Earthquake Safety 

Activities

For Children and Teachers

FEMA 527 / August 2005 

FEMA

Earthquake Safety Activities

For Children and Teachers

This publication provides ready-to-use, hands-on activities for students and teachers 

explaining what happens during an earthquake, how to prepare for earthquake 

shaking, and how to stay safe during and after an earthquake. The Federal Emergency 

Management Agency (FEMA) and the National Science Teachers Association have also 

prepared Earthquake: A Teacher’s Package for K-6, which includes hands-on classroom 

activities to support all elementary subject areas: creative writing, art, mathematics, social 

studies, and science. Known as Tremor Troop, this publication contains matrices that link 

the classroom activities to the National Science Education Standards. The Drop, Cover, 

and Hold drawing shown on Master C of this Earthquake Safety Activities publication is 

available from FEMA as a classroom poster, as noted below.

For middle and high school teachers, FEMA and the American Geophysical Union have 

prepared Earthquake: A Teacher’s Package for Grades 7-12. Classroom activities are described, 

and activity sheets for students and background material for teachers are provided in each 

of the volume’s six units. Known as Seismic Sleuths, this publication also contains matrices 

that link the classroom activities to the National Science Education Standards.

Tremor Troop and Seismic Sleuths are available both in print and on CD-ROM. The 

classroom poster is available as a print publication. For information about where to obtain 

copies of these publications, as well as other resources, refer to the References section, on 

page 31 of this document.

EARTHQUAKE SAFETY activiies  FOR CHILDREN

Table of Contents

Introduction and Background.....................................................................................iii

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

Activity One: Size Up Your Risk...................................................................................2

Activity Two: Shake a Minute.......................................................................................4

Activity Three: Practice What to Do............................................................................6

Activity Four: Sing it Out! ............................................................................................8

Activity Five: Earthquake – Don’t Hesitate! ................................................................9

Part 2. Hunt for Hazards ....................................................................................... 11

Activity One: Classroom Hazard Hunt......................................................................12

Activity Two: Home Hazard Hunt .............................................................................15

Part 3. Prepare and Share .................................................................................... 17

Activity One: Brainstorming ......................................................................................18

Activity Two: Create a Kit ...........................................................................................19

Activity Three: Poster Party........................................................................................21

Part 4. Earthquake Simulation and Evacuation Drill ............................................. 23

Activity One: Get Ready, Get Set ...............................................................................24

Activity Two: Put It All Together................................................................................27

i
References............................................................................................................... 31

List of Masters

A Earthquake Risk Map

B Earthquake Simulation Script

C Drop, Cover, and Hold

D Shimmy - Shimmy - Shake!

E Coalinga Schools Report

F Earthquake Feelings

G Fourth Grade Classroom

H Classroom Hazard Hunt

Ia, b, c Home Hazard Hunt Worksheets

J Quake-Safe Home Checklist

K Neighborhood Hazard Hunt

L Safety Rules for Shoppers

M Drill and Evacuation Checklist

N Home Earthquake Safety Checklist

ii
EARTHQUAKE SAFETY activiies  FOR CHILDREN and

Introduction and

Background

Forty-five States and U.S. Territories are vulnerable to the hazards 

of earthquakes and are at very high to moderate risk of damage from 

earthquakes. Earthquakes have caused, and can cause in the future 

enormous loss of life, injury, destruction of property, and economic 

and social disruption.

Since earthquake shaking is possible almost everywhere in the United States, earthquake 

safety should be practiced by everyone. There is a great deal that you and your students can 

do to take care of yourselves during and after an earthquake. The lessons in this booklet 

cover planning, preparation, practice, and more practice. The classroom activities are 

designed for students in kindergarten through sixth grade. We provided teaching notes; 

“Learning Links” summarizing interdisciplinary connections; and a set of masters ready to 

reproduce for transparencies, handouts, and worksheets. 

Students find the topic of earthquakes fascinating. Their fascination may contain an 

element of fear, like the fear that arises in teaching fire safety. That fear can be reduced 

by reminding them that they are learning how to take care of themselves if an earthquake 

happens. Parents’ fears may also need to be addressed. Let your students know that fear is 

a normal reaction to any danger. Make your message clear: We can’t do anything to prevent 

earthquakes, but we can prepare ourselves to cope with them. We can help ourselves and 

others to do many things that will make our homes and schools safer. For earthquake safety 

information developed specifically for children and families, visit the websites of FEMA 

(http://fema.gov/kids/) and the U.S. Geological Survey (http://earthquake.usgs.gov/4kids/).
iv EARTHQUAKE SAFETY activiies  FOR CHILDREN 

INTRODUCTION AND Bac

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 Part 1 you will take your students through several steps that will help them 

know what to expect and what to do if an earthquake occurs. 

Teaching students to recognize an earthquake and take immediate positive action can help 

them and those around them come through the disaster safely. The knowledge, attitudes, 

and skills that you promote will not only help your students academically, but also may one 

day save their lives. 

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 

Earthquake Risk Map
EARTHQUAKE SAFETY activiies  FOR CHILDREN a

INTRODUCTION AND Bac

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:

n 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.

n Suspended ceiling components may pop out, bringing light fixtures, sprinkler heads, 

and other components down with them.

n 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: Hunt for Hazards

Contrary to popular imagination, an earthquake does not cause the Earth to open up and 

swallow people. 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. In Part 1, students learned what to expect 

and how to react appropriately during an earthquake. In Part 2, they’ll make class lists of 

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. 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 securely fastened. 

There will be some hazards in the classroom and home that students will not be able to 

eliminate. Be sure students know how to avoid those hazards they cannot remedy.
vi EARTHQUAKE SAFETY activiies  FOR CHILDREN 

INTRODUCTION AND Bac

Part 3: Prepare and Share

After a quake you and your students may spend several hours (and maybe days) together, 

cut off from many of the normal sources of community support. In Part 3, 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 Evacuation Drill

During an earthquake, the most important thing for any child or adult to remember is the 

Drop, Cover, and Hold drill: 

At the first indication of ground shaking, crouch under a desk or table, tuck your head, and 

keep your hands on the side of your neck unless you need to hold onto the legs of your 

“shelter” and 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 they’ll discuss ways of dealing 

with various obstacles.

Aftershocks are likely to occur without warning, minutes or even months after the major 

earthquake. Practice Drop, Cover, and Hold 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 feelings, but also to 

develop pride in the positive competency they have gained.
EARTHQUAKE SAFETY activiies  FOR CHILDREN a

1

PART

What Happens 

During an Earthquake?

Content Concepts

1. Earthquake shaking is possible almost 

everywhere in the United States.

2. Students can learn how to protect 

their heads and bodies during a 

simulated earthquake.

Objectives

Students will

n Identify which parts of the United 

States are most at risk from earthquake 

damage.

n Demonstrate how long an average 

earthquake lasts.

n Demonstrate safe behavior during an 

earthquake simulation.

Learning Links

Language Arts: Following 

directions, class discussion

Social Studies: Locating states

Math: Timing a minute

Art: Coloring an earthquake risk map

Vocabulary

minor risk

moderate risk

major risk

evacuate
2 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 1 WHAT HAPPENS DURING AN EA

Activity One: Size Up 

Your Risk 

Materials for the teacher

n Transparency made from 

Master A, Earthquake Risk 

Map, colored according to 

directions in step 4 below.

n Overhead projector 

Materials for each student

n Copy of Master A

n Crayons or colored pencils

Teacher Take Note:

This map is based on earthquakes that 

have happened in the past. Major Risk 

on the map does not necessarily indicate 

that a particular area will experience 

a damaging earthquake in the near 

future, and “None” does not mean that 

earthquakes are impossible in that area. 

Not shown are Alaska, Hawaii, and 

the U.S. Territories, all of which are in 

Major Risk zones.

Procedure

1. Introduce the topic with a class discussion 

based on the following questions: 

n Has anyone here ever felt an earthquake? 

(Allow students time to express their 

observations and feelings.)

n What does the word “quake” mean?

n What do we mean when we say people are 

“quaking in their boots”? (Invite students to 

imitate a person trembling.)

n 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.)

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. Discuss 

with students the following question: Are all 

regions of the U.S. equally likely to receive 

earthquake damage?

3. Tell students that they are going to work 

with a map that divides the United States 

into zones by different degrees of potential 

earthquake shaking. All 50 states and all U.S. 

territories are at some risk from earthquakes. 

At least 39 states are at moderate to high risk.

4. Distribute the maps, ask students to take out 

their crayons or colored pencils, and give 

these instructions: 

a. Use yellow to color in the sections of the 

United States that have no shading in 

them. In the legend, use yellow to color in 

the box in front of the word “None.”

b. Skip the Minor box for now. Use blue 

to color in the sections that have dots 

and color in the box in front of the word 

“Moderate.”
EARTHQUAKE SAFETY activiies  FOR CHILDREN a

WHAT HAPPENS DURING AN EARTHU

c. Use red to color in the sections marked 

with X. In the legend, color the box in 

front of the word “Major” red.

d. Color the rest of the United States green, 

and also the box in front of the word 

“Minor.”

5. After the maps have been colored, project 

the overhead and conduct a class discussion 

around the following questions:

n What is the risk for damage from earthquakes 

in the area where we live? (Answers will vary.)

n Is the risk factor the same for our entire state? 

(Again, answers will vary.)

n How many states in the U.S. are believed to 

be totally free from earthquake risk? (none of 

them)
4 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 1 WHAT HAPPENS DURING AN EA

Activity Two: Shake a 

Minute

Materials for the teacher

n Large clock with a second 

hand

n Blackboard and chalk 

Materials for each student 

n Pencils

n Paper

mi•nor risk

A minor risk is a relatively small 

possibility of harm.

mod•e•rate risk

A moderate risk is a possibility 

of harm that is neither small nor 

great, but in between.

ma•jor risk

A major risk is a serious and 

significant possibility of harm.

e•vac•u•ate

To evacuate a building is to empty 

it of people.

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 from 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.

(Steps 4 to 8 are optional. If classroom time is limited, 

skip to Step 9.)

4. Tell students that they are going to estimate 

how long a one-minute earthquake is without 

looking at the 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.

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 of the times on 

the board. Have the class compare the times:
EARTHQUAKE SAFETY activiies  FOR CHILDREN a

WHAT HAPPENS DURING AN EARTHU

n How long was the shortest “earthquake’?

n How long was the longest?

n 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:

n Did the second group come closer to one 

minute than the first?”

n 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 them not to watch the 

clock. Then ask:

n Did the time you shook seem like more or 

less than a minute? (Explain that even though 

an earthquake is over in a short time, it 

usually seems much longer to those people 

experiencing it.)

n 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 next activity.

Teacher Take Note:

Instruct students to shake with care, so 

they don’t hurt themselves or anyone 

around them.
6 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 1 WHAT HAPPENS DURING AN EA

Activity Three: Practice 

What to Do

Materials for the teacher

n Master B, Earthquake 

Simulation Script

n Transparency made from 

Master C, Drop, Cover, and 

Hold

n Overhead projector

Materials for each student 

n Pencils, books, and other 

objects to drop

n Chairs to rattle and slide

n Desk or table to get under

n Pencils and cardboard 

or other hard objects to 

provide the scratching noise 

of trees

Teacher Take Note:

Although doorways have traditionally 

been regarded as safe locations during 

an earthquake, it’s important to 

anticipate some problems. Doors may 

slam shut. Door jambs may be bent. 

Automated safety doors will probably 

close. You will need to use your own best 

judgment in choosing where to position 

yourself for the simulation. Local 

safety officials can answer your specific 

questions.

Procedure

1. Ask students to describe what they would see, 

hear, feel, and smell if an earthquake occurred 

nearby. Allow time for them to respond.

2. 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 C, 

call out “Drop, Cover, and Hold,” and direct 

students to practice the following actions:

a. Get under the table or desk.

b. Turn away from the windows.

c. Put both hands on the back of your neck.

d. If your desk or table moves, hold onto the 

legs and move with it.

3. Before you begin reading, ask several students 

to demonstrate what they should do when 

they hear “Drop, Cover, and Hold.” As a 

group, discuss which of the demonstrations 

were most effective for protection, and what 

might be done to improve some of the others.

4. Appoint student helpers for the simulation. 

Ask one student to flick the lights on and 

off several times, and then turn them off. 

Appoint another to act as timer for this 

activity. Designate students to help create 

earthquake sound effects, such as:

rattling glass 

scraping desks

scraping tables 

opening drawers

barking dogs

meowing cats

books falling

trees scraping the building

people shouting

babies crying

bricks falling (drop several 

pencils) 

doors banging shut

hanging plant falling 

(drop a dish or pan)
EARTHQUAKE SAFETY activiies  FOR CHILDREN a

WHAT HAPPENS DURING AN EARTHU

5. Read the simulation on Master B, Earthquake 

Simulation Script. Direct the students at 

their desks to follow Drop, Cover, and Hold 

instructions during the simulation, while 

helpers provide effects as indicated. 

Repeat the simulation a second time, selecting 

different students to provide the effects, 

so that each student has an opportunity 

to practice the Drop, Cover, and Hold 

procedure.

6. Take time after the simulation to let students 

respond to the experience. Encourage them 

to ask questions and discuss their fears and 

concerns, including the unpleasant, worried, 

and frightened feelings that they might 

experience.
8 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 1 WHAT HAPPENS DURING AN EA

Activity Four: Sing it 

Out!

Materials

n Transparency made from 

Master D, Shimmy-ShimmyShake!

Optional:

n Rhythm band instruments

Teacher Take Note: 

Students in grades 4-6 may be too 

sophisticated for this activity.

Procedure

1. Sing the song with the students to the tune 

of “Old MacDonald’s Farm.” Invite them 

to suggest sound effects and movements to 

accompany the singing.

2. Repeat the song several times, until all the 

students are familiar with the words. This 

activity will do a great deal to dispel the 

tension produced by the earthquake drill, as 

well as to reinforce the concepts of the lesson.

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.
EARTHQUAKE SAFETY activiies  FOR CHILDREN a

WHAT HAPPENS DURING AN EARTHU

Activity Five: 

Earthquake - Don’t 

Hesitate!

Materials for the teacher

n Watch (preferably a stop watch)

n Master E, Coalinga Schools 

Report (teacher background 

only)

Materials for the students

n Pencils and paper

n Copies of Master D, ShimmyShimmy-Shake! (for grades 

K-4)

Procedure

1. Tell students to demonstrate what they should 

do when they hear “Drop, Cover, and Hold.” 

(Refer to Activity Three, Step 2 for Drop, 

Cover, and Hold procedure.)

2. Ask students to return to their seats. Refer to 

Background, under ‘What to Expect,” and 

tell students that sometimes an earthquake 

begins with a gentle shaking that causes 

hanging plants to sway and objects to wobble 

on shelves; sometimes it starts with a great 

jolt like the sound and vibration of a sonic 

boom; and sometimes the beginning of an 

earthquake might sound like a low rumbling 

noise.

3. Tell students to demonstrate what they should 

do as soon as they think an earthquake is 

happening. (Students should demonstrate 

Drop, Cover, and Hold procedure.)

4. Tell students that if they think an earthquake 

is happening, they shouldn’t wait for an 

adult to call out “Drop, Cover, and Hold” 

and discuss why. (There may not be an adult 

present. They may be with an adult who 

doesn’t know the proper action to take.)

5. Tell students that when the shaking stops, it 

will be necessary to leave the building. Ask 

them to estimate how long it takes to evacuate 

the building when there is a fire drill.

6. Go through an actual fire drill procedure 

with your students and record the time 

it takes to complete this evacuation. Tell 

students that fire drill exits are often the 

best way to evacuate a building after an 

earthquake. Then ask:

n How long did it take us to get out of the 

building? (probably five minutes)
10 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 1 WHAT HAPPENS DURING AN EA

n How did this evacuation time compare with 

your estimates? (Answers will vary.)

n How long does a moderately severe 

earthquake last? (generally, less than one 

minute)

n Would it be possible to evacuate the building 

during a quake of that length?” (Students will 

probably answer no.) Why or why not? (There 

isn’t time.)

n What would be some of the hazards along the 

way if we tried to leave the building during a 

quake? (objects falling, windows breaking)

7. For grades 3-6, you may want to read and 

discuss the Master E, Coalinga Schools 

Report, with your students.

8. Explain to students that they will have a 

chance to practice earthquake evacuation in 

a later lesson. Answer any further questions 

they have about the experience of an 

earthquake. For grades K-4, you may want to 

finish by singing “Shimmy-Shimmy-Shake.” 

(See Activity Four)
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

2

PART

Hunt for 

Hazards

Content Concepts

1. Every environment contains potential 

earthquake hazards.

2. Students can identify hazards and eliminate 

them or reduce their impact.

Objectives

Students will

n Identify potential hazards in their classroom 

that may cause damage, injury, or death 

during an earthquake.

n List, and if possible, make changes in their 

classroom to reduce potential hazards.

n Identify potential earthquake hazards in their 

homes.

n List, and if possible, make changes in their 

homes to reduce potential hazards.

Vocabulary

hazard

secure

Learning Links

Music: Create movements to 

accompany a chant

Language Arts: Discussing hazards 

and making lists, using and 

applying action verbs, sharing 

information with parents and 

families

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 

Worksheets, Masters Ia, b, and c
12 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 2 HUNT FOR HAZA

Activity One: 

Classroom Hazard Hunt

Materials for the teacher

n Transparency made from 

Master G, Fourth Grade 

Classroom

n Overhead projector

n Transparency marker

Materials for each student

n Handout made from Master 

G

n Crayons or colored pencils

n Handout made from Master 

H, Classroom Hazard Hunt

n Drawing paper (optional)

haz•ard

A hazard is any object or situation 

which contains the potential for 

damage, injury, or death.

se•cure

We secure (V.) objects when we 

fasten them so that they cannot 

move. Then we can feel secure

(Adj.), or safe from harm.

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.

Procedure

1. Ask students what they think is the direct 

cause of most earthquake deaths and injuries. 

Listen to their ideas. After some discussion, 

tell students that the movement of the ground 

during an earthquake seldom causes death or 

injury. Most deaths and injuries are caused by 

falling debris from damaged buildings.

2. List the some of the types of damage that can 

result from ground shaking.

a. Building damage can include:

• toppling chimneys

• 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.)

• collapsing exterior walls

• falling glass from broken windows

b. Damage inside the building can include:

• falling ceiling plaster and light 

fixtures

• overturned bookcases and other 

furniture and appliances

• falling objects from shelves and 

walls

c. Damage to the building and damage 

inside the building can also cause:

• fires from broken chimneys, gas 

lines, and electrical wires

• flooding from broken water pipes

• toxic fumes from spilled chemicals
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

HUNT FOR HAZARDSP

d. 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)

3. Sum up: There are many things in our 

environment (home, school, and community) 

that could cause us harm during an 

earthquake. We refer to these things as 

“hazards.” Potential hazards include objects 

that might fall, break, or catch fire 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.

4. Tell students they are going to conduct a 

hazard hunt in their classroom to identify 

things that might hurt them during an 

earthquake. Refer to Master H, Classroom 

Hazard Hunt, to help students identify hazards.

5. Distribute Master G, 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.

6. Conduct a class discussion about the hazards 

you have identified and how they might cause 
14 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 2 HUNT FOR HAZA

harm. Use the overhead of Master G in your 

discussion.

7. Ask students to decide what they can do as a 

group to make the room safer. Actions might 

include tying down objects, removing hanging 

objects, placing heavy objects on lower 

shelves, and so on. You may want to write the 

following action verbs on the blackboard:

8. If appropriate, have students spend time 

changing the things they can change to make 

their room safer.

9. 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.

10. 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.

11. 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.

move

relocate

attach

anchor

replace

remove

fasten

secure

tie down

eliminate

change
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

HUNT FOR HAZARDSP

Activity Two: Home 

Hazard Hunt

Materials for the teacher

n Transparencies made from 

Masters I a, b, and c, Home 

Hazard Hunt Worksheets

n Overhead projector

Materials for each student

n Handouts made from 

Masters I a, b, and c

n Handout made from 

Master J, Quake-Safe Home 

Checklist

n Pencil or pen

Teacher Take Note:

How you use the Quake-Safe Home 

Checklist will depend on the grade level 

of your students. K-2 teachers may want 

to adapt this sheet.

Procedure

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 made from 

Master I. 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.

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.
16 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 2 HUNT FOR HAZA

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 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 J) 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.

Extensions

1. 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.

2. Make a transparency and 

student copies from Master K, 

Neighborhood Hazard Hunt.

Show the picture and ask 

students to use red pencils to 

circle everything they see that 

could come loose and cause 

damage during an earthquake. 

Share answers. This could 

be either a class activity or 

homework.

3. Distribute copies of Master L, 

Safety Rules for Shoppers. Discuss 

the rules in class, then ask 

students to take the page home 

and share it with their families.
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

3

PART

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.

Prepare and 

Share

Objectives

Students will

n Demonstrate an awareness of responsibility 

for their own well-being and the well-being of 

others during an emergency.

n List items to include in classroom, home, and 

vehicle emergency kits.

n List uses for the kits in emergencies other than 

an earthquake.

n Prepare an emergency kit for their classroom.

n Take home lists of suggestions for home and 

vehicle kits.

n Make posters illustrating what they have 

learned, and distribute them around the 

school and community.

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

Vocabulary

essential

responsibility
18 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 3 PREPARE AND S

Activity One: 

Brainstorming

Materials for the teacher

n Blackboard and chalk

Teacher Take Note:

Taking an active role in preparedness 

will help students to deal with their 

natural and reasonable fear of 

earthquakes. Nevertheless, fears 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.

es•sen•tial

Essential items are those we need 

to stay alive and healthy.

re•spon•si•bil•i•ty 

A responsibility is a task or a set of 

tasks someone is able to do and 

expected to do.

Procedure

1. Review the earthquake hazard hunts in Part 2 

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.

4. Now invite students to name some things they 

really need to have in order to live.

Write suggestions on the blackboard or 

overhead. After food and water have been 

named, there will be differences of opinion 

on the remaining items. Remind them to 

choose things that can be easily carried and 

have more than one use.

5. Ask the class:

n Which of these things should we have ready 

in the classroom? (Make a classroom list.)

n Which of them should we have at home? 

(Make a home list.)

n 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.
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

PREPARE AND SHAR 

Activity Two: Create a 

Kit

Materials for the teacher

n Inexpensive backpack or other 

ample container with shoulder 

straps

n Art supplies

n Writing paper and pencils

n Items for the kit (will vary)

Procedure

1. Tell students that they are going to assemble 

an easy-to-carry kit which can be kept in the 

classroom for emergencies. Show them an 

inexpensive backpack obtained for this purpose.

2. 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. List makers: copy the classroom 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.

Essential items for the kit will include:

• class roster with students’ names 

and addresses

• first-aid checklist and supplies

• bottled water and cups (use plastic 

containers to cut weight, avoid 

breakage)

• flashlight and spare batteries

Other items might include:

• pocket transistor radio and spare 

batteries

• paper and pens

• permanent marker

Teacher Take Note:

The kit is intended to be carried by a 

teacher when the class evacuates the 

building after an earthquake (or other 

emergency) or following a classroom 

earthquake drill. The kit must have 

shoulder straps because the teacher will 

need free hands to assist students.
20 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 3 PREPARE AND S

• colored flag to summon aid

• playing cards and pocket games

• hard candy and other compact, 

durable foods

• trash bags (for raincoats, ground 

cloths, etc.)

3. 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.

4. When the kit is completed, decide where to 

keep it. Explain that the teacher will carry 

the kit during evacuation drills or actual 

evacuations.

Teacher Take Note:

Discuss the questions in Part 4, 

Activity One, with the Red Cross or Fire 

Department instructor.
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

PREPARE AND SHAR 

Activity Three: Poster 

Party

Materials for each small group

n Poster board

n Art supplies

n Pencils and scrap paper for 

rough drafts

Safety Chant

If inside, drop, cover, and hold.

That’s where you’ll be safe.

If outside, stay outside.

Find an open space.

Procedure

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 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:

n	 Where’s your Emergency Kit?

n	 Drop, Cover, and Hold

n	 Keep Calm - Self Control is Contagious

n	 After the Quake, Evacuate

n	 Move Away from Windows, Shelves, and 

Lights

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. 
22 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 3 PREPARE AND S

Placing them in the hallways or the cafeteria 

would spread the message to other grades. 

Help students make arrangements to display 

some of the posters in stores, libraries, and 

other public places.

Extensions

1. Explore with students some ways 

to make the emergency kit lists 

available to people who do not 

have children in school. Perhaps 

the city government would pay 

for having copies made, and 

students could take charge of 

distribution.

2. Students might write to local 

businesses or visit them to request 

donations of the pack itself and 

the materials for the kit. This 

would be another way to involve 

the community beyond the school 

in earthquake preparedness.
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

4

PART

Earthquake 

Simulation and 

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

Students will

n	 Identify hazards they might find during 

evacuation.

n	 Describe ways of helping others who are 

injured during earthquakes.

n	 Describe feelings they might have and 

dangers they might face after an earthquake.

Vocabulary

evacuation

foreshock

aftershock

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

Social Studies: Practicing 

Drop, Cover, and Hold and 

evacuation procedures, discussing 

responsibility for one’s own safety 

in an emergency, and what can be 

done for others
24 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 4 EARTHQUAKE SIMULATION AND EVACUATI

Activity One: Get 

Ready, Get Set

Materials for teacher and 

students

n Materials and procedure 

for earthquake drill. Refer 

to (Part 1, Activity Three, 

Practice What to Do, Step 2.)

n Overhead projector

n Index cards

Reminders for the 

Teacher

n Take cover.

n Talk calmly to students.

n Give instructions for evacuation 

or other emergency.

When No Shelter Is Available

Move to an inside wall. Kneel next to the wall, 

facing away from windows. Bend head close to 

knees, cover sides of head with elbows, and clasp 

hands behind neck. If a coat is available, hold it 

over your head for protection from flying glass, 

and ceiling debris.

Earthquake Safety Reminders for 

Students

If you’re inside:

n Stay inside.

n Take cover immediately under a table, desk, 

or counter.

n Keep quiet and listen for instructions.

n Remain in safe position for at least 60 seconds, 

or until the shaking has stopped and your 

teacher tells you to leave your shelter.

If you’re outside:

n Stay outside.

n Go to an open area away from hazards.

n Keep quiet and listen for instructions.

Procedure

1. Review classroom earthquake drill procedures 

with students and have them practice the 

Drop, Cover, and Hold routine on Master 

C. Do the drill with or without using the 

simulation script.

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.
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

EARTHQUAKE SIMULATION AND EVACUATION R

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, it is time to evacuate 

the building. Explain some of the hazards 

that may exist even after the major quake 

has passed, including aftershocks, fires, live 

electrical wires, and fumes.

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:

n power failure (Is there emergency lighting 

available?)

n halls or stairways cluttered with debris 

(Are there lockers or trophy cabinets 

along hallways that could fall and block 

your path?)

n smoke in the hallway

n an exit door that jams and will not open

n an aftershock (Students should stop 

walking immediately and begin Drop, 

Cover, and Hold.)

n bricks, glass, and debris outside the 

doorway

n 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.

e•vac•u•a•tion

Evacuation is the act of emptying 

completely. When we evacuate 

a building, we want to leave it 

quickly, quietly, and safely.

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.

Reminder

If you are in a school bus or a car 

when the quake starts shaking: 

n The driver should stop as 

soon as possible away from 

buildings, power lines, bridges, 

and highway overpasses and 

underpasses.

n Passengers should stay in the 

vehicle and hold on (cars and 

buses have “shock” absorbers).
26 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 4 EARTHQUAKE SIMULATION AND EVACUATI

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:

n 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 

from falling objects. Then go for help.)

n Someone was cut by shattered glass and 

is bleeding? (Even the youngest child can 

learn to apply pressure to the wound.)

n 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.)
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

EARTHQUAKE SIMULATION AND EVACUATION R

Teacher Take Note:

Physical reactions to an actual 

earthquake may well 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.

Activity Two: Put It All 

Together

Materials for teacher and 

students

n Chairs and other objects 

as needed to simulate 

earthquake obstacles

n Classroom emergency kit

n Paper and pencils

n Master M, 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.

2. Back in the classroom, library, or cafeteria, call 

out ‘Earthquake!’ Students (and you) should 

take quake-safe positions immediately, without 

any further directions. 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, in 

an open space area. If an aftershock occurs 

along the way, they should place them over 

their heads for protection from falling debris.

4. Give the instruction “Evacuate!” and proceed 

through the building evacuation route. Take 

along your classroom emergency kit (see Part 

3, Activity Two).

5. When the class is assembled outside, take 

roll. Use the Drill and Evacuation Checklist 

on Master M to evaluate the procedure. 

If errors were made, plan with students to 

correct them, and repeat the drill if necessary. 

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:

n We have just experienced a strong 

earthquake. Every one of you knew 
28 EARTHQUAKE SAFETY activiies  FOR CHILDREN

P A R T 4 EARTHQUAKE SIMULATION AND EVACUATI

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.

7. Lead a discussion with students which 

includes the following questions and 

considerations:

n 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.)

n 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.)

n 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.

n It may take a long time for parents to 

get to school. How would you feed 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.)

n 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 

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 begin Drop, 

Cover, and Hold at the first sign of a 

quake.
EARTHQUAKE SAFETY activiies  FOR CHILDREN an

EARTHQUAKE SIMULATION AND EVACUATION R

younger ones from other classes. Perhaps 

they can think of appropriate activities.)

n 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.)

n How can we prepare for aftershocks? (Stress 

the Drop, Cover, and Hold procedure once 

again, and review the hazard checks from 

Part 2.)

8. Have students write story or draw a picture 

sequence about “What I Did After the 

Earthquake.”

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 N, 

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 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.

EARTHQUAKE SAFETY activiies  FOR CHILDREN an

References

Are You Ready? An In-depth Guide to Citizen Preparedness, IS-22, August 2004. Available online in 

both English and Spanish at http://www.fema.gov/preparedness/prepare_guides_links.shtm. 

Drop, Cover, and Hold, FEMA 529, September 2005. Classroom poster showing how to take 

cover during an earthquake. Color version of drawing shown on Master C in this publication.

Helping Children Cope with Disaster, FEMA 478, August 2004. Available online in both English 

and Spanish at http://www.fema.gov/preparedness/prepare_guides_links.shtm.

Seismic Sleuths: A Teacher’s Package for Grades 7-12, FEMA 253, 2nd Edition. October 1995. 

Available online at http://www.fema.gov/hazards/earthquakes/nehrp/fema-253.shtm.

Seismic Sleuths: A Teacher’s Package for Grades 7-12, FEMA 253-CD, Edition 2. July 2005. CD-ROM 

version of October 1995 2nd Edition.

The Adventures of Terry the Turtle and Gracie the Wonder Dog, FEMA 531, August 2005.

Tremor Troop – Earthquake: A Teacher’s Package for K-6, FEMA 159, Revised Edition, July 2002. 

Available in print and CD-ROM form. Also available online at http://www.fema.gov/

hazards/earthquakes/nehrp/fema-159.shtm.

You can order copies of FEMA publications from the FEMA Distribution Facility at 1-800-

480-2520. 

For additional hazard information developed specifically for children and families, please 

visit the websites listed below, or call your state or local emergency management office.

FEMA for Kids – http://www.fema.gov/kids

FEMA U.S. Fire Administration for Kids – http://www.usfa.fema.gov/kids/flash.shtm

FirstGov for Kids – http://www.kids.gov/k_safety.htm
32 EARTHQUAKE SAFETY activiies  FOR CHILDREN 

REFERENCE

USGS Earthquake Hazards Program for Kids – http://earthquake.usgs.gov/4kids

CodeRedRover.org – http://www.coderedrover.org

Home Safety Council – http://www.homesafetycouncil.org/index.aspx
Earthquake Risk Map

Name:

M A S T E R A

Earthquake Simulation Script 

Imagine that you hear a low, rumbling, roaring sound. The noise builds, getting louder and 

louder, for a few seconds. 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. 

The floor seems to be moving beneath you. It’s hard to stand up, or even stay in your seat. If you do 

stand up, you might feel like you’re riding a raft down a fast river. When you walk, it’s like trying to 

walk on a trampoline or a waterbed. You hear someone say, “Earthquake! Drop, Cover, and Hold!”

I want all of you at your desks to take cover as quickly and quietly as you can, right now. Please 

listen very carefully. 

The shaking and commotion may last about 60 seconds or a little longer. We’ll have our timer count 

off the seconds for as long as this earthquake lasts. [The timer may begin counting softly now.] 

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, and the plant spills. A window 

pane just shattered, and glass is falling to the floor. The table is sliding, too. 

Be sure to stay in the drop, cover, and hold position under your desk. If your desk is moving, 

grab the legs and move with it. 

You hear noises outside. Dogs are barking. Cats are meowing. A baby is crying. People are 

shouting and screaming. The shaking is making church bells ring. You hear crashing sounds, 

from brick chimneys and other loose parts of the building falling to the ground. Trees outside 

are swaying and scraping against the walls.

Inside the room, pictures are moving on their nails. Oh! That one just fell off the wall and 

crashed to the floor. The desk drawers are sliding open. The lights begin to flicker on and off... 

they just went out! Now the door swings back and forth on its hinges. Bang! It slams shut. There’s 

silence now. Just as suddenly as the noise and shaking began, the room grows quiet. [The timer 

can stop counting now.]

Please, everyone, get back in your seats. It is important to remain very quiet and wait for 

instructions. 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. 

Sometimes other quakes, called aftershocks, occur after the damaging earthquake has stopped.

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

Volunteers, Inc.

M A S T E R B

Drop, Cover, and Hold

Take cover under a sturdy desk or table, hold on to the desk or table leg so 

that the desk or table stays on top of you, and keep your head down until the 

shaking stops.

M A S T E R C

Shimmy - Shimmy - Shake!

(To the tune of Old McDonald’s Farm, lyrics adapted from Sylvia Herndon)

Verse 1

Rumble, rockin, shakin’ ground

Shimmy - shimmy - shake! 

Whoops! it’s hard not to fall down 

Shimmy - shimmy - shake!

With a rattle rattle here 

And a rumble tumble there

Here a rattle - there a rumble ...

Everywhere a rumble tumble. 

Rumble, rockin, shakin’ ground ...

Shimmy - shimmy - shake!

Verse 2

Someone says It’s an earthquake! 

Shimmy - shimmy - shake! 

Best to hurry, don’t you wait . 

Shimmy - shimmy - shake!

With a rattle rattle here 

And a rumble tumble there

Here a rattle - there a rumble

Everywhere a rumble tumble. 

Rumble, rockin!, shakin’ ground ...

Shimmy - shimmy - shake!

Verse 3

Get under something near and safe

Shimmy - shimmy - shake! 

You must be fast, now don’t you wait...

Shimmy - shimmy - shake! 

With a rattle rattle here 

And a rumble tumble there

Here a rattle - there a rumble ...

Everywhere a rumble tumble. 

Rumble, rockin, shakin’ ground ...

Shimmy - shimmy - shake!

Verse 4

Hold on tight and ‘fore you know 

Shimmy - shimmy - shake! 

Rockin’s over, you can go ... 

No more shimmy - shake!

No rattle rattle here 

No rumble tumble there

Here no rattle - there no rumble ... 

Gone is all the rumble tumble.

Rumble, rockin’, shakin’ ground ...

No more shimmy - shake!

Developed by Disaster Mitigation Planning Section, Office of Emergency Services. P. 0. 

Box 758, Conway, AR 72032-0758.

M A S T E R D

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 8 ft x 10 ft on the north and south walls. The glass was 

not tempered. All the 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 the 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 Bulman for Charles S. Terrell. Jr., Superintendent of 

Schools for San Bernardino County, California.

M A S T E R E

Earthquake Feelings

Name:

Some of the letters beow contain stars. Color the letters with the stars to see 

how some people might feel after an earthquake.

M A S T E R F

Fourth Grade Classroom

Name:

M A S T E R G

Classroom Hazard Hunt

❏ Are free-standing cabinets, bookcases, and wall shelves secured to a 

structural support?

❏ Are heavy objects removed from shelves above the heads of seated 

students?

❏ Are aquariums and other potentially hazardous displays located away 

from seating areas?

❏ Is the TV monitor securely fastened to a stable platform or securely 

attached to a rolling cart with lockable wheels?

❏ Is the classroom piano secured against rolling during an earthquake?

❏ Are wall mountings secured to prevent them from swinging free or 

breaking windows during an earthquake?

❏ Are hanging plants all in lightweight, unbreakable pots and fastened to 

closed hooks?

M A S T E R H

Name:

Home Hazard Hunt Worksheets

M A S T E R I a

Name:

M A S T E R I b

Name:

M A S T E R I c

Quake-Safe Home Checklist

 

 Name

❏	 1. Place beds so that they are not next to large windows .

❏	 2. Place beds so that they are not right below hanging lights.

❏	 3. Place beds so that they are not right below heavy mirrors.

❏	 4. Place beds so that they are not right below framed pictures.

❏	 5. Place beds so that they are not right below shelves with lots of things that can fall.

❏	 6. Replace heavy lamps on bed tables with light, nonbreakable lamps.

❏	 7. Change hanging plants from heavy pots into lighter pots.

❏	 8. Use closed hoods on hanging plants, lamps, etc.

❏	 9. Make sure hooks (hanging plants, lamps, etc.) are attached to studs.

❏	10. Remove all heavy objects from high shelves.

❏	 11. Remove all breakable things from high shelves.

❏	 12. Replace latches such as magnetic touch latches on cabinets with latches that will hold 

during an earthquake.

❏	 13. Take glass bottles out of medicine cabinets and put on lower shelves. (PARENTS NOTE: 

If there are small children around, make sure you use childproof latches when you move 

things to lower shelves.)

❏	 14. Remove glass containers that are around the bathtub.

❏	 15. Move materials that can easily catch fire so they are not close to heat sources.

❏	 16. Attach water heater to the studs of the nearest wall.

❏	 17. Move heavy objects away from exit routes in your house.

❏	 18. Block wheeled objects so they can not roll.

❏	 19. Attach tall heavy furniture such as bookshelves to studs in walls.

❏	 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.

❏	 22. Nail plywood to ceiling joists to protect people from chimney bricks that could fall 

through the ceiling.

❏	 23. Make sure heavy mirrors are well fastened to walls.

❏	 24. Make sure heavy pictures are well fastened to walls.

❏	 25. Make sure air conditioners are well braced.

❏	 26. Make sure all roof tiles are secure.

❏	 27. Brace outside chimney.

❏	 28. Bolt house to the foundation.

❏	 29. Remove dead or diseased tree limbs that could fall on the house.

M A S T E R J

Neighborhood Hazard Hunt

Name:

M A S T E R K

Safety Rules for Shoppers

Name:

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, Cover, and Hold: Get under a table, counter, or bench. Turn away from the 

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.

M A S T E R L

Drill and Evacuation Checklist

❏	 1. Did everyone know what to do when told to Drop, Cover, and Hold.

❏	 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?

❏	 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?

❏	 6. Did everyone remain quietly in their safe positions for at least 60 

seconds

❏	 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?

❏	 9. Did everyone go to the safe outdoor area in an orderly way?

❏	10. If we had to change our evacuation route to get to the safe area, did 

we make wise decisions?

M A S T E R M

Home Earthquake Safety Checklist

1. As a family, determine the safest spots in each room of your home: under heavy pieces 

of furniture such as sturdy tables or desks, 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, or fireplaces.

n 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 safety procedures are more likely to stay calm during an 

actual earthquake.) Drop, Cover, and Hold:

n Crouch in a safe place (see 1. above).

n	 Hold on to the table or desk leg so that the table or desk stays on top of you.

n Tuck your head and close your eyes.

n Stay covered until the shaking has stopped.

4. Determine an emergency evacuation plan for each room of your home.

n Keep a flashlight with fresh batteries beside each bed, and shoes to protect feet 

from 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:

n Stay calm.

n Be prepared for aftershocks. These may be strong. Take cover if shaking begins 

again.

Parents Only:

n Check for injuries. Apply first-aid as needed.

n Check for fires.

n Shut off electricity at main power if you suspect damage. Don’t turn switches on or 

off.

n Shut off gas valves if-there is any chance of a gas leak. Detect gas by smell, never by 

using matches or candles.

n Shut off water inside and out if breakage has occurred.

M A S T E R N