Science // Volcanoes & Earthquakes

Earthquake Safety

Know basic earthquake safety: drop, cover, and hold on; move away from windows; tell a trusted adult

Ages
5 to 7
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Method
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Quick check

If you asked the learner 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?

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Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • 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

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  • HelpfulHelps, but not essential

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  • What Is an EarthquakeHelpful

    Volcanoes & Earthquakes // Ages 5 to 7

    Earthquake safety benefits from knowing what an earthquake is

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Earthquake Safety

Ages 5 to 7 // Method

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Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

Earthquake safety for ages 5–7: children over-learn a simple, rehearsable response — DROP to hands and knees, take COVER under a sturdy table (or against an interior wall away from windows if no table), HOLD ON until shaking stops, then tell a trusted adult. The teaching objective is embodied muscle memory via a real physical drill; an on-screen timed rehearsal is a useful primer and companion but is a scaffold that teaches the sequence and reasoning, not a substitute for actually practising the moves. The 'why' is grounded in a key fact: most injuries come from falling and flying objects, not building collapse. Act immediately rather than freezing, and choose sturdy cover rather than any spot. Myths to confront calmly: do NOT run outside, and a doorway is not safest in modern buildings. Keep the tone matter-of-fact and reassuring — preparedness, not fear.

Common misconceptions

  • 'Run outside as fast as you can' — dangerous; windows and exterior walls are the most likely to hurt you; stay put and cover
  • 'Stand in a doorway' — outdated advice; in modern buildings a doorway is no safer and you can't brace — under a table is safer
  • 'The main danger is the building falling down' — most injuries are from falling/flying objects; most buildings don't collapse
  • 'Just hide anywhere' — choose a sturdy cover and hold on; not all spots are equally safe
  • 'The safest thing is to freeze and wait' — act immediately: drop, cover, hold on the moment shaking starts

Useful representations

  • A three-step Drop-Cover-Hold-On poster/routine
  • A room scene flagging safe spots (under a sturdy table; interior wall) vs danger (windows, exterior walls, tall shelves)
  • A simple 'falling objects' picture showing what the cover protects against
  • A 'do / don't' pairing (under table vs run outside / doorway)

Teaching practices

  • Teach the three steps as a memorable routine/rhyme (Drop → Cover → Hold On) and rehearse them physically
  • Ground the WHY in the key fact: most injuries are from falling/flying objects, not collapse — so get low and cover head/neck
  • Explicitly teach the myth-busting 'do NOT run outside' and 'a doorway is not safest' with simple reasons
  • Keep the tone calm and matter-of-fact and reassure that most buildings do not collapse — preparedness, not fear
  • Always end the routine with 'tell a trusted adult' and have each child name theirs
  • Prioritise real physical practice (a drill) — experts note a fast response depends on having actually practised

Activities to try

  1. 1

    Classroom Drop-Cover-Hold-On drill (real practice)

    Why it works: A fast, automatic safe response comes from having physically rehearsed the moves — act immediately, get low under sturdy cover, and protect the head and neck from falling and flying objects.

    1. On a calm cue such as 'earthquake, drop!', physically DROP to hands and knees straight away rather than freezing
    2. Crawl under a real, sturdy table or desk to take COVER, protecting head and neck
    3. HOLD ON to a table leg and stay put until the teacher says the shaking has stopped
    4. Practise staying under cover through a brief pause (shaking can start again) rather than crawling out early
    5. When no table is available, practise moving against an interior wall away from windows and shelves and covering head/neck
  2. 2

    On-screen rehearsal: the room starts to shake

    Why it works: The three steps happen in order and under time pressure; low-and-covered protects you because loose objects fall during shaking.

    1. Watch a cosy room scene begin to shake, then act fast
    2. Tap DROP so the character folds to hands and knees
    3. Drag the character under a sturdy table to take COVER
    4. HOLD ON as the room rattles, waiting until the shaking stops
    5. Replay a few times to get faster at the sequence
  3. 3

    Sequence and sort: safe vs not safe

    Why it works: Each safe or unsafe choice connects to a reason: get low under sturdy cover because falling and flying objects cause most injuries; don't run outside because moving during shaking can make you fall and the area near exterior walls and windows is the most dangerous place; and don't go to a doorway because in modern buildings it is no stronger than other places and does not protect you from falling or flying objects.

    1. Put the three steps in order: Drop → Cover → Hold On
    2. Sort action cards into 'safe' and 'not safe' (e.g. get under a sturdy table = safe; run outside / stand in a doorway = not safe)
    3. Answer 'Why get under a table?' and choose the reason: to protect from falling objects
    4. Explain in your own words why to move away from windows and shelves during shaking

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