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The recommendations included in this document are intended to reduce seismic hazards associated with the non-structural components of schools buildings, including mechanical systems, ceiling systems, partitions, light fixtures, furnishings, and other building contents. It identifies potential earthquake hazards and provides recommendations for mitigating those hazards. The non-structural components and building contents identified in this publication are listed in one of the following three sections: ceiling and overhead, walls and wall-mounted, and furniture and equipment. Within each section, an information sheet is provided for each non-structural component or building content item. Each information sheet provides a description of the item, a description of the potentially hazardous condition, and recommendations to reduce the hazard. An "earthquake hazards checklist" is also provided at the back of the publication to assist district staff in conducting a non-structural hazards survey. (EV)

Asserting that the strategy of incremental seismic rehabilitation makes it possible for schools to get started now on improving earthquake safety, this manual provides school administrators with the information necessary to assess the seismic vulnerability of their buildings and to implement a program of incremental seismic rehabilitation for those buildings. The manual consists of three parts. Part A, "Critical Decisions for Earthquake Safety in Schools," is for superintendents, board members, business managers, principals, and other policy makers who will decide on allocating resources for earthquake mitigation. Part B, "Managing the Process for Earthquake Risk Reduction in Existing School Buildings," is for school district facility managers, risk managers, and financial managers who will initiate and manage seismic mitigation measures. Part C, "Tools for Implementing Incremental Seismic Rehabilitation in School Buildings," is for school district facility managers, or those otherwise responsible for facility management, who will implement incremental seismic rehabilitation programs. (Appendices offer additional information on school facility management.) (EV)

The NASA SCI Files is a series of instructional programs consisting of broadcast, print, and online elements emphasizing standards-based instruction, problem-based learning, and science as inquiry. The series seeks to motivate students in grades 3-5 to become critical thinkers and active problem solvers. In this program, the tree house detectives feel a strange tremor and begin to think that an earthquake has occurred, which prompts them to investigate plate tectonics and earthquakes. As they begin the investigative process, the detectives get a little help from Michael Lyle, a seismologist at Tidewater Community College in Virginia Beach, VA, Heidi Stenner of the United States Geological Society (USGS), and David Whitman at the National Dinosaur Monument in Utah. They also visit Dr. Carol Tang at the California Academy of Sciences to "experience" an earthquake. Mr. Ron Baalke and Dr. Andrea Donnellan at NASA's Jet Propulsion Laboratory (JPL) help the detectives come to an amazing discovery as they realize that plate movement is not the only thing that makes the Earth tremble. Johnny Alonzo, who stars in "Dawson's Creek," is the celebrity guest for this episode. The guide features vocabulary, careers, resources, and activities and worksheets. (KHR)

This activity is designed to introduce to students the processes of plate tectonics and volcanism that resulted in the formation of the Hawaiian Islands and the difference between S waves and P waves. Students are expected to explain how seismic data recorded at different locations can be used to determine the epicenter of an earthquake, infer a probable explanation for the existence of ultra-low velocity zones, and explain how these zones may be related to the Hawaiian hotspot. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR)

This activity is designed to teach how tectonic plates move, what some consequences of this motion are, and how magnetic anomalies document the motion at spreading centers do. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR)

This document presents an interdisciplinary course and workshop that aims to develop a better understanding of cooperative learning, interdisciplinary curriculum, and earthquakes among the participants. Students are encouraged to develop their own math and environmental education curriculum. An exercise on earthquakes and power law frequency are presented. (Contains 11 references.) (YDS)

This document presents guidelines on emergency response and business recovery for colleges and universities in the event of an earthquake. The guidelines, developed by California institutions and revised based on experience with the Northridge earthquake, are provided under the following headings: (1) "To the President or Chancellor"; (2) "To the Disaster Planner"; (3) "Earthquake Preparedness"; (4) "Earthquake Response"; and (5) "Post-Disaster Recovery." (Appendices contain job specifications for a campus emergency preparedness coordinator, legislation and applicable authorities, a sample disaster response plan from Stanford University, a sample mutual aid agreement from the California State universities, a checklist for campus dormitory evacuation planning, an outline of the cost recovery process for state and federal disaster assistance, and more information about California's Standardized Emergency Management System [SEMS]. Contains a list of further reading.) (EV)

This teacher guide features five hands-on science units designed for elementary school students using an interdisciplinary approach. The first four units are presented at three different grade levels: K-2, 3-4, and 5-6. Units include: (1) "Defining an Earthquake"; (2) "Why and Where Earthquakes Occur"; (3) "Physical Results of Earthquakes"; (4) "Measuring Earthquakes"; and (5) "Earthquake Safety and Survival." (Contains 17 references.) (YDS)

This guide addresses the strengthening of nonstructural elements of a school building to resist earthquake-induced damaged and improve school building safety in Washington State regions with notable earthquake activity. Nonstructural elements include the decorative details and those functional building parts and contents which support the activities in, and the performance of, the building such as mechanical and electrical systems, furnishings and equipment, and necessary hazardous materials. The first section discusses earthquake activity in Washington, earthquake-induced damage to Washington schools, the causes of earthquake damage, the school district nonstructural protection program, and the use of school site teams. The second section presents inventory forms and inventory process for nonstructural elements. A revision of this section is included at the end of the guide. The third section provides the details for protecting nonstructural elements from earthquake-induced damage. Appendices include a vendors list, a draft list of district manager access to database tables, and an examination of the Seattle Project Impact Pilot Test of the Seattle Public Schools Nonstructural Protection Program. (Contains 10 references.) (GR)

This document presents disaster response procedures relating to the damage of library materials at the Indiana State University Library. Information provided includes: (1) immediate emergency actions after a disaster; (2) procedures for salvage of water-damaged materials; (3) "Do Nots" for handling water-soaked books; (4) procedures for materials damaged due to earthquakes; (5) procedures for materials damaged by fire or smoke; (6) another in-house option for salvage of library materials (i.e., use of a digital scanner); and (7) the importance of documenting as much as possible. Appendices include work and home telephone numbers of people to contact, sources for volunteers, a list of priority areas within the library, and a list of library and archival restoration facilities, suppliers, and conservators. (AEF)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as a scientist would, observing natural phenomena and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Objectives" that provide the teacher with measurement goals; (3) a "Before Viewing Activity" that familiarizes students with the subject and allows them to set purposes for viewing; (4) "Vocabulary" that features definitions of unfamiliar words used in each program; (5) "Discussion Questions" that help students assess the main points of the program; (6) "Suggested Reading" for students who may want to learn more about the topic; and (7) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the powerful natural forces that change the earth and how these forces affect the vast variety of life forms covering the planet. Program titles include "In the Beginning,""Perpetual Motion,""Heavenly Partners,""Living Dangerously," and "Playing with Fire." (WRM)

This teacher's guide is designed to accompany the PBS television program "NOVA." Six science activities correspond to: (1) "Lost at Sea: The Search for Longitude,, which researches and charts the shortest course to circumnavigate the globe; (2) "Chasing El Nino," which formulates a question and designs an experiment to evaluate the accuracy of weather folklore; (3) "Terror in Space," which explores the concept of center of mass and experiments with how altering the location of an object's center of mass can affect its motion; (4) "Special Effects: Titanic and Beyond," which investigates how geometry plays a role in perspective; (5) "Deadly Shadow of Vesuvius," which collects data and create maps to observe the relationship between volcanoes, earthquakes, and lithospheric plates; and (6) "Ice Mummies," which investigates the rate of microbial growth at different temperatures, and analyzes and interprets information in order to locate an archaeological site. All activities include a list of the National Science Education Standards addressed. (YDS)

This teacher's guide and student text present basic information about the causes and effects of earthquakes and tsunamis. The teacher's guide contains suggested activities, materials, and educational objectives for the text. Chapters in both texts are: (1) "Shapes and Movements of the Water"; (2) "Permeability and Buoyancy"; (3) "Life Styles at Different Settings"; (4) "Earthquakes and Tsunamis"; and (5) "Hazards Prevention." (WRM)

This teacher package for grades 7-12 takes a broad approach in preparing students for earthquakes. "Hands-on/minds-on", inquiry-driven activities are balanced by library research and visits with disaster planning officials. Emphasis is placed on cooperative learning and the constructivist approach to teaching. Students not only study the causes of earthquakes but also study building construction and forces that damage buildings, then construct model buildings to test their knowledge. Students explore how their community prepares for emergencies and how it is empowered with tools to bring about change in community disaster preparedness. Some activities are interdisciplinary. Each unit section contains an overview of the contents and package layout. Each unit in turn has an introduction that gives specific information on the unit content. Lessons and activities include complete procedures, material lists, and master pages for the students. Unit 1 contains the introduction that serves as a foundation for the other units by pre-assessing student knowledge of earthquakes and hazards preparedness. Unit 2 covers causes of earthquakes, geologic time, and side effects of earthquakes. Unit 3 explores the science and history of seismology. Unit 4 covers building design and how earthquake forces act on various designs. Unit 5 focuses student attention on earthquake preparedness. Unit 6 offers a variety of summative and assessment activities. (PVD)

The intent of this document is to provide technical guidance to school district facility managers for linking specific incremental seismic retrofit opportunities to specific maintenance and capital improvement projects. The linkages are based on logical affinities, such as technical fit, location of the work within the building, cost saving opportunities, and scheduling benefits. The key tool to be used to make these linkages is a series of matrices that represent a number of categories of maintenance/capital improvement projects typically undertaken by school districts. Users of the document will typically undertake the following sequence: (1) identify a maintenance/capital improvement project about to be planned or undertaken and go to the applicable matrix or matrices; (2) identify the building types in which the project will be undertaken and note all the applicable seismic retrofit opportunities; (3) review the applicable retrofit measure descriptions provided and incorporate some or all of the applicable measures; and (4) use risk analysis to help in prioritizing a large number of applicable retrofit measures. (Contains 21 line drawings.) (RJM)

This companion guidebook augments the Federal Emergency Management Agency's publication entitled "FEMA 154, Rapid Visual Screening of Buildings for Potential Seismic Hazards: A Handbook." The guidebook, which provides assistance in the use of the Rapid Screening Procedure (RSP), is intended for use by public school districts with relatively large numbers of buildings (e.g., 30 or more). RSP is a process aimed at quickly and easily identifying those buildings that might pose a risk to loss of life or injury, or to severe curtailment of community services, in the event of a damaging earthquake. The guidebook offers additional explanatory and supportive information for school districts that wish to conduct a more comprehensive RSP effort than simply a "sidewalk" survey. It requires a side-by-side reading with "FEMA 154." Appendices present earthquake problems of elementary and secondary schools and modified data collection forms. (GR)

This report asserts that disaster preparedness at all school sites must become a major and immediate priority. Should a disaster equaling the magnitude of the Northridge earthquake occur, the current varying levels of site preparedness may not adequately protect California's children. The report describes why the state's children are not safe and recommends that local fire departments assume responsibility for oversight and enforcement of disaster preparedness programs. The first section offers detailed recommendations for cost estimates, teacher credentials, nonstructural hazard mitigation, and cargo container organization. Planning tools such as a campus command graph, plan for aerial triage, and a conditions checklist are included. The second section presents task force committee reports on seven major areas of concern: supplies, training, communication, structural evaluation, schools as shelters, funding, and proposed legislation for school compliance with earthquake-preparedness standards. A list of resources is included. (LMI)

The California Office of the State Architect, Structural Safety Division (OSA/SSS) is responsible for evaluating public school structures after an earthquake. However, final authority on whether a building should be reoccupied after damage lies with the school district. This guidebook is designed to help school officials assess earthquake damage before a qualified engineer arrives at the site and report building conditions to OAS/SSS to assist in establishing a priority list for site visits by structural engineers. School personnel and inspectors must be careful when entering a damaged building after an earthquake and should only do so in teams of two. The first step to inspecting a building after an earthquake is surveying the building from the outside. Second, the surroundings of the school or facility should be checked for geotechnical hazards such as cracks or bulges in the ground or hillsides. The third step is inspecting the structural system of a building from the inside if possible. Nonstructural as well as structural hazards should be noted. The need for locking or barricading the building should also be determined. Finally, notification of authorities should be carried out. (JPT)

This brochure provides information to help child care providers reduce or avoid damage, injuries, or loss of life during earthquakes. It first discusses steps to implement before an earthquake strikes, including securing household contents, and practicing with children how to duck and cover. Next, the brochure describes what to do during an earthquake, when one is indoors, outdoors, or in a car. It then discusses what to do after a quake, including anticipating aftershocks, reassuring the children, and dealing with damaged gas and electrical lines. Helping children and their parents cope with their reactions to a quake is then discussed. The brochure concludes with some special safety tips and a list of sources for additional information. (HTH)

This publication is a guide for California colleges and universities wishing to prepare for earthquakes. An introduction aimed at institutional leaders emphasizes that earthquake preparedness is required by law and argues that there is much that can be done to prepare for earthquakes. The second section, addressed to the disaster planner, offers planning tips for a disaster management team, and how to set goals and plan updates. The third section looks at earthquake preparedness, examining particularly how to assess hazards, reduce hazards, educate the campus community, and acquire emergency equipment and supplies. The fourth section describes and outlines earthquake response including: typical problems, the incident command system, developing response priorities, management organization, supporting data for the campus plan, mutual aid agreements, department and building emergency plans, and emergency response training. A final section describes post-disaster recovery including planning for recovery, demolition, repair, rebuilding, and financing recovery and rebuilding. Appendixes contain sample job specifications for an emergency preparedness coordinator, summaries of legislation and applicable authorities, Stanford University's disaster response plan, a checklist for campus residence hall evacuation, and an outline of the cost recovery process through state and federal assistance. (Contains 24 references.) (JB)

Lessons on earthquake safety involving planning, preparation, and practice are presented in this booklet for teachers. Included are classroom activities designed for K-6 students, teaching notes, "Learning Links" that summarize interdisciplinary connections, a set of 15 masters for reproducing transparencies, handouts, and worksheets. Part 1 shows students how to recognize an earthquake and take immediate positive action. Part 2 teaches students to identify and eliminate hazards in the classroom and home. The third part presents information on creating class-devised emergency kits and offers strategies for students to share their knowledge of earthquake preparedness. Part 4 describes an earthquake simulation and drill, and stresses the importance of discussion and problem-solving sessions and developing student self-competence. (7 references) (LMI)

Information to assist the school community develop and adapt a self-sufficient safety program for its school is presented in this workbook. Steps involved in the planning process are outlined in section 2. Section 3 describes how to estimate potential earthquake impact and how to identify hazards. The fourth section discusses what to expect and avoid during an earthquake, the importance of drills, and protective measures. Section 5 prepares staff to implement first aid, search and rescue, fire control, and other priority actions. The sixth section examines alternative means of communication during disruption of telephone and power services and offers suggestions for parent communication. The last section examines responsibilities of staff in the aftermath of the disaster, with a focus on short-term and extended shelter plans. (LMI)

Uses earthquakes to teach about the importance of collecting enough data and simplifying and visualizing them appropriately. Leads students relatively easily into a sophisticated yet enjoyable examination of large databases and creating hypotheses to explain the patterns that they unearth. (Author/NB)

Analyzes how textbooks define and describe an earthquake focus or hypocenter. Provides examples from textbooks that reflect an absence of precision in words and diagrams that can foster misconceptions. Discusses the origin of the problems. (DDR)

Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

Describes a three-week activity unit on earthquakes that addresses the National Science Education Standards. Includes mantle convection, crust, plate tectonics, and faults concepts. (YDS)