This cheat sheet helps students remember what to do during an earthquake using the safety phrase Drop, Cover, Hold On. Earthquakes can happen suddenly, so students need a simple plan they can use without panic. The memory aid teaches safe actions for classrooms, homes, and other indoor places.
It is designed to help grades 4-6 practice calm, quick, and protective choices.
Key Facts
- Drop means get down on your hands and knees so shaking is less likely to knock you over.
- Cover means protect your head and neck under a sturdy desk, table, or another strong piece of furniture if one is nearby.
- Hold On means grip your shelter or cover your head and neck until the shaking stops.
- If there is no table or desk nearby, move next to an inside wall away from windows, then cover your head and neck with your arms.
- Stay away from windows, mirrors, shelves, tall furniture, and hanging objects because they can break or fall during shaking.
- Do not run outside during shaking because falling glass, bricks, signs, or roof materials can cause injury.
- After the shaking stops, listen to a trusted adult, check for injuries, and be ready for aftershocks.
Vocabulary
- Earthquake
- An earthquake is a sudden shaking of the ground caused by movement in Earth’s crust.
- Drop
- Drop means to get low on your hands and knees so you are more stable during shaking.
- Cover
- Cover means to protect your head and neck from falling or flying objects.
- Hold On
- Hold On means to stay in your safe position and grip your shelter until the shaking stops.
- Aftershock
- An aftershock is a smaller earthquake that can happen after the main earthquake.
- Safe Spot
- A safe spot is a place away from windows and heavy objects where you can protect your head and neck.
Common Mistakes to Avoid
- Running outside during the shaking is unsafe because building parts, glass, and signs may fall near exits and sidewalks.
- Standing in a doorway is not the best choice in most modern buildings because doorways may not protect you from falling objects.
- Hiding near windows or tall shelves is dangerous because glass can shatter and heavy items can fall.
- Forgetting to protect the head and neck is risky because these body parts can be seriously hurt by falling or flying objects.
- Getting up too soon after the first shaking stops can be unsafe because aftershocks may happen and objects may still fall.
Practice Questions
- 1 A student is sitting at a desk when the room starts shaking. What are the three actions they should do in order?
- 2 Name 2 places or objects in a classroom that students should move away from during an earthquake.
- 3 If an earthquake lasts 20 seconds and an aftershock starts 40 seconds later, how many seconds after the first shaking began did the aftershock start?
- 4 Why is it safer to Drop, Cover, and Hold On instead of running outside while the ground is shaking?
Understanding What to do during an earthquake (Drop, Cover, Hold On) Memory Aid
Earthquake injuries often come from the things around people, not from the moving ground itself. A room may contain glass, books, lights, cabinets, televisions, and heavy objects on shelves. When the floor moves sideways, these objects keep moving because of inertia.
They may slide, tip, or fall before a person has time to react. The safest response focuses on protecting the parts of the body that are most easily injured.
The head and neck need special protection because they contain the brain, spinal cord, and important blood vessels. A sturdy piece of furniture can create a small protected space if objects fall nearby.
Movement during an earthquake can feel confusing because it may be weak at first, then become stronger. Trying to judge whether the shaking will grow wastes valuable seconds. Practising one automatic response helps the body act before fear takes over.
Getting low gives a person a wider, more stable base. Holding a desk or table matters because furniture can move across the floor.
If the furniture shifts, holding on helps a student stay with the shelter instead of being left exposed. A backpack, book, or jacket can provide extra head protection when no strong shelter is close, but it does not make an unsafe location safe.
Students may need to use this knowledge in places that look different from a classroom. At home, a strong table may be in the kitchen or dining area. In a library, shelves may be a danger even if they appear firmly placed.
In a gym, there may be few desks, so students should follow the school plan and avoid equipment, lights, windows, and wall displays. In a car, the driver should stop in a clear place away from bridges, overpasses, power lines, and large trees. Passengers should remain buckled in until the shaking ends.
Each setting has different hazards, but the main idea stays the same. Avoid moving through places where falling objects can reach you.
After the first shaking, the building and the people inside it may still be at risk. Aftershocks are smaller earthquakes that can happen minutes, hours, or days later. A damaged shelf, ceiling tile, or wall can fall during an aftershock even if it stayed in place earlier.
Students should not touch broken glass, damaged wires, spilled chemicals, or unstable furniture. They should report injuries and hazards to an adult. School drills are useful when they are treated seriously.
Pay attention to the closest sturdy shelter in each room, notice unsafe objects, and learn the route an adult directs everyone to use after the danger has passed. Knowing the plan ahead of time makes it easier to stay calm when clear thinking is difficult.