Emergency Kit and Disaster Plan are Important

Earthquakes are not a frequent occurrence. However, they can be very disruptive because they
occur suddenly and tend to affect large areas. Earthquakes can be a one-time event of a few
seconds shaking or a series of events of varying duration.

Because earthquakes happen without warning, being prepared in advance is critical to minimize
damages and loss. Consider these earthquake safety tips:

Before an Earthquake

Know your risk. Research the area and find out if you live near an active fault line and
whether or not the ground around you is more susceptible to the effects of an earthquake.
Retrofit and reinforce your house. If you're in a high risk area, take steps to reinforce
your house. Bolt your house to the foundation and reinforce support beams as needed.
Secure any furniture such as bookshelves and cabinets to the walls to minimize risk of
falling over during a quake. Secure cabinet doors to help keep dishes and other contents
from falling out.
Create a disaster plan to protect yourself and your family. Earthquake preparedness can
help reduce anxiety and minimize injury. Know where to take cover in your house and
how to communicate with other family members after the earthquake if you're not
together. Designate a safe place to meet outside of the house after the shaking stops.
Put together an emergency kit. Your kit should include non-perishable food, water, first
aid supplies, flashlights, camping supplies (stove, battery-powered lantern, etc.), extra
batteries, blankets and any personal items you may need (medications, toiletries,
clothing). If you have pets, make sure they also have adequate supplies. Plan for a week's
worth of supplies for each person. You'll need at least four gallons of drinking water per
person for a week.

During an Earthquake

Stay away from windows and furniture that could potentially fall over. One of the biggest
hazards during an earthquake is falling debris and furniture. Avoid areas in your house
where you might be exposed to these hazards.
Take cover in a safe place in your house. Get under a sturdy table or desk to avoid being
hit by anything. If you can't take safe cover, protect your head and neck with your arms.
Do not try and go outside until after the shaking stops. If you are already indoors, you are
safer taking cover inside than attempting to leave your house during an earthquake you
could be hit by falling debris as you're trying to get out.

After an Earthquake

Be prepared for aftershocks. Earthquakes are often followed by aftershocks additional

quakes that follow the main event. These can last for days or even weeks after a major
earthquake.
 Check your gas lines and make sure there are no leaks. If you smell gas leaking, turn off
the gas if possible and call the gas company. Do not use an open flame in your house
until you are sure it is safe. Wait for the gas company to turn the gas back on.
Check for damaged electrical wiring. Shut off the power if you see damaged wiring in
your house.
Keep your shoes on. You may have broken glass or spilled chemicals on the floor of your
house as a result of the earthquake. Don't walk around barefoot until you're sure the floor
is clean and safe.
Document the damage. If your insurance policy covers earthquake damage, make sure
you take photos or video of the damage to use in the claim process.

Earthquake Safety Rules

Suggested safety rules during and after the earthquake are as follows:

During the earthquake:

1. Do not panic, keep calm.

2. Douse all fires.
3. If the earthquake catches you indoors, stay indoors. Take cover under a
sturdy piece of furniture. Stay away from glass, or loose hanging objects.
4. If you are outside, move away from buildings, steep slopes and utility
wires.
5. If you are in a crowded place, do not rush for cover or to doorways.
6. If you are in a moving vehicle, stop as quickly as safety permits, but stay
in the vehicle until the shaking stops.
7. If you are in a lift, get out of the lift as quickly as possible.
8. If you are in a tunnel, move out of the tunnel to the open as quickly as
safety permits.

After the earthquake:

1. Check for casualties and seek assistance if needed.

2. If you suspect a gas leak, open windows and shut off the main valve.
Leave the building and report the gas leaks. Do not light a fire or use the
telephone at the site.
3. Turn off the main valve if water supply is damaged.
 4. Do not use the telephone except to report an emergency or to obtain
assistance.
5. Stay out of severely damaged buildings as aftershocks may cause them to
collapse. Report any building damage to the authorities.
6. As a precaution against tsunamis, stay away from shores, beaches and
low-lying coastal areas. If you are there, move inland or to higher
grounds. The upper floors of high, multi-storey, reinforced concrete
building can provide safe refuge if there is no time to quickly move inland
or to higher grounds.

EARTHQUAKE SAFETY PROCEDURES

Introduction
It is not possible to prevent earthquakes or
change the likelihood of an earthquake occurring.
However, we can greatly increase our chances of safety and survival,
by being aware and pre-
pared. Since knowledge a
nd preparation are keys to your su
rvival during and after an earth-
quake, you should take steps to become informed.
Dangers Associated with Earthquakes

The actual movement of the

ground in an earthquake is seldom
the direct cause of injury
or death. Most casualties result from falli
ng objects and debris or
collapsing structures.
Injuries are commonly caused by:

Partial building collapse, such as falling mas

onry, collapsing walls, falling ceiling plaster,
etc.

Flying glass from broken windows.

Overturned bookcases, filing c

abinets, fixtures, furniture, o
ffice machines and appliances.

Fires, broken gas lines, etc. These danger

s may be aggravated by lack of water due to
broken mains.

Fallen power lines.

Inappropriate actions resulting from panic.

Earthquake Safety Guidelines

Remain Calm. Sound

usually precedes earthquake motion by a split second. If you have
developed the correct earthquake responses in
your mind before a quake, this split sec-
ond is enough time to activate your automatic reactions. If you stay
calm, you will be bet-
ter able to assess your situation. The ro
lling and roaring may terrify you, but unless
something falls on you, the sensations pr
obably won't hurt you. Tr
y talking yourself
through the violent motion phase. This will re
lease stress and others may take courage
and follow your reasoned restraint. Think th
rough the consequences of any action you
plan to take.

If you are indoors, stay t

here. If you are in danger:
o
Get under a sturdy table, desk or bed.
o
Brace yourself in an inside
corner away from windows.
o
Move to an inner wall or corridor. (A door fr
ame or the structural
frame or inner
core of the building are its strongest point
s and least likely to collapse. They will
also break the impact of
any falling objects).
o
In an apartment building the sa
fest place is by the central reinforced core of the
building, which is usually located by the elevator well.
o
Choose shelter which will prov
ide an airspace if it collap
ses. If your furniture shel-
ter moves, stay under it and
follow it around the apartment.
o
Watch for falling objects - plaster, br
icks, light fixtures, pots and pans, etc.
o
Stay away from tall shelve
s, china cabinets and other fu
rniture, which might slide
or topple over.
o
Stay away from windows, s
liding glass doors, mirrors.
o
Grab anything handy (blanke
t, pillow, tablecloth, newspaper
s, box, etc.) to shield
your head and face from failing debris and splinting glass.
o
Don't be alarmed if the fire alarm or sprinklers go off.
-1-

Do Not Rush Outside. Stay on the same fl

oor that you are on. Stairways may be broken
and exits jammed with people. Do
not use elevators as the pow
er for elevators may go
out and leave you trapped. The greatest danger from
falling debris is just outside door-
ways and close to outer walls. If for safety r
easons you must leave the building, choose
your exits as carefully as possible.

If you are outside, stay there. Move away

from the building, garage, walls, power poles
and lampposts. Electric power lines are a seri
ous hazard - stay away from fallen lines. If
possible, proceed cautiously to an open area.

If you are in a moving car, stop. Stop as qui

ckly as safety permits in the best available
space. Stay in your car. Don't stop where bu
ildings can topple down
on top of you. A car
is an excellent shock absorber
and will shake a lot on its springs during an earthquake,
but it's a fairly safe shelter from which to assess your situation.

Avoid Fallen Power Lines. The possibility of enc

ountering fallen live
wires is great during
and after an earthquake. If you are on foot, ma
ke a wide path around the wires. If you are
in the car and live wires have fallen across t
he car, remain where you are. Your car is
usually well insulated and will pr
otect you from electric shock. Never assume that downed
power lines are dead.
After An Earthquake
Within the First Several Minutes:

Remain Calm. Don't Panic. Try to calm and r

eassure others. Stop and take time to think.
Wait until all motion has stopped.
Do not run down stairs or
outdoors. Be prepared for
additional shockwaves.

Do not light matches, cigarettes or turn on el

ectrical switches. Flashlights are one of the
best light sources after a damaging earthquak
e. Proceed with extreme caution.

Protect hands and feet from

broken glass or debris. Keep hea
d and face protected (hard-
hat, blanket, tablecloth, etc.)

Make a quick check for injuries or trapped p

eople. Provide emergency
first aid if needed.
Do not try to move seriously injured pers
ons unless they are in
immediate danger from
further injury.

Turn off all appliances and office machines

. Extinguish all open flames. Check power
lines and cords. If problems exist in electric
al lines or gas lines the mains should be shut
off.

It may be necessary to draw a moderate amount of cold water in

bathtubs and sinks and
other containers, in case
service should be disrupted.
-2-
During the Next Several Hours:

Do not operate electrical switches, appli

ances or open-flame equipment if gas leaks are
suspected. Sparks or flames can ignite gas
from broken lines causing an explosion.

Tend further to injured or trapped persons. Tr

y to get help if necessary. If a person is
trapped and you can free him without injury to
yourself, remove debris piece-by-piece
starting with the top of the pile.

Be prepared for aftershocks - they are weak

er than the main shock but can cause addi-
tional damage and psychological
trauma. Watch out for other possible dangers, which
may follow an earthquake, such as fire, flood,
landslide or TSUNAMI
(tidal wave).

Turn on a battery radio to receive disaster in

structions. Use telephones only to report ex-
treme emergency situations.

Inspect your work area carefully for struct

ural damage. Carefully
open exit doors - they
sometimes jam. The initial quake may dam
age the structure and an aftershock could
knock down weakened walls. Use extreme
caution when moving ar
ound in damaged ar-
eas - they may collapse without warning. Che
ck to see that sewage lines are intact be-
fore flushing toilets.

You should not try to get

home until government authorities sa
y it is safe, which will be
when the worst fires are under control and t
he streets have been cl
eared. This may hap-
pen quickly or it may take lo
nger (perhaps 72 hours or more
). You should advise your
family that in the event of
a major earthquake you maybe retained at work. When possi-
ble notify your family
about your well being.

Don't go outside sightseeing.

Keep streets clear for pass
age of emergency vehicles. Your
presence might hamper rescue
and other emergency operation
-3-
Ministry of
Education
Published June 1989
XX 0231
SCHOOL
EARTHQUAKE SAFETY
GUIDEBOOK
Reprinted December 2000
Canadian Cataloguing in Publication Data
Main entry under title:
School earthquake safety guidebook
Cover title.
ISBN 0-7726-0701-X
1. School facilities - British Columbia - Safety
measures. 2. Earthquakes - British Columbia. 3.
School buildings - British Columbia Earthquake
effects. I. British Columbia. Capital Planning
Branch.
LB3250-S36 1987 371.7'7 C87-092169-x
CONTENTS
INTRODUCTION .......................................
...................................................
..........................1
SAFETY PROGRAM ....................................
...................................................
.....................2
EARTHQUAKE DRILLS .................................
...................................................
...................3
Drills .............................................
...................................................
............................ 3 -- 4
Discussions and Projects ..........................
...................................................
...................5
Evaluation .........................................
...................................................
..............................6
SEISMIC HAZARD REDUCTION ..........................
...................................................
..........7
Provincial Seismic Mitigation Program .............
...................................................
..........7
Non-Structural Damage Experience in California ....
...................................................
..8
Seismic Hazards ...................................
...................................................
........................9
1. Classroom Hazards .............................
...................................................
................9
2. Maintenance Hazards ...........................
...................................................
......9 -- 10
3. Neighbourhood Hazards .........................
...................................................
..........10
RESPONSE PLAN .....................................
...................................................
.....................11
The First Two Hours ...............................
...................................................
............11 -- 12
Care and Shelter ..................................
...................................................
...............12 -- 13
Training ...........................................
...................................................
..............................13
Communications .....................................
...................................................
.....................14
Parent Awareness ..................................
...................................................
.....................15
INDIVIDUAL CHECKLISTS .............................
...................................................
...............16
Student ............................................
...................................................
..............................17
Teacher ............................................
...................................................
.............................18
Principal ..........................................
...................................................
..............................19
Parent/Guardian ....................................
...................................................
.......................20
Maintenance Staff .................................
...................................................
.......................21
Bus Driver ..........................................
...................................................
...........................22
School Earthquake Safety Guidebook
December 2000
1
INTRODUCTION
The first indication of an earthquake may be a sudden violent
jolt and a shaking and moving of objects.
Earthquakes have shaken British Columbia since the time of I
ndian legend. Southwest B.C. is in a
dynamic geological setting called a subduction zone, simil
ar to that in western Mexico. Continuous
movement of the earth's plates in this region builds up stres
ses that result in earthquakes. Small tremors
actually occur daily, but periodically the movement become
s dangerously large. Although the risk is
highest in the coastal region, earthquakes can and do occur a
nywhere in B.C. In 1918, a magnitude 6.0
earthquake occurred north of Revelstoke; and in 1986, a magn
itude 5.5 earthquake caused minor
damage in communities just east of Prince George.
Earthquakes are a particular concern for schools with their
large concentrations of children in confined
spaces.
In 1946, an earthquake of 7.3 magnitude caused serious damag
e in Courtenay on Vancouver Island.
Thirty schools in Courtenay school district were damaged; f
ortunately, it was Sunday morning and the
buildings were empty. In 1949, a magnitude 7.0 earthquake ju
st south of the border in Seattle damaged
30 schools of which ten were afterwards condemned and closed
. Again in Seattle, in 1965, a magnitude
6.5 earthquake caused damage to eight schools.
The purpose of this guidebook is to assist school district st
aff, teachers, parents, and students to make
their schools safer, and to know what to do before and after an
earthquake occurs in their area.
School Earthquake Safety Guidebook
December 2000
2
SAFETY PROGRAM
It is recommended that an earthquake safety program be estab
lished and maintained in every school
district. To organize this program, each school board shoul
d form an Earthquake Safety Committee.
Members could include:

school principals

district maintenance staff

teachers

parents (PAC)

trustees

senior grade students.

The committee may also recruit experts from the community, e
ither as committee members or as
resource persons; for example:

local fire

police and emergency officials

Red Cross or St. John's Ambulance personnel

geologists

structural engineers

geophysicists

doctors

municipal building inspectors

communications experts, such as local radio or newspaper pe

ople, and ham radio operators.
The first task for the committee should be to define its main o
bjectives; for example:

initiating earthquake drills in the schools

initiating hazard reduction procedures

preparing a response plan

establishing a communications plan.

Guidelines on how to achieve these objectives are contained
in this guidebook.
After having defined its objectives, the district committ
ee may delegate tasks to individual school
principals or district staff; for example:

implementation of earthquake drills

introduction of staff training programs


identification and correction of hazards

preparation of local response plan

preparation of local communications plan.

Local school responsibilities can either be undertaken by t
he principal personally, or delegated to a
school working group, comprising perhaps an administrator
, a teacher, a parent, and a senior grade
student.
School Earthquake Safety Guidebook
December 2000
3
EARTHQUAKE DRILLS
Earthquakes happen with no warning; therefore, life-prote
cting actions must be taken at the first
indication of ground shaking. Even in the most severe earthq
uakes, buildings rarely collapse completely.
Injury and even death are most often caused by the shattering
and falling of non-structural elements,
such as window glass, ceiling plaster, lighting fixtures, c
himneys, roof tiles, and signs. There will be no
time to think what to do; therefore, of all earthquake-prepa
redness measures, EARTHQUAKE
DRILLS ARE THE MOST IMPORTANT.
Regular earthquake evacuation drills should occur separat
ely from, but with the same frequency, as fire
drills. Drills should regularly simulate emergencies such
as jammed doors, and blocked hallways and
stairways.
Drills
The following are recommended drill procedures for a teache
r and class of students:

TAKE COVER under desks or tables

FACE AWAY from windows

ASSUME "CRASH" POSITION on knees, head down, hands clasped

o
n back of neck or
head covered with book or jacket

COUNT ALOUD to 60 -- earthquakes rarely last longer than 60 se

conds and counting is
calming.
The teacher should:

issue the take cover order

also take cover for 60 seconds

review evacuation procedures.

If the teacher is injured, two student monitors should have d
esignated authority to give instructions.
In other areas of the school, at the first sign of an earthquak
e, occupants should:

move away from windows, shelves and heavy objects that may fa
ll

take cover under a table or desk, in a corner or doorway

in halls, stairways and other areas where no cover is availab

le, move to an interior wall; kneel
with back to wall; place head close to knees; clasp hands behi
nd neck; and cover side of head
with arms

in the library, move away from where books and bookshelves ma

y fall and take cover

stay inside -- usually the most dangerous place is just outsi

de where building debris may fall; exit
only after shaking has stopped

in science laboratories, extinguish all burners, if possib

le, before taking cover; stay away from
hazardous chemicals that may spill

in other areas, such as gymnasiums, auditoriums, music room

s, and industrial education shops,
the district or school committee should prepare appropriat
e guidelines based on the above.
School Earthquake Safety Guidebook
December 2000
4
Simulation exercises should occur outdoors as well as insid
e the school. Students and teachers should
move to an open space away from buildings and overhead power l
ines; lie down or crouch because legs
will be unsteady; and look around to be aware of dangers that m
ay require movement.
On the school bus, the driver should stop the bus away from pow
er lines, bridges, buildings, and
overpasses; occupants should remove heavy objects from ove
rhead racks, stay in seats, and hold on to
the seat in front.
Indoors or outdoors, TAKE ACTION AT THE FIRST INDICATION OF
A
N EARTHQUAKE.
After an earthquake, building evacuation should occur as so
on as possible, due to the possibility of
aftershocks, building collapse, fires, and explosions.
Students should:

EVACUATE the building in single file when instructed by the t

eacher or monitor

KEEP CALM

WEAR SHOES

DO NOT USE an elevator.

Teachers should:

INSTRUCT students to evacuate when all shaking has stopped

LEAD class to the designated assembly area

BE PREPARED to choose alternative escape route in case of fir

e or exit blockage

TAKE class list, I.D. tags, first aid kit

APPLY I.D. information to all primary and injured students

GIVE FIRST AID, if necessary

DO NOT RE-ENTER the building unless instructed by the princi

pal.
Copies of the standard drill procedures should be given to ea
ch teacher to implement in the classroom.
In fact, an earthquake may not occur during the childhood of t
he students. However, the earthquake
safety lessons they learn will stay with them and be useful i
n adulthood, both for themselves and to pass
on to their children. Handicapped students should particip
ate.
School Earthquake Safety Guidebook
December 2000
5
Discussions and Projects
Earthquake drills should be preceded by classroom discussi
ons. These should be about the need for
and purpose of drills. Teachers should dispel myths, such as
"The earth will open up and swallow you."
The contents of this guidebook may be used to explain what to e
xpect, what to do, and why.
The noises of building movement, windows breaking, and obje
cts falling, that accompany an
earthquake, can cause emotional stress and panic. Students
should be prepared for this by classroom
discussion.
Students can carry out projects that are both useful and educ
ational; for example:

prepare an earthquake safety kit to be kept near the exit door

, for which students can suggest
contents, such as:

copy of class roll book

first aid supplies

flashlight and spare batteries

felt pen (for I.D. marking)

games

plastic garbage bags for emergency protection.

make posters describing what to do in the event of an earthqua

ke

identify hazards in the classroom, school, school grounds,

neighbourhood, and home

illustrate this guidebook.

School Earthquake Safety Guidebook
December 2000
6
Evaluation
Periodically, the district committee and principals shoul
d evaluate the effectiveness of their earthquake
drills. The following checklist may be used both for evaluat
ion and in the initial planning of the drills:

Have complete 'quake-safe' action drills been issued to all

concerned?

Are all students and staff familiar with the "take cover" pro
cedure?

Have students and teachers demonstrated their ability to ta

ke cover immediately?

Do students know what to do in areas without shelter?

Do students stay quiet during drills?

Are teachers able to maintain relative calm and reassu

re their students?

Do students and teachers know and understand evacuation pro

cedures?

Does everyone know their safe evacuation assembly ar

ea?

Do teachers remember to take their class roster and evacuati

on checklists to the assembly area
after evacuation?

Have other staff members practiced their roles during earth

quake drills?

Have emergency variations been practiced (e.g., exits

blocked, aftershocks occurring, etc.)?

Have students had ample opportunity to discuss their fears a

nd concerns about earthquakes,
including how they can help each other?

Have parents been informed about the earthquake drills?

Have the drills been extended into the family and home?
Earthquake Emergency Measures

Everyone is aware that Japan is located within an earthquake belt and all precautions must be
taken to meet any emergency that may arise.

St. Mary's is concerned about the safety of the children under its care and we hope that this
explanation will reassure parents that all possible precautions have been taken to ensure the
security of their sons.

General Observations

Earthquakes last a very short time though there are often aftershocks, which are normally less
severe than the original quake.

1. Try to remain calm.

2. Do not run in or out of buildings during or immediately after a quake and stay away from walls
or high structures.
3. Follow directions given by the civil authorities and if a quake happens during school hours, obey
the orders given by the school authorities.
4. Keep lines of communications clear (phone/roads).

During School Hours

If a quake occurs during school hours, students will be evacuated to the athletic field. Roll call
will be taken immediately to account for all students. Then if needs be, we will go to the field
where we keep everything needed in the disaster shed to take care of the students for as long as
three days. Students will not be released until the parents come to take them home.

Outside School Hours If Away from Home

1. Follow directions given by the civil authorities who have trained personnel for emergencies.
2. If you happen to be in the school area during an emergency, do not hesitate to take refuge on
St. Mary's playground. Stay away from high walls and structures that could tumble down.
Faculty members living nearby will organize security and first aid measures.
3. When civil authorities give the "All Clear Signal", you should return home without delay. If a
phone is available, notify your family that you are safe.

You are kindly asked to convey to your children the seriousness of a major quake and the
necessity of following the instructions given by the school or some other authority.

On the School Buses

Our school buses are equipped with radios and the bus drivers can contact either the office or the
other bus drivers at any point on their routes.
In case of an earthquake, the bus driver will stop the bus and, if necessary, will take the students
to the nearest designated public evacuation spot. He will, of course, inform the office or the other
drivers of his group's situation.