It is particularly difficult for children to distinguish between fact and fiction in movies. As a result, it is possible that they will have concerns after viewing or hearing about the miniseries "10.5". It is important to assure students that the miniseries is not real. The following lesson plans have been created to specifically address potential questions students may have after viewing the miniseries "10.5". To facilitate your navigation of the lessons, they are all listed in the side bar and can be selected as needed.

Dealing with earthquake fears

Objectives:

• Students will recognize and articulate their fears about earthquakes.
• Students will learn earthquake facts and myths
• Students will see what things can happen during an earthquake.
• Students will formulate earthquake plans and decide how to deal with their fears.

Procedure:

1. Begin a discussion about earthquakes.
2. Have students write down some of their fears about earthquakes.
3. Compile a list of the most common fears and hand out a copy of the list to the class.
4. Have the students do on-line research about each fear. They should try and find out:
1. If the fearful thing or event can actually happen during a quake
2. Ways to help calm that fear and increase safety
5. Once the students have handed in their research open up another discussion about earthquakes and see if they are less fearful. What fears do they still have? Are these fears irrational or justified?
6. Discuss earthquake safety and make an earthquake plan.

Resources:
USGS Earthquakes for Kids ... & Grown-ups!
Electronic Encyclopedia of Earthquakes
Earthquake Myths
FEMA: Earthquakes for Kids
Earthquake Preparedness

Earthquake Kit Treasure Hunt

Key Points

• To reinforce the idea of earthquake preparedness
• To teach the students the components of an earthquake kit.

Materials:

• Bottled water
• First Aid kit (band-aids, bandages, etc.)
• Canned Food
• Blanket
• Shoes
• Medicine
• Battery operated radio
• Flashlight
• Any thing else you would like to include in the kit

Procedure:

1. Hide the items around the classroom, auditorium or playground.
2. Talk to the students about earthquake safety and preparedness, and ask them what they think should go into an earthquake kit.
3. Divided the students into teams and let them search for kit materials.
4. The team that finds the most materials wins the game.
5. Assemble the materials into the kit and keep them in your classroom.

Extension:

1. Hide the items around the school and design a map for them to follow. Give them compasses and see if they can orient themselves on the map and find the items.
2. Encourage them to make earthquake kits for their families.

Determining Danger

Key Points:

• To reinforce the need for earthquake safety and preparedness.
• To help students identify potential hazards.

Procedure:

1. Talk to the students about earthquakes, and the effects of earthquakes.
2. Have them look around the classroom and identify potential hazards.
3. Once they have had a few minutes to think about it, point out problem areas. For example, discuss how windows can break and bookshelves can tip over. Identify items that could fall.
4. Have the students decide where the safest place in the room would be.
5. Discuss and practice "Duck, Cover and Hold".
6. Now talk about hazard mitigation. Show the students how a few simple tasks can make the room much more earthquake safe. For example, bolting bookshelves and strapping down computers.
7. Have the students identify earthquake hazards in their homes and find easy ways to mitigate the hazards.

For more information on earthquake hazards and mitigation please see: http://www.earthquakecountry.info/roots/

Earthquake Plan

Key Points:

• To reinforce the need for earthquake preparedness
• To create an earthquake plan
• To help alleviate anxiety about earthquakes.

Objective:

Many people are afraid of earthquakes, and children are no exception. Earthquakes can be very hard to understand and deal with because they are so unpredictable. When students create an earthquake plan they regain a sense of control over an unpredictable situation, which helps to alleviate fear and anxiety.

Procedure:

1. Discuss earthquakes with the students. Highlight the reasons why earthquakes occur and some of the possible effects of earthquakes. Make sure that they know it is okay to be afraid of earthquakes, but there are things that they can do to take control.
2. Discuss and practice the earthquake plan that your school follows. Make sure they are aware that they may be separated from their parents for while, but that their parents will come and get them when it is safe.
3. Identify potential threats. Talk about the safest places to be when you are inside and outside. Example: When you are inside stay away from windows and heavy objects that could fall--get under a sturdy piece of furniture. When you are outside stay away from trees, buildings and powerlines.
Note: Most children assume that they will be at home during an earthquake, but it is just as likely that they will be at school, at a park, or at a friends house.
4. Have the students identify two places where they might be during an earthquake and make an earthquake plan for those locations.

Earthquake Plan Examples:

Location 1: Jenny's house

• Where is the safest place? Under the dining room table
• What are important phone numbers? Mom's work number, Dad's work number...
• What will I do? Run to the dining room table and Duck, Cover and hold until all of the shaking stops.

Location 2: The Playground

• Where is the safest place? In the middle of the ball field
• Important phone numbers
• What will I do? Run to the middle of the ball field making sure to stay away from anything that could fall on me like powerlines, or tree branches.

Earthquake Myths

Key Points:

• To dispel earthquake myths
• To help students better understand earthquakes

Objective:

Earthquakes are unpredictable and that's very frightening. As human beings we try to find a pattern to these scary events to make ourselves feel that we have more control. The more kids (and grown-ups!) understand the truth about earthquakes the less anxiety they have.

Procedure:

1. Have the students identify some earthquake myths or tell them about some myths (http://www.scec.org/education/eqbasics/myths.html)
2. Start a dialogue. Why do people believe these myths? Is there any truth to them?
3. Have them interview some friends or family members about earthquake myths. Do their parents believe these myths? Is one myth more common then another?
4. Have them do some on-line research and see if they can find earthquake myths from other parts of the world. Are their myths the same as ours? Why or why not?

Resources:

SCEC- Putting Down Roots in Earthquake Country-Myths
http://www.earthquakecountry.info/10.5/myths.html
http://www.earthquakecountry.info/roots/

USGS- Earthquakes for Kids ... & Grown-ups!
http://earthquake.usgs.gov/learning/kids.php

Earthquake Myths and Folklore http://www.ceri.memphis.edu/public/myths.shtml