Preparing Classroom and School (7-12): Hazard Identification Activity

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Purpose: 1. To help students prepare for a major emergency such as an earthquake. 2. To involve students in identifying hazards in their classroom and school and in creating a viable plan to eliminate or reduce the hazards. Psychologically, people who know what to expect in a disaster and who have taken steps to prepare, are less likely to panic during and after a disastrous event. Overview: Students will identify hazards in their classroom and in their school. Students will use this information to plan emergency escape routes and plan how to reduce hazards. The activity focuses on earthquakes because earthquake preparedness means preparedness for all types of emergencies. Suggested Materials: Map of your school made on overheads Overhead of Master "Utah's Earthquakes: 1962-1994" Overhead of Master "Common Earthquake Hazards in Classrooms" Copies of Master "Common Earthquake Hazards in School Buildings" for your students Copy or Overhead of Master "Coalinga Schools Report" Video containing real earthquake footage such as: Earthquake by NOVA, check your district library. Phone: 1-800-255-9424 to order NOVA products. Or slides of earthquake damage such as "Utah's Earthquake Threat" - Earthquake Education Services, Univ. of Utah Seismograph Stations, 705 Browning Bldg., Salt Lake City, UT 84112-0111, phone: 801-585-5613. Video player or slide projector Overhead projector Procedure: Part One: In the Classroom 1. Lead a short discussion with your students about the potential for earthquakes in Utah. Ask your students if Utah has the potential for damaging earthquakes. Your students are probably aware that Utah is earthquake country, but they may not have thought much about it. This discussion is to start students thinking about earthquakes and how they might affect them. 2. To help your students understand why we are concerned about earthquakes and earthquake safety, show your students the overhead of "Utah's Earthquakes: 1962-1994". Your students probably do not know that in Utah we have an average of 700 earthquakes each year, although most of those are small. Magnitude 5 to 5.5 earthquakes occur about every 10-20 years and magnitude 7 to 7.5 have regularly occurred in the past (prior to settlement) and will occur again. 3. Ask students what would happen to their classroom in an earthquake. Lead the discussion to things which could fall on them and the reasons for "Drop, Cover, Hold". Show the video or slides to help students envision what might happen to the furniture and items in their classroom during and earthquake. It is falling objects, not the earthquake itself, that may cause injuries or death. 4. Have students make a list of earthquake hazards. After your initial list is made, compare your list with "Common Earthquake Hazards in Classrooms". 5. Read the Coalinga Schools Report. This actual report details what happened to a school in California that experienced a magnitude 6.5 earthquake and a 5.0 aftershock. Have your students reevaluate their ideas on how to prevent earthquake hazards. Did they think of everything? 6. Have your students, if appropriate, help in reducing any hazards identified in classrooms. Part Two: In the School. 7. Arrange with your school staff/faculty (janitors, office, kitchen, library, principal) to tour areas of the school that students do not normally have access to, such as the kitchens, offices, maintenance areas. 8. Divide your students into groups and give each group a copy of the school map overhead and a copy of "Common Earthquake Hazards in School Buildings". Assignment of students into groups is designed to keep the quality of work similar between the groups and to act as a classroom management technique for keeping the less responsible students in the classroom. 9. Pick the most responsible person in each group to be "president" and then have the group choose other officers so that all of work assignments listed below will be completed. The group should choose one person to do each of the following jobs, listed below, and then turn in the list of names and jobs to you for your approval. Groups should be told ahead of time that you will not approve less responsible students (i.e. those with a certain number of demerits) as evaluators in areas indicated in parts "a" through "d" (below). Note: Each evaluator will take notes on hazards in their area and color-code their overhead map as to zones which are extremely hazardous, somewhat dangerous, and relatively safe (red, yellow, and green); Each group will need to select students for the following jobs: a) Evaluator to check hallways for hazards; b) Evaluator to meet after school with janitor to evaluate the basement; c) Evaluator to meet after school with an office staff person to evaluate the office area; d) Evaluator to meet before school to meet with kitchen staff person to evaluate the kitchen/eating area; e) Evaluator to meet after school with library/media staff person to evaluate the library/media area; f) Evaluators in other classrooms. To avoid disturbing other classrooms, have students arrive early for their other classes and do a quick check of the room before their class begins; g) Map maker to work in room (job for less responsible students) to put information on a large butcher paper map of the school; h) Assessor to work in room and be in charge of choosing the safest evacuation routes and open-space assembly areas for meeting outside after evacuation. This information should also be plotted on a map of the school and posted by the classroom door; i) Writer(s) to summarize all information into a word processed report. 10. It is suggested that each group submit a written report and do an oral presentation of their findings. Do not let them read their reports. They should include their maps. 11. As extra credit, student groups may choose to make a video of their project. Each class may also choose to write a concise report to your principal, school district, or legislator summarizing the types of hazards in your school and requesting funding to mitigate the hazards. Encourage your principal to provide positive feedback, preferably by addressing one or more of the problems. Assessment: Quality of reports, maps, and letters. Common Earthquake Hazards in Classrooms (Check those that apply.) (Revised from FEMA publication 88, 1990) Are free-standing cabinets, bookcases, and wall shelves secured to a structural support? Are office file cabinets secured against falling; do file drawers have adequate latches to prevent contents from spilling? Are heavy objects removed from high shelves? Are aquariums and other potentially hazardous displays located away from seating areas? Is the TV monitor securely fastened to a securely fastened platform? Is the TV monitor securely fastened to a portable (rolling) cart with lockable wheels? Is the classroom piano secured against rolling during and earthquake? Are wall-mounted objects (clocks, maps, etc.) secured against falling? Are hanging plants secured to prevent them from swinging free or breaking windows during and earthquake? Are toxic, corrosive, and flammable materials securely stored to withstand falling and breaking? Are seats located away from file cabinets or free standing bookcases ? Are seats located away from glass display cases?   Common Earthquake Hazards In Schools Checklist (Check those that apply.) (Revised from FEMA publication 88, 1990) Are toxic, corrosive, and flammable materials securely stored to withstand falling and breaking? Are "portable" buildings properly tied to foundations? Are appliances (e.g., water or space heaters) securely anchored? Are fire extinguishers checked annually (or in accordance with fire code requirements)? Are office file cabinets secured against falling; do file drawers have adequate latches to prevent contents from spilling? Are light fixtures adequately supported? Are automatic gas shut-off valves installed? Do hallways and/or doors contain glass panels? Are these panels of safety (tempered) glass? Do lockers, bookshelves, and other storage units line the hallways? (Following an earthquake, hallways may be cluttered with debris from ceilings, fallen light fixtures, broken glass, and toppled storage units.) Is lighting dependent on electricity rather than sunlight? (If the lighting system fails in enclosed hallways or stairways, it will be difficult to navigate safely. If emergency (Battery-powered) lights are available, be sure they are secured against falling). Does your school have elevators? Is there a sign at the elevator, on each floor, prohibiting its use during and earthquake or fire? Do building exit routes pass through arcades, canopies, or porch-like structures that could fall during an earthquake? Are clay or slate tiles on roofs of school buildings? (These could fall during an earthquake.) Is the school building faced with parapets, balconies, cornices or other decorations that could fall during and earthquake? Are gas, sewer, and power lines near outdoor assembly areas?