1

Student Tools for 

Emergency Planning 

(STEP) Program

Instructor Guide

FEMA P-2151/November 2020

Chalk

STEP 

Student Tools for Emergency Planning

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TABLE OF CONTENTS

BACKGROUND................................................................................................................................................................... 5

Youth Preparedness Education .......................................................................................................................................5

Student Tools for Emergency Planning (STEP) Overview ...............................................................................................6

Get STEP Materials ....................................................................................................................................................6

Structure.....................................................................................................................................................................6

Want to Know More About Disasters and Emergency Preparedness? ..................................................................6

Safeguarding Students.....................................................................................................................................................7

Lessons Learned in Teaching STEP.................................................................................................................................7

STEP Combines National Content Standards.................................................................................................................8

USING STEP....................................................................................................................................................................... 9

How STEP Works...............................................................................................................................................................9

STEP Icons............................................................................................................................................................... 11

Integrating STEP Activity Book into Core Lessons ................................................................................................ 12

Building Your Own Lesson Plans............................................................................................................................ 12

Involving Families and Communities in STEP.............................................................................................................. 12

Sample Letter to Families....................................................................................................................................... 13

CORE LESSON 1: INTRODUCTION TO EMERGENCY PREPAREDNESS ........................................................................14

Lesson 1: Introduction to Emergency Preparedness .................................................................................................. 15

Activity 1: Icebreaker Bingo.................................................................................................................................... 15

Activity 2: Discussion Questions ............................................................................................................................ 16

Activity 3: Disaster Dodgers Video......................................................................................................................... 17

Activity 4: Disaster Case Study – Lost and Found in a Wildfire ........................................................................... 17

Activity 5: Disaster Map Activity ............................................................................................................................. 19

Optional Homework or Individual In-Class Work ......................................................................................................... 23

Crossword Puzzle .................................................................................................................................................... 23

My Creative Writing Journal.................................................................................................................................... 23

Reading Activity – “In the Dark”............................................................................................................................. 23

I Went Shopping for an Emergency Kit Memory Game ........................................................................................ 23

Emergency Preparedness Scavenger Hunt........................................................................................................... 23

Summary........................................................................................................................................................................ 23

CORE LESSON 2: CREATING AN EMERGENCY KIT .......................................................................................................24

Lesson 2: Creating an Emergency Kit.......................................................................................................................... 25

Activity 1: Disaster Dodgers Video......................................................................................................................... 25

Activity 2: Discussion Questions ............................................................................................................................ 25

Activity 3: Build Your Own Emergency Backpack.................................................................................................. 27

Activity 4: Build a Family Emergency Kit................................................................................................................ 28

Activity 5: Host an Emergency Kit Drive Brainstorm............................................................................................. 28

Optional Homework or Individual In-Class Work ......................................................................................................... 30

My Creative Writing Journal.................................................................................................................................... 30

Sketch, Draw, and Design Your Own Emergency Kit............................................................................................. 31

Safety Treasure Hunt .............................................................................................................................................. 31

Word Search............................................................................................................................................................ 31

Role-Playing News Headlines ................................................................................................................................. 31

Host an Emergency Kit Drive.................................................................................................................................. 31

Summary........................................................................................................................................................................ 31
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CORE LESSON 3: DESIGNING A FAMILY COMMUNICATION PLAN ..............................................................................32

Lesson 3: Designing a Family Communication Plan ................................................................................................... 33

Activity 1: Disaster Dodgers Video......................................................................................................................... 33

Activity 2: Discussion Questions ............................................................................................................................ 34

Activity 3: Family Communication Plan.................................................................................................................. 34

Activity 4: Store a Digital Photo of Your Family Communication Plan.................................................................. 36

Activity 5: Disaster Map Summary – Group Activity.............................................................................................. 36

Optional Homework or Individual In-Class Work ......................................................................................................... 38

Crossword Puzzle .................................................................................................................................................... 38

My Creative Writing Journal.................................................................................................................................... 38

STEAM Math Worksheet......................................................................................................................................... 38

Reading Activity – Family Communication Plan Skit ............................................................................................ 38

Fire Drill/Safety Week Exercises ............................................................................................................................ 38

Wallet-Size Family Emergency Communication Plan............................................................................................ 38

Emergency Preparedness Display Table ............................................................................................................... 39

Science and Innovation .......................................................................................................................................... 39

Summary........................................................................................................................................................................ 39

REWARDS AND RECOGNITION.......................................................................................................................................40

Badges ........................................................................................................................................................................... 40

Certificates of Completion............................................................................................................................................. 41

EMERGENCY PREPAREDNESS RESOURCES FOR TEACHERS, PARENTS, CAREGIVERS, AND STUDENTS..............42

Resources for Teachers and Schools ........................................................................................................................... 42

Other Emergency Preparedness Education Programs................................................................................................ 42

State Emergency Management Agencies.................................................................................................................... 42

Resources for Parents and Caregivers......................................................................................................................... 42

Activities for Kids ........................................................................................................................................................... 43

Check it Out: Books for Students ................................................................................................................................. 43

Understanding Weather and Disasters ................................................................................................................. 43

Becoming Emotionally Prepared............................................................................................................................ 44

CUSTOMIZING LESSON PLANS FOR DIFFERENT SETTINGS........................................................................................45

STEP APPENDIX.............................................................................................................................................................. 47

Lesson Handouts........................................................................................................................................................... 48

STEP Rewards ................................................................................................................................................................ 65

STEP Activity Book Answer Keys ................................................................................................................................... 68
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BACKGROUND

YOUTH PREPAREDNESS EDUCATION

According to 2019 census estimates, children under age 18 make up about 22 percent of the U.S. population.1

Disaster researchers have identified children as one of several groups considered more prone to damage, loss, 

suffering, injury, and death in the event of a disaster.2 Additionally, the impact of a disaster can be disproportionately 

greater for children living in poverty—who are approximately 21 percent of all children in the United States.3

We want children to feel safe and not worry about potential emergencies, but we also know that disasters can 

happen—often without warning—and we want children to know what steps to take to stay safe during and after an 

event. Because school attendance is mandatory for every U.S. child, the school setting is an ideal place to implement 

effective emergency preparedness programs.

Children and youth can play an important role in disaster readiness by being valuable messengers of preparedness 

information and advocates for action with their families. They can be capable actors in an emergency, too. These 

roles contribute to inclusivity, particularly with families where English is not the primary language, and/or when one 

or more family members has a disability or concerns with access and functional needs. Instructors should be aware 

of the diversity of backgrounds of their students to ensure what they learn can be put into practice.

With this in mind, FEMA Region 1 (which serves the New England area) subject matter experts and educators 

created a classroom-based curriculum called Student Tools for Emergency Planning (STEP), for fourth- and fifthgrade students, to teach kids how to prepare for emergencies and disasters, and to train them to become leaders in 

family preparedness. 

Staff in FEMA Region I; the Rhode Island Emergency Management Agency; and educators in North Providence, RI, 

developed STEP. The program was piloted in February 2008. The program was piloted in February 2008 and then 

implemented in classrooms around the country. In 2020, STEP underwent a comprehensive revision, including 

a thorough updating of materials, as well as the addition of more digital activities and flexibility for teachers. 

Throughout this growth and expansion, FEMA has assembled working groups of subject matter experts in youth 

disaster preparedness to review and update the materials. To support the continued growth and national distribution 

of STEP, focus group sessions, cognitive testing, and regional review and feedback were used to validate preferred 

practices and user preferences of products/materials incorporated into the 2020 edition.

FEMA strongly supports a focused effort on youth preparedness education. Publications and resources for 

educators, youth, and families are available at Ready.gov/kids. 

Your participation in teaching STEP can help children and families be better prepared and more resilient. Thank you 

for making time to discuss emergency preparedness with children in your community. 

1 United States Census Bureau. (2019). Population estimates, July 1, 2019. Retrieved June 2, 2020, from www.census.gov/

quickfacts/fact/table/US/PST045219.

2 Kousky, Carolyn. (2016). “Impacts of Natural Disasters on Children,” Future of Children, Princeton University. Retrieved June 2, 

2020 from https://files.eric.ed.gov/fulltext/EJ1101425.pdf.

3 National Center for Children in Poverty. (2020). Child poverty. Retrieved June 2, 2020, from www.nccp.org/topics/childpoverty.

html.
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STUDENT TOOLS FOR EMERGENCY PLANNING (STEP) OVERVIEW

Student Tools for Emergency Planning, or STEP, is a modular emergency preparedness curriculum that can be used 

in many different settings -- school classrooms, technology education and STEM (Science, Technology, Engineering, 

and Math) classes, summer camps, afterschool programs, school safety programs, child care centers, and other 

community-based programs. While designed for students in the fourth and fifth grades, STEP can be adapted for 

older and younger students as well. STEP is designed in a simple format that anyone can use. Students can learn 

about disasters, emergencies, severe weather, hazards, and health using fun activities that help to build skills, such 

as how to create an Emergency Supply Kit and Family Emergency Communication Plan. The 2020 curriculum update 

provides more digital-friendly programming options, with new and expanded lessons and activities.

STEP materials include:

• STEP Instructor Guide with lesson plans and teaching tips

• STEP It Up with the Disaster Dodgers video series

• Fun, interactive, hands-on activities

• Sample Letter to Families explaining STEP

• Resources for Teachers, Parents, Caregivers, and Students

• STEP Activity Book for students

• Hazard-specific Digital Lessons

• Digital Badges

• Certificates of Completion 

Get STEP Materials

The STEP curriculum is available digitally and can be downloaded at Ready.gov/student-tools-emergency-planningstep. Disaster Dodgers videos are located online on FEMA’s YouTube channel. The free STEP printed curriculum 

materials and videos are also available from the FEMA Publications Warehouse. For more information, email femaprepare@fema.dhs.gov. Be ready to provide your contact information and how many copies of the materials you are 

requesting.

Structure

The STEP curriculum includes three Core Lessons, a STEP Activity Book, and Supplemental Digital Hazards Lessons. 

The Core Lessons are a general introduction to emergency preparedness. They include details on the importance of 

emergency kits and family communication plans, as well as instructions for creating each. The activities are ordered, 

but you can modify activities depending on the amount of time you have. The STEP Activity Book provides more fun 

activities that can be used in a variety of settings to build on the themes in the Core Lessons. The Digital Hazard 

Lessons can be downloaded for a more in-depth look at individual hazards touched on in the Core Lessons. Hazards 

are disasters stemming from natural causes, such as weather or volcanoes, or by humans, such as fires. Printable 

handouts and answer keys are provided at the end of this Instructor Guide in the Appendix.

Want to Know More About Disasters and Emergency Preparedness?

FEMA provides information on different types of disasters and emergencies; maps that identify the locations of 

historic disaster activity; and what to do before, during, and after an incident at Ready.gov.
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SAFEGUARDING STUDENTS

Child Safeguarding refers to organizational protocols, policies, and procedures 

aimed at ensuring every child is protected from harm. Child Safeguarding is the 

responsibility to ensure that an organization’s staff, operations, and programs do no 

harm to children, do not expose children to the risk of harm and abuse, and that any 

concerns about children’s safety is reported to the appropriate authorities. 

As you work through the lessons, you’ll note there are safety tips on safeguarding practices for kids. Because 

discussions about disasters and their impact can be upsetting, it is important that instructors pay close attention 

to the emotional reactions of individual students during instruction. At the end of every lesson, there is a journaling 

section to provide kids with an opportunity to express their thoughts and provide you with useful feedback (both 

positive and negative) as they learn and work their way through the different lessons. 

Students who have experienced a disaster in the past may react emotionally. Consider safe ways to find out 

about their experiences before you begin so students don’t feel put on the spot. You may also want to use a less 

destructive, more common type of incident, such as a power outage, as the introduction to emergency preparedness. 

That way, as you add different content to the lesson, you can observe if any student expresses discomfort, anxiety, or 

other type of negative reaction to the subject matter. 

While this situation may be a rare occurrence, you may want to have a backup plan or other activity that would allow 

you to change course to minimize a student’s discomfort. Think about including the school counselor in your plans 

to introduce the course materials. You could also choose to reach out to the distressed student’s parent or guardian 

after class to explain what happened. Creating a safe and comfortable learning environment is paramount. 

Review and use the Teacher, Parent, Caregivers, and Student Resources provided on page 42. 

LESSONS LEARNED IN TEACHING STEP

For continuous development and enrichment, FEMA has been collecting constructive feedback from both the 

instructors and the students who have participated in the program, while also conducting focus groups as the 

curriculum was updated. Below are some of their recommendations: 

Be creative (and encourage students to be creative) about finding items 

to add to their emergency supply kits. Enlist members of your community, 

such as your parent-teacher organizations (PTOs) or local businesses, to help 

donate containers or supplies. Consider hosting an emergency preparedness 

kit drive for family emergency kits or sending students to a local grocery store 

or other retailers to ask store managers for donations and partnerships. 

Include the families of students in as many ways as possible throughout 

the STEP program. The program encourages students to take the lead 

in building family emergency supply kits and plans. The more you involve 

parents in this goal up front, the more likely students will be able to reach 

it. There has also been an overwhelming amount of positive response from 

parents and guardians. Use the Sample Letter to Families to tell them about 

what their students will be learning.
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Expand your audience. Focus group members note that STEP can be 

adapted to a broader audience than just fourth and fifth grade students. 

This might include teaching older or younger students or using it outside a 

classroom setting, such as scout programs or as part of community events.

Engage community members through the STEP Program. Many instructors 

reached out to local and state representatives to include these emergency 

experts in the STEP process. Consider bringing fire chiefs into classrooms as 

guest speakers or having a local emergency management director speak to 

your school’s PTO. 

Investigate procedures that your school and community have for handling 

an emergency so that you can make the connection between home and 

school preparedness. Many instructors found that the STEP curriculum 

helped them discuss with their students the need for emergency drills at 

school. 

Easy to integrate into regular instruction with lessons that extend across 

subject areas. Art, geography, science, reading comprehension, and social 

studies activities have all been built into the STEP curriculum to give students 

hands-on, real world experiences they need to gain preparedness skills and 

competencies.

STEP COMBINES NATIONAL CONTENT STANDARDS

STEP can be integrated into nationally recognized learning standards by 

incorporating the curriculum into school Emergency Operations Plans, schoolwide assemblies and drills, and science curriculums around weather.

STEP was developed with the guidance of the Common Core State Standards in mind. These standards were 

developed by the National Governors Association Center for Best Practices and the Council of Chief State School 

Officers Common Core State Standards. They were adopted in many states and territories, to ensure that all students 

in the U.S., regardless of where they live, graduate high school prepared for college and careers in today’s global 

economy.

STEP uses competency-based skills learning strategies. In additional, Next Generation Science Standards were used 

as learning benchmarks. 

STEP endeavors to use learning standards that are:

• Research and evidence based

• Clear, understandable, and consistent

• Based on rigorous content and the application of knowledge 

through higher-order thinking skills

• Built upon the strengths and lessons of current state standards

• Informed by other top-performing countries to prepare all students 

for success in our global economy and society 
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FEMA developed the STEP curriculum to align with national content standards for several subject areas. These 

learning connections help make it easier for you to include the STEP curriculum into your school’s teaching 

requirements. FEMA supports inclusive products for its community of learners. 

USING STEP

HOW STEP WORKS

STEP is an easy-to-use, ready-to-teach set of youth preparedness lessons that reinforce learning by doing. STEP 

materials include:

STEP Instructor Guide

The Instructor Guide contains three core lessons that include 

fundamental information on emergency preparedness. Each lesson 

covers an emergency preparedness theme that students can relate 

to. Lessons are divided into individual activities, allowing instructors 

to choose which lesson and activities work best for their students and 

circumstances. Where the time allotted is mentioned in the lessons, note 

that this assumes that instructors will not be doing every activity for every 

lesson.

Each lesson begins with a list of learning objectives. Next, there are 

lesson organizers that contain a snapshot of the contents, including Key 

Messages, Skills, Activities, and Materials. The Instructor Guide uses 

built-in instructor scripts, including questions and prompts to facilitate 

conversation and keep your students engaged. Additionally, sidebar notes 

and instructions help condense important points within each lesson. 

Activities are available in print and digital formats. Print activities 

referenced in the instructor guide are available in the Appendix or can be 

printed from the STEP Activity Book. Digital activities can be downloaded 

at Ready.gov/student-tools-emergency-planning-step. 

BE 

READY!

CORE LESSONS CONTENT TIME

Introduction 

to Emergency 

Preparedness

Activity 1: Icebreaker Bingo (15 min.)

Activity 2: Discussion Questions (10 min.)

Activity 3: Watch Disaster Dodgers Video for Lesson 1: 

 Introduction to Emergency Planning (4:15 min.)

Activity 4: Disaster Case Study – Lost and Found in a Wildfire 

 (20 min.)

Activity 5: Disaster Map Activity (15-30 min.)

Corresponding Activity Book Exercises 

30 minutes – 

1 hour
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CORE LESSONS CONTENT TIME

Creating an 

Emergency Kit

Activity 1: Watch Disaster Dodgers Video for Lesson 2: Family 

 Communications Plan and Emergency Kit (5:27 min.)

Activity 2: Discussion Questions (10 min.) 

Activity 3: Build Your Own Emergency Backpack Activity (15 min.)

Activity 4: Build a Family Emergency Kit Activity (15 min.)

Activity 5: Host an Emergency Kit Drive Brainstorming (15 min.)

Corresponding Activity Book Exercises 

30 minutes – 

1 hour

Designing a Family 

Communication 

Plan

Activity 1: Watch Disaster Dodgers Video for Lesson 3: Family 

 Communications Plan and Emergency Kit (5:27 min.)

Activity 2: Discussion Questions (10 min.)

Activity 3: Family Communication Plan (15 min.)

Activity 4: Store a Digital Photo of your Family Communication 

 Plan (15 min.)

Activity 5: Disaster Map Summary – Group Activity (30-45 min.)

Corresponding Activity Book Exercises

30 minutes – 

1 hour

Disaster Dodger Videos

FEMA created a series of YouTube videos that go with every lesson called Disaster 

Dodgers. You will need internet access and AV equipment with audio and video 

capabilities. This is a series of five videos for kids starring kids.

NEW STEP Activity Book

The STEP Activity Book is full of games and puzzles, as well as journaling and 

drawing activities geared for kids. All of the activities build on the lessons and 

videos. Activities are visually organized by lesson so students can easily find what 

they are looking for. The Activity Book materials are staged for students of different 

ages and abilities.

STEP Awards and Recognition 

STEP digital badges are a way to award achievement and provide recognition to 

youth and educators who participate in the STEP Program. Badges can be used as 

a visual demonstration of a student’s knowledge of emergency preparedness. 

Badges are issued after STEP lessons and assigned activities are successfully 

completed. There is a separate “I Am Emergency Prepared!” badge for completing 

the entire program. Both digital badges and printable Certificates of Completion 

are available to provide to STEP students as part of individual classes, after-school 

programs, or end-of-year school awards programs. Teachers can decide which 

merit system works best or use both.
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STEP Icons

This is a quick reference for the icons used throughout the Student Tools for Emergency Preparedness (STEP) 

materials.

Skills

Key Messages

Lesson

LESSON

Activities RI

B I N G O

Materials

Safety Tips

Activity Book ACTIVITY

BOOK

STEP

Discussion Questions

Digital Activity

PDF

Print Activity

Answer Key
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Integrating the STEP Activity Book into Core Lessons

STEP activities reinforce the core lessons and concepts, providing additional opportunities to learn and practice new 

skills. There are self-paced and group activities when there’s extra time for students to explore the topics they are 

learning. Some of the activities can be taken home to be completed individually or with the whole family. 

Building Your Own Lesson Plans

FEMA encourages you to use the STEP lessons and activities in your own lesson plans and school programs. We 

want instructors to have more input on what you teach, how you teach it, and when you teach it. Based on your 

teaching goals, time allowances, and the interests of your students, you can easily incorporate these lessons into 

a science series on weather hazards or use maps to build new geography activities. There are options for reading 

and writing and STEAM (Science, Technology, Engineering, Art, and Math) assignments, too. STEP can be used in 

a variety of different learning environments, both traditional educators and those who work with kids in different 

settings.

INVOLVING FAMILIES AND COMMUNITIES IN STEP

Experienced STEP instructors recommend engaging both families and the larger community to support the STEP 

program and delivery. Family involvement will help students achieve the goals of the program and will help ensure 

that families are receiving important emergency preparedness information. When the class is being taught virtually, 

parents and other family members can assist with digital navigation.

This guide includes a sample letter for teachers to send home to families. In addition, teachers can use email, social 

media, and other communication channels to keep them informed. Families can also be involved in homework 

assignments, including emergency supplies checklists and family emergency communication plans.

Emergency management and first-responder organizations have a significant stake in emergency preparedness for 

the community. Consider inviting one as a guest speaker for your class. Possible guests include representatives 

from:

• Your local emergency management agency 

• Citizen Corps Council or Community Emergency Response Team (CERT) program. Find contact information 

for Citizen Corps Councils and CERT programs using the search function at: https://community.fema.gov/

Register/Register_Search_Programs. 

• Fire or police departments 

• Public health agency

Also consider inviting someone who can provide guidance for people with disabilities and others with access and 

functional needs. The guest speaker may choose to bring flyers, handouts, or other materials to share with students. 

Finally, you can include the community in an emergency kit drive, one of the activities included in the STEP Program. 

In this way, community members can get involved and help students build their emergency kits. One of the 

suggested activities in the program is holding an emergency kit drive so that community members can get involved 

in helping student build their emergency kits. Donations of items such as flashlights, batteries, small first aid kits, 

and other necessities can be collected as a one-day event at a store or sporting event or at designated drop-off 

boxes at various locations over several weeks.
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Sample Letter to Families

Dear Family Members,

As we all know, emergencies can strike quickly and without warning. These events can be traumatic, especially 

for children. To help your child and your family be better prepared and to learn what to do to stay safe, we will be 

teaching the Student Tools for Emergency Planning (STEP) program.

As part of this program, students will learn what steps to take now to prepare and how to stay safe during and 

after the types of disasters that might occur in our area. They will also learn how to help their families prepare for 

emergencies. This knowledge can decrease the anxiety they may feel when hearing about disasters happening 

nearby and around the world and give them an understanding of what to do in a similar situation. 

The STEP program, sponsored by the Federal Emergency Management Agency (FEMA), is designed to be age 

appropriate and engaging for fourth- and fifth-graders. The goals of STEP are for your child to do the following:

1. Become familiar with the types of natural disasters that can occur in our area;

2. Work with you to assemble items for a disaster supply kit to use, should your family need to evacuate or 

stay at home without power; and 

3. Work with you to form a family emergency communication plan so that everyone knows what to do and 

how to contact each other during emergencies.

While we know some children might feel anxious thinking about a disaster impacting their community, the STEP 

program emphasizes positive, proactive steps they can take to feel safe. If your child does feel worried while learning 

the material, please contact me or the school counselor, who is trained to help with emotional concerns. We hope we 

do not have to deal with the effects of an emergency or large-scale disaster anytime soon. However, I’m pleased that 

we are providing our students with tools to help them and our community be ready in case of such an event. More 

emergency preparedness information for parents is available at Ready.gov/kids/families. 

We are excited about the STEP program and hope you will discuss with your children about what they are learning. As 

they finish lessons, they will receive digital or sticker badges to mark their progress, and they may want to share their 

achievements with you. 

FEMA offers many online resources on emergency preparedness for families. You can help reinforce the STEP 

program at home and learn more at Ready.gov/kids because preparing for the future starts today.

Sincerely,
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LESSON

CORE LESSON 1: 

INTRODUCTION TO EMERGENCY PREPAREDNESS

The Introduction to Emergency Preparedness lesson will help students:

• Identify examples of when preparedness had a positive outcome

• Differentiate between hazards, emergencies, and disasters

• Describe possible disasters where they live

Time: (30 minutes – 1 hour)

Key Messages • Being prepared for emergencies saves lives.

• Disasters can hurt a lot of people; cause damage; and cut off electricity, 

phones, and water across a large area.

• Emergencies happen to an individual or a small group of people, such as a 

home fire where you have to call 911 for help.

• Hazards are events that may cause harm or danger. A storm is an example of a 

hazard. Rushing water across a road poses a flood hazard.

• Disasters affect a lot of people and can cause many emergencies. 

• Disasters can happen anytime and anywhere. 

• Knowing about emergencies, disasters, and hazards that affect your 

community will help you be prepared.

Skills • Science

• Technology

• English

• Writing

• Preparedness

• Observation

• Identification

• Arts/Literacy

• Real World Problem Solving

Activities • Icebreaker Bingo (15 min.)

• Watch Disaster Dodgers Video: Introduction to Emergency Planning (4:15 min.)

• Discussion Questions (10 min.)

• Disaster Case Study – Lost and Found in a Wildfire (20 min.)

• Disaster Map Activity (15-30 min.)

Materials • AV and internet for video

• Copies

• Pencils

• Colored Pencils and/or other art materials

STEP Activity Book • Crossword Puzzle

• My Creative Writing Journal

• Reading Activity – “In the Dark”

• I Went Shopping for an Emergency Kit Memory Game

• Emergency Preparedness Scavenger Hunt
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LESSON 1: INTRODUCTION TO EMERGENCY PREPAREDNESS

This lesson lets students begin to explore what it means when we refer to emergencies, disasters, and hazards, and 

helps them understand the science behind emergencies. Through the activities and lessons that follow, students can 

learn and practice ways to prepare for unexpected events. Students will be presented with materials to help them 

begin to understand the foundations of emergency preparedness. They can then take what they learn and share the 

message with family and friends to help create a more prepared community. 

Safety Tip: FEMA encourages you to have at least two adults for all 

interactions with children whether in person or virtual. It also allows for 

better programmatic facilitation and makes it easier for facilitators to 

notice participants’ emotional needs.

Activity 1: Icebreaker Bingo

This is a print activity and is located in the STEP Appendix in the back of this guide on page 48.

Note: There are three different Icebreaker Bingo Cards. Simply print and copy a bingo card for each 

student. Be sure to mix the cards up prior to handing them out. Provide each student with one bingo 

card and pencil or pen. If your students are already well acquainted and you’re short on time, you may wanted to 

consider skipping ahead to the next activity.

Icebreaker Bingo is a great game for kids because it’s fun, easy to organize, and 

almost everyone knows how to play. In as little as 15 minutes, you can energize a 

group of students and help them to get to know each other better. 

Instructor Script: Today we are going to be learning about why it is important to prepare ourselves and our families 

for emergencies and disasters. We want you to be prepared, so when disasters happen you will have the confidence 

to know what to do. Some of you may have experienced a disaster at your homes or in your community and are 

familiar with what it takes to prepare. However, I’m sure many of you will hear these concepts for the first time, and 

so we are excited to share this experience with you and hopefully make today as fun as for you as it will be for us! 

Most importantly, you can gain the confidence in yourselves to take action and help prepare your and your loved 

ones for many things!

Before we begin, let’s go over the rules of the game.

Rules of the Game:

1. There are 25 squares on every card.

2. The middle square is a free space.

3. When I read out the description on one of the squares, find someone that matches the same description 

on the square I read. You will need to ask them first. If they say yes, ask them to initial the square with the 

matching description on your bingo card.

4. Students can only initial another person’s bingo card one time. Meaning, you cannot have the same 

person initial twice on the same card.

5. Students must fill their bingo card to fill a full straight line with different initials before calling bingo.

6. The object of the game is for the player to fill a full line straight across a row, straight down a column, or 
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diagonally from corner to corner with initials. The first person to fill five boxes across or down the card wins 

the game. (Present a bingo card and physically show students what you mean.)

7. When this happens, the player yells out “BINGO!” to win the game.

8. If nobody gets bingo after 10 minutes, then the person with the most initials wins!

9. Have fun and enjoy!

Action: After the bingo game has ended, congratulate the winner. Prepare for a group discussion. 

Activity 2: Discussion Questions

Instructor Script: Let’s talk about why it’s important to be prepared.

Action: Using some of these questions and prompts, begin a general group discussion on 

preparedness and when it had a positive outcome. 

Note: These questions can also be discussed in small groups that can then report out to the class.

QUESTIONS POTENTIAL ANSWERS

What kind of things 

do we prepare for 

and how do we 

prepare for them?

• We prepare for each day in many different ways, by going to sleep early, being well-rested, 

eating a good breakfast, deciding what to wear, and using good hygiene by taking a 

shower or bath.

• We prepare by keeping our rooms and house clean and without clutter to make our home 

and family safe.

• We do our homework for school and read and study so we will be prepared to learn and 

know the answers to our lessons.

• We prepare for sports and music by practicing on a regular schedule.

• We prepare for birthdays and special holidays to celebrate our friends and family and 

those we care about.

• We save money to prepare for financial disruptions we don’t expect.

Can you think of any 

examples of times 

you prepared for 

something?

• Measuring ingredients before baking/cooking

• Creating a shopping list

• Practicing before a game or contest

• Studying for a quiz or test

Was it helpful to 

prepare?

• Being prepared allows us to be organized and more confident. 

• Knowing we have done everything we can to be prepared gives us extra assurance.

• When we know we have done everything we can we are more likely to have what it takes 

to keep ourselves and our family safe.

Action: After the group discussion is over, transition students to watch a video. Have the first Disaster Dodgers video 

(Introduction to Emergency Planning) queued up on your AV system with audio sound turned on and ready to play.
17

Activity 3: Disaster Dodgers Video

Go to the FEMA YouTube Disaster Dodgers video channel, and play the Introduction to Emergency Planning video. 

Safety Tip: Once the video is over, quickly monitor student reactions to 

assess if there are negative emotional impacts. For more information visit 

the Safeguarding Students section on page 7. 

Action: Begin with asking a few open-ended probing questions to get student feedback.

Instructor Script: What do you think about the video? Was there anything in particular that stood out as important 

to you? Did you like the video? The Disaster Dodgers want us to be informed about disasters, emergencies, and 

hazards.

We heard that a disaster is something that can hurt a lot of people; cause damage; and cut off electricity, phones, 

and water. And that an emergency is something that could happen to you or a small group of people. We also 

learned that a hazard is a source of danger. That is a lot to think about, but we need to be prepared. If anyone 

today feels scared at any time, please let one of the adults know. It’s okay to be scared. We want you to feel safe, so 

please ask us for help if you need it at any time today.

Action: After asking the closing question. Prepare to transition your students to the next activity that can be 

completed with students either sitting at their desks, or by letting everyone sit in a reading circle. 

Activity 4: Disaster Case Study – Lost and Found in a Wildfire

Note: If you choose to do this activity as a handout, you can find a printable version in the handout 

section at the end of the Instructor Guide. 

The story below is based on the Kincaid fire, a wildfire that burned more than 77,000 acres of land in Northern 

California in October 2019, forcing nearly 200,000 people to evacuate. The fire erupted in Sonoma County, moving 

dangerously fast, eventually destroying 347 buildings.

Action: Read the story out loud to your students or let them read it by themselves. Afterward, allow students time to 

share their thoughts. Explain that the purpose of the story is to illustrate that knowledge is power in responding to 

emergencies. Knowing what to do in different types of disasters can help students feel more confident while leading 

emergency planning efforts for their family and community. Stress that students and their families hopefully will 

never experience situations similar to the ones in the story. 
18

Instructor Script: Today, we’re going to learn about how to prepare for and stay safe in a wildfire. Wildfires can 

spread very quickly, especially when it’s hot and windy and when it hasn’t rained for a long time. It’s important to 

have your emergency kit ready and know about safe places to go to if a fire gets close to where you live.

This story is about a fire in California that happened in 2019. It burned more than 77,000 acres, or an area about 

the size of the cities of Detroit, Michigan or Philadelphia, Pennsylvania. More than 200,000 people had to flee their 

homes, including many families, who might have had an experience like the one in this story.

LOST AND FOUND IN A WILDFIRE

My name is Mia, and I live with my parents and our dog, Jaxie, in a blue house at the 

edge of a golf course. I just turned 10 and had my birthday party last week. 

We knew that fires had burned other areas of California, but we 

had never been affected. Still, we wanted to make sure we would be ready in case 

flames came close to our city of Santa Rosa. We put together an emergency kit with 

enough food and water for three days, along with first aid supplies, clothes and other 

things we would need to take if we had to leave home quickly. My parents stored it in 

the back of the car, so we could drive away as fast as possible.

One night, my mother smelled smoke and woke up my father and me. My cute little dog, a white miniature 

poodle, was sleeping in his bed in my room. Through my window, I could see that the 

night sky glowed red with flames in the distance. The police told everyone they needed 

to leave. We quickly got dressed in pants and shirts with long sleeves, as well as boots to 

keep us as safe as possible from the flames. We also took hats and bandanas to protect 

our heads and faces. 

Mom grabbed some photo albums that had pictures of me as a baby and even her as a 

little kid. She also took a painting I made of our family in school last year that was on our refrigerator. Mom 

hurriedly put a leash on Jaxie, and he rushed out the door ahead of us.

As soon as we opened the door, we could feel hot wind on our faces. We quickly got into the car, but realized 

Jaxie wasn’t with us. My father looked for him around the yard and golf course. But fire alarms were going off, 

the smoke was making it harder to breathe, and we had to leave Jaxie behind.

We cried all the way to my grandparents’ house, which was a long drive from the fire, because we were so 

worried about Jaxie and what might happen to our home. By now it was morning, and my mom looked at 

some social media sites on her laptop to see if anyone reported finding Jaxie. I had my fingers crossed while 

we waited and was so excited when a family found him on the street.

When the police said it was safe to go back home, we made a stop first to pick up Jaxie from the family that 

found him. While we were driving home, we saw some houses that had been burned and trees that were 

scorched. I felt like we held our breath as we came to our street. But our house was fine, and I was never so 

happy to be home.
19

Action: After the case study has been read, lead into a discussion about what can cause hazards and how to 

prepare.

Use the questions below to generate a conversation:

• What do you think you could do to prepare for a wildfire?

• How did Mia’s family prepare so they could leave quickly?

• What are some special things you would want to take with you that you might not be able to replace, like 

artwork you’ve made?

• What would you do to try not to lose a pet like Jaxie when you evacuate?

• What are some of the causes of wildfires?

• Are there many fires in your state?

• Some people might not want to leave their homes if a fire is nearby but not in their neighborhood yet. 

What are some reasons they should leave right away? 

Action: Bring closure to the discussion and prepare to begin the Map Activity. 

PDF

Activity 5: Disaster Map Activity 

Knowing about disasters that affect your community will help you be prepared. The 

purpose of the Disaster Map Activity is to provide an overview of disasters in the United 

States and to allow students to practice identifying which disasters are more likely to 

happen in their communities and surrounding areas. The activity explores nine types of disasters: earthquakes, 

wildfires, hurricanes, floods, winter storms, volcanoes, tsunamis, severe weather, and pandemics.

The Disaster Map Activity is available in both print and digital versions. Consider 

making this a take-home activity for kids to do with their parents, or ask them to visit 

the Ready.gov/kids/disaster-facts with a parent as homework the night before you 

plan to do this activity. This is a great way for kids and parents to talk about their 

experiences and why being prepared is so important. 

The digital activity is an interactive PDF that links to Disaster Facts on Ready.gov. The map shows overlays of each 

type of disaster and the corresponding questions demonstrate the importance of preparing for multiple disasters. 

If you choose to do this activity as a handout, you can find a printable version in the Appendix at the end of the 

Instructor Guide. To help your students understand the layers be sure to use a color printer. Consider projecting the 

map to show them what the individual layers in the digital version look like. 

Action: Decide which version of the activity will work best for your particular learning environment. If you are going 

to use the digital version, make sure your students have computer access with Adobe Reader installed on their 

systems. Depending on your preference, you could have the activity already pulled up on each student’s screen in 

advance or walk them thru how to open up the activity.

Instructor Script: To start this activity, you will need to go to Ready.gov/student-tools-emergency-planning-step. 

Click on the digital resources folder and download the Disaster Map Activity for Lesson 1. This is an interactive and 

fillable PDF. Raise your hand if you need help getting the activity pulled up on your screen. Otherwise, once you have 

the activity downloaded, please wait until everyone is ready to receive additional instructions before beginning the 

activity.
20

Once everyone has the Map Activity pulled up and is ready to begin, say: We are going to learn about nine types of 

disasters that can occur in the United States.

Provide instructions on how to hover over each disaster icon to view where that event occurs. For example: Hover 

over earthquakes. When you hover over the icon, you will notice anywhere that earthquakes are known to happen 

is shaded in dark blue. Try this on your own with wildfires. Are you able to see the areas highlighted in red? Let me 

know if you need assistance. Then go to the Ready.gov links to read about each disaster to get more information on 

each one. Explore the website and take notes on what you find for each disaster. Type or write in your responses to 

the questions on page 2 depending if you are completing this assignment digitally or using a printed handout.

Note: If you choose to do the print version you may want to visit Ready.gov and the Ready.gov/kids/disaster-facts

to brush up on vocabulary associated with these disasters and the different ways kids can be prepared. The table 

below provides some basic talking points for this activity. Consider your geographic area and present on the hazards 

most likely to occur in your area. For example, hurricanes are not probable in Colorado or Wyoming but they are in 

Florida and Texas.

Use the map to learn more about the types of disasters that can occur in different parts of the United States. Disaster Map Hover over the icons to view the disaster, and click on the icons to find additional information on Ready.gov. 

Earthquakes

A Pandemic is disease 

caused by a virus that was 

once an epidemic (disease 

in one region), then spreads 

throughout the world. 

Anyone can be infected if 

necessary precautions are 

not taken. It usually requires 

a vaccination to eradicate 

(get rid of) a pandemic.

Pandemic

Wildfires

Hurricanes

Floods

Winter Storms

Volcanoes

Tsunamis

Source: Data obtained from FEMA and the USGS

Severe weather can happen 

anytime, in any part of 

the country. It can include 

hazardous conditions 

produced by thunderstorms, 

including damaging winds, 

tornadoes, large hail, flooding 

and winter storms.

Severe Weather

DISASTERS TALKING POINTS

Earthquakes • An earthquake is the sudden, quick shaking of the earth. It is caused by rock breaking and 

moving under the ground. 

• Additional earthquakes, known as aftershocks, can occur for hours, days, or even months 

after an earthquake. These are usually smaller than the first earthquake. However, they 

could cause more damage to structures weakened by the first earthquake.

• If you are inside: DROP to the ground. COVER yourself under a sturdy table or other heavy 

furniture. If there is nothing to get under, cover your head and neck with your arms and 

crouch near an inside wall. HOLD ON until the shaking stops.

• If you are using a wheelchair or a walker with a seat: LOCK your wheels. COVER your head 

and neck with your arms, a pillow, a book, or whatever is available. HOLD ON and maintain 

your position with your head and neck covered until the shaking stops.

• If you are outside: Stay there. Move away from buildings, streetlights and wires until the 

shaking stops. Be very careful before re-entering your home or other buildings. Be sure a 

parent or adult is with you. 
21

DISASTERS TALKING POINTS

Wildfires • A wildfire is a fire that burns out of control in a natural area, like a forest, grassland, or 

prairie. 

• Wildfires can start from natural causes, such as lightning, but they are usually caused by 

humans, such as campers or hikers who did not put out their campfire properly. 

• Wildfires spread quickly, burning brush, trees, and homes in their path. They can also affect 

natural resources (such as soil, animals, forests), destroy homes, and put people’s lives in 

danger.

• Follow local emergency officials’ orders. If they say to evacuate, do so immediately. 

• If you see a wildfire, call 911. You may be the first person to have spotted it!

• Send text messages or use social media to reach out to family and friends. Phone systems 

are often busy following a disaster. Make calls only in emergencies.

Hurricanes • Hurricanes are severe tropical storms that form in the southern Atlantic Ocean, Caribbean 

Sea, Gulf of Mexico, and in the eastern Pacific Ocean. 

• They collect heat and energy through contact with warm ocean waters and then move 

toward land. 

• Evaporation from the ocean water increases their power. 

• When hurricanes come onto land, their heavy rain, strong winds, and large waves can 

damage buildings, trees, and cars. 

• When a tropical cyclone has winds that are at least 74 miles per hour, it may be called a 

hurricane, typhoon, or tropical cyclone depending on where it is. We call tropical cyclones in 

the North Atlantic, central North Pacific, and eastern North Pacific “hurricanes” and tropical 

cyclones in the Northwest Pacific “typhoons.”

• Stay away from windows and glass doors. They could break and hurt you.

• If you did not evacuate, stay inside a closet, hallway, or a room without windows.

• Listen to your parents or safety authorities for important instructions.

Floods • Flooding is when a lot of water overflows onto land that is normally dry. 

• It is the most common natural-weather event. 

• Flooding can happen during heavy rains, when rivers overflow, when ocean waves come on 

the shore, when snow melts too fast, or when dams or levees break. 

• Flooding may be only a few inches of water, or it may cover a house to the rooftop. 

• Floods can cause power outages, disrupt transportation, damage buildings, and create 

landslides.

• Do not walk, swim, or ride a car through flood waters. Even six inches of moving water 

can make you fall. Flood water may also be contaminated, meaning it has dangerous 

substances in it.

• Stay off bridges over fast-moving water.

Winter Storms • A winter storm happens when there is heavy rain and the temperature is low enough that 

the rain turns to ice or forms as sleet or snow. 

• Winter storms can be freezing rain and ice, moderate snowfall over a few hours, or a blizzard 

that lasts for several days.

• Sometimes, winter storms bring strong winds, ice, sleet, and freezing rain. This can make 

sidewalks very slippery. Be careful so that you don’t fall and hurt yourself.

• Winter weather can knock out heat, power, and communications. Sometimes, this can last 

for days or weeks. 

• If you can’t feel your fingers, toes, ears, or nose, or they appear white or grayish-yellow, tell a 

grown-up immediately. Frostbite is dangerous and you may need to see a doctor.

• Tell a grown up immediately if you can’t stop shivering, have trouble remembering things, 

feel tired or talk funny. You may have hypothermia, which can be very dangerous.
22

DISASTERS TALKING POINTS

Volcanic 

Eruptions

• A volcano is an opening in the Earth’s crust that allows molten rock, gases, and debris to 

escape to the surface.

• A volcanic eruption may release acid, gases, rocks, and ash into the air. Lava and debris can 

flow at up to 100 miles per hour, destroying everything in their path.

• About 11 percent of the world’s active volcanoes are located in the U.S., which has 

approximately 170 volcanoes. These volcanoes are both active and dormant. 

• Earthquakes, flash floods, landslides, debris and mudflow (lahar), or acid rain may happen 

at the same time as a volcanic eruption.

• Follow the evacuation order issued by authorities. Evacuate immediately from the volcano 

area. You may be asked to evacuate early to provide time to leave the area while routes are 

available.

Tsunamis • A tsunami is a series of waves caused by a large and sudden disturbance of the sea.

• Tsunami waves move outward in all directions from where it started. They can move across 

entire oceans.

• As the big waves approach shallow waters along the coast, they grow to a great height and 

smash into the shore. 

• They can be as high as 100 feet. They can cause a lot of damage on the shore.

• Most tsunamis are caused by undersea earthquakes. However, they can also be caused by 

landslides, volcanic activity, and even meteorites. Not all earthquakes cause tsunamis.

• Listen to evacuation orders and leave the area immediately if told to do so.

• Stay away from the beach. Never go down to the water to watch a tsunami come in. If you 

can see the wave, you are too close to escape it.

Severe Weather • Severe weather can happen anytime, in any part of the country. Severe weather can include 

hazardous conditions produced by thunderstorms, including damaging winds, tornadoes, 

large hail, flooding and flash flooding, and winter storms associated with freezing rain, sleet, 

snow and strong winds.

• When thunder roars, go indoors.

Pandemic • A pandemic is a disease outbreak that spans several countries and affects many people. 

Pandemics are most often caused by viruses, like Coronavirus Disease 2019 (COVID-19), 

which can easily spread from person to person.

• A vaccine, testing, or treatment for the disease may not exist right away. It may take months 

or years for the majority of the world to become immune to the disease.

• Stay at least six feet, or about two adult arm lengths, away from people who are not in your 

household. Remember: Don’t go near crowds or groups.

• When you are sick, keep your distance from others to protect them from getting sick too.

• Cover your mouth and nose with a tissue when coughing or sneezing. It may prevent those 

around you from getting sick.

• Cover your mouth and nose with a mask when in public.

• Wash your hands often with soap and water for at least 20 seconds and try not to touch your 

eyes, nose, and mouth.

• Practice other good health habits. Get plenty of sleep, be physically active, manage your 

stress, drink plenty of fluids, and eat nutritious food.
23

ACTIVITY

BOOK

STEP

OPTIONAL HOMEWORK OR INDIVIDUAL IN-CLASS WORK

If time allows, let students work on the following activities until the end of class and/or homework 

to promote more active learning opportunities. These activities are located in the STEP Activity 

Book and are created to increase vocabulary skills and strengthen memory.

Crossword Puzzle

The Crossword Puzzle is a fun way to wind down the lesson to boost general knowledge, improve vocabulary, and 

develop problem-solving skills. There is an answer key provided in the Appendix.

My Creative Writing Journal 

Let kids spend some personal time journaling, reflecting on their thoughts and experiences on Lesson 1’s activities, 

videos, and any ideas on the topics discussed so far. The goal is to let kids increase their creative confidence and 

understanding of ways they can empower themselves to be proactive about the importance of being prepared.

Instructor Script: A preparedness journal is a fun way to keep track of your learning. Your journal is a place where 

you can experiment with new skills and get creative! Observe things closely, take notes on what you saw, heard, and 

learned in Lesson 1, and even practice your drawing skills. There is no right or wrong way to complete this activity. 

This is a way for you to record your thoughts and feelings and track what was memorable to you in each lesson.

Reading Activity – “In the Dark”

“In the Dark” is a short fiction story that students can read about a family experiencing a storm and what they did to 

stay safe. There is a series of questions that checks for students’ understanding of several reading skills, including 

identifying adjectives. There is an answer key provided in the Appendix.

I Went Shopping for an Emergency Kit Memory Game

The I Went Shopping for an Emergency Kit Memory Game helps students remember what items can be used in their 

emergency kits. This is a simple, fun game to play between longer activities.

Emergency Preparedness Scavenger Hunt

This is a fun coloring game where the student is asked to find various emergency preparedness items and then color 

the matching sets. There is an answer key provided in the Appendix.

SUMMARY

Instructor Script: Today we learned about the difference between emergencies, disasters, and hazards, and how 

they can affect all of us often without warning. We had fun playing bingo to get to know each other better. We 

read a story about a family who told us what it was like to survive a wildfire. We learned about different types of 

severe weather. We also used a map to explore where different disasters occurs and details we should know about 

emergencies that can occur in our area. The class worked on a journal activity to write about your thoughts and 

ideas so far. In our next lesson we will continue learning more about emergency preparedness and cover how to 

create an emergency kit.
24

LESSON

CORE LESSON 2: 

CREATING AN EMERGENCY KIT

The Creating an Emergency Kit lesson will help students:

• Describe the need to have an emergency kit

• Identify the components of an emergency kit

• Be ready to build their own kits at home

Time: (30 minutes – 1 hour)

Key Messages • You can help your family be prepared for emergencies

• It’s important to have an emergency kit at home to have supplies if a disaster 

strikes.

• You likely have many of the items for your emergency kit already and just need 

to gather them in one place.

• Items in an emergency kit include water, food, flashlights, radio, hygiene items, 

medications, and more

• Having a small kit in a backpack or bag with things you might need, including 

clothes, a book, water, and some food, is also important.

Skills • English

• Writing

• Technology

• Preparedness

• Observation

• Identification

• Real World Problem Solving

• STEAM Design

• Arts/Literacy

Activities • Watch Disaster Dodgers Video: Family Communications Plan and Emergency 

Kit (5:27 min.)

• Discussion Questions (10 min.) 

• Build Your Own Emergency Backpack (15 min.)

• Build a Family Emergency Kit (15 min.)

• Host an Emergency Kit Drive Brainstorm (15 min.)

Materials • AV and internet for video

• Copies

• Pencils

• Colored Pencils and/or other art materials

• Rulers

STEP Activity Book • My Creative Writing Journal

• Sketch, Draw, and Design Your Own Emergency Kit

• Safety Treasure Hunt

• Word Search

• Role-Playing News Headlines

• Host an Emergency Kit Drive
25

LESSON 2: CREATING AN EMERGENCY KIT

This lesson puts students in charge of helping create emergency kits at home. Having an emergency kit on hand—

complete with copies of important documents and emergency supply items such as non-perishable food, water, 

and personal items—saves critical time if a family needs to evacuate their home. The same is true if an emergency 

requires that a family stay at home for a few days, especially if there is no power. 

Activity 1: Disaster Dodgers Video

Instructor Script: We are going to watch the next Disaster Dodgers video on family communication plans and 

emergency kits. Having an emergency kit helps you have everything you need in one place if you need to stay at 

home for a while because of a storm or other disaster, or if you need to go somewhere else to stay safe. 

Go to the FEMA YouTube Disaster Dodgers video channel, and play the Family Communications Plan and 

Emergency Kit video.

Action: Begin by asking a few open-ended probing questions to get student feedback.

Instructor Script: What do you think about the video? Was there anything in particular that stood out as important 

to you? Had you heard about emergency kits before?

Activity 2: Discussion Questions 

Instructor Script: Let’s talk more about why emergency kits are important and what we should 

include in them.

Action: Begin a group discussion on emergency kits using some of these questions and prompts. 

Note: These questions can also be discussed in small groups that can then report out to the class.

Safety Tip: Think about members of your class before the lesson begins, 

and consider any challenges the lesson may present due to student 

backgrounds. If your students seem unsure or concerned about not having 

enough on hand for an emergency kit, here are some extra discussion 

questions and answers to help with those concerns:

Question: Are there items you don’t think you have at home for your kit?
26

Answer: Some families will have many of the items on the list already in their homes. Others may want to 

prioritize the most important things and then add others over time. Most families will not put everything 

on this list in their emergency kit. The important thing is to pick the most important items and fill your 

emergency kit with what you can.

Question: What if it is hard for your family to buy the items you want to include in their emergency kit? Can 

you think of some creative ways we all can find these items without having to spend a lot of money?

Answer: There are lots of ways to get items for your emergency kit. Here are some examples:

• Ask a dentist for an extra free toothbrush for your emergency kit, or speak with a school nurse, or 

doctor at a clinic about how you might obtain additional items. 

• Hold an emergency kit drive with a local business or group, such as a parent-teacher organization, 

in which area residents can drop off items for the kits. 

• See Activity 5 below for more details on organizing this event.

QUESTIONS POTENTIAL ANSWERS

What are some items for an emergency kit 

that you think you already have at home?

• Water

• Non-perishable food

• Batteries

• Flashlight

• Extra clothes

• Etc.

It is important to know that every family 

is different and, therefore, every family 

emergency kit should be different as well. 

Will your family need everything on this list? 

Some families with babies will need diapers, but some families 

will not need to put this item in their kits. Some households have 

family members with disabilities or access and functional needs 

and may need durable medical equipment, assistive technology, or 

prescription medicines. Some families have pets and need pet food 

and supplies in their kits. 

Whatever you put in your kit may be your only resource if you have to 

leave your home suddenly.

Do you ever need to change the items in 

your emergency kit? 

Yes, flashlights may need new batteries, food, and water may expire, 

and children may outgrow spare clothes.

Where should your family keep your 

emergency kit? 

Your kit should be stored in a place that is easy for everyone to 

reach. 

What if you already have an emergency 

kit at home? Is there anything you can do 

now? 

Yes. Check to make sure items have not expired; consider 

assembling an emergency kit for a neighbor, friend, or relative; 

possibly plan to give disaster supply items as gifts for an upcoming 

holiday or birthday.

Why is it so important to store water? What 

are some activities that you might need 

water for? 

In some cases, you may be unable to get water from the tap. Clean 

water is important for drinking, food preparation, and preventing the 

spread of illnesses or infections (for example, by washing your hands 

often). 

Bringing this information home can help 

your family pay more attention to the need 

to have an emergency kit and a family 

emergency communication plan. The whole 

family needs to be involved in preparing 

for emergencies. What will you say to your 

family members tonight to explain why 

preparing for emergencies is important? 

[Open-ended]
27

Action: Bring closure to the discussion and prepare to begin the Emergency Backpack Activity.

PDF

Activity 3: Build Your Own Emergency Backpack

Note: There are two types of STEP emergency kits: The Build Your Own Emergency Backpack and the Family 

Emergency Kit. This activity provides details on the Emergency Backpack for kids.

In addition to a larger emergency kit for the entire family, students should consider having their own small kit with 

personal items they can store in a backpack, tote bag, or small duffle bag. To help understand what is needed, this 

activity (which is available as a digital, fillable PDF or a printable handout) contains a list of items that should and 

should not go into the emergency backpack.

You can modify this activity to use a regular classroom bulletin board. Feel free to 

adapt the digital bulletin board activity to a physical bulletin board to display in 

your classroom to generate interest before the lesson begins. Display a picture of 

a backpack and then leave room around it empty. After students have completed 

the activity, and as you review the activities with students, let students take turns 

pasting or pinning up the items around the backpack. 

Instructor Script: You can start being prepared by making a personal emergency kit with things that you already 

have at home. In this activity you will begin by choosing items that are important to include in your kit, which can go 

in a backpack, tote bag, or small duffle bag. This is a kit just for you, so you will be using a small bag or backpack 

you can easily carry if you have to leave your home in a hurry. When you put this kit together, think about what will fit 

and what items might not store well for a long period of time.

Click the checkbox or make a check mark in the box (if doing this with a pencil), next to the items that are most 

important to put into your kit. Three of the items on this list are not appropriate to go in it. You must decide which 

items are best.

Action: After the students complete the activity start a discussion about why some of the items should not go in the 

backpack:

• Banana — will spoil if left in a kit that needs to be packed and ready to go at any time.

• Soccer ball — will take up too much room in the kit. Small puzzles or a book will fit better.

• TV — won’t fit into a backpack. The radio in the kit can be used to find news, weather, and important 

information about the emergency.

Action: Bring closure to the discussion and prepare to begin the Family Emergency Kit Activity. 
28

PDF

Activity 4: Build a Family Emergency Kit 

 *** This is a CORE Activity to be completed at home.***

Building a family emergency kit is a core part of this lesson. In this activity, which should be 

completed at home, students will talk with their families about what they learned in this lesson. 

Note: This activity is a checklist of 20 items that should be included in the Family Emergency Kit. There are also 

seven simplified steps to create the plan on the second page of the activity. This can done as a fillable PDF or as a 

printed handout. 

Instructor Script: Some disasters strike without any warning. It’s important for you and your family prepare in 

advance for an emergency, making sure you have enough supplies to last for at least three days. Take this list home 

with you to share with your family about which items to keep in your emergency kit. Find a sturdy box or plastic bin 

for your emergency kit, and as you place the items in the box, check them off your list so you know which ones you 

will need to find elsewhere or buy.

Action: Hand out or email the Family Emergency Kit Checklist and give students instructions on when the completed 

checklist is to be turned in, so the experience of putting their kits together at home can be discussed in class 

afterward. Bring closure to the discussion and prepare to begin the next activity. 

Activity 5: Host an Emergency Kit Drive Brainstorm

Note: Sponsoring an emergency kit drive is a great way to get much needed kit supplies 

that are not readily available for everyone in your classroom. This activity can involve 

the larger community, including the parent-teacher association, businesses, nonprofit 

organizations, and others.

If you want to get more of the community involved, you may also think about hosting a drive that builds on an existing 

event such as a food drive, cooking class, farmers market, or online discussion forum.

Action: After you have your student’s attention, prepare to begin a brainstorming session.

Instructor Script: How can we collect items that we do not already have for our emergency kits? I have an idea that I 

want to talk to you about, which is a possible solution.

Action: Have a group meeting. Begin a short, informal brainstorming session with your class to see how many 

students would be interested in volunteering in a collection drive for emergency supply kit items. If there is a group 

consensus, ask everyone what items are needed. Take notes and begin making a preliminary list of items on a 

chalkboard or other means of display for all to see. Allow everyone to weigh in on the pros and cons.

Safety Tip: Please be aware of the socio-economic diversity of your 

students and include everyone to avoid making any students feel selfconscious about their family’s ability to provide supplies for the kit.

If you have time, let each student go up and write their own suggestion on the board. 
29

Instructor Script: Let me see a show of hands of everyone who would like to help host an emergency kit drive so we 

can try to get donations for the items that we do not already have to make our family emergency kits. 

Action: Decide on roles. The next order of business is to form a small planning committee that will assign tasks and 

help keep track of everything that is discussed during the meetings and as plans move forward. 

Note: Classes can nominate/elect student leaders and volunteers. Usually the teacher/leader will be the head of the 

committee because an adult may be required to obtain permission by the school and to supervise other logistics.

Teacher/Leader

Student 

Leaders

Student 

Leaders

Student 

Leaders

Student 

Leaders

Student 

Volunteers

Student 

Volunteers

Student 

Volunteers

Optional Suggestions: Determine the various student leader/volunteer duties and involve all students. Spread 

responsibilities around as liberally as possible, so everyone feels they have a part. Ask for student volunteers to help 

with things they would like to, and are able, to do. Make sure everyone is accounted for as either a student leader or 

student volunteer. Ask students to take their handout home for their parents to read. If parents or other community 

volunteers can help, enlist them as well. If students cannot come to the emergency drive itself, try to involve them 

with in-class duties, such as making flyers or writing thank you notes.

Suggested tasks for volunteers include:

• Make and distribute flyers/signs for the event

• Promote the event through mini flyers that can be given out to friends

• Staff the event (including set up and take down)

• Follow-up communication, including the results of the drive and student written thank you notes to the 

supporters

DECIDE ON COLLECTION LOCATION(S), DAY AND TIME OF EVENT, OR IF IT WILL BE A DROP-OFF LOCATION 

Note: Once you decide on a location, work out logistics with your contact there:

• Where specifically the emergency kit drive can be held (e.g., at the entrance of the store or a section of 

the parking lot)

• The date and the allowed hours of operation for the drive

• Inclement weather backup plan

• Where the kit items will be stored before pick-up

• Report back to the class on whatever details are decided to keep them updated
30

FINAL ARRANGEMENTS

Touch base with the recipient organization, your team’s student leaders, and your contact person at the drive 

location to confirm all details, including:

• Plans for drop-off prior to the drive and pick-up following the drive

• Kit item sorting instructions (if any)

• Who will supply tables, chairs and refreshments for the volunteers

• The staffing schedule for the day of the emergency kit drive

• Two- to three-hour shifts are best

• Create three or four large signs that your team can post within a block or two of the food drive on the day 

of the event

Relax, smile, and enjoy the wonderful event that is bringing together the community.

EVENT DAY

• Set up the emergency kit items collection site 

• Post the Emergency Kit Drive signs in visible areas and have flyers available

• Welcome volunteers as they arrive and show them how things will work

• When the drive is over, clean up the area and take down the signs. Leave the area the same (if not 

cleaner) than when you arrived

• Thank the hosting organization and the volunteers

FOLLOW UP (within one week after the event)

Send out student-written thank you notes to volunteers (or call or email). Include how many items were donated 

and whether there are plans for emergency kit drives in the future. Call or write a thank you note to the hosting 

organization. Again, let them know how many items were donated and convey their important role in the success of 

the program and the difference they are making.

Action: Stay in touch with volunteers and local communities for further volunteer opportunities.

ACTIVITY

BOOK

STEP

OPTIONAL HOMEWORK OR INDIVIDUAL IN-CLASS WORK

If time allows, let students work on the following activities until the end of class and/or use as 

homework assignments to promote more active learning opportunities. All of these activities are 

located in the STEP Activity Book and are created to increase vocabulary skills and strengthen 

memory. 

My Creative Writing Journal 

Have students spend some personal time journaling, reflecting on their thoughts and experiences on Lesson 2’s 

activities, videos, and any ideas on the topics discussed so far. The goal is to let students increase their creative 

confidence and understanding of ways they can empower themselves to be proactive about the importance of being 

prepared.
31

Instructor Script: Let’s continue writing in our preparedness journals about what you’ve learned about making 

emergency kits. What was interesting about the lesson? Are there things that you found hard to understand or 

frustrating? What does your family think about putting together an emergency kit? Be sure to observe things closely, 

take notes on what you saw, heard, and learned in Lesson 2, and even practice your drawing skills.

Sketch, Draw, and Design Your Own Emergency Kit 

This is a STEAM design activity that allows students to problem solve by developing an emergency kit design using a 

materials list, design notes, sketching three prototypes, and completing a final emergency kit drawing before building 

a kit.

Safety Treasure Hunt 

The Safety Treasure Hunt is a homework assignment where students can use clues to look around their homes and 

neighborhoods for ways to be prepared for emergencies through a series of short-answer questions, such as how 

many smoke detectors they have.

Word Search 

The word search is a fun way to wind down the lesson to boost general knowledge, build vocabulary, and develop 

observation skills. There is an answer key provided in the Appendix.

Role-Playing News Headlines 

This role-playing activity puts students in the news anchor seat or lets them play a reporter to write and/or act out a 

news piece about the need to prepare, a local storm, and more.

Host an Emergency Kit Drive

Before you begin telling students about how to host an emergency kit drive, review the student version of the 

activity in the STEP Activity Book. It is Activity 11 and contains student suggestions and instructions for hosting an 

emergency kit drive. Let students review the instructions after you have introduced the idea of hosting a drive to 

learn about volunteer opportunities for the entire class. 

SUMMARY

Instructor Script: Today we learned about why we need emergency kits and important items to put in them. 

We learned about a small personal emergency kit that you can make just for yourself. You have a take-home 

assignment and are going to talk with your family about making a kit that has enough food and water in it for three 

days. You used a checklist to look around your home for items you might already have.

We also did some other activities, including a class brainstorming session on hosting an emergency kit drive. Some 

of you may have chosen to work on the Sketch, Draw, and Design Your Own Emergency Kit project, a Safety Treasure 

Hunt, a Word Search, the Role-Playing News Headlines Activity. or to learn more about your home and surroundings. 

Please remember to take home your handout on Hosting an Emergency Kit Drive and to complete your creative 

writing journal assignment and don’t forget to do the drawing section. In our next lesson, we will learn how to create 

a family communication plan so that all your family members can find each other if you’re not home when there is 

an emergency.
32

LESSON

CORE LESSON 3: 

DESIGNING A FAMILY COMMUNICATION PLAN

The Family Communication Plan lesson will help students:

• Describe the importance of having a communication plan

• Identify the different parts of a communication plan

• Practice the plan

Time: (30 minutes – 1 hour)

Key Messages • It’s important to have a plan to communicate if your family is separated during 

an emergency.

• Having a written list of family and other close contacts’ phone numbers can 

help you communicate with them in case of a disaster.

• Because phone lines may be tied up, texting may be the best way to 

communicate.

• Identify a place near your house, such as a large tree or neighbor’s house, to 

meet. If you are unable to access your neighborhood, identify another meeting 

place, such as a library or community center.

• Identifying types of storms and other disasters that can occur in the region 

in which you live can help you prepare for them in advance and recover more 

quickly.

Skills • Science

• Technology

• English

• Math

• Reading

• Writing

• Leadership

Activities • Watch Disaster Dodgers Video: Family Communications Plan and Emergency 

Kit (5:27 min.)

• Discussion Questions (10 min.)

• Family Communication Plan PDF (15 min.)

• Store a Digital Photo of Your Family Communication Plan (15 min.)

• Disaster Map Activity (30-45 min.)

Materials • AV and internet for video

• Copies

• Pencils

• Pens

• Colored Pencils and/or other art materials

• Rulers

• Preparedness

• Observation

• Identification

• Communication

• Real World Problem Solving

• STEAM Math

• Arts/Literacy
33

STEP Activity Book • Crossword Puzzle

• My Creative Writing Journal

• STEAM Math Worksheet

• Reading Activity – Family Communication Plan Skit

• Fire Drill/Safety Week Exercises

• Wallet-Size Family Emergency Communication Plan 

• Emergency Preparedness Display Table

• Science and Innovation

LESSON 3: FAMILY COMMUNICATION PLAN

This lesson helps students understand how to prepare for disasters in their community and the reasons they need 

a Family Communication Plan since they may not all be at home or in the same place when a disaster happens. 

Students will share a print form with their parents that can be filled in with contacts for family members, neighbors, 

and friends and also learn how to store a digital version of the plan on their phone. The plan also includes 

information on where to meet, including one place near their home and another outside their neighborhood. 

Activity 1: Disaster Dodgers Video

Action: If you have not already shown the Family Communications Plan and Emergency Kit Disaster Dodgers video in 

Lesson 2, go to the FEMA YouTube Disaster Dodgers video channel, and play the Family Communications Plan and 

Emergency Kit video. If your class has already watched it in Lesson 2, but it’s been a while since then, you might 

consider showing it again to refresh their memory.

Action: Have video queued with AV and audio sound turned on. Watch the video. After the video is over prepare for a 

group discussion.
34

Activity 2: Discussion Questions

Action: Begin a group discussion on what family communication plans are and why they are 

needed.

Instructor Script: Let’s talk about family communication plans and some of the ideas we 

learned from the Disaster Dodgers.

Note: These questions can also be discussed in small groups that can then report out to the class.

QUESTIONS POTENTIAL ANSWERS

The Disaster Dodgers suggested a list of 

questions that could help your family develop a 

family emergency communication plan. 

The first was, “What types of disasters happen 

where we live?” Why is this question important? 

This question helps a family realize that a disaster could happen 

and that the family should be prepared. 

The video talked about having a family meeting 

place near your home and another place 

outside of your neighborhood. 

Where might be a good meeting place outside 

of your neighborhood? Why?

Library, community center, house of worship, favorite store. 

Because it is important to choose a familiar place that is safe 

and close to people who you trust and who can help you if you 

need them to. 

What would be a good way to make sure 

everyone knows where to meet near your 

home?

Have a drill! This could be a fire drill (where you test the smoke 

detector) to make sure everyone knows where to go. Remind the 

students that your school holds fire drills to practice what to do, 

and practicing at home is just as important. Also see the Fire 

Drill/Safety Week Exercises activity in the Activity Book.

If you become separated during an emergency, 

you will need to be able to contact other family 

members. 

What suggestions did the Disaster Dodgers give 

about contacting each other?

Suggestions were to contact a relative or other well-known 

person who lives out of the area. 

Text, don’t call. Only use phone calls for emergencies. If your text 

doesn’t go through, try using social media. 

Have a contact card with you at all times. This family 

communication plan can be stored on your phone. We will talk 

about how to do that later in the lesson.

What should you do if an emergency occurs 

while you’re at school?

Stay calm and follow instructions from your teacher and the 

principal. 

Note to instructor: Point out that your school has an emergency 

plan in place so that children can remain safe. Explain to 

students how their families would be contacted.

Action: After the group discussion is over, prepare to begin the next activity.

PDF

Activity 3: Family Communication Plan

Instructor Script: You will each start to work on a communication plan for your family. 

This is something that you will need to take home tonight and talk with your parents 

about. Tell them about what we learned today and ask them for the best people for your 

plan as well as their phone numbers and other contact information. You can post this on your refrigerator door or 

another place that you will be able to easily find it at home.
35

Action: Pass the Family Communication Plan form(s) out to students or provide students and/or parents with fillable 

digital versions.

Note: There are two versions of this form. The primary Family Communication Plan is an 8 1⁄2 by 11 inches handout 

or fillable pdf. There is also a pocket-sized version, which is helpful to have to carry in backpacks, wallets, etc. The 

wallet-size version is available as a digital download, in the appendix as a handout, or in the STEP Activity Book. 

Below are additional instructions if you will be including the small form in the activity.

 Full-Size Version Wallet-Size Version

Instructor Script: There are two versions of this form, and both are important to have. As you can see, one is the full 

size of a piece of paper and the other is a smaller, “wallet-size” version that you can fold up and easily carry in your 

backpack.

Let’s talk about this form for a little while before you put it in your folder/backpack to take home. Does anyone have 

any questions?

QUESTIONS POTENTIAL ANSWERS

Should you return the forms to me for 

safekeeping?

No, these forms are for you and your family. If you are at school, 

the school has an emergency management plan. 

We have contact information for your parents or guardians 

already in our records. 

Where would be a good place in your home to 

keep them?

Keep it on the refrigerator door, bulletin board, in the emergency 

kit, etc.

You are starting these important activities at 

home to encourage your family to prepare for 

emergencies. 

How can you make sure that every family 

member will remember your communication 

plan? 

If also making the pocket-size plan: Suggest that family 

members put them in a wallet or purse that they carry with 

them often; store a photo of it on their phone; enter “in case of 

emergency” and other emergency contacts in their phone. 

Or suggest they make a digital photo version to keep stored on 

their cell phone.

Action: After the group discussion is over and all questions have been answered, prepare for the next activity.
36

ACTIVITY

BOOK

STEP

Activity 4: Store a Digital Photo of Your Family Communication Plan 

Action: Ask students to have their Family Communication Plan form(s) out and ready to use for this 

activity. 

Note: Once the Family Communication Plans have been completed, take the time to help students 

store their plans on their cell phones or other digital devices. 

This activity can be done the day following creating Family Communication Plans. But note that not all students may 

have phones or may not have them at school.

Instructor Script: Now that you have completed your Family Communication Plan, let’s take the time to take a photo 

of it on your phone (or other device) so you can always be able to quickly access your plan.

Use Your Phone or Other Digital Device

• It’s quick and easy

• You can feel safe knowing you are prepared

• Having emergency information on your phone can 

be a life-saving tool 

Saving Your Family Communication Plan 

• Make sure you fill in your personal info, family info, 

and have picked a meeting spot

• Take a photo of your family communication plan

• Save it on your phone, computer, or tablet 

Action: Bring closure to the discussion and prepare to begin the Map Activity.

Activity 5: Disaster Map Summary – Group Activity PDF

Use the map to learn more about the types of disasters that can occur in different parts of the United States. Disaster Map Hover over the icons to view the disaster, and click on the icons to find additional information on Ready.gov. 

Earthquakes

A Pandemic is disease 

caused by a virus that was 

once an epidemic (disease 

in one region), then spreads 

throughout the world. 

Anyone can be infected if 

necessary precautions are 

not taken. It usually requires 

a vaccination to eradicate 

(get rid of) a pandemic.

Pandemic

Wildfires

Hurricanes

Floods

Winter Storms

Volcanoes

Tsunamis

Source: Data obtained from FEMA and the USGS

Severe weather can happen 

anytime, in any part of 

the country. It can include 

hazardous conditions 

produced by thunderstorms, 

including damaging winds, 

tornadoes, large hail, flooding 

and winter storms.

Severe Weather
37

The Disaster Map Group Activity takes the Lesson 1 map activity to the next level. Students will have the opportunity 

to work in a group setting to further synthesize the disaster terms that could impact them the most. Through this 

activity instructors will be able to gauge student comprehension of disaster preparedness and give students the 

chance to piece together everything they’ve learned so far. 

Optional Recap of Lesson 1

Instructor Script: In Lesson 1, we discussed that knowing about disasters that affect your community will 

help you be prepared. The purpose of the Disaster Map is to provide an overview of disasters in the United 

States and to allow you to practice identifying which disasters are more likely to happen where you live. 

We explored nine types of disasters: earthquakes, wildfires, hurricanes, floods, winter storms, volcanoes, 

tsunamis, severe weather, and pandemics.

The digital activity is an interactive PDF that links to Disaster Facts on Ready.gov. The map shows overlays of each 

type of disaster and the corresponding questions demonstrate the importance of preparing for multiple disasters. 

If you choose to do this activity as a handout you can find a printable version in the Appendix at the end of the 

Instructor Guide. To help your students understand the layers be sure to use a color printer. Consider projecting the 

map to show them what the individual layers in the digital version look like. 

Action: Decide which version of the activity will work best for your particular learning environment. If you are going 

to use the digital version, make sure your students have computer access with Adobe Reader installed on their 

systems. 

Instructor Script: To start this activity, you will need to go to Ready.gov/student-tools-emergency-planning-step. Click 

on the digital resources folder and download the Disaster Map Group Activity for Lesson 3. This will be an interactive 

and fillable PDF. Raise your hand if you need help getting the activity pulled up on your screen, otherwise once you 

have the activity downloaded, please wait until everyone is ready to receive additional instructions before beginning 

the activity.

Once everyone has the Map Activity pulled up and is ready to begin say: We are going to break into groups (3-5 

students) to expand our understanding of disasters that can occur where we live. Some of you may have already 

worked with this map before, but just in case you haven’t let me explain how it works.

You can hover over each disaster icon to view where that event occurs. For example, hover over earthquakes. When 

you hover over the icon, you will notice anywhere that earthquakes are known to happen is shaded in blue. Try this 

on your own with wildfires. Are you able to see the areas highlighted in red? Let me know if you need assistance. 

Working with your group to use the map to answer a series of questions related to everything you have learned so 

far. Work together to find solutions. It doesn’t require that all minds think alike; in fact, the more different ideas you 

come up with, the better your ideas will be. 

Be sure to assign a note-taker and someone to present your group’s ideas to the class. 

Action: As students present their answers on the most important lessons they learned from the STEP program, 

consider writing them on the whiteboard to reinforce everything they have learned.
38

ACTIVITY

BOOK

STEP

OPTIONAL HOMEWORK OR INDIVIDUAL IN-CLASS WORK

If time allows, let students work on the following activities until the end of class and/or homework 

to promote more active learning opportunities. These activities are located in the STEP Activity 

Book and are created to increase vocabulary skills and strengthen memory.

Crossword Puzzle 

The Crossword Puzzle is a fun way to wind down the lesson to boost general knowledge, improve vocabulary, and 

develop problem-solving skills. There is an answer key provided in the Appendix.

My Creative Writing Journal 

Let students spend some personal time journaling, reflecting on their thoughts and experiences on Lesson 3’s 

activities, videos, and any ideas on the topics. This is a chance to write and reflect about everything learned to 

this point. The goal is to let kids increase their creative confidence and understanding of ways they can empower 

themselves to be proactive about the importance of being prepared.

Instructor Script: This is your final My Creative Writing Journal Activity. As in the previous journaling practices, take 

10 to 15 minutes to continue to write about what you’ve learned and how your learning has grown over time. Be 

creative! Observe things closely, take notes on what you saw, heard, and learned in Lesson 3, and even practice 

your drawing skills. There is no right or wrong way to complete this activity. Some ideas to think about: Write a few 

paragraphs about what happened when you and your family worked on your communication plan. How did that go? 

Was it fun? Hard? Did everyone participate? Draw pictures of some of the people in your plan and label them.

STEAM Math Worksheet 

This math activity is a fun way to learn how to use line and bar graphs to show relationships between numbers and 

look at how often U.S. disasters occur over a period of time. There are two problems. The first problem provides an 

example of a line graph and plots U.S. disasters from 2015 to 2020. There are five short answer questions and a 

final problem to create a bar graph with five data points on graph paper that is provided in the activity. Ask students 

to use a pencil and ruler to graph the points and then label the x-axis and y-axis, and title, and then color the bar 

graph. There is an answer key provided in the Appendix.

Reading Activity – Family Communication Plan Skit

This skit depicts a family discussing the importance of having a communication plan, followed by several discussion 

questions. Students can read it to themselves or you can have students take turns acting out the parts of the five 

characters. 

Fire Drill/Safety Week Exercises

Take your class on a safety walk to learn about ways to prepare and stay safe at school in case of an emergency. 

Draw and color a map of important exits, safety equipment, and rooms you should be aware of in the school building. 

Practice “Cover, Stop, Drop, and Roll” and “Stay Low and Go” role playing exercises with your classmates. 

Wallet-Size Family Emergency Communication Plan

Along with the Saftey Week Exercises is a smaller wallet-size version of the Family Communication Plan that can be 

filled out and stored in your wallet or backpack. There is also a copy in the Appendix.
39

Emergency Preparedness Display Table

This activity explains ways to share your emergency preparedness knowledge with others by organizing a STEP 

display table, which may help get others interested in participating in STEP. This is a great opportunity to show off 

your emergency kits and practice leadership and teamwork skills.

Science and Innovation 

If you need new ideas for the Science Fair this year, look no further. This activity provides fresh ideas and resources 

to use science to explain severe weather and details on how to design an eco-friendly house science fair poster.

SUMMARY

Instructor Script: Today we learned about why it’s important to have a plan so that family members can 

communicate and find each other if a disaster happens. You worked on completing large and small versions of 

the plan with your family and learned how to store it on your phone so you can see it quickly. We also worked on a 

Disaster Map activity to learn more about the different kinds of disasters that can occur around the country and the 

ones most likely to take place where we live. 

You may have also worked on a crossword puzzle, a family skit, read over how to create a STEP Emergency 

Preparedness Display Table to show off your projects. The Science and Innovation Activity gives you some fresh 

ideas for science fair posters. If you have not already taken the time, review the Fire Drill/Safety Week Exercises. 

There is a second option to create a smaller wallet-size Family Emergency Plan to store in your wallet or backpack. 

Concluding Script: Has everyone learned a lot and enjoyed themselves? FEMA would like to personally thank you 

for your interest and enthusiasm in taking part in STEP. Thank you for your time and dedication! 

It’s not over yet! Consider supplementing the STEP curriculum with additional 

digital hazard lessons. Additional Instructor Guides and activities are available at 

Ready.gov/student-tools-emergency-planning-step.
40

REWARDS AND RECOGNITION

Rewards and recognition allow both students and instructors to:

• Feel proud of completing each lesson in the STEP program or the whole curriculum

• Have a visual symbol of their knowledge about emergency preparedness.

• Let others know that they have learned about emergency preparedness

Both badges and Certificates of Completion are available to provide to STEP students as part of individual classes, 

after-school programs, or end-of-year school awards programs. Instructors can decide which merit system works 

best, or use both. They are available digitally or in the STEP Appendix. 

BADGES

STEP badges are a way to reward achievement and provide recognition to youth and educators who participate in the 

STEP Program. Badges can be used as a visual demonstration of their knowledge about emergency preparedness. 

The badges are available in both digital and printable formats using adhesive label paper so students can use them 

as stickers. Sticker badges can also be ordered free of charge. For more information. Email fema-prepare@fema.dhs.

gov.

Students can use the badges in:

• Email signatures

• Personal web pages

• Blogs

• Facebook or other social media accounts 

• Notebooks, folders, or other materials

Badges are issued after STEP lessons and assigned activities are successfully completed. There is a separate “I am 

Emergency Prepared!” badge for completing the entire program and a similar one for instructors as well that reads 

“Emergency Preparedness Educator.”

The digital badges for the STEP Curriculum are:

Core Lessons

Supplemental Hazards
41

 Student Badge Instructor Badge

Note: Choose if you would like your students to receive digital or sticker badges or both.

Instructor Script: Now that you have completed this lesson, you have earned a reward. As a way to give you credit 

for and show others the work you’ve put into learning about _______________ (whichever lesson/hazard was 

covered), you are entitled to receive a STEP Emergency Preparedness digital badge, that I am going to email to both 

you and your parents. 

I’m also going to pass out stickers of the badge for you to stick to your notebook, folder, or STEP worksheet. 

Remember, don’t stick them to books!

Note: If you plan to complete all the lessons and hazards, tell the students about the combined badge.

Instructor Script: You have now completed the entire STEP program. Give yourselves a round of applause for all 

the hard work you have put into learning about emergency preparedness. In addition to the round badges for 

each lesson you finished, you will get a larger badge that shows all the smaller badges and says, “I Am Emergency 

Prepared!” 

Action: Distribute badges to students or create a checklist of who you will need to email digital badges to. 

CERTIFICATES OF COMPLETION

In addition to, or instead of badges, you may want to provide STEP certificates of completion when you have finished 

either all three base lessons or the entire curriculum, including hazard lessons. The certificates can be customized 

with the students’ names.

You can consider holding a short ceremony in which you present the certificates. You might want to invite a local 

emergency management representative or first responder to briefly reiterate the importance of preparedness and 

hand out the certificates. 

Action: Make copies of the certificate for each member of the class, fill in their name and date and sign the 

certificate ahead of the presentation. You can also download digital versions in which you can type their name and 

then print. 

Instructor Script: Congratulations on completing the STEP program. You’ve really learned a lot about emergency 

preparedness, including how to make emergency kits and a family communication plan. I’m going to hand out 

special certificates awards that certify you have finished the program. When I call out your name, please come to the 

front of the room to get yours.
42

EMERGENCY PREPAREDNESS RESOURCES FOR TEACHERS, 

PARENTS, CAREGIVERS, AND STUDENTS

The lists below include selected emergency preparedness resources from the federal government and other 

organizations. 

RESOURCES FOR TEACHERS AND SCHOOLS 

Teachers and schools can use the resources in this section to find more information on some of the preparedness 

topics in the STEP program. There are also several resources that can be shared with students to supplement 

activities.

• FEMA and the American Red Cross, Helping Children Cope with Disaster: Ready.gov/sites/default/

files/2019-07/helping_children_cope.pdf

• FEMA, Ready.gov: 

» Youth Preparedness: Ready.gov/kids

» Build a Kit: Ready.gov/kit

» Make a Plan: Ready.gov/plan

» For educators and organizations: Ready.gov/kids/educators-organizations

• American Red Cross, School Disaster Preparedness: www.redcross.org/get-help/how-to-prepare-foremergencies/emergency-preparedness-for-kids/school-disaster-preparedness.html

OTHER EMERGENCY PREPAREDNESS EDUCATION PROGRAMS 

• American Red Cross, the Pillowcase Project: www.redcross.org/get-help/how-to-prepare-for-emergencies/

emergency-preparedness-for-kids/disaster-preparedness-for-teachers.html

• Home Fire Sprinkler Coalition, Educational Resources for Fire Service: https://homefiresprinkler.org/firedepartment-sprinkler-education

• Save the Children, Prep Rally: www.savethechildren.org/us/what-we-do/us-programs/disaster-relief-inamerica/family-emergency-preparedness-plan/making-disaster-preparedness-fun

• Sesame Street, Getting Ready: www.sesamestreet.org/toolkits/ready

• U.S. Fire Administration: www.usfa.fema.gov/prevention

STATE EMERGENCY MANAGEMENT AGENCIES 

• For help finding contact information for your state emergency management agency, please go to www.

fema.gov/emergency-management-agencies. 

RESOURCES FOR PARENTS AND CAREGIVERS 

Parents and caregivers can learn more about the topics covered in the STEP program by checking out these 

resources.

• FEMA and the American Red Cross, Helping Children Cope with Disaster: Ready.gov/sites/default/

files/2019-07/helping_children_cope.pdf

• FEMA, Ready.gov

• FEMA, Ready.gov for Parents: Ready.gov/kids/families
43

• FEMA, IS-36 Preparedness for Child Care Providers: https://training.fema.gov/is/courseoverview.

aspx?code=IS-36

• American Academy of Pediatrics, Family Readiness Kit: www.aap.org/en-us/Documents/disasters_family_

readiness_kit.pdf

• American Red Cross, How to Prepare for Emergencies: www.redcross.org/get-help/how-to-prepare-foremergencies.html

• Centers for Disease Control, Protect Yourself and Your Loved Ones: https://emergency.cdc.gov/protect.

asp

• DisasterAssistance.gov: www.disasterassistance.gov

• The Weather Channel Family Emergency Plan: www.connectwithweather.com/create-your-plan

ACTIVITIES FOR KIDS 

Additional activities that students can do at school or home are offered by FEMA, the Centers for Disease Control 

(CDC), and nonprofit organizations.

• American College of Emergency Physicians, Disaster Hero: www.disasterhero.com

• CDC, Ready Wrigley: www.cdc.gov/cpr/readywrigley

• FEMA Ready Kids: Ready.gov/kids

• FEMA and American Red Cross Prepare with Pedro: Ready.gov/kids/prepare-with-pedro

• National Fire Protection Agency, Sparky.Org: www.sparky.org

CHECK IT OUT: BOOKS FOR STUDENTS

The list below includes books related to disasters and emergency planning, as well as building emotional resiliency. 

They are listed in alphabetical order by title. Age levels vary from 3 to 14 to ensure that books are available to 

students of varying reading abilities. Some of these books may already be in your school or public library. Feel free 

to choose from this list or add your own books. Including book assignments is especially important for students who 

have minimal access to computers at home.

After students read the books, they can design posters or give brief presentations about their choice of book. Ask 

the librarian to create a special section in the library featuring some of these books. Share this list with parents and 

guardians when you announce the STEP program. And be sure to check out other ideas for encouraging reading in 

the Activity Book.

Understanding Weather and Disasters

Can You Survive an Earthquake? By Rachael Hanel. Ages 8-12. Part of the “You Choose: Survival” series, the 

book offers numerous choices for readers to pick that show different scenarios about what happens during an 

earthquake.

Disasters. By David Burnie. Ages 10-14. Part of the Scholastic Discover More series, Disasters shows how natural 

disasters occur and the destruction they can cause, and includes stories from eyewitnesses.

Extreme Weather: Surviving Tornadoes, Sandstorms, Hailstorms, Blizzards, Hurricanes, and More! By Thomas M. 

Kostigen. Ages 8-12. From record heat to record storms, this National Geographic Kids book looks at a variety of 

severe weather events.

Flood Warning. By Jaqueline Pearce. Ages 8-12. This fictional chapter book is based on a real event, in which a boy 

works to save his family’s herd of cows from a flooding river. 
44

Hurricanes! By Gail Gibbons. Ages 3-8. This picture book introduces children to the science of hurricanes and 

includes safety tips.

Inside a Hurricane. By Joanna Cole. Ages 7-10. In this Magic School Bus book, Ms. Frizzle takes her students on a 

thrilling ride into a hurricane.

I Survived The California Wildfires, 2018. By Lauren Tarshis. Ages 8-12. Part of a series of 20 fiction books called “I 

Survived,” this chapter book tells the story of how two children how endured a wildfire.

Prepare with Pedro. Ages 5-8. A joint product of FEMA and the American Red Cross, this activity teaches children 

and their families about how to stay safe during disasters and emergencies. The book follows Pedro around the 

United States and offers safety advice through crosswords, coloring pages, matching games, and more. The Disaster 

Preparedness Activity Book is available for download in 6 languages at Ready.gov/kids/prepare-with-pedro.

Ready, Set . . . WAIT!: What Animals Do Before a Hurricane. By Patti R. Zelch. Ages 5-8. Using research and 

observation, the book shows how nine animals sense, react, and prepare for a storm.

Surviving a Fire. By Heather Adamson. Ages 7-9. The dangers of house fires, how to prepare an escape plan, and 

safely getting out during a fire are discussed.

The Day the Lines Changed: An Inspiring Story about a Line, a Pandemic, and How Change Shapes Us All. By Kelley 

Donner. Ages 3-6. The picture book uses shapes and lines to illustrate how to stay safe during a pandemic.

Tornadoes: Be Aware and Prepare. Ages 4-8. By Martha Elizabeth Hillman Rustad. This illustrated book helps 

children learn what to do if a chance of tornadoes is in the forecast. Part of A+ Books Weather Aware Series.

Twister Trouble. By Anne Schreiber and John Speirs. Ages 7-10. In this Magic School Bus book, Ms. Frizzle and her 

class fly directly into the heart of a powerful tornado.

Becoming Emotionally Prepared

Look for the Helpers. Ages 4-8. By Alexandra Cassell and Jason Fruchter. Daniel the tiger gets scared when a storm 

hits the neighborhood and learns how to find people to keep him safe.

The Big Blackout. Ages 6-10. By Meghan McDonald and Peter H. Reynolds. Judy Moody and her family wait out a big 

storm after their electricity goes out, turning a scary situation into a happy memory as they play games and make 

s’mores.

What to Do When Fear Interferes. By Claire A. B. Freeland and Jacqueline B. Toner. Ages 6-12. The book offers 

advice on keeping fear from overshadowing everyday activities.

What to Do When You Worry Too Much: A Kid’s Guide to Overcoming Anxiety. By Dawn Huebner. Ages 6-12. The book 

uses humorous illustrations and metaphors to guide children through worrisome situations.
45

CUSTOMIZING LESSON PLANS FOR DIFFERENT SETTINGS

The STEP curriculum is designed to be modular, allowing instructors to mix and match activities and lessons to fit 

their needs. Recognizing the diverse backgrounds of STEP instructors and that delivery of the material extends 

beyond the classroom, the Instructor Guide now includes suggested activities for different demographics, settings, 

and circumstances including:

• Family Preparedness: Community and faith-based organizations often reach families with preparedness 

messaging. Below are activities focused on making preparedness a family affair. 

• Camp/After School: Here you will find suggestions for more play-based activities that are fitting for extracurricular activities. 

• Disaster Preparedness Assemblies/School Presentations: Considering that many emergency 

preparedness officials are asked to present to students of different ages, we have provided suggested 

visuals, talking points, and activities for those looking for brief presentations. 

• Distance Learning/E-Learning: Recognizing that many classrooms have online formats, we have grouped 

together activities that can be done independently online or if classes are being taught via distance 

learning. 

• Beyond 4th and 5th Grade: While STEP was originally envisioned for 4th and 5th grade students, the 

basics of emergency preparedness are fundamental for students of all ages. To help instructors target 

older students, FEMA has identified specific activities that provide opportunities to engage older or more 

advanced students.

The table below provides a basic guide that instructors can use to tailor STEP for their needs.

INSTRUCTOR GUIDE ACTIVITY FAMILY 

PREPAREDNESS

CAMP/

AFTERSCHOOL

ASSEMBLIES/

PRESENTATIONS

DISTANCE 

LEARNING/

E-LEARNING

BEYOND 4TH AND 

5TH GRADE

Core Lesson 1: Introduction to Emergency Preparedness

Icebreaker Bingo x x

Disaster Dodgers Video x x x x

Disaster Case Study – Lost and 

Found in a Wildfire

x x

Disaster Map (Digital) x x x

Disaster Map (Print) x

Core Lesson 2: Creating an Emergency Kit

Disaster Dodgers Video x x x x

Build Your Own Emergency 

Backpack

x x x

How to Build a Family Emergency 

Kit

x x x

Host an Emergency Kit Drive x x x

Core Lesson 3: Designing a Family Communication Plan

Disaster Dodgers Video x x x x

Family Communication Plan x x x

Store a Digital Photo of your Family 

Communication Plan

x x x

Disaster Map Summary – Group 

Activity

x x x x
46

STEP ACTIVITY BOOK FAMILY 

PREPAREDNESS

CAMP/

AFTERSCHOOL

ASSEMBLIES/

PRESENTATIONS

DISTANCE 

LEARNING/ 

E-LEARNING

BEYOND 4TH AND 

5TH GRADE

Lesson 1 Activities

Crossword Puzzle x x x

My Creative Writing Journal x x x

Reading Activity – “In the Dark” x x x

I Went Shopping for an Emergency 

Kit Memory Game

x x x

Emergency Preparedness 

Scavenger Hunt

x x

Lesson 2 Activities

My Creative Writing Journal x x x

Sketch, Draw, and Design Your Own 

Emergency Kit

x x x

Safety Treasure Hunt x x x x

Word Search x x

Role-Playing News Headlines x x x

Host an Emergency Kit Drive x x

Lesson 3 Activities

Crossword Puzzle x x x

My Creative Writing Journal x x x

STEAM Math Worksheet x x

Reading Activity – Family 

Communication Plan Skit

x x x

Fire Drill/Safety Week Exercises x x

Emergency Preparedness Display 

Table

x x

Science and Innovation x x
47

STEP APPENDIX

In the Appendix you will find printable handouts for the activities in the STEP Instructor Guide along with answer keys 

for handouts and activities in the STEP Activity Book. For digital versions of the handouts please visit Ready.gov/

student-tools-emergency-planning-step.

TABLE OF CONTENTS

Lesson 1

Icebreaker Bingo Cards ....................................................................................................................... 48-50

Icebreaker Bingo Answer Key.................................................................................................................... 51

Disaster Case Study – Lost and Found in a Wildfire................................................................................52

Disaster Map Activity ........................................................................................................................... 53-55 

Lesson 2

Build Your Own Emergency Backpack ......................................................................................................56

How to Build a Family Emergency Kit ..................................................................................................57-58

Lesson 3

Family Communication Plan................................................................................................................ 59-60

Wallet-Size Family Communication Plan .................................................................................................. 61

Disaster Map Summary – Group Activity............................................................................................ 62-64

STEP Rewards

Printable Badges.................................................................................................................................. 65-66

Printable Certificate of Completion...........................................................................................................67

STEP Activity Book Answer Keys

Activity 1: Crossword Puzzle Answer Key ..................................................................................................68

Activity 3: Reading Activity – “In the Dark” Answer Key ..........................................................................69

Activity 5: Emergency Preparedness Scavenger Hunt Answer Key.........................................................70

Activity 9: Word Search Answer Key.......................................................................................................... 71

Activity 12: Crossword Puzzle Answer Key................................................................................................72

Activity 13: STEAM Math Worksheet Answer Key ....................................................................................73

Activity 15: Reading Activity – Family Communication Plan Skit Answer Key........................................ 74
48
49
50
51

LESSON 1

Activity 1: Icebreaker Bingo Answer Key

Note: There are three different Icebreaker Bingo Cards. Simply print and copy a bingo card for each 

student. Be sure to mix the cards up prior to handing them out. Provide each student with one 

bingo card and pencil or pen. This is a walk around activity.

Instructions: 

1. There are 25 squares on every card.

2. The middle square is a free space.

3. When I read out the description on one of the squares, find someone that matches the same description 

on the square I read. You will need to ask them first. If they say yes, ask them to initial the square with the 

matching description on your bingo card.

4. Students can only initial another person’s bingo card one time. Meaning, you cannot have the same 

person initial twice on the same card.

5. Students must fill their bingo card to fill a full straight line with different initials before calling bingo.

6. The object of the game is for the player to fill a full line straight across a row, straight down a column, or 

diagonally from corner to corner with initials. The first person to fill five boxes across or down the card wins 

the game. (Present a bingo card and physically show students what you mean.)

7. When this happens, the player yells out “BINGO!” to win the game.

8. If nobody gets bingo after 10 minutes, then the person with the most initials wins!

9. Have fun and enjoy!

Answers:

1. Owns a whistle

2. Has a younger sister

3. Owns a flashlight

4. Has made a snowman

5. Loves jelly beans

6. Likes to wear blue jeans

7. Can do a cartwheel

8. Has swum in the ocean

9. Has a cat

10. Owns a fire extinguisher

11. Can read a map

12. Owns a can opener

13. Likes to draw

14. Has a dog

15. Has been in a thunderstorm

16. Has a first aid kit

17. Has been to a desert

18. Has brown eyes

19. Likes to ride a bike

20. Traveled outside the U.S.

21. Plays soccer

22. Was born in a different state

23. Likes to read

24. Loves math

25. Eats salad for lunch
52

LESSON 1

Activity 4: Disaster Case Study

LOST AND FOUND IN A WILDFIRE

My name is Mia, and I live with my parents and our dog, Jaxie, in a blue house at 

the edge of a golf course. I just turned 10 and had my birthday party last week. 

We knew that fires had burned other areas of California, but we had never been 

affected. Still, we wanted to make sure we would be ready in case flames came close 

to our city of Santa Rosa. We put together an emergency kit with enough food and 

water for three days, along with first aid supplies, clothes and other things we would 

need to take if we had to leave home quickly. My parents stored it in the back of the 

car, so we could drive away as fast as possible.

One night, my mother smelled smoke and woke up my father and me. My cute little 

dog, a white miniature poodle, was sleeping in his bed in my room. Through my window, 

I could see that the night sky glowed red with flames in the distance. The police told 

everyone they needed to leave. We quickly got dressed in pants and shirts with long 

sleeves, as well as boots to keep us as safe as possible from the flames. We also took 

hats and bandanas to protect our heads and faces. 

Mom grabbed some photo albums that had pictures of me as a baby and even her as a little kid. She also 

took a painting I made of our family in school last year that was on our refrigerator. Mom hurriedly put a 

leash on Jaxie, and he rushed out the door ahead of us.

As soon as we opened the door, we could feel hot wind on our faces. We quickly got into the car, but 

realized Jaxie wasn’t with us. My father looked for him around the yard and golf course. But fire alarms 

were going off, the smoke was making it harder to breathe, and we had to leave Jaxie behind.

We cried all the way to my grandparents’ house, which was a long drive from the fire, because we were 

so worried about Jaxie and what might happen to our home. By now it was morning, and my mom looked 

at some social media sites on her laptop to see if anyone reported finding Jaxie. I had my fingers crossed 

while we waited and was so excited when a family found him on the street.

When the police said it was safe to go back home, we made a stop first to pick up Jaxie from the family that 

found him. While we were driving home, we saw some houses that had been burned and trees that were 

scorched. I felt like we held our breath as we came to our street. But our house was fine, and I was never 

so happy to be home.
U.S. DISASTER MAP 

LESSON 1

Disaster Map Use the map to learn more about the types of disa

Hover over the icons to view the disaster, and clic

Earthquakes

Wildfires

Hurricanes

Floods

Winter Storms

Volcanoes

Tsunamis
U.S. DISASTER MAP 

LESSON 1

After you’ve had a chance to explore the map and the links on Ready.gov, answer the questions below. 

1. Identify where you live on the U.S. map. Which state(s) border your state?

2. By hovering your mouse over the disaster icons, list the disasters you should consider preparing for based

on where you live.

3. What disasters are not likely to happen where you live? List the least likely disasters.
U.S. DISASTER MAP 

LESSON 1

4. Are the disasters that are likely to happen in the state(s) that border yours the same as the state you live

in? Check Box for Yes and No. If not, which ones are different?

 Yes No

5. What disasters could happen anywhere? Explain why.

Once you’ve completed the questions, save your work and share it with your family and your teacher!
Build Your Own Emergency Backpack!

Only 8 items can fit into your backpack 

emergency kit. Check off the most 

important ones to keep in a kit that 

you can grab and go in a hurry.

Change of 

Clothes

Bottle of Water

Extra Batteries

Soccer Ball

Toothbrush & 

Toothpaste

Small Toy or 

Stuffed Animal

Banana

Book or Puzzle

Energy Bars

Flashlight

TV
HOW TO BUILD A FAMILY EMERGENCY KIT

Plan Ahead – Build a Do-It-Yourself Emergency Preparedness Kit

Some disasters strike without any warning. Have you thought about the supplies you’ll need the most? It 

is important for you and your family to prepare in advance for an emergency. Make sure you have enough 

supplies to last for at least three days.

1 Put your kit together to be ready for an 

emergency.

2

Use a sturdy container to place 

your items in. A book bag, 

waterproof storage bin, or 

sealable container works best.

3 Make sure it is easy to access 

and transport.

4

Keep your kit up to date. Food, 

water, batteries, medications, 

and other items may expire.

5 Store your kit and supplies in a place 

where they can be easily located.

6 Don’t forget to think about babies, elderly, pets, or any family 

members with special needs!

7 Add items for the climate you live in, and store extra supplies 

in your car too.

BE 

READY!

BE 

READY!
SPF 50

HOW TO BUILD A FAMILY EMERGENCY KIT

COMPLETE THIS CHECKLIST AS YOU BUILD YOUR EMERGENCY KIT:

Water Extra cash Medications

Mobile phone 

& charger

Non-perishable 

food Can opener

Paper plates, 

cups, utensils Sleeping bag Change 

of clothes

Sturdy shoes Emergency 

blanket

Toothbrush & 

toothpaste

Pet supplies, 

including 

extra water

Rain gear Extra set of 

car keys

Whistle First aid kit

Pliers or 

wrench to turn 

off utilities

Map(s) of 

the area

Battery powered 

or hand-crank 

radio

Dust mask

Matches Flashlight Paper & 

pencil

Sunscreen Extra batteries Fire 

extinguisher

Insect repellant
FAMILY COMMUNICATION PLAN

BE 

READY! Emergencies can happen at any time. Do you 

know how to get in touch with your family if 

you’re not together? Follow these steps to 

make a communication plan and BE READY!

1 COLLECT INFORMATION

Know the 

Numbers:

PERSONAL INFO

____________________________________

 __________________________________

My Name: 

My Address:

My Phone Number: ____________________________

FAMILY INFO

 _______________________________

____________________________

_________________________

 _______________________________

 ____________________________

_________________________

Parent Name(s):

Cell/Work Number: 

Social Media Account: 

Sibling Name(s):

Cell/Work Number:

Social Media Account: 

Neighbor/Relative Name: _______________________

Cell/Work Number: ____________________________

Neighbor/Relative Name: _______________________

Cell/Work Number: ____________________________ 

Be sure to memorize your emergency contact 

numbers or put them in your phone!

__________________________________________

__________________________________________ 

__________________________________________ 

__________________________________________

Pick a 

Meeting Spot:

Where will you meet up with your family if you 

have to get out of your house quickly? Where will 

you meet if your neighborhood is being evacuated 

and you’re not at home?

Talk to everyone in your household and 

decide where your meeting spot will be.

Make sure you know how to get there. 

Figure out the best route to evacuate 

your house if necessary.

MEETING PLACE
FAMILY COMMUNICATION PLAN

BE

READY!

Text, don’t talk!

Unless you are in immediate danger, 

send a text. Texts often have an easier 

time getting through during emergencies, 

and you don’t want to tie up phone lines 

needed by emergency responders (like 

911). It might also be easier to reach 

someone who’s out of town. If you have a 

social media account, that’s also a good 

way to communicate with your family and 2 neighbors, especially if they’re out of town.

SHARE THE 

INFORMATION

Make copies of your Family Communication Plan for each member of the household to carry in their wallet, 

backpack, or purse. 

Post a copy in a central place at home.

Double check that everyone has the correct information.

Make sure your household and neighbor/relative contacts have your contact info, a mobile phone, and are able 

to text when needed.

3 REVIEW AND PRACTICE

Practice calling and texting the group. Set up a group chat on everyone’s phone if possible, and give it a name 

like Family Emergency Group.

Discuss what key messages need to be sent if there is an emergency situation. For example, “I’m OK” or “I am 

at X location.”

Go to Ready.gov/kids for more info 

on how to be prepared for disasters!
61

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FAMILY COMMUNICATION PLAN

STEP Program 

FEMA Individual and Community 

Preparedness Division

BE 

READY!

Write your full name above

HOUSEHOLD INFORMATION

Home #: 

Address: 

Name: Mobile #: 

Other # or Social Media: Email: 

Important Medical or Other Information:

Name: Mobile #:

Other # or Social Media: Email: 

Important Medical or Other Information: 

Name: Mobile #: 

Other # or Social Media: Email: 

Important Medical or Other Information: 

Name: Mobile #: 

Other # or Social Media: Email: 

Important Medical or Other Information: 

Name: Mobile #: 

Other # or Social Media: Email: 

Important Medical or Other information: 

Name: Mobile #: 

Other # or Social Media: Email: 

Important Medical or Other information: 

Remember: Text don’t talk! 

Texts get through more easily 

during emergencies. Unless you are 

in immediate danger, send a text.

EMERGENCY CONTACTS

Name: Mobile #: 

Home #: Email: 

Address: 

OUT-OF-TOWN CONTACT

Name: Mobile #: 

Home #: Email: 

Address: 

EMERGENCY MEETING PLACE

Indoor: 

Instructions: 

Neighborhood: 

Instructions:

Out-of-Town Neighborhood: 

Address: 

Instructions: 

Out-of-Town Neighborhood: 

Address: 

Instructions: 

IMPORTANT NUMBERS/INFORMATION 

Police: 

Fire: 

Doctor: 

 

 

 

 

 

Dentist: 

Medical Insurance: 

Policy Number: 

Hospital/Clinic: 

FOLD 

HERE 

FOLD 

HERE 

FOLD 

HERE 

FOLD 

HERE 

Go to Ready.gov/kids for more info

on how to be prepared for disasters!
U.S. DISASTER MAP 

LESSON 3

Disaster Map Use the map to learn more about the types of disa

Hover over the icons to view the disaster, and clic

Earthquakes

Wildfires

Hurricanes

Floods

Winter Storms

Volcanoes

Tsunamis
U.S. DISASTER MAP 

LESSON 3

On the STEP Disaster Map, you can see which disasters are more likely to happen where you live and that 

there is a possibility that more than one disaster could happen at a time. For example, it is possible you 

could experience a thunderstorm, flooding, and a hurricane at the same time. 

Work together to summarize what you’ve learned! 

• Review the information in the STEP Disaster Map

• Let one person serve as a note taker

• Give each person in your group a chance to provide their ideas and opinions

• Write down everyone’s answers, and then assign one person to report back to the whole class on

your group’s responses.

You’ve studied the different types of disasters and their characteristics. Looking at the map pick three 

disasters that may affect you where you live. In your own words describe each term and what stands out 

most to you about each one. 

1. 

2. 

3. 

List the items in your emergency kit that could be helpful in the three disasters you described above. 

1. 2. 3.
U.S. DISASTER MAP 

LESSON 3

List some steps you can take to be prepared for the different types of disaster that could happen where you 

live. 

What have you done in class that could help prepare you for any disaster? 

What are the most important lessons you have learned from the STEP Program that will help you be prepared 

for a disaster in the future? 
65

STEP REWARDS

Badges
66
____________________________________________________

__________________________________________________

 ______ _____________, ___

This Certificate of Achievement has been awarded to

this day of 20

For Learning About Emergency Planning and Helping Our Com

Family, and Friends Become Better Prepared by Completing 

Student Tools for Emergency Planning Program

Classroom Emergency Planning Instructor
68

STEP ACTIVITY BOOK ANSWER KEYS

***If you haven’t already downloaded or ordered the Activity Book, go to Ready.gov/studenttools-emergency-planning-step or email fema-prepare@fema.dhs.gov for print copies.***

Activity 1: Crossword Puzzle Answer Key

SOLVE THE PUZZLE

Use the clues below to fill 

in the preparedness word 

answers.

DOWN

1. Instead of candles, which could be dangerous, 

add this item to your disaster supply kit.

3. This item is important in your disaster supply kit 

because you may need something to keep you warm 

in case the heat goes out.

4. In this emergency, you should immediately get 

outside when you smell smoke or hear an alarm.

6. This accompanies thunder in a large rainstorm.

8. When visiting the dentist, ask for an extra one of 

these for your disaster supply kit.

10. This emergency is caused by too much snow 

melting or too much rain falling for the rivers and 

ground to hold.

12. Every family should gather water, food, batteries, 

and other supplies for their disaster supply ______.

ACROSS

2. Family members can write contact numbers on a 

family emergency communication plan _____ to carry 

around with them in a pocket or wallet.

5. Each family should designate a ______ ______ 

outside the home in case of an emergency. (2 words)

7. If you have a pet at home, you should put pet food, 

extra water, a picture of you and your pet, and any pet 

______ they may need in your disaster supply kit.

9. During a lightning storm, the worst place to stand is 

under a tall object, such as a ______.

11. To prevent spoiling in your disaster supply kit, look 

for food found in this.

13. It is important for family members to be able to 

______ during an emergency.

14. This is a very strong and often long-lasting winter 

storm with snow, wind, and ice.
69

STEP ACTIVITY BOOK ANSWER KEYS

Activity 3: Reading Activity – “In the Dark” 

Answer Key

1. What did Mateo do to stay safe when the thunderstorm started? Underline that part of his report. 

I told my friends we should all go home.

2. Circle the things did Mateo’s family had at home to help them when the power went out? 

Radio

Peanut butter and jelly

Peaches

Flashlights

3. Use another color to circle adjectives that you see in the story. Adjectives describe nouns. One example in the 

story is “bright,” which describes the sun. 

Big gray clouds

Weird pinging sound

Little ice balls

Big tree branch

Big crashing sound

Little individual containers

4. Use another color to circle words that describe sounds. 

Thunder boomed

Lighting crackled

Thunder roars

Pinging sound

Super loud

Big crashing sound

Boom

Knock on the door

5. List three things you need to get ready in your house in case there is a storm. 

a. Have non-perishable food to eat.

b. Have a way to listen to weather warnings and news, such as a crank radio.

c. Have a flashlight.
70

STEP ACTIVITY BOOK ANSWER KEYS

Activity 5: Emergency Preparedness Scavenger 

Hunt Answer Key

FIND AND COLOR

Find the following items and color them in! What else can you find? First Aid Kits, Radios, and Batteries

4 Lightning Bolts

4 Water Bottles

3 Home Fires

2 Storms

3 Tornadoes

3 Whistles

4 Scorching Suns

4 Fire Hazards

2 Games

3 Flashlights

4 Earthquakes

4 Hiking Shoes

3 Extreme Colds

3 Flood Hazards

4 Ocean Waves

3 Family Emergency Kits

3 Family Communication Plans

3 Check on Neighbors
71

STEP ACTIVITY BOOK ANSWER KEYS

Activity 9: Word Search Answer Key

FIND THE PREPAREDNESS WORDS BELOW!

Communication Plan

Disaster

Text

Emergency Kit

Water

Batteries

Radio

Flashlight

First Aid Kit

Map

Prepare

Phone

Food

Toothbrush

S

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72

STEP ACTIVITY BOOK ANSWER KEYS

Activity 12: Crossword Puzzle Answer Key

SOLVE THE PUZZLE

Use the clues below to fill in the preparedness word answers.

DOWN

1. Since you take your things to school in this 

every day, add your family communication plan as 

well.

2. Make sure you include your dog, cat, and other 

_______ in emergency plans.

3. If you get lost, looking at one of these can help.

6. Rather than using your phone to call during an 

emergency, ________ instead.

ACROSS

4. One of these will help your family find each 

other after an emergency.

5. Have two of these, one near your home and the 

other outside your neighborhood at a building like 

a library or community center.

7. A big one of these with lots of branches outside 

your house could be a good meeting place.
73

STEP ACTIVITY BOOK ANSWER KEYS

Activity 13: STEAM Math Worksheet Answer Key

1. B

2. A

3. 124 Disasters

4. 2020

5. 2015

6. The draw a Bar Graph should look like this, with x- and y-axis titles written in for years and total number of 

disasters:

200

150

100

50

0

2015 2016 2017 2018 2019 2020

U.S. DISASTERS

Total Number of Disasters

Years
74

STEP ACTIVITY BOOK ANSWER KEYS

Activity 15: Reading Activity – Family 

Communication Plan Skit Answer Key

1. What are some places different members of your family might be when an emergency happens? 

School, work, playground, friend’s house, relative’s house, store

2. Do you know how to contact them? 

Yes or no

3. What if you can’t go to your neighborhood? Where are some places that you might be able to meet your family? 

You can meet at a library or community center. Other options might include a nearby relative’s house, house of 

worship (church, temple, mosque), or school.
FEMA P-2151