This activity allows students to work in small groups and utilize what they've learned about earthquakes in a creative way. Divide students into small groups of four to five students and ask them to create a plan for preparing for an earthquake. Ask them to develop a plan for their own town or for a town in an earthquake zone. Have students draft a letter to their mayor or city council that addresses the importance of preparing for earthquakes, an analysis of the impact of earthquakes on cities, a discussion of what kind of buildings and structures are in danger during an earthquake and a summary of what the mayor or city council can do to lessen the potential damage and risk of an earthquake. Have groups share their letters and discuss the positive points the small groups made.
This activity teaches students earthquake safety while allowing them to role-play. After discussing with students the proper way to protecting themselves during an earthquake, let them know that you will be practicing this. Ask the students to imagine that they hear a low rumbling sound, then feel a shaking jolt. Call out, "Earthquake! Drop and cover!" Have the students duck and cover beneath their desks quickly and quietly. Turn off the classroom lights. Have a student use a timer to count off 60 seconds -- the amount of time an earthquake can last. Narrate that the ground is still shaking and that books are falling off shelves, so the students need to hold their positions and hold onto the desk legs to be sure the desk doesn't slide away. Once 60 seconds have passed, tell the students the shaking has stopped, but to sit quietly where they are in case another tremor occurs. Tell them to keep listening for instructions. Have them look around and ask if everyone is safe. After the drill, discuss with students what they thought of the drill. Have them write a short story about the earthquake they just endured and how it was they all stayed safe.
This activity can be done independently or in a small group. Instruct students to develop a public education campaign to inform the public about earthquakes. Students can create posters, slide show presentations, flyers or brochures that touch on the causes of earthquakes, the damage earthquakes cause and information on how to stay safe. Allow students to present their public education campaign to the class and have other students ask the campaign presenters questions.
This activity will teach students about primary and secondary waves, or "p" and "s" waves, with the use of a tension spring and a 15-foot rope. Expose the students to the concept of "p" and "s" waves. Then, ask a student to hold one end of the tension spring while you hold the other. Have the tension spring extend the length of a table. Make sure the rest of the class can see your demonstration. Shake the tension spring in a way that the toy begins to send waves down to the other end that the student is holding. Explain to students that the tension spring represents "p" waves, or the first waves that extend in all directions from an earthquake. Then, take the rope and, with another student holding the other end, make a series of waves. Explain to students that the rope represents "s" waves, the slower waves that follow behind "p" waves. If possible, supply the rest of the class with ropes and tension springs. Otherwise, have students take turns holding ends of the rope and tension spring to try the activity themselves.