Earthquake Safety
Know basic earthquake safety: drop, cover, and hold on; move away from windows; tell a trusted adult
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Teaching Table
Set out your lesson
Rehearse an adult-approved earthquake response without hazardous movement or forced drills.
Can attend to a short explanation and respond orally, by pointing, drawing or writing; check relevant prerequisite understanding rather than assuming age proves readiness.
Check readiness rather than assuming age or source graph order establishes attainment.
Prepared passage, cards materials are available in each step.
Open the teaching material first. Keep the adult key and check sheet separate until their named stage. No printing, purchase or external media is required for the supplied adapted text tasks.
No surprise shaking/alarm, unstable furniture, forced floor transfer or reenacting an earthquake. Skip physical rehearsal if distressing or inaccessible; use an adapted local safety plan.
Only record a real observation after the activity is actually carried out safely; otherwise mark not carried out.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Know basic earthquake safety: drop, cover, and hold on; move away from windows; tell a trusted adult
Bounded task opportunity only; this task samples the clause using recall evidence, not full coverage or learner attainment.
- blocked: Demonstrate the drop, cover, and hold on procedure
Exact source demand not established: Move away from windows must not be interpreted as running across a shaking room. Real observation/media-dependent evidence remains conditional where required.
- partial: Explain why to move away from windows and shelves during shaking
Bounded task opportunity only; this task samples the clause using recall evidence, not full coverage or learner attainment.
- partial: Name a trusted adult to tell if they feel an earthquake
Bounded task opportunity only; this task samples the clause using recall evidence, not full coverage or learner attainment.
- blocked: If you asked {{name}} what to do if the ground started shaking, could they show you 'drop, cover, and hold on' and say they'd move away from windows?
Exact source demand not established: Move away from windows must not be interpreted as running across a shaking room. Real observation/media-dependent evidence remains conditional where required.
Move away from windows must not be interpreted as running across a shaking room.
Compare teaching approaches
Teaching approaches
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1 approach
Rehearse an adult-approved earthquake response without hazardous movement or forced drills.
Rehearse an adult-approved earthquake response without hazardous movement or forced drills.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
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The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Demonstrate the drop, cover, and hold on procedure
- Explain why to move away from windows and shelves during shaking
- Name a trusted adult to tell if they feel an earthquake
“If you asked your child what to do if the ground started shaking, could they show you 'drop, cover, and hold on' and say they'd move away from windows?”
Curriculum record
- Type
- Procedural
- Subject
- Science
- Domain
- Volcanoes & Earthquakes
- Age range
- Ages 5–7