulate earthquakes and earth

quake damage.

-compare the movement in the earthquake model to

ground movement during a quake.

-compare different levels of earthquake strength in terms

of their effects on structures.

Learning Links

Assessment

Language Arts: Discussion/oral

communication, vocabulary building, Students will experiment with building shapes and meth- ods of construction. Ask students to describe the effects of

gentle and strong shaking on their buildings.

Social Studies: Discussing effects of

earthquake damage on people and

their property

Math: Using ordinal numbers

Art: Constructing earthquake simulation model

EARrHQUAKES-FEMA 159 * 93
Measuring Earthquakes/ Unit IV, Level 1, Grades K-2

Activity One: Weak and Strong 0

Procedure

1. Conduct a class discussion on the concept of energy.

Establish that energy has many forms (such as mechanical

energy, heat, sound, and light) and many different

strengths.

2. Have students demonstrate two familiar types of energy.

a. Ask them to clap their hands loudly and describe the

sound; then to clap them softly and describe the sound.

Do you hear a difference? (Yes)

Why is there a difference? (Soft clapping releases a

smaller amount of sound energy than loud clapping

does.)

b. Ask them to rub their hands together slowly and describe how they feel, then rub them together quickly and

describe how they feel.

How does the amount of energy change? As the amount

of energy increases, what do you notice?

Why do you feel a difference? (Quick rubbing releases a

greater amount of heat energy than slow rubbing does.)

Activity Two: Shakes Makes Quakes

Materials for the teacher

e A small table or desk that moves easily. See also Teacher

Note and Master 27, Shake Table

Materials for each pair of students Teacher Take Note: Before beginning

* A shallow box partially filled with sand or soil this activity, you may want to have o Paper small groups or pairs of students

* An assortment of objects for building structures: construct their own shake table

small blocks LegosTM penne pasta (Master 27).

sugar cubes Lincoln LogsTM Play-DohTM or flubber

Procedure

1. Hand out paper and materials to each pair of students.

2. On one side of the paper, have students design plans for

building a few structures of different heights that would

withstand an earthquake. Students should include sen- 0

tences that describe what they intend to build with and

why they think it would withstand an earthquake.

94 * EARTHQUAKES-FEMA 159
Measuring Earthquakes/ Unit IV, Level 1, Grades K-2 IEVo

3. With their partner and with the materials provided,

have students construct the structures they just drew and

wrote about above.

4. When their structures are completed, have partners

take turns testing their structures on the shake table, or

desk, shaking it gently the first time. (Nothing should

happen to the structures.)

5. Shake it three more times, increasing the amount of

force each time so that eventually the structures will

gradually disassemble.

a. Each time the table shakes, have partners discuss the

observations they are making.

b. On the other side of their paper, have students draw the

results of the table shaking on their structures. Include

with their drawing some reflective writing as to:

What caused the buildings to fall down? (the shaking of

the table)

What caused the table to shake? (the students)

What did the students give to the table? (energy)

What happened to the buildings? -- the first time? -- second time? -- third time? (They eventually broke

apart.)

Are earthquakes always the same? (No. Some are weak

and some are strong.)

Does it make any difference what building materials are

used? (Yes. Have students look at other people's designs and models. Compare buildings made of stacking

blocks with buildings made of materials that are connected to each other.)

What are some of the strongest shapes and materials

used?

How did those factors affect the structures?

Summary: Different earthquakes have different amounts

of energy, and cause different amounts of damage.

EARrHQUAKES-FEMA 159 * 95
Wr Ir Measuring Earthquakes/ Unit IV, Level 1, Grades K-2 IV

Activity Three: Shake a Minute

Materials for the teacher

* Large clock with second hand

* Blackboard and chalk

Materials for each student

* Pencils

* Paper

Procedure

1. Ask students to estimate on a piece of paper how long

they think an earthquake lasts. (How long will the ground

shake?)

2. Collect the estimates and list them on the board.

3. Explain to students that in most earthquakes, shaking

rarely lasts for as long as a minute in any one area. Strong

shaking from a major quake usually lasts for 30 to 60

seconds. The 1906 San Francisco earthquake lasted about

40 seconds. In the 1964 Alaskan earthquake, the shaking

lasted 3 to 4 minutes--an extremely long time. This does

not happen very often.

4. Tell students that they are going to estimate how long a

one-minute earthquake is without looking at a clock. Have

them break up into pairs. One of each pair will be the

timekeeper and recorder, while the other is the "earthquake."

5. When you give the signal, the earthquakes are to begin

shaking, and the timers are to begin timing. Ask the

quakes (whose backs are to the chalkboard) to continue

shaking until they think that a minute has passed.

96 * EARTHQUAKES-FEMA 159
Measuring Earthquakes/ Unit IV, Level 1, Grades K-2I V YV

6. Once the timing and shaking start, write the time

elapsed on the board every five seconds. The timers, who

can see the board, should record the last time listed when

their partners stop shaking. Instruct the timers not to

share the time with the earthquake students yet.

7. Ask the timers to report the actual times that each

"quake" lasted. Write all the times on the board. Have the

class compare the times:

How long was the shortest "earthquake"?

How long was the longest?

What was the average time for this group?

8. Have partners switch roles and repeat steps 5 and 6,

then step 7. Ask the class:

Did the second group come closer to one minute than

the first?

If the answer is yes, why? (Perhaps because the second

pair of students had the advantage of observing the

first pair.)

9. Now have everyone in the class shake for one minute at

the same time. Tell them when to start and stop, but ask

_ Of: . >NE them not to watch the clock. Then ask:

Did the time you shook seem like more or less than a

7)i: \minute? {.t (Explain that even though an earthquake is

By' e 93 4,eJ )~. )Iover in a short time, it usually seems much longer to ______ m 1 those people experiencing it.) ( * + . ' , --\ What might happen to objects in this classroom if the

ground shook strongly for a minute? (Answers will

vary.) Explain that we will learn more about this in our ( . L l activity. :..next 

EARTHQUAKES-FEMA 159 * 97
W Measuring Earthquakes/ Unit IV, Level 1, Grades K-2

*L V_

98 * EARTHQUAKES-FEMA 159
Measuring Earthquakes/ Unit IV, Level 2, Grades 3-4

0~ ~ ~~~r

Different Shakes for Different Quakes

Content Concepts

Vocabulary

energy

earthquake wave

amplitude

earthquake intensity

earthquake magnitude

modified Mercalli scale

seismograph

seismogram

Learning Links

Language Arts: Reading sentences,

sequencing ideas, discussing, building

vocabulary, constructing paragraphs

Social Studies: Discussing the human

impact of earthquakes

Math: Using Roman numerals, interpreting data

Art: Making illustrations

1. Earthquakes differ in the amount of energy they

release.

2. Earthquakes may be measured by their effects (intensity) or by the amount of energy they release (magnitude).

Objectives

Students will

-construct drawings to illustrate the Mercalli scale as a

measure of earthquake effects on people, structures,

and the Earth's surface.

-identify the magnitude scale as a measure of energy

released by earthquakes.

-construct and use a seismograph to demonstrate the

measurement of earthquakes.

-chart the number of earthquakes that occur each year

in different damage categories, mild to severe.

Assessment

Display a seismogram and explain what it represents and

how it can be used to identify earthquake magnitude.

EARTHQUAKES-FEMA 159 * 99
W ItMeasuring Earthquakes/ Unit IV, Level 2, Grades 3-4

Activity One: Measuring with Mercalli

Materials for the teacher

* Master 28, Modified Mercalli Scale

o Large Roman numerals I through XII

For each student or group

o A copy of the Mercalli scale made from Master 28, Shortened Mercalli Scale

Modified Mercalli Scale

o A large sheet of drawing paper I. Only instruments detect it.

o Art supplies-colored pencils, crayons, felt markers II. People lying down might feel it.

* Scissors

* Tape III. People on upper floors of build- ings will feel it, but may not know it

is an earthquake.

Procedure IV. P.. ople indoors will probably feel

it, but those outside may not.

1. Introduce the Mercalli scale by explaining its purpose: V. Nearly everyone feels it and

to measure the intensity of the damage an earthquake wakes up if they are sleeping.

causes. You might want to add other information from the VI. Everyone feels the quake. It's

unit introduction. Explain that the use of Roman numer- hard to walk.

als distinguishes Mercalli measurements from those on

another scale (The magnitude scale will be introduced in VII. It's hard to stand.

Activity Two.) VIII. People will not be able to drive

cars. Poorly built buildings may

2. Teach or review Roman numerals. collapse; chimneys may fall.

3. Distribute copies of the Mercalli scale and have stu- IX. Most foundations are damaged.

dents take turns reading the descriptions aloud. The ground cracks.

X. Most buildings are destroyed.

4. Divide students into groups and ask them to draw Water is thrown out of rivers and

scenes illustrating the Mercalli numbers. Provide art lakes.

supplies. Intensity I may only require one drawing, but the XI. Rails are bent. Bridges and

higher numbers may require more. underground pipelines are put out

5. Distribute large Roman numerals I through XII around of service.

the classroom wall in order from lowest to highest. As XII. Most things are leveled. Large

students bring up their illustrations, the class will try to objects may be thrown into the air.

assign each to its correct numeral. Students may hang

their pictures on the wall under the correct numeral.

6. Either before or after a class discussion about the

social impact of each step on the scale, have students

write paragraphs describing their illustrations and add

them to the wall display.

100 * EARTHQUAKES-FEMA 159
Measuring Earthquakes/ Unit IV, Level 2, Grades 3-4 T

*& V

Activity Two: Movin' with Magnitude

earth e quake

in * ten * si. ty

Earthquake intensity is a measure

of ground shaking based on damage to structures and changes felt

and observed by humans. It is

expressed in Roman numerals on

the Mercalli scale.

earth e quake

mnag * ni * tude

Earthquake magnitude is a measure of the amount of energy

released by an earthquake. It is

expressed in Arabic numerals on

the magnitude scale.

seis * mo * graph

A seismograph is an instrument for

recording the motion of earthquake waves.

s sels e mo * gram

A seismogram is a recording of the

wavy lines produced by a seismograph.

Materials for the teacher

* Transparencies made from Master 29, Several Seismographs; Master 30, Seismogram Worksheet; Master 31,

Earthquake Magnitudes; and Master 32, Seismogram

Showing Amplitude

* Overhead projector

Materials for each small group

* Free-flowing overhead marker with fine tip for marking

transparency

* Blank transparency sheet

* A light weight table or desk

Materials for each student

* Worksheet of seismogram tracings made from Master 30

Procedure

1. Place a blank overhead transparency on a light weight

table or desk.

2. Have students take turns as holders and shakers. The

first student holds the marker lightly with thumb, index,

and middle fingers so it just touches the surface of the

transparency sheet. As he or she holds the marker suspended, the other student shakes the movable object back

and forth, varying the intensity of the shaking as much as

possible. The markings that result will be similar to a

seismogram. Show students the transparency of several

types of seismographs (Master 29) and then Master 32,

Seismogram Showing Amplitude.

3. Discuss the concepts of magnitude and amplitude.

(Refer to the teacher background if necessary.) Explain

that the amplitude of the earthquake waves (their height

measured from a fixed reference line) reflects the amount

of Earth movement, and therefore the magnitude of the

earthquake. Magnitude is expressed as an Arabic number.

Project the transparency of Master 31, Earthquake Magnitudes, and discuss.

4. Distribute the worksheets made from Master 30, and

ask students to rank the seismograms from A to D, least

i amplitude to greatest.

EARTHQUAKES-FEMA 159 * 101
W Measuring Earthquakes/ Unit IV, Level 2, Grades 3-4

Activity Three: Little Shakes and Big Quakes

Materials for the teacher

* Overhead projector

a Transparency made from Master 33, Earthquake Severity

Worksheet

Materials for each student

o Worksheet of Master 33, Earthquake Severity Worksheet

* Pencils

Procedure

1. Tell students that seismographs record over 3 million

earthquakes every year. They are going to estimate how

many of those cause serious damage.

2. Distribute worksheets. Have students place the numbers from the answer section at the bottom of the sheet

where they think they belong in the right hand column,

Estimated Number per Year.

Extension

Read Steven Kellogg's "How much Is A

Million?" to the class. Measure a

ream of paper (500 sheets). Have

students figure out how many reams it

would take to get a million sheets.

How tall would the stack be? If you

were to type asterisks on a page, and

it takes 500 asterisks to cover a page

of paper, how many pages would it

take to get to a million?

3. Project the transparency and invite students to compare

their answers with the actual figures. Discuss their reactions. Ask them to write in the correct figures on their own

sheets.

4. Have students add the four lower numbers to see how

many earthquakes cause slight to serious damage every

year (about 15,141).

Master 33: Earthquake Severity Worksheet

Earthquake Effects Estimated Number

Per Year Worldwide

1.0-3.0 Generally not felt but 3,000,000

recorded.

3.1-4.0 Often felt, but only 50,000

minor damage.

4.1-6.0 Slight damage to buildings. 15,000

6.1-6.9 Can be destructive in 120

where people live.

7.0-7.9 Major earthquake. Causes 20

serious damage.

8.0 or greater Great earthquake. Total 1

destruction to nearby

communities.

102 * EARTHQUAKES-FEMA 159

Magnitudes
Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6

_* ~ IV~~~~

Sizing Up Earthquake Waves

Content Concepts

Vocabulary

earthquake wave

wave amplitude

earthquake intensity

earthquake magnitude

seismograph

seismogram

focus

epicenter

body waves

P- (primary) waves

S- (secondary) waves

expansion

compression

Learning Links

1. Earthquake body waves are either primary or

secondary.

2. Earthquake waves detected by a seismograph are

recorded as seismograms.

3. Scientists can use isoseismals to compare the effects

of different earthquakes.

Objectives

Students will

-distinguish between primary and secondary body waves

(P-waves and S-waves).

-construct a model to simulate S-wave motion.

-construct a model seismograph, and identify its parts.

-identify different amplitudes of simulated earthquake

waves by using the seismograph.

-draw isoseismals on a map which includes Mercalli

intensity data.

-compare and contrast P and S wave motions using their

body movements

Assessment

Language Arts: Discussing, following

directions, taking notes

Use knowledge about seismic waves to relate this transfer

of energy to the amount of damage following an earthquake.

Social Studies: Discussing effects of

earthquakes on people and structures;

comparing effects to Mercalli intensity

Math: Metric measurement, computation, reducing fractions, computing

ratios

Art: Creating models

EARTHQUAKES-FEMA 159 * 103

0
W Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6

Activity One: Popping P-Waves

Materials for the teacher

* Transparencies made from Master 34, P-Waves Motion

and S-Wave Motion, and Master 10a, Earthquake Terms

* Overhead projector

Materials for the students

* Slinkym toys (One for every two students is ideal.)

• Sign post labeled Focus (Teacher or student volunteers

can make it ahead of time.)

* Safety goggles

Procedure

1. Elicit from class the definition of an earthquake. Review

or explain that the energy of an earthquake is released in

the form of waves. (Use Master 1Oa, Earthquake Terms.)

Point out that all the energy moves out from the focus.

2. Divide students into pairs or groups of even numbers,

depending on the number of Slinkies available. Distribute

Slinkies.

3. Two students will hold each Slinky, one on either end.

Instruct them to stretch it to a length between 6 and 9 feet

(2 and 3 meters) on the floor or a wide work surface.

4. Ask one of each pair to compress between ten and

twenty coils and then release them rapidly. Both students

continue to hold the Slinky during compression and

release.

5. Ask students to describe what they see, and let this lead

into your explanation of body waves, P-waves, and S-waves

(see unit overview). Be sure to point out that the Slinky's

motion simulates the expansion and compression of Pwaves.

6. Place the sign post labeled Focus in an open area of the

classroom. Have all the students compress and release

their Slinkies in this one area at the same moment. This

demonstration will help students to realize that earthquake

waves radiate in all directions from the focus.

Teacher Take Note: Metal Slinkies

will be more effective than plastic

ones for this activity. Mark one spot

on each coil with bright permanent

marker or a bit of white tape, to make

it easy for students to see the wave

motion. Also note that P-waves vibrate

in the direction in which they travel.

Use the transparency of Master 34,

P-Wave Motion and S-Wave Motion.

Children demonstrating compression and expansion of P-waves

104 e EARTHQUAKES-FEMA 159
Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6

REV~~~~I

Activity Two: The S-Wave Machine

fo 0 cus

The focus, or hypocenter is the

place inside the lithosphere where

an earthquake's energy is first

released. I

sur * face waves

Surface waves are earthquake

waves that travel only on the

surface of the Earth.

Materials for the teacher

* Handout or transparency made from Master 35, The

S-Wave Machine

* Transparency made from Master 34, P-Wave Motion and

S-wave Motion

* Overhead projector

Materials for each group

* 1 shoe box without its top, or a 1- or 2-qt. paper milk

carton, cut as shown

* Compass point or other punching tool

* A rubber band long enough to stretch the length of the

box or carton

* Scissors

* 2 metal washers 2 cm or larger

* 5 to 7 metal paper clips

bo 9 dy waves

Body waves are earthquake waves

that travel through the body of the

Earth. They are of two types, Pwaves and S-waves.

P-waves

P- (or Primary) waves are the

fastest body waves, which travel by

compression and expansion.

S-waves

S- (or Secondary) waves are body

waves which travel more slowly

than P-waves, and create elastic

vibrations in solid substances.

EARTHQUAKES-FEMA 159 * 105
W Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6

Procedure

1. Gather students in pairs or small groups and distribute

materials. Inform students that they are going to build and

operate a device to illustrate the type of body waves called

S-waves. Project Master 35 or hand out copies.

2. Instruct students to assemble their machines, referring

to the projected illustration or the handout.

a. Stand box on end and punch a small hole in the top and

bottom, near the center.

b. Cut open a rubber band and thread it through the top

hole, tying the end to a washer to keep it from pulling

through.

c, While another student holds the band stretched, thread

the free end through the bottom hole and fasten it with

the second washer. (The rubber band should be taut

enough to twang when it is plucked.)

d. Attach 5 to 7 paper clips evenly along the length of the

band so they are centered horizontally and they all face

in the same direction. Allow the band and clips to come

to rest.

e. Pluck the band and observe the motion of the clips.

3. Ask students to describe what they see. (They'll see

paper clips swinging in all directions, at right angles to the

movement of the wave up and down the rubber band.)

Pull the end of a cut

rubber band through

the hole and tie it to Metal washer a washer.

Shoe box

4 Paper clips

- Rubber band

-. Metal washer

Pull the rubber

band taut through

the hole.

Master 35. The S-Wave Machine

4. Project the wave transparency, Master 34, and explain

the motion of S-waves through the Earth in terms of the

demonstration. Point out that S-waves cause vibrations

perpendicular to the direction of their movement. Compare

this movement with the movement of P-waves.

Teacher Take Note: To increase

visibility of wave action try these

ideas: Use dark paper in the back

of the box. Illuminate the box by

shining a light into it (an overhead

projector light works great). As a

teacher demonstration, cut out the

back of a box, lay the S-wave

machine on the lighted overhead

surface. Project the enlarged

silhouette on the screen. 0

106 * EARTHQUAKES-FEMA 159
Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6

_1V~~~~I

Activity Three: Drum Rumbles

Materials for the teacher

* A drum (any type that's portable-a coffee can will do)

* 2 posters, one labeled S-wave and one labeled P-wave

* A watch that indicates seconds (Most digitals would

work.)

Materials for each student

* A pencil and a notebook

Procedure

1. Line students up single file in a long corridor indoors,

or outdoors along a wall or fence.

2. Choose three volunteers: two to hold the S-Wave and PWave posters at a starting point (call it the focus) and one

to beat the drum.

3. Students assemble in two parallel lines: S-waves on one

side and P-waves on the other. The drummer will begin a

steady beat of one tap per second. The P-wave line and Swave line start walking: P-wave students take one step per

second and the S-wave students take one step every two

seconds for 20 seconds and stop.

4. Ask students to compare where lines ended. (P-waves

travel approximately twice as far in the same amount of

time. This 1:2 ratio approximates the 3:5.5 ratio of the

actual P- and S-waves' traveling times.)

:ESW

va L7

EARTHQUAKES-FEMA 159 * 107
W Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6

AV _

Activity Four: Set Up a Seismograph

Materials for the teacher

* Transparencies made from Master 29, Several Seismographs; and Master 32, Seismogram Showing Amplitude

* Overhead projector

Materials for each small group of students

* Three blank sheets of paper

* Thick-point felt marker

* Quart to gallon size container with handle

* Approximately 16 oz. of sand or water

* Strong string, 1 to 3 feet (depends on student height)

* Table or desk

* Tape

e Scissors

• Timing device

Extension

Students may wish to build other

types of seismographs, such as those

described in the references. Master

29 suggests some possible designs,

but you might be surprised at what

students can do on their own, without

following a pattern.

Procedure

1. Inform students that they are going to build and operate a simple seismograph. Display the several seismographs on Master 29. Point out the basic parts they have

in common: weight, support, pen, and recording paper.

Give students these directions:

a. Attach string to handle of container.

b. Pour the sand (or water) into the container.

c. Firmly tape the felt tip marker to the outside of the

container with the tip sticking out below the bottom of

the container.

d. Hold the sand-filled container over the desk.

e. Place a sheet of paper on the desk and position the

container over one end of the paper with the felt marking tip just touching the end of the paper. One member

of the group will hold the container in this position.

108 * EARTHQUAKES-FEMA 159
Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6 JXOT

_1~~~~~~~~~~~~~A v

2. While one member of the group gently shakes the table,

another member gently and steadily pulls the paper under

the felt marker. Use a timing device so that the pull lasts

between 5 to 10 seconds.

3. Have students label the sheet of paper "Gentle Shaking," and tell students that they have made a seismogram.

4. Ask the students to make two more seismograms,

shaking the desk harder each time. Ask students to

number the seismograms that result from 1 to 3, with 1

being the most gentle shaking.

5. Explain and define "wave amplitude," using Master 32,

Seismogram Showing Amplitude. Help students to measure the amplitude of their own seismograms and relate

them to the degree of force with which they shook their

desks. Ask:

How does the amplitude of the wave on the seismogram

(Master 32) relate to the magnitude of the earthquake it

records? (The higher the wave amplitude, the higher the

magnitude.)

Which of your own seismograms would have the

highest magnitude? (The one with the highest amplitude, or the one which received the hardest shaking.)

EARTHQUAKES-FEMA 159 * 109
W Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6

Activity Five: The Mercalli Scale - Calling Station KWAT

Materials for the teacher

* Overhead projector

* One copy of Master 36a, KWAT Television Script

• Transparency made from Master 28, Modified Mercalli

Scale

* Transparency made from Master 36b, Wattsville Map Key

Materials for each small group of students

* Handouts made from Master 28, Modified Mercalli Scale

o Handouts made from Master 36b, Wattsville Map

* Handouts made from Master 36a, KWAT Television Script

* Pencil and colored pens

Procedure

1. Project the transparency of Master 28, Modified Mercalli

Scale, and distribute copies to students. Review the background information about the two earthquake scales.

Explain that the magnitude scale measures the amount of

energy released by an earthquake. The Mercalli scale

measures the observed effects (amount of damage) caused

by an earthquake. Emphasize that a single earthquake will

have only one magnitude, but several measures of intensity. If some students in the class have experienced an

earthquake, ask them to estimate its intensity from the

Mercalli scale.

2. Ask students to compare and contrast the differences

between the two types of measurements. Ask: Why do you

think magnitude is more often reported than intensity?

(Most earthquake-prone areas have equipment already in

place to determine magnitude, so this measurement can be

quickly established. Measures of intensity are sometimes

not arrived at until several days later, when a full estimate

of the damage can be made.)

110 . EARTHQUAKES-FEMA 159
Measuring Earthquakes/ Unit IV, Level 3, Grades 5-6

3. Tell students that in this activity they will be using data

adapted from reports of an earthquake that struck California in 1989. Distribute copies of Master 36b, Wattsville

Map. Appoint one student to be Jake Wilde, a television

news anchor, and tell the other students that they are the

citizens of Wattsville and the surrounding area. The town

has just been struck by an earthquake.

4. Distribute the strips cut from Master 36a, KWAT Television Script, and have students take turns reading them in

order, starting with the news anchor's report. Distribute

student copies of the script as well.

5. As each student reads a part, have the other students

locate the site of the report on their maps, scan the Modified Mercalli Intensity Scale, and mark a Mercalli intensity

(using appropriate Roman numeral) in pencil next to the

location on the map.

6. After the last student has read, have each student use

a colored pen to connect areas with equal intensity ratings

to develop an isoseismal map. (They will be drawing a

series of concentric lines.)

EARTHQUAKES-FEMA 159 * 111
Unit IV. Measuring Earthquakes

Materials List

Grades K-2

shallow box

sand or soil

pencils & paper

small blocks

sugar cubes

LegosTm

Lincoln LogsTM

penne pasta

Play-DohTm or flubber

large clock

blackboard

chalk

Grades 3-4

drawing paper

colored pencils

crayons

felt markers

scissors

tape

overhead projector

blank transparencies

overhead marker

pencils

Grades 5-6

overhead projector

SlinkyTM toys

safety goggles

shoe box or 2 qt.

paper milk carton

punching tool

long rubber band

scissors

metal washers

paper clips

drum

colored paper

timing device

pencils

notebooks

paper

felt markers

quart- to gallon-size

container with handle

sand

strong string

tape

112 ° EARTHQUAKES-FEMA 159
Master 27

Shake Table

Materials

* t3ox lid or shallow box with flaps removed

* Flat piece of cardboard, 1" to 2" smaller than box

* Rubber bands (4)

* Paper clips (4)

* String, two 12" pieces

* Single-hole punch or ball-point pen

Procedure

The Shake Platform

1. Punch a hole in each corner of the piece of cardboard

1/2" from both edges. The Shake Platform

2. Locate the center of one long side of the cardboard

and punch a hole 1/2" from outside of edge.

3. Locate the center of one short side of the cardboard

and punch a hole 1/2" from outside of edge. You now

have a total of six holes in the cardboard.

The Shake Box

4. Punch two holes in each of the short sides of the box

1" down from the top and 1" from each corner to correspond with the holes in the flat piece of cardboard. You

now have four holes in the box.

5. Locate the center of one long side of the box and

punch a hole 1" down from the top.

6. Locate the center of one short side of the box and

punch a hole 1" down from the top. You now have a total

of six holes in the box.

7. Attach rubber bands and secure them to the cardboard by feeding them through the holes in the corners

and looping them through themselves.

8. Attach rubber bands -- and therefore the entire

cardboard platform -- to the box by feeding the free ends

of the rubber bands through the holes in the corners of

the box and securing them with paper clips outside the

box (see diagram). The platform now should be suspended or "floating" inside the box.

9. Tie a string to the middle hole of one short side and

one long side of the platform, and feed it through the

corresponding hole in the box. By pulling the strings

side-to-side, lateral shaking will be simulated.

o 0

0

o 0 ol

The Shake Box

String

EARTHQUAKES-FEMA 159
Master 28

Modified Mercalli Scale

I. People do not feel any Earth movement.

II. A few people might notice movement if

they are at rest and/or on the upper

floors of tall buildings.

III. Many people indoors feel movement.

Hanging objects swing back and forth.

People outdoors might not realize that

an earthquake is occurring.

IV. Most people indoors feel movement.

Hanging objects swing.

Dishes, windows, and doors rattle.

The earthquake feels like a heavy truck

hitting the walls.

A few people outdoors may feel movement. Parked cars rocked.

V. Almost everyone feels movement.

Sleeping people are awakened.

Doors swing open or close.

Dishes are broken.

Pictures on the wall move.

Small objects move or are turned over.

Trees might shake.

Liquids might spill out of open

containers.

VI. Everyone feels movement.

People have trouble walking.

Objects fall from shelves.

Pictures fall off walls.

Furniture moves.

Plaster in walls might crack.

Trees and bushes shake.

Damage is slight in poorly built

buildings.

No structural damage.

VII. People have difficulty standing.

Drivers feel their cars shake.

Some furniture breaks.

Loose bricks fall from buildings.

Damage is slight to moderate in

well-built buildings, considerable in

poorly-built buildings.

VIII. Drivers have trouble steering.

Houses that are not bolted down might

shift on their foundations.

Tall structures such as towers and

chimneys might twist and fall.

Well-built buildings suffer moderate

damage.

Poorly-built structures suffer severe x

damage.

Tree branches break.

Hillsides might crack if the ground

is wet.

Water level in wells might change.

IX. Well-built buildings suffer considerable

damage.

Houses that are not bolted down move

off their foundations.

Some underground pipes are broken.

The ground cracks.

Reservoirs suffer serious damage.

X. Most buildings and their foundations

are destroyed.

Some bridges are destroyed.

Dams are seriously damaged.

Large landslides occur.

Water is thrown on the banks of

canals, rivers, lakes.

The ground cracks in large areas.

Railroad tracks are bent slightly.

XI. Most buildings collapse.

Some bridges are destroyed.

Large cracks appear in the ground.

Underground pipelines are destroyed.

Railroad tracks are badly bent.

XII. Almost everything is destroyed.

Objects are thrown into the air.

The ground moves in waves or ripples.

Large amounts of rock may move.

EARTHQUAKES-FEMA 159

l 1
Master 29

Seismographs

Support Moves

This Heavy

Weight Does

Not Move Rotating Drum Drm -Much

with Recording Drum

Paper Moves

Pen

Concrete Base / Base Moves= A/

Bedrock

Earth Moves,

Horizontal Motion

Ring

Counterweight (bricks)

Hinge

Support Moves

Spring Flexes

This Weight

Does Not

Move Much

EARTHQUAKES-FEMA 159
Master 30

Seismogram Worksheet

Name

A

B

C

Rank these four seismograms from least amplitude

to greatest

I Snot

Greatest

D

Four seismogram recordings of four

different earthquakes, all

100 kilometers from

the seismograph

EARTHQUAKES-FEMA 159

Ih
Master 31

Earthquake Magnitude and Energy

Magnitude

TNT Energy

Equivalent

Example

(approximate)

1.0 6 ounces Small blast at a construction site

1.5 2 pounds

2.0 13 pounds Average quarry blast

2.5 63 pounds

3.0 397 pounds Smallest earthquake commonly felt

3.5 1,000 pounds

4.0 6 tons Small atomic bomb

4.5 32 tons Average tornado

5.0 199 tons

5.5 500 tons Massena, NY quake, 1944

6.0 6,270 tons

6.5 31,550 tons Northridge, CA quake, 1994

7.0 199,000 tons Hebgen Lake, MT quake, 1959

7.5 1,000,000 tons Mount St. Helens eruption, 1980

8.0 6,270,000 tons San Francisco, CA quake, 1906

8.5 31,550,000 tons Anchorage, AK quake, 1964

9.0 199,999,000 tons Chilean quake, 1960

EARTHQUAKES-FEMA 159
Master 32

Seismogram Showing Amplitude

18 mm of

Amplitude

Reference Line LW

(The highest wave should be

measured for amplitude.)

A m o 1 m

. Amplitude of 18 mm

18 mm

I II I I I ,I I I I 1 I 11 I p

Metric Ruler

EARTHQUAKES-FEMA 159

/0""\,
Master 33

Earthquake Severity Worksheet

Name

Magnitudes Earthquake Effects Estimated Number

Per Year Wnrldwide

1.0-3.0 Generally not felt but

recorded.

3.1-4.0 Often felt, but only

minor damage.

4.1-6.0 Slight damage to buildings.

6.1-6.9 Can be destructive in places

where people live.

7.0-7.9 Major earthquake. Causes

serious damage.

8.0 or greater Great earthquake. Total

destruction to nearby

communities.

Choose which answers belong in the last column.

Answers: 20 15,000 3,000,000

120 50,000 1

EARTHQUAKES-FEMA 159
Master 34

m m- ~~~~~~~~~~~~~~~~M M~~~~~~~~

P-Wave Motion and S-Wave Motion

S-Wave

EARTHQUAKES-FEMA 159
Master 35

The S-Wave Machine

Pull the end

of a cut rubber

band through the

hole and tie

it to a washer.

Shoebox

_________________________ II

Metal Washer

Paper Clips

Rubber Band

Metal Washer

Pull the rubber

band taut through

the hole.

EARTHQUAKES-FEMA 159

I 11 11 __j
Master 36a

KWAT Television Script

Jake Wilde: "We interrupt our regularly scheduled programming on KWAT to bring you a

special bulletin. This is KWAT news anchor, Jake Wilde. Moments ago the town of Wattsville

was shaken by a strong earthquake. Residents in the KWAT broadcast area are invited to

call our emergency response number, 555-KWAT, and give us your name, your location, and

a brief summary of what you experienced during the quake. Stay tuned for the latest reports

of what your neighbors saw and felt. To report your observations, call 555-KWAT. We have

caller number 1 on the line."

Caller 1: "Hi, this is Charles from the hospital. We only had slight to moderate damage in

the new, well-built Children's Care building. The building containing most of our records

was old and poorly built; damage there was considerable."

Caller 2: "Hello my name is Roy, and I'm calling from the RQB Ranch. We were just sitting

around the kitchen table, when suddenly coffee sloshed out of all our cups. Several cabinet

doors opened up and dishes fell and broke."

Caller 3: "Hi, this is Carmen at Long Valley Boutique. We have a mess here. When the

quake struck, it moved all of our wall displays, and all our little ceramics fell and broke."

Caller 4: "Hi Jake, I'm Susan calling from the Faithful Church. When the earthquake

struck, our bell tower collapsed."

Caller 5: "Hi. This is Jo from Southside City Junior High School. Students felt it and did the

drop, cover, and hold drill. We only had slight damage to the building, just some cracked

plaster in the walls. A few pictures also fell."

Caller 6: "Hey Jake, this is Hank and I'm calling from the basement of the First Bank in the

center of Wattsville. This old building has partially collapsed and people are trapped down

here. Please send help."

Caller 7: "Hi, this is Fernando. I work at the Sunrise Senior Center. Many of our clients

were frightened. All our supplies fell off the shelves."

Caller 8: "Hello Jake, this is Debbie. We were picnicking at the Great Bend Park. When the

quake struck, it woke up Granny and we saw trees and the flagpole swaying back and forth."

Caller 9: "Hi, this is Lee Quon. When the quake hit, I was at Hot Springs Ranch visiting

friends. Nearly everyone felt it. All the doors that were open, slammed shut."

EARTHQUAKES-FEMA 159

Caller 10: "Hi Jake, this is Ben. I was at Blue Lake Resort when all the cars in the parking

lot started rocking back and forth."

-
Master 36a

KWAT Television Script (cont'd.)

Caller 11: "Jake, this is Gene at White Water Manufacturing. All the heavy furniture in the

showroom was moved by the quake, and some of the plaster cracked and fell off the walls."

Caller 12: "Hi, this is Diana calling from Happy Slurps Ice Cream. Over here, we thought

that a big truck had hit the building."

Caller 13: "Hi Jake, this is Ken at River City Video. Our whole collection of tapes is on the

floor and all our posters fell off the walls."

Caller 14: "Hi, this is Maria and I'm calling from Plants-R-Us. During the quake, all our

hanging plants were swaying and all our windows were rattling."

Caller 15: "Hi Jake, this is David from Wattsville University. Everyone in our class felt the

quake, and some of the older, more poorly built buildings suffered considerable damage."

Caller 16: "Hello Jake, this is Steve from the South End Mall. All the shoppers were having

a hard time standing during the quake. We had a lot of breakage, especially in our furniture

shops."

Caller 17: "Hey Jake! Jed here. Over at the Roundup Truck Stop, the trucks were shaking

with the quake. The drivers at the gas pumps had to hold on to the pumps to keep standing."

Caller 18: "Hi Jake, this is Jenny. When the quake struck we were mowing lawns at the

West Side Subdivision. We saw trees and bushes shake and everyone was finding it difficult

to walk."

Caller 19: "Hi Jake, this is Juan at White Water Pets. During the quake water sloshed out

of all our small aquariums. That sure woke up any sleeping fish!"'

Caller 20: "Hello Jake, this is Martha at the Cottage Motel. All our customers were frightened. Nearly all of our little cottages moved off their foundations and the water level in our

well dropped at least a foot."

Caller 21: "Hi Jake, this is Marty up at Big Bear Ski Resort. The quake rattled our dishes

and windows. I saw some parked cars rocking. Most folks who were outdoors, didn't feel the

shaking."

This activity was adaptedfrom FEMA 253, Seismic Sleuths -A Teacher's Packagefor Grades 7-12.

J

EARTHQUAKES-FEMA 159

I
Master 36b

p 1

Wattsville Map

Name

+ Plants-R-Us N

Big B~ear

Lake

Big Bear Ski Resort +White Water Pets

+ Hot Springs Ranch

+ Sunrise Senior

Center

+White Water

Manufacturing

+Wattsville University

Roundup + Church + Hospital Truck Stop +%nk

+West Side + Cottage Motel

Substation + South End Mall

WATiTSVILL E

+Southside City Junior HS.

+RQB Ranch

+LongValley Boutique

+ River City Video

+ Great Bend Park

+ Happy Slurps Ice Cream

0 50

Blue Lake Resort

+ /

100

EARTHQUAKES-FEMA 159

Kilometers
Master 36c

I

Wattsville Map Key

Name

Note: Isoseismal lines and locations may vary.

EARTHQUAKES-FEMA 159

I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
V

Earthquake Safety

and Survival
Earthquake Curriculum, K-6 -- Scope and Sequence Chart

Unit V: Earthquake Safety and Survival

Part Concept Laboratory Mathematics Language Arts Social Studies Art

I Earthquake shaking is possible Earthquake simula- Describe experiences Locating states and Coloring an

everywhere in the United States. tion corresponding level earthquake hazard Earthquake vocabu- of earthquake map People may feel, see, hear, and lary hazards

smell the signs of an earth- Drawing pictures

quake. Demonstrating or constructing

earthquake-safe diagrams of Earthquakes affect people in behavior earthquake

many ways. damage

2 Every environment contains Classroom hazard Discussion and list Discussion of Illustrations of

potential earthquake hazards. hunt maCzing damage to buildings earthquake caused by earth- hazards in classStudents can identify hazards Home hazard hunt quakes rooms

and eliminate them or reduce

their impact. Community hazard Hazard hunt and hunt ways to reduce

danger

3 Students can increase their Safety kit prepara- Disseminating Discussion of Earthquake safety chances for survival in an tion information to essential items posters

earthquake by having essential family and neigh- needed during

supplies before they are needed. bors evacuation

Students can help to assemble Group solutions Earthquake safety

emergency kits of supplies for kits

their classroom, home, and Slogan writing farrifly ve..cle. Poster distribution family vehicle.

Students can help to inform

others about earthquake safety

and survival.

Students can cope with hazards

during evacuation.

Students are responsible first

for their own safety and can

then help if others are injured.

Students can cope with the

disturbed environment and

their own emotional reactions.

Evacuation drill Hazard descriptions Discussion of

hazards during

evacuation

Giving aid to the

injured

Feelings and events

after an earthquake

Drop and cover

procedures

Safety kit decorating

4
V

Earthquake Safety

and Survival

Scientists cannot accurately predict when and where

an earthquake will occur. We can teach our students

what to expect, however and how to protect themselves. Teaching our students to recognize an earthquake and take immediate positive action can help

them and those around them to come through the

disaster safely. Students can also learn to recognize

earthquakes hazards and learn how to eliminate some

and avoid others. Classroom activities and discussions

provide opportunities for students to develop pride in

the competency they have gained.

EARTHQUAKES-FEMA 159 * 113
V Earthquake Safety and Survival

Earthquake Safety

and Survival

All 50 states and all U.S. Territories are vulnerable to the

hazards of earthquakes. Earthquakes have caused, and can

cause in the future enormous loss of life, injury, destruction of

property, and economic and social disruption.

Earthquake Hazards Reduction Act of 1977

(Public Law 95-124, as amended)

Part 1: What Happens During an Earthquake?

Most people caught in earthquakes have a feeling of

helplessness. Especially if they have never experienced

a quake before, they have no idea how long it is going

to last or what will happen next. In this unit you will

take your students through several steps that will help

them know what to expect and what to do if an earthquake occurs.

What to Expect

The first indication of a damaging earthquake may be a

gentle shaking. You may notice the swaying of hanging

plants and light fixtures or hear objects wobbling on

shelves. Or you may be jarred first by a violent jolt

(similar to a sonic boom). Or you may hear a low (and

perhaps very loud) rumbling noise. A second or two

later, you'll really feel the shaking, and by this time,

you'll find it very difficult to move from one place to

another. A survivor of the 1906 San Francisco Earthquake compared the physical sensation to riding down

a long flight of stairs on a bicycle.

It's important to take "quake-safe" action at the first

indication of ground shaking. Don't wait until you're

certain an earthquake is actually occurring. As the

ground shaking grows stronger, danger increases. For

example:

Free-standing cabinets and bookshelves are likely to

topple. Wall-mounted objects (such as clocks, maps,

and art work) may shake loose and fly across the room.

114 - EARTHQUAKES-FEMA 159
Earthquake Safety and Survival 

Suspended ceiling components may pop out, bringing

light fixtures, sprinkler heads, and other components

down with them.

Door frames may be bent by moving walls and may jam

the doors shut. Moving walls may bend window frames,

causing glass to shatter and send dangerous shards

into the room.

The noise that accompanies an earthquake may cause

considerable emotional stress-especially if students

are not prepared to expect the noisy clamor of moving

and falling objects, shattering glass, wailing fire

alarms, banging doors, and creaking walls. The noise

will be frightening, but a little less so if it's anticipated.

Part 2: Hazard Hunts

Contrary to popular imagination, an earthquake does

not cause the Earth to open up and swallow people.

Especially in the smaller earthquakes, which make up

the vast majority of all quakes, most injuries and

fatalities occur because the ground shaking dislodges

loose objects in and on buildings.

Anything that can move, fall, or break when the ground

starts to shake is an earthquake hazard if it can cause

physical or emotional harm.

Classrooms, homes, and all the other places where

children spend time indoors contain objects that could

cause injury or damage during a quake. Because students have already learned a great deal about earthquakes in the previous lessons, they are able to identify

many of these objects themselves. They make class

lists of the hazards in different settings and then work

with teachers, parents, and other adults to eliminate as

many hazards as they can.

Students can remove objects that could fall and cause

injury during earthquake shaking. Those objects that

cannot be removed should be securely fastened. In the

classroom these may include fish tanks and animal

cages, wall maps, models, and wheeled items such as

pianos and rolling carts for audiovisual equipment. At

home, bookcases, china cabinets, and other tall furniture should be secured to wall studs. Hanging lamps,

heavy mirrors, framed pictures, and similar ornaments

should be removed or permanently fastened.

There will be some hazards in the classroom, home,

and community that students will not be able to eliminate. Be sure they know how to avoid those things they

cannot change.

EARTHQUAKES-FEMA 159 * 115

Operation A-R-R-R

L Anchor IJ Refit

L Relocate LI Remove
V or Earthquake Safety and Survival

Part 3: Prepare and Share Emergency Kits

After a quake you and your students may spend several days together, cut off from many of the normal

sources of community support. In Part 3 of this unit

the class will devise emergency kits for several settings

and make one for the classroom. Students will also

make posters as a way of sharing their knowledge of

earthquake preparedness.

Part 4: Earthquake Simulation and Drill

During an earthquake, the most important thing for

any child or adult to remember is the Drop and Cover

drill:

At thefirst indication of ground shaking, get under a

desk or table, face away from windows, bend your head

close to your knees. Use one hand to hold onto the table

leg and protect your eyes with your other hand. If your

"shelter" moves, move with it.

After the quake it is important to get out of the building

and into a clear space, taking the emergency kit along

with your roll book. In Part 4, students will point out

various hazards that might occur in the course of

leaving the building and discuss ways of dealing with

various obstacles.

Aftershocks may occur without warning, minutes or

even months after the major earthquake. Practice Drop

and Cover on the way out of the building, and in as

many other settings as possible, until the drill becomes

second nature to you and your students.

Give your students several opportunities to ask questions and discuss their fears and concerns. They'll

have plenty of "what if' questions. Don't feel that you

must provide all the answers. Let your students hold

problem-solving sessions. Class and group discussions

provide opportunities for students not only to express

their negative (and normal) feelings, but also to emphasize the positive skills they have gained.

116 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 1, All Grades 

_ ~~~~~~~~~V

IMPORTANT NOTE: This unit is intended to be used by all the grades, kindergarten through sixth.

Feel free to modify the materials and procedures to suit your students.

Part 1: What Happens

During an Earthquake?

Content Concepts

1. Earthquake shaking is possible everywhere in the

Vocabulary United States.

natural hazard

2. Students might feel, see, hear, or smell the signs of an

earthquake.

Objectives

Learning Links

Language Arts: Describing experiences

Social Studies: Locating states and

corresponding level of earthquake

hazard, experiencing a simulation of

an earthquake

Art: Coloring an earthquake hazard

map, drawing, picture, or constructing

dioramas of earthquake damage

Students will

-identify the earthquake hazard for their state.

-identify hazards caused by earthquakes.

-demonstrate safe behavior during an earthquake

simulation.

Assessment

Explain why, when, and (demonstrate) how to Drop and

Cover.

EARTHQUAKES-FEMA 159 * 117
V Earthquake Safety and Survival/ Unit V, Part 1, All Grades

V I

Activity One: Size Up Your State

Materials for the teacher

* Transparency made from Master 37, Earthquake Hazard

Map, colored according to directions in step 3 below.

* Overhead projector

Materials for each student

* Copy of Master 37, Earthquake Hazard Map

* Crayons or colored pencils

Procedure

nat * u * ral

haz . ard

Any of the range of natural Earth

processes that can cause injury or

loss of life to human beings and

damage or destroy property.

1. Read and discuss the definition of natural hazard. Ask:

If an earthquake occurs in an uninhabited region and has

no impact on human beings or their property, is it a

hazard? (Not for human beings, though it may be for other

life forms.)

2. Tell students that thousands of earthquakes occur in

the United States each year. Most are too small to be felt

by people. Only a few are strong enough to cause damage.

Allow students to speculate on the following questions:

Are all regions of the U.S. likely to receive earthquake

damage? What states are most likely to receive earthquake damage?

3. Tell students that earthquake shaking is possible in all

50 states and all U.S. Territories. People hundreds of

miles from the epicenter of a strong earthquake may

experience shaking and damage.

Master 37. Earthquake Hazard Map

New Hampshire

lossachuselts

Rhode Island

"a

Hawaii D Guam __ __

99 Puerto Rico r

Virgin Islands

118 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 1, All Grades x

Teacher Take Note: If your school is

not in a moderate to very high

earthquake hazard state, help

students realize that they may visit

one or move to one someday. Tell

them that it is important that they

learn how to protect themselves.

Distribute a copy of Master 37, U.S. Earthquake Hazard

Map, along with crayons or colored pencils, to each student. Give these instructions:

a. Use green to color in the states marked with a VL. In

the legend, use green to color in the box in front of the

word Very Low.

b. Use blue to color in the states marked with an L. In the

legend, use blue in the box in front of the word Low.

c. Use yellow to color in the states marked with an M. In

the legend, use yellow in the box in front of the word

Moderate.

d. Use orange to color in the states marked with an H. In

the legend, use orange in the box in front of the word

High.

e. Use red to color in the states marked with a VH. In the

legend, use red to color in the box in front of the word

Very High.

4. After the maps have been colored, project the overhead

and conduct a class discussion around the following

questions:

What is the earthquake hazard for our state?

How many states in the U.S. are believed to be totally

free from earthquake hazards? (none)

How many of you have favorite places to visit (on vacation or to see relatives) that are in states with moderate

to very high earthquake hazards?

EARTHQUAKES-FEMA 159 * 119
V N Earthquake Safety and Survival/ Unit V, Part 1, All Grades

V_

Activity Two: Earthquake Simulation

Materials for the teacher

* Master 38, Earthquake Simulation Script

* Transparency made from Master 39, Drop and Cover

Master 40, Coalinga Schools Report (teacher background only)

e Overhead projector

Materials for the students

o Desks or tables to get under

* Optional items for simulation activity (chairs to rattle;

pencils, books, and other objects to drop)

Procedure

1. Explain that you are going to talk through an imaginary

earthquake to help students understand what might

happen during a real one. Display the transparency of

Master 39, Drop and Cover, and direct students to practice

the following actions:

* Get under a desk or table o Face away from windows

o Bend your head close to your knees

* Use one hand to hold onto the table leg (approximately 6"

from the floor to avoid pinching fingers) and protect your

eyes with your other hand.

Teacher Take Note: Do not excuse

children with special needs from

participating in earthquake drills.

Children who are blind, deaf, or have

impaired mobility especially need

experiences which build confidence

in their ability to avoid and cope with

dangers. Plan with other teachers

and the school nurse to determine

quake-safe actions for these children.

It may not be possible for children

with impaired mobility to get under a

desk or table. They can, however,

learn to react quickly and turn away

from windows; move away from light

fixtures and unsecured bookcases;

and use their arms or whatever is \

handy to protect their heads.

2. Create Special Effects. (This step is optional. If you

decide to carry it out, warn your teacher-neighbors.)

Appoint student helpers for the simulation. Before the

simulation, describe what each helper should do according

to the script.

120 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 1, All Grades 

3. Read the simulation, Master 38 (the first three paragraphs should take approximately 45 seconds).

4. Take time after the simulation to let students respond

to the experience. Encourage them to ask questions and

discuss their fears and concerns.

Teacher Take Note: Once you are

confident that your students have

learned and practiced the skills to

protect themselves, place yourself in

a safe position (e.g., under your

desk) during future drills. Your

students need to know that you too

will be safe.

5. Discuss what to do in various situations.

6. Practice Drop and Cover in as many other settings as

possible, until the drill becomes second nature to you and

your students. You may want to time how long it takes to

get into a safe position in a safe manner (too much haste

may cause bumps and bruises).

In teaching this activity lesson, be sensitive to your students' fears and concerns, and give them chances to talk

and ask questions. Let your students know that fear is a

normal reaction to any danger. Remind them that they

will become less afraid when they learn how to take care

of themselves if an earthquake happens.

Earthquake Safety Reminders for Students

If you're outside

* Stay outside.

* Go to an open area away from hazards.

If you're inside

* Crouch under a desk or table,

* Face away from windows,

* Bend your head close to your knees,

* Use one hand to hold onto the table leg (approximately 6" from the floor

to avoid pinching fingers) and protect your eyes with the other hand.

If no desk or table is nearby:

* Kneel against an interior wall

* Face away from windows,

• Bend your head close to your knees,

* Clasp hands on the back of your neck.

EARTHQUAKES-FEMA 159 * 121
V Earthquake Safety and Survival/ Unit V, Part 1, All Grades

Activity Three: Know What Might Happen

Materials for the students

* Pencil and paper

* Crayons or colored pencils

Procedure

1. Review with the students information they have learned

about the different locations where earthquakes occur,

emphasizing that earthquakes occurring where people live

is our greatest concern.

2. Tell the students that during an earthquake, the Earth

beneath their feet moves like a deck of a ship. The actual

movement of the ground, however, is seldom the direct

cause of injuries or deaths. Most injuries and deaths are

caused by falling objects and debris from damaged buildings. Point out that the Earth does not split open and

swallow people and homes. Emphasize that we can avoid

or reduce our chances of being hurt if we know what to

expect and what to do during an earthquake.

3. Review the classroom earthquake drill, call out "Drop

and Cover," and ask students to demonstrate quake-safe

procedures.

4. Read to the class descriptions of what they might see,

feel, hear, or smell if they were at home during an imaginary earthquake.

a. Before you begin to describe what may happen in a

living room, ask students to pretend they are in a safe

place in their own living room (or that of a relative or

friend).

b. After you described what may happen in the living

room, ask students if the place they selected would keep

them safe. If some students are concerned about their

safety, allow time for the class to discuss how to become

quake safe.

c. Repeat 4a and 4b for the bedroom and neighborhood.

122 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 1, All Grades 

5. Ask the students to draw or write about what they saw,

heard, and felt during the imaginary earthquake and

share with the class. If one or more of your students had

experienced a damaging earthquake, allow them to describe to the class what they saw, felt, etc.

Living Room

You might become aware of a gentle movement which

grows stronger, or you might be jarred by a sudden jolt

and wonder if a truck hit your home.

Teacher Take Note: As an alternative

activity to the drawings, ask student

groups to design and construct a

shoebox diorama of a setting that

has been affected by an earthquake.

You would see hanging objects swing and sway, and

possibly fall from their hooks. You might see tall pieces of

furniture topple over. Plaster may drop, windows may

shatter. Electric lights may flicker and go out.

You would hear a low rumbling noise that quickly grows

louder. You might also hear creaking and grumbling from

the house itself. You might smell odors from spilled food

and liquids.

Bedroom

You would see pictures and mirrors fall and break. Things

on shelves will topple over. Water would slosh out of

aquariums. Books would fall off shelves.

You might hear the house creak and grumble. You might

hear bricks tumbling from chimneys. You might hear

animals make loud, excited noises.

Outside

You might see bricks come loose and tumble from buildings. Separate parts of buildings such as signs and decorations may fall and cause damage. Water pipes may begin

to leak and flood the streets.

You may hear church bells ringing, cars honking, and

sirens wailing. You may smell gas, or smoke from gasoline

leaks and fires.

EARTHQUAKES-FEMA 159 * 123
Vw Earthquake Safety and Survival/ Unit V, Part 1, All Grades

.V_

124 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 2, AUI Grades V

IMPORTANT NOTE: This unit is intended to be used by all the grades, kindergarten through sixth.

Feel free to modify the materials and procedures to suit your students.

Part- 2: Hunt for Hazards

Content Concepts

1. Every environment contains potential earthquake

hazards.

Vocabulary

hazard

cornice

parapet

2. Students can identify hazards and eliminate them or

reduce their impact.

Objectives

Students will

-identify potential hazards in their classroom that may

cause damage, injury, or death during an earthquake.

-list, and if possible, make changes in their classroom to

reduce potential hazards.

-identify potential earthquake hazards in their homes.

-list, and, if possible, make changes in their homes to

reduce potential hazards.

Learning Links Assessment

Language Arts: Discussing hazards and

making lists, using and applying action

verbs, sharing information with parents

and families

List three things you have done to make yourself, your

family, and/or your classmates safer from earthquake

hazards,

Social Studies: Identifying hazards

throughout the community on several

levels: school, home and beyond

Art: Drawing home hazards that are not

on the Home Hazard Hunt worksheet

EARTHQUAKES-FEMA 159 * 125
V Earthquake Safety and Survival/ Unit V, Part 2, All Grades IV

Activity One: Classroom Hazard Hunt

Materials for the teacher

* Transparency made from Master 41, Fourth Grade

Classroom

* Overhead projector

* Transparency marker

Materials for each student

* Handout made from Master 41, Fourth Grade Classroom

* Crayons or colored pencils

* Handout made from Master 42. Classroom Hazard Hunt

* Drawing paper (optional)

Procedure

1. Review with students the definition of an earthquake

hazard:

Anything that can move,fall, or break when the

ground starts to shake is an earthquake hazard if

it can cause physical or emotional harm.

Tell students that there will be many hazards that we

cannot correct, but identifying these hazards will help

us to anticipate them and avoid danger and injury.

2. Invite students to conduct a hazard hunt in their

classroom to identify things that might hurt them during

an earthquake. Refer to Master 42, Classroom Hazard

Hunt, to help students identify hazards.

3. Distribute Master 41, Fourth Grade Classroom. Have

students circle or color those hazards which are found in

their classroom. Ask them to make a list of any other

hazards that are in their classroom but are not included

in the picture, or to draw their own classroom and point

out additional hazards.

126 * EARTHQUAKES-FEMA 159

haz * ard

An object or situation that holds the

possibility of injury or damage.
Earthquake Safety and Survival/ Unit V, Part 2, ALU Grades

4. Conduct a class discussion about the hazards you

have identified and how they might cause harm. Use the

overhead of Master 41 in your discussion.

Ask students to decide what they can do as a group to

make the room safer. Actions might include tying down

objects, moving hanging objects, placing objects on

lower shelves, and so on. You may want to write the

following action verbs on the blackboard:

Teacher Take Note: This activity will

take about 60 to 90 minutes, or longer

if students modify their classroom to

make it safer during an earthquake.

You may want to divide the procedure

between two separate sessions.

move

relocate

attach

fasten

secure

tie down

anchor

replace

remove

eliminate

change

5. If appropriate, have students spend time changing the

things they can change to make their room safer.

6. Have students make a list of things that could be

changed, but not without adult help. These might include

putting latches on cabinets, blocking wheels on the piano,

and attaching cabinets to walls.

If appropriate, have students help to make these

changes. They might want to meet with the principal or

work with the custodians to help make their room safer.

When changes can't be made, be sure students are

aware of the remaining hazards, and know they must

avoid or move away from them if an earthquake occurs.

EARTHQUAKES-FEMA 159 * 127
V V Earthquake Safety and Survival/ Unit V, Part 2, All Grades

V_

Activity Two: Home Hazard Hunt

Materials for the teacher

* Transparencies made from Master 43a, b, and c, Home

Hazard Hunt Worksheets

o Overhead projector

Materials for each student

e Handouts made from Master 43a, b, and c

* Handout made from Master 44, Quake-Safe Home

Checklist Teacher Take Note: How you use the

* Pencil or pen Quake-Safe Home Checklist will

depend on the grade level of your

Procedure students. K-2 teachers may want to

adapt this sheet.

1. Explain to students that there may be many possible

earthquake hazards in their homes -- objects that can fall,

break, spill, or cause damage and injury in other ways.

2. Conduct a brainstorming session with your students

and see how many home hazards they can think of. List

these on the board.

3. Tell students that they are going to conduct a hazard

hunt at home to identify things that might hurt them or

their families during an earthquake. Distribute the student

worksheets. Discuss each of the pictures with the students

and ask why the item pictured could be a hazard. Remind

students that this sheet does not include all the possible

home earthquake hazards -- just some of them.

4. Instruct students to take the worksheets home and have

other children and their parents or guardians join them in

looking through the house for hazards. Some hazards may

exist in more than one place. Give these instructions:

a. Put a check in the box beneath every hazard you find in

your home. (If the hazard occurs more than once, students may write a total number in the box instead of a

check.)

b. If you can, write the name of the room(s) in which the

hazard is located. |,

128 - EARTHQUAKES-FEMA 159

W 16 _ -
Earthquake Safety and Survival/ Unit V, Part 2, All Grades r j

Extension

Since homes without young children

also need to be prepared for earthquakes, you and the class might

explore ways of disseminating the

Quake-Safe Home Checklist to other

members of your community. What

about grocery stores, community

centers, libraries and churches?

Students may have other ideas.

c. On a separate piece of paper or on the back of the

worksheets, list or draw any potential earthquake hazards that are found in your, home but are not on the list.

d. Bring your completed worksheets back to class.

5. Conduct a classroom discussion about the hazards that

students found in their homes. Especially discuss hazards

they identified that were not on the list. You may want to

use transparencies of the home hazard worksheets during

your discussions.

6. Explain to students that now that they have identified

earthquake hazards in their homes they can take action to

reduce their danger. Emphasize that there are some actions they can take which cost little or no money, while

other actions will cost quite a bit and will have to be done

by adults.

7. Distribute copies of the Quake-Safe Home Checklist

(Master 44) to students. Discuss the items on the list.

Determine which changes can be made easily and which

will be more difficult. Again, emphasize that this list does

not include everything that can be done to make a home

safer.

8. Have students take the list home to discuss with their

families. Families may decide which changes could be

made immediately in their homes and which ones will have

to wait. Encourage students to help their parents in any

way possible to make the changes that can be made. As

you did in Activity One, remind students that they will

have to be responsible for avoiding the hazards they cannot remove.

9. You may want the children to bring back the completed

checklists so they can have a follow-up discussion in class.

EARTHQUAKES-FEMA 159 * 129
V 7 Earthquake Safety and Survival/ Unit V, Part 2, All Grades

V

Activity Three: Community Hazard Hunt

Materials for the teacher

a Transparencies made from Master 45, Neighborhood

Hazard Hunt

* Overhead projector

* Transparency marker

Materials for each student

a Handouts made from Master 45, Neighborhood Hazard

Hunt

a Crayons or colored pencils

* Handouts made from Master 46, Safety Rules for Shoppers

* (Older students) Handouts made from Masters 47a, b,

and c, Community Hazard Hunt

Procedure

1. Review materials from Unit Four about ways in which

ground shaking from earthquakes can damage buildings.

Remind students that the movement of the ground during

an earthquake seldom causes death or injury. Most deaths

and injuries from earthquakes are caused by falling debris

from damaged buildings.

cor * nice

The exterior trim of a structure at

the meeting of the roof and wall

par * a . pet

A part of a wall which is entirely

above the roof.

Building damage can include:

* Toppling chimneys

e Falling brick from walls and roof decorations, such as

parapets and cornices. (Show pictures or draw pictures of

these decorations; or if they're attached to your school

building, point them out to the students.)

a Collapsing exterior walls, falling glass from broken

windows.

Damage inside the building can include:

* Falling ceiling plaster and light fixtures

e Overturned bookcases (Have students mention some of

the hazards they discovered in Activities One and Two.)

I

Cornice

130 * EARTHQUAKES-FEMA 159

Parapet

i__ ~~~I I 

w = _ g~~~~~~~~~~~~

I X . 1 8 . . gA..

W It W~ iW
Earthquake Safety and Survival/ Unit V, Part 2, All Grades V

In the community, earthquake ground shaking

can cause:

* Downed power lines

* Damage to bridges, highways, and railroad tracks

* Flooding from dam failures, damage to reservoirs and

water towers

* Fires from spilled gasoline and other chemicals

* Liquefaction and landslides

* Water sloshing in ponds, pools, etc.

* Tsunami (in coastal areas)

2. Sum up: There are many things in our environment

that could cause us harm during an earthquake. There

will be many hazards that we cannot correct, but identifying these hazards will help us to anticipate them and

avoid danger and injury.

3. Distribute copies of Master 45, Neighborhood Hazard

Hunt.

4. Use an overhead of Master 45 and ask students to use

red pencils to circle everything they see that could come

loose and cause damage during an earthquake. Share and

discuss answers.

5. Distribute copies of Master 46, Safety Rules for Shoppers. Discuss the rules in class then ask students to take

the page home and share it with their families.

6. For older students: Distribute copies of Masters 47a,

b, and c, Community Hazard Hunt. Challenge students to

identify the hazards. Follow up with a class discussion.

EARTHQUAKES-FEMA 159 * 131
V Earthquake Safety and Survival/ Unit V, Part 2, AlI Grades a.

132 ° EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 3, ALI Grades V

IMPORTANT NOTE: This unit is intended to be used by all the grades, kindergarten through sixth.

Feel free to modify the materials and procedures to suit your students.

Part 3: Prepare and Share

Content Concepts

1. Students can increase their chances for safety and

survival in an earthquake by having essential supplies

assembled before they need them.

2. Students can help to assemble emergency kits of supplies for their classroom, home, and family vehicle.

3. Students can help to inform others about earthquake

safety and survival.

Objectives

Learning Links

Language Arts: Reaching consensus in

a group, copying lists of kit materials,

writing preparedness slogans

Social Studies: Sharing kit lists with

families, discussing ways to inform the

community about quake-safe actions,

distributing posters

Art: Planning and decorating the

classroom kit, making safety posters

Students will

-demonstrate an awareness of responsibility for their

own well-being and the well-being of others during an

emergency.

-list items to include in classroom, home, and vehicle

emergency kits.

-list uses for the kits in emergencies other than an

earthquake.

-prepare an emergency kit for their classroom.

-take home lists of suggestions for home and vehicle

kits.

-make posters illustrating what they have learned, and

distribute them around the school and community.

Assessment

List three things you would want in your emergency kit,

and explain why you want to include them.

EARTHQUAKES-FEMA 159 * 133
V Earthquake Safety and Survival/ Unit V, Part 3, AIZ Grades

.L 

Activity One: Brainstorming

Materials for the teacher

a Blackboard and chalk

Procedure

1. Review the earthquake hazard hunts in Part 2 of this

unit to be sure students have a clear idea of the most

common earthquake hazards.

2. Remind the students that they may have to evacuate

their school, home, or other location after an earthquake.

If this happens, they will want to have some essential

items in a convenient place, ready to pick up and take.

3. Invite students to name some things they could not

take with them if they had to leave their houses in a

hurry. Take suggestions for only about five minutes

keeping the mood light. This exercise should help young

children, in particular, to see the difference between

essential and nonessential items

Teacher Take Note: Taking an active

role in preparedness will help

students to deal with their natural

and reasonable fear of earthquakes

Nevertheless, tears and anxieties are

inevitable, even among older children who have learned to hide their

emotions. Express your own concerns openly, and let students know

that it's normal to be afraid.

4. Now invite students to name some thing they really

need 

blackboard 

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or 

in 

overhead. 

order to live. 

After 

Write 

food 

suggestions 

and water have 

on the 

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named, there will be differences of opinion on the remaining items. Remind students to choose things that can be

easily carried and have more than one use.

5. Ask the class:

Which of these things should we have ready in the

classrooms? (Make a classroom list.)

Which of them should we have at home? (Make a home

list.)

Which of them should we have in the family car, van, or

other vehicle? (Make a vehicle list.)

6. When the class has reached agreement on a number of

items, invite them to brainstorm one more list: a list of

emergencies other than an earthquake for which their list

of supplies would be appropriate. Accept all answers and

discuss them briefly.

134 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 3, All Grades - - V

Activity Two: Create a Kit

Materials

* Inexpensive backpack or other ample container with

shoulder straps

* Art supplies

* Writing paper and pencils

* Items for the kit (will vary)

Procedure

Teacher Take Note: Students might

visit local businesses to request

donations of the pack itself and its

contents. This would be a way to

involve the community in earthquake

preparedness.

1. Tell students that they are going to assemble an easyto-carry kit which can be kept in the classroom for emergencies. Ask them to suggest appropriate containers, or

show them an inexpensive backpack obtained for this

purpose.

2. Invite students to identify essential items for the classroom kit. Emphasize that the kit must be "easy to carry."

Write their suggestions for a final list on the blackboard.

Essential items for the kit will include:

* bottled water and cups (Use plastic containers to cut

weight, avoid breakage.)

* class roster with students names and addresses

* first aid checklist and supplies

* flashlight and spare batteries

Other items might include: . pocket transistor radio and spare batteries

* paper and pens

* permanent marker

* colored flag to summon aid

* playing cards and pocket games

* hard candy and other compact, durable foods

* trash bags (for raincoats, ground cloths, etc.)

EARTHQUAKES-FEMA 159 * 135
V T Earthquake Safety and Survival/ Unit V, Part 3, All Grades

3. Divide the class into teams and assign responsibilities

to each team. Roles might include:

a. Decorators: design and produce a logo or other distinctive decoration and fasten it to the kit.

b. Listmakers: copy the class list from the board or

overhead (see Part 3, Activity One, Step 5) neatly and

with correct spelling, and fasten it to the inside or

outside of the container as a checklist. Also provide a

copy to the suppliers.

c. Suppliers: decide which items on the list are already in

the classroom, which will have to be purchased, and

which can be brought from home. With the teacher's

help, arrange for supplies to be bought or brought.

4. Invite the school nurse or someone from the Red Cross

or the Fire Department to visit the classroom and discuss

first aid procedures. After this visit the students may want

to assemble a small medical kit and add it to their emergency supplies.

5. When the kit is completed, decide where to keep it.

Explain that the teacher will carry the kit during evacuation drills or actual evacuations.

136 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 3, All Grades 

Activity Three: Poster Party

Materials for each small group

* Poster board

* Art supplies

* Pencils and scrap paper for rough drafts

Procedure

If inside, drop and cover.

That's where you'll be safe.

If outside, stay outside.

Find an open space.

1. Read the chant to your class. Repeat the chant with the

whole class several times, then ask students to create

hand motions to accompany it. Suggest combinations of

clapping, finger snapping, and patting on legs. As individual students work out their own rhythmic combinations, encourage them to demonstrate to the class so all

can learn the same motions.

2. Tell students that now that they have learned a great

deal about earthquakes and earthquake preparedness,

they have a responsibility to share their knowledge. One

way of doing this is to make a set of posters and put them

in places where they will be seen. Each poster would

feature the word Earthquake and a reminder of some

quake-safe action. Ask them to suggest appropriate slogans. These might include:

Where's Your Emergency Kit?

Drop and Cover

If Outside, Stay Outside

Keep Calm--Self Control is Contagious

After the Quake, Evacuate

EARFHQUAKES-FEMA 159 * 137

Safety Chant
V 7 Earthquake Safety and Survival/ Unit V, Part 3, All Grades

In _

3. Divide students into small groups, and have each group

agree on the slogan they want to illustrate.

4. Distribute materials. Suggest that each group work out

a rough version of their poster first, allowing everyone to

have input into the design. If necessary, suggest ways for

group members to share the execution of the poster:

perhaps one student lettering, one sketching the design in

pencil, and another painting.

5. When the posters are finished, discuss places to display

them other than the classroom. Placing them in the

hallways or the cafeteria would spread the message to

other grades.

6. Encourage students to take on the role of teacher and

help their families learn how to take care of themselves.

Many adults believe there is nothing they can do to protect

themselves. This belief stems from lack of knowledge. We

can't do anything to prevent earthquakes, but we can

learn to increase our safety. We can help ourselves and

others to do many things that will make our homes and

schools safer.

Extension

Students might make arrangements to

display some of the posters in stores,

libraries, and other public places.

138 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 4, All Grades V

IMPORTANT NOTE: This unit is intended to be used by all the grades, kindergarten through sixth.

Feel free to modify the materials and procedures to suit your students.

Part 4: Evacuation Drill

Content Concepts

1. Students can cope with hazards during evacuation.

2. Students are first responsible for their own safety, but

also can help if others are injured.

3. After an earthquake, students can cope with the disturbed environment and their own emotional reactions.

Objectives

Learning Links

language Arts: Writing and reading

hazard descriptions, discussing

hazards and coping strategies, discussing and writing (older children) about

what happens after an earthquake.

Students will

-identify hazards they might find during evacuation.

-describe ways of helping others who are injured during

earthquakes.

-describe feelings they might have and dangers they

might face after an earthquake.

Assessment

Draw a person you saw doing something helpful after an

earthquake.

Social Studies: Practicing Drop and

Cover and evacuation procedures,

discussing responsibility for one's own

safety in an emergency, and what can

be done for others.

EARTHQUAKES-FEMA 159 * 139
V rEarthquake Safety and Survival/ Unit V, Part 4, All Grades

V

Activity One: Get Ready, Get Set

Materials for teacher and students

* Materials and procedure for earthquake drill,

Transparency of Master 39, Drop and Cover

* Overhead projector

* Index cards

Procedure

1. Review classroom earthquake drill procedures with

students and have them practice Drop and Cover. You

may choose to do the drill without using the simulation

script (Master 38) this time.

2. Take the class to the cafeteria and school library and

discuss quake-safe actions to take in each of these settings. Have the children demonstrate those actions.

3. Tell students that during an earthquake it's important

to stay where they are and take immediate quake-safe

action. After the ground stops shaking, students will

check themselves and their neighbor; and listen quietly for

instructions. Explain some of the hazards that may exist

even after the major quake has passed, including aftershocks, fires, live electrical wires, and fumes.

Teacher Take Note: Point out to

students that as they are evacuating,

the most dangerous places are

directly under and next to the

exterior doors. Therefore, students

should move swiftly beyond this

area. Check to be sure your openspace assembly area is safe. It

should be away from electrical

wires, metal fences, buildings,

underground utility lines. Your

school custodian will help you locate

the latter.

Earthquake Safety Reminders for Students

If you're inside:

o Crouch under a desk or table,

e Face away from windows,

* Bend your head close to your knees,

* Use one hand to hold onto the table leg (approximately 6" from the floor

to avoid pinching fingers) and protect your eyes with the other hand.

If no desk or table is nearby:

• Kneel against an interior wall

* Face away from windows,

• Bend your head close to your knees,

* Clasp hands on the back of your neck.

If you're outside

* Stay outside.

* Go to an open area away from hazards.

140 * EARTHQUAKES-FEMA 159

0

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Earthquake Safety and Survival/ Unit V, Part 4, AIL Grades 9R qF

1 1, V

fore * shock

A foreshock is an earthquake

which comes before the main

quake and is less severe.

af ter * shock

An aftershock is an earthquake

which follows a major quake and

is less severe.

4. Walk the class through your regular fire drill route to

an open area outdoors that you have chosen in advance.

Ask students to make mental notes as they go along of

things that might become hazards during an earthquake,

and share their ideas when you reach your designated

site. Write each appropriate suggestion on an index card.

The list of possible hazards may include:

* power failure (Is there emergency lighting available?)

* halls or stairways cluttered with debris (Are there lockers

or trophy cabinets along hallways that could fall and

block your path?)

* smoke in the hallway

* an exit door that jams and will not open

* an aftershock (Students should stop walking

immediately and begin Drop and Cover.)

* bricks, glass, and debris outside the doorway

* electrical wires fallen on the ground

5. Return to the classroom. Hand one of the students an

index card with a description of a hazard. Discuss this

hazard and its impact on evacuation. Continue handing

out the cards, one at a time, until all the hazards have

been discussed. Give students an opportunity to express

ideas about how they can cope with the hazards and

evacuate safely.

6. Explain to the class that if there is a strong earthquake,

each student's first responsibility is his or her own safety.

However, every student can learn what to do to help if

someone else is injured. Present some "What if' questions

for discussion. What would you do if:

A student or teacher were injured? (If someone is

injured and can't walk, don't move the person unless

there is immediate danger of fire or flooding. Instead,

place a sturdy table carefully above the person to

prevent further injury. Then go for help.)

Someone was cut by shattered glass and is bleeding?

(Even the youngest child can learn to apply pressure to

the wound.)

Someone is hit by a falling lamp or a brick? (If the

person is conscious and able to walk, take him or her

to an individual in charge of first aid. Even if the person

appears to be unhurt, have someone stay nearby to

report signs of dizziness or nausea.)

EARTHQUAKES-FEMA 159 * 141
V Earthquake Safety and Survival/ Unit V, Part 4, All Grades

Activity Two: Put It All Together

Materials for teachers and students

* Chairs and other objects as needed to simulate

earthquake obstacles

* Classroom emergency kit

* Paper and pencils

* Master 48, Drill and Evacuation Checklist

Procedure

1. Tell students that you are going to conduct an evacuation drill. Have them help you devise a way to simulate

hazards (fallen lockers/cabinets) along the hallway before

the drill.

Teacher Take Note: Physical reactions to an actual earthquake may

include nausea and vomiting, or

bladder and bowel incontinence.

Even the simulation may trigger

physical reactions in a few children.

You may want to make discreet

preparations to deal with this

possibility.

2. Back in the classroom, library, or cafeteria, call out

Earthquake! Students (and you) should take quake safe

positions immediately, without any further direction.

Remind students that a teacher or other adult may not be

with them when an actual earthquake occurs.

3. After 45 seconds, while students remain in quake-safe

position, briefly review the evacuation procedure. If it's

cold, and students coats are in the room, instruct them to

quietly and quickly pick up their coats before leaving the

room. Ask students not to put the coats on until they are

outside. If an aftershock occurs along the way, they may

need to place them over their heads.

4. Give the instruction Evacuate!, and proceed through

the building evacuation route. Take along your classroom

emergency kit (See Part 3, Activity 2 of this unit).

5. When the class is assembled outside, take roll. Use the

Drill and Evacuation Checklist on Master 48 to evaluate

the procedure. If errors were made, plan with students to

correct them, and repeat the drill if necessary. But remember to emphasize the students' successes, not their

shortcomings.

6. If weather permits, continue this activity outdoors: if

not, return to the classroom, but ask students to pretend

they're still outside. Set the stage:

We have just experienced a strong earthquake. Every

one of you knew what to do to protect yourself. Some of

us received a few bruises, but no one was seriously

hurt. We managed to evacuate the school building. We

moved slowly because it was difficult to walk through

the debris in the halls [and stairwells]. Now we're safely

outside and wondering what will happen next.

Teacher Take Note: Since we never

know until the shaking has stopped

which quakes are foreshocks or

aftershocks and which is the main

event, it is essential to Drop and

Cover at the first sign of a quake.

142 * EARTHQUAKES-FEMA 159
Earthquake Safety and Survival/ Unit V, Part 4, All Grades V

Teacher Take Note: There is no

guarantee that emergency medical or

fire personnel will be available to

your school immediately after an

earthquake, local emergency teams

will be severely overtaxed. It may be

24 to 48 hours before assistance

arrives. Anticipating a delay in being

reunited with their families and

discussing ways of coping will help

students deal with their feelings of

separation and isolation.

Extensions

1. Distribute copies of Master 49,

Home Earthquake Safety checklist.

Encourage students to go over the

list with their parents.

2. With older children, you may want

to spend extra time discussing

specific things they could to do to

assist in cleanup and repair work

after an earthquake. However, be

sure you also emphasize the limits to

what young people can safely undertake, and the precautions they must

observe, such as wearing shoes and

sturdy gloves when sweeping up

broken glass.

7. Lead a discussion with students which includes the

following questions and considerations:

Our class is all together in the schoolyard. How do we

feel? (It is normal to feel scared, worried, or physically

sick, and to feel like crying or laughing. It helps to talk

about how we feel.)

What could we do for ourselves and each other to help

us feel better? (Take a couple of deep breaths to help

ourselves stay calm. Hold hands or hug to comfort each

other. Talk softly until we're asked to listen to instructions.)

Because we experienced a strong earthquake, we know

there must be a lot of damage within our community.

We can hear sirens from police cars, fire trucks, and

ambulances. We can also hear horns honking, and

imagine traffic jammed up all over town.

It may take a long time for parents to get to school. How

would you feel if you had to stay at school for many

hours, or even for two or three days? (Children in

emergency situations worry about being separated from

parents. They're concerned about their parents safety

and that of their friends and pets. Allow students to

discuss these concerns.)

What are some things we can do to help care for each

other and keep busy? (Older students might want to

help take care of younger ones from other classes.

Perhaps they can think of appropriate activities.)

When you get home, what are some jobs you can do to

help clean up and get things back to normal? (Discuss

some of the dangers and how to work safely. Specific

guidelines will be up to parents.)

How can we prepare for aftershocks? (Stress the Drop

and Cover procedure once again, and review the hazard

checks from Part 2 of this unit.)

8. Have students write a story or draw a picture sequence

about "What I Did After the Earthquake."

EARTHQUAKES-FEMA 159 * 143
V Earthquake Safety and Survival/ Unit V, Part 4, All Grades

Evacuation Guidelines for Teachers

The teacher makes the decision to stay put, evacuate, or

delay evacuation based on the school policy and his/her

evaluation of the situation. Communication systems may

be out, and no one else knows the situation in the classroom like the teacher. Immediately after the ground stops

shaking, the teacher makes a quick assessment of the

situation in the classroom. Any of the following require

immediate evacuation: fire, damage to structure, or hazardous materials spill. The teacher makes a quick assessment of injuries to students. Unless there is a fire, severe

damage to structure, or hazardous materials spill, the

teacher uses first aid for critical injuries. The teacher

checks with his/her buddy teacher. It may be necessary to

evacuate that teacher's class also. The teacher takes a

quick look at the evacuation route from the classroom to

be sure that it appears clear. In most cases, the teacher

will wait until composure has been reached before directing the class to evacuate. The goal is a safe evacuation --

which is not necessarily the quickest possible evacuation.

In some situations, there are good reasons for either not

evacuating, or delaying evacuation. For example, if there

is a slight shaking with no apparent damage, it may be

more dangerous to move the students outside because of 0

severe weather.

144 * EARTHQUAKES-FEMA 159
Unit V. Earthquake Safety and Survival

Materials List

Grades K-6

crayons or colored pencils

backpack

art supplies

items for safety kit

poster board

paper

classroom emergency kit

index cards

overhead projector

transparency markers

pencils or pens

EARTHQUAKES-FEMA 159 * 145
146 * EARTHQUAKES-FEMA 159
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Master 38

Earthquake Simulation Script

Imagine that you hear a low, rumbling sound. The noise builds, getting

louder and louder. Then WHAM! There's a terrific jolt. You feel like

someone suddenly slammed on the brakes in the car, or like a truck

just rammed into the side of the building. You hear someone say...

Earthquake! Drop and cover.

The floor seems to be moving beneath you. You might feel like you're

riding a raft down a fast river. The building is creaking and rattling.

Books are falling from the bookcase. Hanging lamps and plants are

swaying. Suddenly a pot falls to the floor and smashes. A windowpane

just shattered, and glass is falling to the floor. The table is sliding, you

hold on to it and move with it.

Pictures are moving on their nails. One just fell off the wall and crashed

to the floor. The lights begin to flicker on and off... the lights just went

out! Now the door swings back and forth on its hinges. Bang! It slams

shut.

[a few moments of silence]

The building is still now. The alarm is still wailing. In the distance you

can hear helicopters flying overhead. In the distance you hear sirens

from police cars and fire engines.

Please remain quiet. You may come out from under your desk. Check

yourself and your neighbor to make sure you are both unhurt.

[roll call optional]

When it is safe to leave the building, I am going to lead you outside to

an open space. Stay together, and be ready to take cover again at any

moment because the shaking may start again. Be prepared for aftershocks after the earthquake has stopped.

EARTHQUAKES-FEMA 159
Master 39

m~~~~~~~~~~~~~~

Drop, Cover and Hold

E R H U E-----V-- 1-

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EARTHQUAKES-3-PIINUI 010
Master 40

Coalinga Schools Report

At 4:42 p.m. on Monday, May 2, 1983, an earthquake registering 6.5 on the Richter scale

struck the Coalinga area. Seconds later there was an aftershock of 5.0 Richter magnitude.

Coalinga has three elementary schools, one junior high, and one high school, serving

approximately 1,900 students. The school buildings were constructed between 1939 and

1955. They contain 75 classrooms, plus gymnasiums, auditoriums, libraries, and

multipurpose rooms.

Superintendent Terrell believes that death and serious injury would have occurred if school

had been in session. The following is an account of the nonstructural damage to these

schools:

Windows

Large windows received and caused the most damage. The 31-year-old junior high library

had glass windows approximately 2.40 m X 3.04 m (8 X 10 ft.) on the north and south walls.

The glass was not tempered. All windows imploded and littered the room with dagger-shaped

pieces of glass. Floor tiles and wooden furniture were gouged by flying splinters.

Lighting Fixtures

Approximately 1,000 fluorescent bulbs fell from their fixtures and broke. All of the fixtures in

the elementary schools came down, and many in other buildings. None of the hanging

fixtures had safety chains. Glass in the older recessed fixtures was shaken out and broken.

Ceilings

Improperly installed T-bar ceilings came down. Glued ceiling tiles also fell, especially around

vent ducting and cutouts for light fixtures.

Basements and Electrical Supply

Water pipes which came into the buildings through concrete walls were severed by the

movement of the walls. Basements were flooded to five feet.

Since all electrical supply and switching mechanisms for these buildings were in the

basements, all of them were destroyed by water.

Chemical Spills

In the second-floor high school chemistry lab, bottles of sulfuric acid and other chemicals

stored in open cabinets overturned and broke. Acid burned through to the first floor.

Cupboard doors sprang open and glass cabinet doors broke, allowing chemicals to spill.

Because there was no electric ventilation, toxic fumes permeated the building.

Furnishings and Miscellaneous Items

File cabinets flew across rooms; freestanding bookcases, cupboards, cabinets, and shelves

fell over.

Machine shop lathes and presses fell over.

Typewriters flew through the air.

Metal animal cages and supplies stored on top of seven-foot cabinets crashed to the floor.

Movie screens and maps became projectiles.

Storage cabinets in the high school had been fastened to the wall with molly bolts, but

they were not attached to studs. They pulled out of the wall and fell to the floor with their

contents.

(Based on a report prepared by E. Robert Bulmanfor Charles S. Terrell, Jr., superintendent for schools

for San Bernadino County, Cali[frnia)

EARTHQUAKES-FEMA 159
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Master 42

Classroom Hazard Hunt

Name

Check box if YES

[] 1. Free-standing cabinets, bookcases, and wall shelves are

secured to structural support

2. Heavy objects are removed from shelves above the heads of

seated students.

[] 3. Aquariums and other potentially hazardous displays are

located away from seating areas.

Li 4. The TV monitor is securely fastened to a stable platform or

it is attached securely to a rolling cart with lockable wheels.

Li 5. The classroom piano is secured against rolling during an

earthquake.

El 6. Wall mountings are secured to prevent them from swinging

free during an earthquake.

Li 7. All hanging plants are in lightweight, unbreakable pots and

fastened to closed hooks.

EARTHQUAKES-FEMA 159
Master 43a

Home Hazard Hunt Worksheet

Name

L c I h . . Ine

C] 1. china cabinet

0 2. tall knickknack shelves

EJ 3. bookshelves

F1 4. tall, heavy table lamp

Li 5. hanging plant

[] 6. mirror on wall

cI

EL 7. heavy objects on wall shelves

L 8. window air conditioner

EARTHQUAKES-FEMA 159
Master 43b

EARTHQUAKES-FEMA 159
Master 43c

EARTHQUAKES-FEMA 159
Master 44

Quake-Safe Home Checklist

Name

D 1. Place beds so that they are not next to large windows.

2. Place beds so that they are not right below hanging lights.

[I 3. Place beds so that they are not right below heavy mirrors.

E1 4. Place beds so that they are not right below framed pictures.

El 5. Place beds so that they are not right below shelves with lots of things that can fall.

E] 6. Replace heavy lamps on bed tables with light, nonbreakable lamps.

El 7. Change hanging plants from heavy pots into lighter pots.

8. Used closed hooks on hanging plants, lamps, etc.

El 9. Make sure hooks (hanging plants, lamps, etc.) are attached to studs.

El 10. Remove all heavy objects from high shelves.

El 11. Remove all breakable things from high shelves.

El 12. Replace latches such, as magnetic touch latches on cabinets, with latches that will

hold during an earthquake.

E 13. Take glass bottles out of medicine cabinets and put on lower shelves.

(PARENT NOTE: If there are small children around, make sure you use child-proof

latches when you move things to lower shelves.)

El 14. Remove glass containers that are around the bathtub.

El 15. Move materials that can easily catch fire so they are not close to heat sources.

E] 16. Attach water heater to the studs of the nearest wall.

El 17. Move heavy objects away from exit routes in your house.

El 18. Block wheeled objects so they cannot roll.

E 19. Attach tall furniture such as bookshelves to studs in walls.

E 20. Use flexible connectors where gas lines meet appliances such as stoves, water

heaters, and dryers.

[ 21. Attach heavy appliances such as refrigerators to studs in walls.

E 22. Nail plywood to ceiling joists to protect people from chimney bricks that could fall

through the ceiling.

El 23. Make sure heavy mirrors are well fastened to walls.

E] 24. Make sure heavy pictures are well fastened to walls.

El 25. Make sure air conditioners are well braced.

El 26. Make sure all roof tiles are secured.

El 27. Brace outside chimney.

El 28. Bolt house to the foundation.

0l 29. Remove dead or diseased tree limbs that could fall on the house.

EARTHQUAKES-FEMA 159

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Master 45

Neighborhood Hazard Hunt

Name

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EARTHQUAKES-FEMA 159

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Master 46

Safety Rules for Shoppers

If an earthquake occurs while you are shopping:

1. Do not rush for exits or doors. Injuries occur when people panic

and try to leave all at the same time.

2. Move away from windows.

3. Do not use elevators. The electricity may shut off suddenly.

4. Move away from shelves that may topple or could spill their

contents when they fall.

5. Try to move against an inside wall.

6. Drop and cover:

Get under a table, counter, or bench.

Turn away from windows.

Put both hands on the back of your neck.

Tuck your head down.

If your shelter moves, hold onto the legs and travel with it.

7. After the shaking has stopped, calmly walk out of the building

to a safe area outside, away from buildings.

EARTHQUAKES-FEMA 159

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STADIUM

CI

n3
Master 48

Drill and Evacuation Checklist

Check box if YES

F2 1. Did everyone know what to do when told to Drop and Cover?

LII 2. Did everyone follow the procedure correctly?

3. In the classroom, the library, or the cafeteria, was there

enough space for all the students under desks, tables, or

counters?

D 4. In the gym or in the hallways, were students able to take

shelter away from windows, light fixtures, trophy cases, and

other hazards?

5. Do students know how to protect themselves if they are on the

playground during an earthquake? If they are in a school bus

or a car?

D 6. Did everyone remain quietly in their safe positions for at least

60 seconds?

FI1 7. Did students with special needs participate in the drill and

evacuation?

] 8. Did we remember to take our emergency kit and class roster

when we evacuated the classroom?

D] 9. Did everyone go to the safe outdoor area in an orderly way?

D 10. If we had to change our evacuation route to get to the safe

area, did we make wise decisions?

EARTHQUAKES-FEMA 159
Master 49

Home Earthquake Safety

1. As a family, determine the safest spots in each room of your home:

under heavy pieces of furniture such as tables or desks, in doorways

(but be careful of doors slamming shut), and in inside corners.

2. Determine the danger spots in each room. These include any place near:

windows bookcases

large mirrors china cabinets

hanging objects stoves

fireplaces

If you're cooking, remember to turn off the stove before

taking cover.

3. Discuss, then practice what to do if an earthquake happens while you're

at home. (Children who have practiced safe procedures are more likely

to stay calm during an actual earthquake.)

Drop and cover:

* Crouch in a safe place (See 1. above)

* Tuck your head and close your eyes.

* Stay covered until the shaking has stopped.

4. Determine an emergency evacuation plan for each room of your home.

Keep aflashlight with fresh batteries beside each bed, and

shoes to protectfeetfrom glass and other sharp objects.

5. Agree on a safe gathering place outside the house where all family members will meet after an earthquake.

6. Discuss as a family what needs to be done after an earthquake ends.

Reminders:

* Stay calm.

* Be prepared for aftershocks. These may be strong. Take cover if

shaking begins again.

Parents Only:

o Check for injuries. Apply first aid as needed.

* Check for fires.

* Shut off electricity at main power, if you suspect damage. Don't turn

on and off switches.

* Shut off gas valves, if there is any chance of a gas leak.

Detect gas by smell, never by using matches or candles.

* Shut off water inside and out if breakage has occurred.

EARTHQUAKES-FEMA 159
Appendix

A. Earthquake Background

B. Book of Legends

C. National Science Education

Standards Matrices
Appendix A

Earthquake Background

Earthquake Legends

Ancient peoples experienced the same natural disasters

that can affect each of us. Among these were hurricanes,

tornadoes, droughts, floods, volcanic eruptions, and

earthquakes. Because they did not have scientific explanations for such catastrophes, ancient peoples invented

folk narratives, or legends, to explain them. Such legends

are part of the literature that we have inherited from

many cultures. An examination of legends gives a small

insight into the location and frequency of occurrence of

major earthquakes.

Defining an Earthquake

Earthquakes are an especially noteworthy type of catastrophe because they strike suddenly, without clear warning, and can cause much panic and property damage in a

matter of seconds.

An earthquake is a sudden, rapid shaking of the Earth

caused by the release of energy stored in the Earth's

crust. An earthquake occurs at a place, called the focus,

which may be up to about 700 km deep in the Earth. The

place on the Earth's surface that is directly above the

focus is called the epicenter of the earthquake. It has

long been known that earthquake epicenters often lie

along narrow zones, or belts, of the Earth where mountain building and/or volcanic activity are also present.

But earthquakes may also occur in seemingly "stable"

areas like the central and eastern United States.

Plate Tectonic Theory and Earthquake Occurrence

According to the recently formulated (late 1960s) theory

of plate tectonics, earthquakes occur because of the

motion of the pieces of solid crust and upper mantle that

form the 100 km-thick, outer rock shell of our planet.

This shell, called the lithosphere, or rock sphere, is

broken into major and minor pieces called plates.

There are seven to twelve major plates and a number of

smaller ones. From a geophysical perspective the Earth is

like a giant spherical jigsaw puzzle with its pieces in

constant motion.
Appendix A

The reason for plate motion is unknown. Scientists

speculate, however, that the internal heat of the Earth

causes convection currents in the semimolten, mantle

rock material beneath the plates. They suggest that this

convective motion, driven by the Earth's internal heat,

drives the plates. Such heat is believed to come from the

decay of radioactive minerals in the mantle, which extends to a depth of 2,855 km below the Earth's surface.

Types of Plate Motion

The plates move, relative to one another, at between

approximately 2 and 15 cm per year. Three types of plate

motion are most important for understanding where and

how earthquakes occur. Divergent plate motion occurs

where the plates are moving apart. Such plate separation

most often occurs along the mid-ocean ridges. As the

plates separate, new ocean crust forms from mantle

material by volcanic eruptions or fissure flows. Many

shallow earthquakes result from separation of plates.

Because these usually occur in the deep ocean, however,

they are rarely of concern to humans.

Plates are moving toward each other in such places as

around the Pacific Ocean basin, and the Mediterranean.

This is called convergent plate motion. Where the leading

edge of a plate is made of ocean crust and underlying

mantle, the plate tends to sink under the edge of the

opposing plate. Such motion is called subduction.

An oceanic trench is a common feature at plate boundaries where subduction is occurring, such as along the

Pacific side of the Japanese or Aleutian island areas and

the Pacific side of South America. As the subducting

plate sinks into the mantle, it begins to melt. The resulting-molten rock materials gradually rise toward the

Earth's surface to form volcanoes and fissure flows of

lava. Subduction results in many earthquakes with foci

from near the Earth's surface to about 700 km below the

surface. Some of these earthquakes are extremely violent.

Where the opposing plates are both made of continental

material, their collision tends to raise mountain chains.

The convergent motion of the continental masses of India

and Southeast Asia began millions of years ago and

continues into the present. The result is the Himalayan

Mountains, which are still rising slowly and are being

subjected to frequent earthquakes as the mountain

building process continues.
Appendix A

The conservation of the area of the lithosphere is one of

the important concepts that relates to the divergent and

convergent activity of plates. That is, a worldwide balance

exists between the creation of new lithosphere at the

mid-ocean ridges and the destruction of the lithosphere

along subduction zones. This allows us to picture the

Earth as remaining relatively constant in size. Earlier

explanations of folded and thrust-faulted mountain

ranges incorrectly required that the Earth shrink in size

as it cooled. The mountains were thought to rise as the

lithosphere buckled, something like the shriveling of the

skin on an apple as it ages.

In the third major type of plate motion, the edges of the

plates slip past each other. This is called lateral (or transform) plate motion. The line of contact between the plates

is a fault. The stresses involved in lateral plate motion

actually cause rupturing and movement on faults some

distance from the area of contact between the plates.

Therefore, it is proper to speak of a fault zone when

discussing rock movement caused by lateral plate.

One of the lateral faults best known in to North Americans is the San Andreas fault of California. The San

Andreas and its associated faults extend from the Gulf of

California to the Pacific coast north of San Francisco.

Earthquakes occur frequently in the San Andreas fault

zone. Some of them have caused loss of life and extensive

property damage.

Mid-Plate Earthquakes

Many earthquakes occur at places far from plate boundaries. Some of them, like the New Madrid earthquakes of

1811-1812 and the Charleston earthquake of 1886, have

been major historical disasters. Explaining such midplate earthquakes has been a challenge to the theory of

plate tectonics outlined above. Recent research has

shown, however, that the zones of instability within

plates can produce earthquakes along intraplate fault

zones which may be hidden at the Earth's surface. Because of the location of these fault zones and their infrequent activity, it is still difficult to assess the hazards

they may pose.
Appendix A

Plate Tectonics, Faulting, and Topography

From the previous discussion, the origin of major topographic elements of the ocean floor become more apparent. Among these are the world-circling, 60,000 km-long

mid-ocean mountain ranges, or mid-ocean ridges, and

the trenches, whose depth below the ocean floor exceeds

any chasm found on land. Plate motion also causes the

folding and faulting of continental rocks and their uplift

into mountains. Thrust faulting may accompany such

mountain building. A thrust fault is one in which the

upper block of rock slides over a lower block which is

separated from it by the fault. Earthquakes occur at and

near the fault surface, as the blocks of rock move relative

to one another.

Normal faults occur where rock units are pulled apart

allowing movement vertically under the influence of

gravity. The result of normal faulting, on a continental

scale, is the creation of long, deep valleys or the lowering

subsidence of large pieces of coastal topography. A normal fault is one in which the upper block moves downward relative to the lower block which is separated from

it by the fault. As in thrust faulting, earthquakes occur

at and near the fault surface as the blocks of rock move

relative to one another.

Lateral faults occur where plates are sliding past each

other. A lateral fault is one in which the blocks of rock

move in a predominantly horizontal direction past each

other with the vertical, or near-vertical, fault surface

separating them. In the ideal case, lateral faults do not

cause much change in the elevation of the opposing

blocks of rock. Rather, they move the existing topography

to different locations. Earthquakes occur at and near the

fault surface as the blocks move relative to one another.

Detecting Earthquakes

When rock units move past each other along normal,

thrust, or lateral fault surfaces, or zones, the result is

often an earthquake. Vibrations arise at the earthquake

focus and travel outward in all directions. The vibrations

travel through the upper part of the lithosphere and also

penetrate the deeper shells of the Earth's structure. The

waves that travel through the upper part of the lithosphere are called surface waves. Those that travel within

the Earth are called body waves.
Appendix A

The two main varieties of surface waves are Love waves,

which travel sideways in a snake-like motion, and

Rayleigh waves, which have an up-and-down motion.

Surface waves from a large earthquake travel for thousands to tens of thousands of square kilometers around

the earthquake epicenter. They are primarily responsible

for the shaking of the ground and damage to buildings

that occur in large earthquakes.

Body waves are either P- (for Primary) waves or S- (for

Secondary) waves. Regardless of the nature of the material through which they travel, P-waves are always faster

than S-waves. The difference in the arrival times of the

two types of body waves allows seismologists to locate the

focus of an earthquake.

Instrumental Measurement of Earthquakes

One way to describe an earthquake is in terms of the

amount of energy it releases. That energy is indicated by

the strength of the surface and body waves that travel

away from the earthquake focus. As simple as this principle may seem, it was not until the late 1800s that a

machine (seismograph) to detect and record earthquake

waves was invented by British scientists working in

Japan. The most famous of these early seismographs was

invented by John Milne, who returned to Great Britain to

establish the field of seismology.

In modern observatories, seismograph instruments can

measure the north-south, east-west, and vertical motion

of the ground as the various types of seismic waves travel

past. Each machine sends an electrical signal to a recorder which produces a highly amplified tracing of the

ground motion on a large sheet of paper. This tracing is

called a seismogram. Modern seismographs record data

digitally, increasing the speed and accuracy of earthquake measurements.

The American seismologist Charles Richter used the

amplitude of the body waves shown on seismograms to

measure the amount of energy released by earthquakes.

The scale which he created in 1935 is called the Richter

Scale in his honor. It uses Arabic numerals to rate earthquake magnitudes. The scale is logarithmic and openended. That is, there is no lower or upper limit to the

magnitude of an earthquake. However, the largest earthquake ever recorded had a Richter magnitude of 8.9. The

Richter magnitude of an earthquake also can be measured from the amplitude of its surface waves.
Appendix A

In recent years seismologists developed a new magnitude

scale called moment magnitude. The moment of an earthquake is a physical quantity (e.g., area of fault slip) which

is related to the total energy released in the earthquake.

Moment magnitude can be estimated in the field by looking at the geometry of the fault, or by looking at the record

of the earthquake (seismogram). Moment magnitude is

now preferred because it can be used to measure all earthquakes-no matter how large, small, close, or distant-at

the same scale.

Intensity Measurement of Earthquakes

Even before seismographs came into common use, the

effort to classify earthquakes by the damage they produce

reached success through the work of the Italian seismologist Giuseppe Mercalli and other European scientists. The

1902 Mercalli scale was modified in 1931 by two American

seismologists, H.O. Wood and Frank Neumann. In the

Modified Mercalli scale, Roman numerals from I to XII are

used to rate the damage, ground motion, and human

impact resulting from an earthquake.

The intensity assigned to an earthquake is a relative measure. That is, the Modified Mercalli intensity at a given

place depends on the distance from the earthquake epicenter as well as the geological structure of the area. For

example, houses built on bedrock will receive less damage

than similar houses built on sediment at the same distance from the earthquake epicenter. Poorly built structures will receive more damage than those reinforced to

withstand earthquakes.

Earthquake Magnitude-The Size of an Earthquake

mL = Local magnitude, devised by Richter and Gutenberg to

describe local (Southern California) earthquakes. This is the

Richter magnitude reported often in newspapers.

1b= P-wave or body magnitude, determined using P-wave amplitude.

in= Surface-wave magnitude, calculated using Rayleigh wave

amplitude having a period approximately 20 seconds. The m. is

commonly-reported magnitude, superseding that of m .

w= Seismic moment magnitude. Determined by taking into

account rupture area, displacement, and rock strength.

T'hese x~nliis or ahv ies 1x sn"sIxviQ of Qeicrnn(Yrn-ms.S

including wave amplitudes; and field observations.
Appendix A

Location and Earthquake Risk

Earthquakes tend to occur where they have occurred

before. There also appears to be some periodicity to the

recurrence of earthquakes, that is, some more or less

regular interval between major quakes. Unfortunately,

human memory and written records do not go back far

enough to allow us to predict earthquakes accurately

along any known fault. Of course, some faults lie hidden

beneath sediment or rock cover and have not been active

in recorded time. When an earthquake occurs on such a

fault, it may come as a surprise to everyone.

Scientists are developing and refining techniques, such

as measuring the change in position of rock along a

fault, that may eventually result in an ability to predict

the magnitude and date of an earthquake on a known

fault. Meanwhile, it is prudent to assume that an earthquake could occur on any fault at any time. Even if an

earthquake occurs on a fault that is tens or hundreds of

kilometers away, the resulting vibrations could inflict

serious damage in your local area.

What Should Be Done To Prepare for an Earthquake?

Weaker structures are more prone to damage than structures built to resist earthquake shaking. Luckily modern

houses built with wooden framing are fairly resistant to

serious damage in small to medium earthquakes. Most

modern commercial buildings are now designed to resist

wind forces and earthquake shaking.

Since earthquake shaking is possible almost everywhere

in the United States, earthquake safety should be practiced by everyone, whether at home, at school, at work,

or on the road.

After personal safety in an earthquake has been attended

to, it may be necessary to lead, or join, citizen action

groups that are concerned with the safety of the community infrastructure during and after an earthquake. Will

the "lifelines" -- water, gas, electricity, phone and sewer

lines -- survive the anticipated earthquake? Will the

hospital and other emergency services be operating and

adequate to handle emergencies created by the earthquake? Even California, where individuals and governments are sensitive to these questions, the answer seems

to be "not completely." What is the status of earthquake

preparedness where you live?
*

Appendix B

M
1. India

The Earth is held up by four

elephants that stand on the back

of a turtle. The turtle is balanced

in turn on a cobra. When any of

these animals moves, the Earth

will tremble and shake.

20. West Africa

A giant carries the Earth on his

head. All the plants that grow on

the Earth are his hair, and people

and animals are the insects that

crawl through his hair. He usually

sits and faces the east, but once

in a while he turns to the west

(the direction earthquakes come

from in West Africa), and then

back to the east, with a jolt that is

felt as an earthquake.

* *

0

,4^
19. Romania

The world rests on the divine

pillars of Faith, Hope, and

Charity. When the deeds of

human beings make one of the

pillars weak, the Earth is shaken.

2. Assam

(between Bangladesh and China)

There is a race of people living

inside the Earth. From time to

time they shake the ground to find

out if anyone is still living on the

surface. When children feel a

quake, they shout "Alive, alive!" so

the people inside the Earth will

know they are there and stop the

shaking..

* *

0
3. Mexico

El Dia, the devil, makes giant rips

in the Earth from the inside. He

and his devilish friends use the

cracks when they want to come

and stir up trouble on Earth.

18. Central America

The square Earth is held up at its

four corners by four gods, the

Vashakmen. When they decide the

Earth is becoming overpopulated,

they tip it to get rid of surplus

people.

* *

0

Up
17. East Africa

A giant fish carries a stone on his

back. A cow stands on the stone,

balancing the Earth on one of her

horns. From time to time her neck

begins to ache, and she tosses the

globe from one horn to the other.

4. Siberia

The Earth rests on a sled driven

by a god named Tuli. The dogs

who pull the sled have fleas. When

they stop to scratch, the Earth

shakes.

* *~~~~~~~~~~~~O

0

 M
S

5. Japan

A great catfish, or namazu, lies

curled up under the sea, with the

islands of Japan resting on his

back. A demigod, or daimyojin,

holds a heavy stone over his head

to keep him from moving. Once in

a while, though, the daimyojin is

distracted, the namazu moves,

and the Earth trembles.

16. New Zealand

Mother Earth has a child within

her womb, the young god Ru.

When he stretches and kicks as

babies do, he causes earthquakes.

* *

f9w
15. Scandinavia

The god Loki is being punished for

the murder of his brother, Baldur.

He is tied to a rock in an

underground cave. Above his face

is a serpent dripping poison,

which Loki's sister catches in a

bowl. From time to time she has

to go away to empty the bowl.

Then the poison falls on Loki's

face. He twists and wiggles to

avoid it, and the ground shakes

up above him.

6. Mozambique

The Earth is a living creature, and

it has the same kinds of problems

people have. Sometimes it gets

sick, with fever and chills, and we

can feel its shaking.

* 

*

0

- -~

j
7. Greece

According to Aristotle, (and also to

Shakespeare, in the play called

Henry IV, Part I) strong, wild

winds are trapped and held in

caverns under the ground. They

struggle to escape, and

earthquakes are the result of their

struggle.

14. Colombia

When the Earth was first made it

rested firmly on three large beams

of wood. But one day the god

Chibchacum decided that it would

be fun to see the plain of Bogota

underwater. He flooded the land,

and for his punishment he is

forced to carry the world on his

shoulders. Sometimes he's angry

and stomps, shaking the Earth.

*C

0

I
13. Latvia

A god named Drebkuhls carries

the Earth in his arms as he walks

through the heavens. When he's

having a bad day, he might handle

his burden a little roughly. Then

the Earth will feel the shaking.

_*

8. Belgium

When people on Earth are very,

very sinful, God sends an angry

angel to strike the air that

surrounds our planet. The blows

produce a musical tone which is

felt on the Earth as a series of

shocks.

*p
9. Tennessee, USA

Once a Chickasaw chief was in love

with a Choctaw princess. He was

young and handsome, but he had

a twisted foot, so his people called

him Reelfoot. When the princess'

father refused to give Reelfoot his

daughter's hand, the chief and his

friends kidnapped her and began

to celebrate their marriage.

The Great Spirit was angry, and

stomped his foot. The shock

caused the Mississippi to overflow

its banks and drown the entire

wedding party. (Reelfoot Lake, on

the Tennessee side of the

Mississippi, was actually formed as

a result of the New Madrid

earthquake of 1812.)

12. India

Seven serpents share the task of

guarding the seven sections of the

lowest heaven. The seven of them

a take turns holding up the Earth.

When one finishes its turn and

another moves into place, people

on Earth may feel a jolt.

I
1 . Mongolia

The gods who made the Earth

gave it to a frog to carry on his

back. When this huge frog stirs,

the Earth moves directly above the

part of him that moves: hind foot,

head, shoulder, or whatever.

10. West Africa

The Earth is a flat disk, held up

on one side by an enormous

mountain and on the other by a

giant. The giant's wife holds up

the sky. The Earth trembles

whenever he stops to hug her.

* *

I
World Map with Legend Sites

Ace05~ .A f

0 io00 2000 3000

Miles

0 2000 4000 6000

Kilometers
National Science

Education Standards

Matrices
Tremor Troop

Link to National Science Education Standards

Physical Earth &

Science Space Sci.

Science &

Technology

Sci. in Personal

& Social

Perspectives

History &

Nature of

Science

Unifing

Concepts &

Processes

I.1 D I D

1.2 D D D D I I D

1.3 D D D D D D

I1.1 I D D I D

11.2 D D D D I D

11.3 I D D D D

III.1 I D D I I D

II1.2 D D D I D

II1.3 I D D . I D

IV.1 D D D D I D

IV.2 D D D D I D

1V.3 D D D D I I D

V. Part I D D I D D

V. Part 2 I D I I D I

V. Part 3 I D I

V. Part 4 I D

D = Direct Connection

I = Indirect Connection

0

D D I I

Unit/

Grades

Science

as Inquiry

t D
Unit I: Defining an Earthquake National Science Education Standards

Tremor Troop:

Earthquakes Science as Inquiry Physical Science Earth and Space Science Science and Technology

1.1 People Explain Abilities related to scientific Position and motion of objects Properties of Earth materials Understanding about science

Earthquakes inquiry and technology Changes in the Earth and sky

Students explore their personal Understanding about scientific

experiences with earthquakes inquiry

and observe a simulated

earthquake by building an

earthquake model. They also

learn about earthquake legends

and suggest possible causes of

earthquakes and the structure

of the Earth's interior.

1.2 People Explain Abilities related to scientific Position and motion of objects Changes in the Earth and sky Understanding about science

Earthquakes inquiry and technology

Students explore personal Understanding about scientific

experiences with earthquakes inquiry

and communicate their

thoughts about the causes of

earthquakes. They identify and

compare cultures that developed

legends explaining earthquakes

and learn what scientists believe cause earthquakes.

1.3 Energy Waves Cause

Earthquakes

Students conduct investigations

to simulate earthquakes and

explain how they relate to events

on Earth. They identify and

compare locations of earthquakes and relate earthquake

sites to legends and cultures.

Abilities related to scientific

inquiry

Understanding about scientific

inquiry

Motions and forces

Transfer of energy

Structure of the Earth system

Earth's history
Unit I: Defining an Earthquake National Science Education Standards

Tremor Troop: Science in Personal and History and Nature Unifying Concepts

Earthquakes Social Perspectives of Science and Processes

1. 1 People Explain Personal health Science as a human endeavor Systems, order, and

Earthquakes organization Changes in Environments

Students explore their personal Evidence, models, and

experiences with earthquakes explanation

and observe a simulated

earthquake by building an

earthquake model. They also

learn about earthquake legends

and suggest possible causes of

earthquakes and the structure

of the Earth's interior.

1.2 People Explain Personal health Science as a human endeavor Systems, order, and

Earthquakes organization

Changes in Environments

Students explore personal Evidence, models, and

experiences with earthquakes explanation

and communicate their

thoughts about the causes of

earthquakes. They identify and

compare cultures that developed

legends explaining earthquakes

and learn what scientists believe

cause earthquakes.

1.3 Energy Waves Cause

Earthquakes

Students conduct investigations

to simulate earthquakes and

explain how they relate to events

on Earth. They identify and

compare locations of earthquakes and relate earthquake

sites to legends and cultures.

Personal health

Natural hazards

Risks and benefits

Science as a human endeavor

Nature of science

History of science

Systems, order, and

organization

Evidence, models, and

explanation
Unit II: Why and Where Earthquakes Occur National Science Education Standards

Tremor Troop:

Earthquakes Science as Inquiry Physical Science Earth and Space Science Science and Technology

H. 1 Inside Planet Earth Abilities related to scientific Properties of objects and Properties of Earth materials Understanding about science

inquiry materials and technology

Students name, identify, and Changes in the Earth and sky

observe a model of Earth's Understanding about scientific Position and motion of objects

layers and plates and construct inquiry

representations of each.

11.2 Plates Going Places Abilities related to scientific Properties of objects and Properties of Earth materials Understanding about science

inquiry materials and technology

Students describe, name, and Changes in the Earth and sky

identify the interior and layers of Understanding about scientific Position and motion of objects

the Earth. They construct inquiry

models the Earth that demonstrate the way the surface is

affected by interior movements.

11.3 Layers, Plates, and

Quakes

Students construct models of

the Earth's layers and describe

the composition of the layers

and the effects of activity at

plate boundaries. They investigate convection as a model of

plate movement.

Abilities necessary to do

scientific inquiry

Communicate scientific

procedures and explanations

Use mathematics in all aspects

of scientific inquiry

Motions and forces Structure of the Earth system

Earth's history
Unit I: Why and Where Earthquakes Occur National Science Education Standards

Tremor Troop: Science in Personal and History and Nature Unifying Concepts Earthquakes Social Perspectives of Science and Processes

11.1 Inside Planet Earth Systems, order, and

organization Students name, identify, and

observe a model of Earth's Evidence, models, and

layers and plates and construct explanation

representations of each.

II.2 Plates Going Places Systems, order, and

organization Students describe, name, and

identify the interior and layers of Evidence, models, and the Earth. They construct explanation models the Earth that demonstrate the way the surface is Constancy, change, and

affected by interior movements. environment

11.3 Layers, Plates, and

Quakes

Students construct models of

the Earth's layers and describe

the composition of the layers

and the effects of activity at

plate boundaries. They investigate convection as a model of

plate movement.

Natural hazards

Risks and benefits

History of science Systems, order, and

organization

Evidence, models, and

explanation

Constancy, change, and

environment
Unit 111: Physical Results of Earthquakes National Science Education Standards

Tremor Troop:

Earthquakes Science as Inquiry Physical Science Earth and Space Science Science and Technology

m. 1 Earthquakes Shape Our Abilities related to scientific Position and motion of objects Changes in the Earth and sky Understanding about science

Earth inquiry and technology

Students demonstrate two types Understanding about scientific

of faults and construct a model inquiry

of a rural community to

demonstrate the effect of an

earthquake.

111.2 Landscape on the Loose Abilities related to scientific Properties of objects and Properties of Earth materials

inquiry, materials

Students describe land features Changes in the Earth and sky

that result from earthquake Understanding about scientific Position and motion of objects

activity and construct models of inquiry

fault types. They demonstrate

the formation of land features

and-events from earthquakes.

111.3 Building Up and Breaking

Down

Students describe and construct

models of major landscape

features. They relate these

models to actual locations and

demonstrate underwater activity

that relates to earthquakes.

Abilities necessary to do

scientific inquiry

Communicate scientific

procedures and explanations

Motions and forces Structure of the Earth system

Earth's history
Unit HI: Physical Results of Earthquakes National Science Education Standards

Tremor Troop: Science in Personal and History and Nature Unifying Concepts

Earthquakes Social Perspectives of Science and Processes

I. 1 Earthquakes Shape Our Personal health Systems, order, and

Earth organization

Changes in Environments

Students demonstrate two types Evidence, models, and

of faults and construct a model explanation

of a rural community to

demonstrate the effect of an Constancy, change, and

earthquake. environment

M.2 Landscape on the Loose Personal health Systems, order, and

organization

Students describe land features Changes in Environments

that result from earthquake Evidence, models, and

activity and construct models of explanation

fault types. They demonstrate

the formation of land features Constancy, change, and

and events from earthquakes. environment

M.3 Building Up and Breaking

Down

Students describe and construct

models of major landscape

features. They relate these

models to actual locations and

demonstrate underwater activity

that relates to earthquakes.

History of science Systems, order, and

organization

Evidence, models, and

explanation

Constancy, change, and

environment
Unit IV: Measuring Earthquakes National Science Education Standards

Tremor Troop:

Earthquakes Science as Inquiry Physical Science Earth and Space Science Science and Technology

IV. 1 Earthquakes Great and Abilities related to scientific Position and motion of objects Changes in the Earth and sky Abilities of Technological

Small inquiry Design

Students demonstrate earth- Understanding about scientific

quake simulation of different inquiry

strengths and compare damage

of each. They also demonstrate

the length of time associated

with earthquakes.

IV.2 Different Shakes for Abilities related to scientific Position and motion of objects Changes in the Earth and sky Abilities of Technological

Different Quakes inquiry Design

Students demonstrate simula- Understanding about scientific Understanding about science

tions of various earthquake inquiry and technology

strengths and describe techniques for measuring earthquakes. They demonstrate a

technique for recording earthquake movement and a method

used to measure earthquakes.

IV.3 Sizing Up Earthquake

Waves

Students simulate earthquake

waves and construct a model for

measuring earthquake waves.

They also identify events

associated with earthquakes

and interpret data about

intensity of earthquakes.

Abilities necessary to do

scientific inquiry

Communicate scientific

procedures and explanations

Motions and forces

Transfer of energy

Structure of the Earth system

Earth's history

Abilities of Technological

Design

Communicate the Process of

Technological Design
Unit IV: Measuring Earthquakes National Science Education Standards

Tremor Troop: Science in Personal and History and Nature Unifying Concepts

Earthquakes Social Perspectives of Science and Processes

IV. 1 Earthquakes Great and Personal health Systems, order, and

Small organization

Changes in Environments

Students demonstrate earth- Evidence, models, and

quake simulation of different explanation

strengths and compare damage

of each. They also demonstrate Constancy, change, and

the length of time associated environment

with earthquakes.

IV.2 Different Shakes for Personal health Systems, order, and

Different Quakes

Changes in Environments Evidence, models, and

Students demonstrate simula- explanation

tions of various earthquake

strengths and describe tech- Constancy, change, and

niques for measuring earth- environment

quakes. They demonstrate a

technique for recording earthquake movement and a method

used to measure earthquakes.

IV.3 Sizing Up Earthquake

Waves

Students simulate earthquake waves and construct a model for

measuring earthquake waves.

They also identify events

associated with earthquakes

and interpret data about

intensity of earthquakes.

Natural hazards

Risk and benefits

Science as a Human Endeavor

Nature of science

Systems, order, and

organization

Evidence, models, and

explanation

Constancy, change, and

environment

I
Unit V: Earthquake Safety and Survival National Science Education Standards

Tremor Troop:

Earthquakes Science as Inquiry Physical Science Earth and Space Science Science and Technology

V.Part 1: What Happens During Position and Motion of Objects Changes in the Earth and Sky Abilities of Technological Design

an Earthquake Motion and Forces Structure of the Earth System Understanding about Science

Students identify areas of risk and Technology

for earthquakes in the United Transfer of Energy Earth's History

States. They identify and

describe events that occur

during earthquakes, and they

demonstrate safe behavior

during an earthquake simulation.

V.Part 2: Hunt for Hazards Abilities necessary to do Properties of Objects and Properties of Earth Materials Abilities of Technological

scientific inquiry Materials Design

Students identify potential

hazards in school and home and Communicate a Problem,

list possible ways to reduce Design, and Solution

hazards.

Understanding about Science

and Technology

V.Part 3: Prepare and Share Abilities of Technological Design

Students identify and assemble Communicate the Process of

an emergency kit and Technological Design

communicate earthquake safety

information to others.

V.Part 4: Evacuation Drill

Students identify hazards during

an evacuation and describe ways

of helping others who are injured

during earthquakes. They

describe feelings and dangers

associated with earthquakes. I

Abilities of Technological Design

Communicate the Process of

Technological Design
Unit V: Earthquake Safety and Survival National Science Education Standards

Tremor Troop: Science in Personal and History and Nature Unifying Concepts

Earthquakes Social Perspectives of Science and Processes

V.Part 1: What Happens During Personal Health Systems, order, and

an Earthquake organization

Changes in Environments

Students identify areas of risk Evidence, models, and explanafor earthquakes in the United Natural Hazards tion

States. They identify and

describe events that occur Risks and Benefits Constancy, change, and

during earthquakes, and they environment

demonstrate safe behavior

during an earthquake simula- Form and function

tion.

V.Part 2: Hunt for Hazards Personal Health Systems, order, and

organization

Students identify potential Changes in Environments

hazards in school and home and Evidence, models, and explanalist possible ways to reduce Science and Technology in tion

hazards. Local Challenges Constancy, change, and

environment

Form and function

V.Part 3: Prepare and Share Personal Health Systems, order, and

Students identify and assemble Types of Resources

an emergency kit and Evidence, models, and explanacommunicate earthquake safety Changes in Environments tion

information to others. Science and Technology in Constancy, change, and

Local Challenges environment

Form and function

V.Part 4: Evacuation Drill

Students identify hazards during an evacuation and describe ways

of helping others who are injured

during earthquakes. They

describe feelings and dangers

associated with earthquakes.

Personal Health

Changes in Environments

Science and Technology in

Local Challenges

Natural Hazards

Risks and Benefits I
Glossary

EARTHQUAKES-FEMA 159
aesthenosphere (aestheno means to flow) - The

aesthenosphere is a part of the mantle below the

lithosphere. The upper portion of the

aesthenosphere is a region with a plastic, semisolid consistency that bends and flows in response to pressure.

aftershock - An aftershock is an earthquake

which follows a major earthquake, and is of

lesser magnitude.

amplitude - Amplitude is the measurement of a

wave determined by measuring the distance

from the top of the wave to the bottom of the

wave and dividing that amount by 2.

abyssal plain - a flat region of the deep ocean

floor.

body waves - Body waves are earthquake

waves that travel through the body of the Earth.

They are of two types, P-waves and S-waves.

convection current - A convection current is a

circular movement in a fluid in which hot material rises and cold material sinks.

continental drift - Continental drift is an

outdated theory, first advanced by Alfred

Wegener, that Earth's continents were originally

one land mass, which split up and gradually

migrated to form today's continents.

convergent plate boundary - A convergent

plate boundary represents the collision of two

plates moving toward each other. Such collisions may generate mountain ranges and volcanoes.

core - The core of the Earth consists of two

sphere-shaped bodies: the inner core is like a

very hot solid steel ball, surrounded by a liquid

outer core. The core is the deepest part of the

Earth, and is thought to be responsible for

generating the Earth's magnetic field.

crust - The crust is the very thin uppermost

layer of the Earth's lithosphere.

culture - A culture is the special way of life that

holds a group of people together and makes it

different from all other groups.

divergent plate boundary - A divergent plate

boundary represents the separation of two plates

moving apart. This divergent movement is in

response to forces in the Earth's mantle. Features formed at divergent boundaries include

mid-ocean ridges and rift valleys.

earthquake - An earthquake is a sudden, rapid

shaking of the Earth caused by the release of

energy stored in rocks.

earthquake intensity - Expressed as Roman

numerals on the Modified Mercalli scale, earthquake intensity is a measure of ground shaking

based on damage to structures and changes felt

and observed by humans.

earthquake magnitude - Earthquake magnitude is a measure of the amount of energy

released by an earthquake. Expressed in Arabic

numerals, it is based on several widely-used

logarithmic scales.

earthquake waves - Earthquake waves, or

seismic waves, are waves caused by the release

of energy in the Earth's rocks during an earthquake.

elastic rebound theory - Elastic rebound was

proposed by H. F. Reid in 1906 to explain earthquake generation. Reid proposed that faults

remain locked while strain energy slowly accumulates in surrounding rock. When rock

strength is exceeded and rocks fracture, the

fault slips suddenly, releasing energy in the form

of heat and seismic waves.

energy - Energy is the power to move or change

things.

epicenter - The epicenter is the point on the

Earth's surface directly above the focus. The

focus is the place within the Earth where an

earthquake's energy is released.

fault - A fault is a crack in rock or soil along

which movement has taken place.

fault scarp - A fault scarp (cliff) is the topographic result of ground displacement attributed

to fault movement.

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fault creep - Fault creep is slow ground movement or slip occurring along a fault without

production of earthquakes.

fault plane - A fault plane is a surface along

which fault movement has occurred.

fissure - A fissure is an open crack in the

ground.

focus -The focus, or hypocenter, is the place

inside the lithosphere where an earthquake's

energy is first released.

foreshock - A foreshock is an earthquake

which comes before the main earthquake and is

less severe.

hazard - A hazard is any object or situation

which contains the potential for damage, injury,

or death.

hypocenter - See focus.

lateral fault - See strike-slip fault.

legends - Legends are traditional narrative

explanations of natural phenomena that evolve

when scientific explanations are not available.

liquefaction - Liquefaction is the process in

which soil or sand suddenly loses the properties

of solid material (cohesion) and behaves like a

liquid.

lithosphere (litho means rock/stone) - The

lithosphere is the solid outer region of the Earth

in which earthquakes occur. It contains the

crust and the uppermost portion of the mantle.

Love waves - Love waves are surface waves

that move in a back and forth, horizontal motion.

magma - Magma is liquid rock beneath the

Earth's surface. When it erupts it is called lava.

mantle - The mantle is the layer of the Earth

between the core and the crust. It has a semisolid consistency and is capable of movement.

mid-ocean ridge - A mid-ocean ridge is a

submarine mountain range along a divergent

plate boundary, formed by volcanic activity.

mountain - A mountain is a portion of the

Earth's surface that has distorted (folded,

faulted, volcanic) rocks and is higher in elevation

than surrounding regions.

normal fault - A normal fault is one in which

an upper block of rock, separated by a fault from

a lower block, moves downward relative to the

lower block.

oceanic crust - Oceanic crust is the basaltic

portion of the Earth's crust that is generated at

mid-ocean ridges. Most of this crustal material

makes up the ocean floor. Oceanic crust is

thinner and greater in density than continental

crust.

oceanic trench - An oceanic trench is a long,

narrow depression in the seabed which results

from the bending of an oceanic plate as it descends into the mantle at a subduction zone.

P-waves - P- (or Primary) waves are the fastest

body earthquake waves, which travel by compression and expansion.

plain - A plain is a flat-lying geographic area.

plate, tectonic - A tectonic plate is a large,

relatively rigid segment of the Earth's lithosphere; these plates move around in relation to

other plates because they "ride" on the plastic

aesthenosphere.

plate tectonics - Plate tectonics is a geological

model in which the Earth's crust and uppermost

mantle (the lithosphere) are divided into a number of relatively rigid, constantly moving segments (plates).

plateau - A plateau is an area of horizontal

rocks that is higher than surrounding areas and

usually has some areas of steep slopes.

potential energy - Potential energy is stored

energy.

primary waves - See P-waves.

EARTHQUAKES-FEMA 159
Richter scale - Richter scale is a type of measurement of earthquake magnitude. Charles

Richter and Beno Gutenberg created this scale

in 1935.

reverse fault - A reverse fault is one in which

an upper block of rock slides over a lower block

which is separated from it by the fault. A lowangle reverse fault is called a thrust fault.

risk, earthquake - Earthquake risk is the

potential for loss (life, property) in the event of

an earthquake.

S-waves - S- (or Secondary) waves are body

earthquake waves which travel more slowly than

P-waves, and create elastic vibrations in solid

substances. S-waves do not travel through

liquids.

secondary waves - See S-waves.

seismic sea wave - See tsunami.

seismic wave - An energy wave in the Earth

generated by an earthquake or explosion.

seismogram - A seismogram is a recording of

the Earth's motions produced by a seismograph.

subduction - Subduction occurs where the

leading edge of a plate made of oceanic crust and

underlying mantle sinks under the edge of an

opposing plate made of continental crust and

underlying mantle.

surface waves - Surface waves are seismic

waves that travel only on the surface of the

Earth.

transform fault - A transform fault is a lateral

or sideways moving fault, generated along midocean ridges.

thrust fault - See reverse fault.

tsunami - A tsunami is an ocean wave caused

by movements of the ocean floor, such as from

earthquakes and volcano eruptions.

turbidity current - A turbidity current is a

dense current of sediment mixed with water that

flows downslope in ocean regions. Turbidity

currents are often started by earthquake shaking.

volcano - A volcano is a mountain of erupted

volcanic material.

seismograph - A seismograph is an instrument

for recording the motion of the Earth in response

to seismic waves.

seismologist - A seismologist is a scientist that

studies the cause, measurement, and effects of

earthquakes.

seismology - Seismology is the study of earthquakes.

strain, elastic - Elastic strain is the deformation or change in the shape of a body in response to stress.

stress, elastic - Elastic stress is a measure of

the forces acting on a body.

strike-slip fault - Strike-slip fault is a fault

along which motion is mostly in a horizontal

direction.

EARTHQUAKES-FEMA 159

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