Online timer for 40 minutes
You are leading a child or class through a 40 minutes earthquake lesson, so the countdown needs to support your teaching rather than pull attention from it. That span can hold a short discussion, a Drop, Cover and Hold practice, and time for learners to explain what they noticed. Keep the final few minutes free for questions, especially if the drill prompts stories about earthquakes they have felt in New Zealand.
While learners move beneath desks and practise holding on, a silent device prevents an alert from cutting across your instructions or startling anyone. Place the screen where you can glance at it without leaving the group, and check beforehand whether silent mode also suppresses the finishing sound. A visible vibration or screen signal can mark the end while you stay focused on the children.
For a younger class, shape the session around fewer activities with more time to repeat the safe response; older learners may use the same span to discuss hazards at school and at home. If questions are likely to run long, shorten the opening explanation rather than rushing the practice. The duration should fit the learners, the room and their previous experience, not force every class through an identical sequence.
Common questions
What could make this earthquake lesson run longer than the allotted session?
A class may need extra time if learners are unfamiliar with Drop, Cover and Hold or want to discuss recent local shaking. Finish the practice calmly, then move unanswered questions to a later class.
What should you do if the earthquake lesson finishes before the countdown ends?
Use the remaining time for learners to identify safe places in their classroom and explain their choices. If they have understood the activity, you can end early rather than adding filler.
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