Student Tools for 

Emergency Planning 

(STEP) Program

A Curriculum for 4th and 5th Grade Students

FEMA P–1039/October 2015

Contents 

1. YOUTH PREPAREDNESS EDUCATION ............................................................................ 1

2. IMPLEMENTING STEP ....................................................................................................... 5

STEP Overview ............................................................................................................... 5

Lessons Learned in Teaching STEP ................................................................................ 6

STEP Alignment With National Content Standards .......................................................... 7

Customizing STEP ........................................................................................................... 7

Preparing Students for STEP ........................................................................................... 7

Emotional Considerations ................................................................................................ 8

3. INVOLVING FAMILIES AND THE LARGER COMMUNITY ................................................11

Involving Families in STEP .............................................................................................11

Involving the Larger Community in STEP ........................................................................11

Sample Letter to Family Members ..................................................................................13

STEP Introductory Open House ......................................................................................14

4. BASE LESSON INSTRUCTOR GUIDE ..............................................................................17

Teaching Objectives .......................................................................................................17

Learning Outcomes.........................................................................................................17

Materials Overview .........................................................................................................17

Base Lesson Instructions ................................................................................................18

Start With a Story .......................................................................................................18

Activity 1. Introduction: How to Prepare for a Disaster ....................................................20

Activity 2. Family Emergency Communication Plan and Disaster Supply Kit ...................21

Part 1. Family Emergency Communication Plan .........................................................22

Part 2. Disaster Supply Kit ..........................................................................................23

Preparing for Emergencies .............................................................................................31

Family Emergency Communication Plan Cards ..............................................................32

Disaster Supplies: At Home and Away ............................................................................41

5. HAZARD UNITS INSTRUCTOR GUIDE .............................................................................45

Materials Overview .........................................................................................................45

Fire Emergencies ............................................................................................................46

Severe Weather ..............................................................................................................51

Earthquakes ...................................................................................................................54

6. SUPPLEMENTAL LESSONS AND HANDOUTS ...............................................................57

Student Reading Resource List ......................................................................................59

Disasters Hot Off the Press: Newspaper-Style Writing Lesson—Instructor Guide ...........61

Newspaper Headlines—Student Handout .......................................................................63

Create an Emergency Planning Poster—Instructor Guide ..............................................65

Emergency Role Play Scenarios—Instructor Guide ........................................................66

Emergency Role Play Scenarios—Student Handout .......................................................69
Planning Crossword—Instructor Answer Sheet ...............................................................71

Planning Crossword—Student Handout ..........................................................................73

Math Worksheet—Instructor Answer Sheet ....................................................................75

Math Worksheet—Student Handout ................................................................................77

Mapping Meeting Places—Instructor Guide (Science and Math Lesson Plan) .................79

Promoting Preparedness Oral Presentation—Instructor Guide ........................................81

Adventures of the Disaster Dodgers Game .....................................................................83

7. STEP GRADUATION MATERIALS ..................................................................................101

STEP Graduation ..........................................................................................................101

Final Program and Graduation Event .............................................................................101

Sample Agenda ............................................................................................................102

Sample Letter to Family Members: Graduation Event ...................................................103

Sample Graduation Flyer .............................................................................................. 105

Certificate of Completion ............................................................................................... 107

8. EMERGENCY PREPAREDNESS RESOURCES FOR TEACHERS AND PARENTS 

AND CAREGIVERS ..........................................................................................................111

Resources for Teachers and Schools ...........................................................................111

Other Emergency Preparedness Education Programs ..............................................111

State Emergency Management Agency ....................................................................111

Activities for Kids ......................................................................................................112

Resources for Parents and Caregivers .........................................................................112
YOUTH PREPAREDNESS EDUCATION

1

1. YOUTH PREPAREDNESS EDUCATION 

According to 2013 census estimates, children under age 18 make up nearly 25 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

and the disaster impact can be disproportionately greater for children living in poverty—who are 

approximately 22 percent of all children in the United States.

3

 

As adults, 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 be able to stay safe during and after an event. Because school attendance is 

mandated for every U.S. child, the school setting is an ideal place to implement effective 

emergency preparedness programs. 

Children can also play an important role in disaster preparedness by being good messengers of 

preparedness information and advocates for action with their families. This role is particularly helpful 

in families that speak more than one language or when English is not the primary language in a 

household, or where one or more family members has a disability or access and functional needs. 

These considerations led staff in Federal Emergency Management Agency (FEMA) Region I 

(which serves the New England area); the Rhode Island Emergency Management Agency; and 

fourth-grade educators in North Providence, RI, to develop a classroom-based curriculum for 

emergency preparedness education, called Student Tools for Emergency Planning, or STEP. The 

program was piloted in February 2008 and grew to implementation in 17 states as of 2014. To 

support the continued growth and national distribution of STEP, FEMA assembled a working 

group of subject matter experts in youth disaster preparedness to review and update the 

materials. 

The revised STEP curriculum and materials are based on years of promising practices and 

lessons learned in youth disaster preparedness education. Because the field of youth disaster 

preparedness education is still growing, however, robust, scientific assessments of proven 

practices are only now beginning to emerge. Amendments to the STEP curriculum will be 

provided when additional research findings provide greater insights. 

FEMA strongly supports a focused effort on youth preparedness education. In 2010, FEMA 

published Bringing Youth Preparedness Education to the Forefront: A Literature Review and 

Recommendations, which summarizes research and evaluations in the field of youth disaster 

preparedness. It also includes best practices for school-based programs that you might find helpful 

in teaching the STEP program. FEMA also maintains the Youth Preparedness Catalogue: Disaster 

Preparedness Education Programs and Resources—a compilation of successful youth 

preparedness programs around the country—and in 2014 released the National Strategy for Youth 

Preparedness Education: Empowering, Educating, and Building Resilience. These publications and 

other resources are available at www.ready.gov/youth-preparedness. 

 

1

 United States Census Bureau. (2013). Current estimates data. Retrieved November 5, 2014, from 

www.census.gov/popest/data/

2 Blaikie, P., Cannon, T., Davis, I., & Wisner, B. (2004). At risk: Natural hazards, people’s vulnerability, 

and disasters (2nd ed.). New York, NY: Routledge. 

3 National Center for Children in Poverty. (2013). Child poverty. Retrieved November 5, 2014, from 

www.nccp.org/topics/childpoverty.html

IMPLEMENTING STEP

5

2. IMPLEMENTING STEP 

The STEP program is a curriculum for fourth- and fifth-grade students to teach them how to 

prepare for emergencies and disasters, and to train them to become leaders in family 

preparedness. Your participation in teaching the STEP program can help children and families 

be better prepared and more resilient should a disaster occur in your area. Thank you for 

making time to discuss emergency planning with your class. 

STEP Overview 

Grade Level: Grades 4–5 

Teaching Objectives 

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Provide general knowledge about disasters common to your area and strategies for how 

students can protect themselves and their families. 

Teach students how to create a family emergency communication plan. 

Teach students how to assemble disaster supply kits with their families. 

Learning Outcomes 

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Students are more knowledgeable, capable, and prepared in the event of a disaster. 

Students are positive influencers in helping their families be better prepared. 

Structure 

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Base Lesson (approximately 1 hour for videos, discussion, and activities): Introduction to 

Emergency Planning, Family Emergency Communication Plan and Disaster Supply Kit. 

Hazard Units (approximately 30 minutes for each video and discussion): Fire 

Emergencies, Severe Weather, Earthquakes. 

While only the Base Lesson is required to receive a STEP Certificate of Completion, 

FEMA encourages instructors to include the Hazard Units as part of their program. The 

units on fire emergencies and severe weather are applicable in all geographic areas; the 

earthquake unit can be added according to local risk. 

Supplemental Lessons (up to 10 hours of optional lessons): Emergency preparedness 

topics presented through lessons in geography, science, English, art, and mathematics. 

Materials and Resources 

 Participating schools receive ready-to-teach lesson materials, including instructor 

guides, STEP It Up with the Disaster Dodgers video series, student handouts, classroom 

activities, homework assignments, and graduation certificates. The STEP program 

also includes suggestions for how to involve family members and the larger community 

in STEP. 

Alignment With National Content Standards 

 The STEP Base Lesson, Hazard Units, and supplemental materials align with national 

content standards for several subject areas. 
6

Lessons Learned in Teaching STEP 

The following recommendations have been provided by STEP instructors and students who 

participated in STEP over the past several years. 

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Keep class size below 50 to ensure interaction. 

“As a former teacher and a STEP presenter, interactive is always the best way to teach 

a lesson. However, this doesn’t necessarily mean that the students need to play a

game. [You could meet the objective] as long as there is the opportunity for the students 

to join in the discussion and to think about their own planning and next steps. Several 

schools bring in two fifth-grade classrooms into one, and it would take quite a bit of time 

and may not be logistically feasible. I think the maximum amount of students in the class 

should be 50. If there are only about 20 or so students in a class, doing a game may 

work really well.”—Stacey Hafen, Senior Director of Community Preparedness, American 

Red Cross 

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

the disaster supply kits. Enlist members of your community, such as your parentteacher organizations or local businesses, to help donate containers or supplies. 

Consider sending students to a local grocery or general store as part of a presentation 

lesson to ask store managers for any donations of food and water. 

“I had to think about where I could get free things so that it wouldn’t be so expensive to 

make my family’s disaster supply kit. When I went to the dentist and when he gave me 

my free toothbrush, I asked him for an extra one for my kit.”—Elissa, fifth grade student 

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

program. In Section 3, “Involving Families and the Larger Community,” you will find a 

Sample Letter to Family Members to introduce family members to the STEP program. 

“Students need to lead their family in action—in the form of building disaster supply kits 

and plans. The more you, as a teacher, can invest parents in this goal up front, the more 

likely students will be able to reach this goal. Incorporating STEP into the parent night 

we hold at the beginning of the year was one way we felt we were setting our students 

up for success.”—Ms. Coutre, fourth-grade teacher 

There has also been an overwhelming amount of positive response from parents and 

guardians. In fact, the one criticism parents had about STEP was that the program was 

only being taught to students in fourth and fifth grade, and not other grade levels. 

Parents were not nervous or fearful about their children learning about disasters—

especially when the instructors were confident about their knowledge of and familiarity 

with the materials. 

Engage community members in as many ways as possible 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 to 

guest speak to students, having an emergency management director speak to your 

school’s parent-teacher organization, inviting someone from a disability organization to 

speak with school administrators about disability inclusive emergency management, or 

taking students on a field trip to your state’s emergency management operations center.

Investigate the procedures that your school and city have for handling an 

emergency situation 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. 
7

 Consider the state standards that these lessons cover and how learning can be 

extended across subject areas, including art and geography. Science, reading 

comprehension, and social studies units have all been built into the STEP curriculum. 

STEP Alignment With National Content Standards 

The National Governors Association Center for Best Practices and the Council of Chief State 

School Officers work together to develop standards that “define the knowledge and skills 

students should have within their kindergarten to grade 12 education so that they will graduate 

high school able to succeed in entry-level, credit-bearing academic college courses and in 

workforce training programs.” These organizations note that national standards meet the 

following criteria: 

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Are aligned with college and work expectations; 

Are clear, understandable, and consistent; 

Include rigorous content and application of knowledge through high-order skills; 

Build upon strengths and lessons of current state standards; 

Are informed by other top-performing countries, so that all students are prepared to 

succeed in our global economy and society; and 

Are evidence-based. 

Recognizing that there are increasing demands on classroom time, FEMA developed the STEP 

curriculum to align with national content standards for several subject areas. These linkages 

may help make it easier for you to incorporate the STEP curriculum into your school’s teaching 

requirements. For more information about your state’s standards, visit www.corestandards.org. 

Customizing STEP 

The STEP curriculum is meant to be tailored to your individual fourth- or fifth-grade class and 

students. Instructors are encouraged to put their own “stamp” on the program, as they know 

their school district and individual school best. FEMA also recommends that instructors focus on 

specific emergencies that are more likely to occur in your geographic area. 

FEMA also has online emergency preparedness information developed specifically for children 

and youth, including interactive games, available at www.ready.gov/kids. You may wish to refer 

students to this website before or after you teach STEP or use some of the additional materials 

available in your STEP program. 

Preparing Students for STEP 

The following activities will help introduce your students to STEP: 

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Tell the students about the upcoming STEP lesson. Explain that they will learn more 

about disasters and how to become agents to help their families plan for emergencies. 

If desired, have your students produce artwork related to nature and natural disasters 

(e.g., hurricanes, floods, tsunamis, tornadoes, volcanoes, blizzards, and fires) to set the 

scene in the classroom. 

You also might have students create their own folders to hold the materials they will use 

during the STEP lessons. 
8

Emotional Considerations 

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. Students who have experienced a disaster in the past may find the discussion 

particularly emotional, so you may want to ask about past experiences before you begin the 

STEP program. 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 notice as soon as possible if any student expresses

discomfort, anxiety, or any other type of negative reaction to the subject matter. 

While this situation may be a rare occurrence, you may wish to have a backup plan or other 

activity that would allow you to change course to minimize a student’s discomfort. You may want 

to include the school counselor in your plans to introduce the course materials. You also may 

then choose to reach out to the distressed student’s parent or guardian after class to explain 

what happened. The Substance Abuse and Mental Health Services Administration’s Disaster 

Technical Assistance Center provides a host of materials for instructors and school personnel to 

use when discussing disasters with children. 

These materials are available at www.samhsa.gov/dtac. The American Red Cross and FEMA 

have written Helping Children Cope with Disaster, available at 

www.fema.gov/pdf/library/children.pdf. 

Want to Know More About Disasters 

and Emergency Preparedness Before You Begin? 

Before you begin teaching STEP, you might want to spend some time learning more about 

the types of disasters that occur in your area and emergency preparedness for those 

disasters. Typically, people don’t think about emergency preparedness—until after an event 

has occurred. Chances are that each of us will be affected by at least one emergency or 

disaster in our lifetime. 

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 www.ready.gov.
INVOLVING FAMILIES AND THE LARGER COMMUNITY

11

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3. INVOLVING FAMILIES AND THE LARGER COMMUNITY

Involving Families in STEP 

People experienced with the STEP program recommend that schools engage the families of 

students early on and in as many ways as possible while teaching STEP. Family involvement 

will help students achieve the goals of the program and will help ensure that families are 

receiving important emergency preparedness information. Suggestions for how to involve 

families include: 

Sending a letter home to the family; 

Using other communication channels (e.g., emails, blog posts, website posts) to 

keep families informed; 

Involving families in homework assignments, including emergency supplies 

checklists and family emergency communication plans; and 

Holding a STEP Open House. 

Ensure provision of reasonable accommodations to all family members and students 

with disabilities and others with access and functional needs, including sign language 

interpreting, Communication Access Realtime Translation (CART), and alternative 

format of materials in large print, Braille, or electronic format. For family members 

needing materials translated into other languages, consider providing translation. Work 

with school personnel who can advise in the provision of reasonable accommodation.

Involving the Larger Community in STEP 

Experienced STEP instructors recommend that the larger community also be engaged in 

supporting the STEP program; for example, by serving as guest speakers in the classroom, 

participants in a STEP Open House, or sponsors for “STEP Bags”—bags containing selected 

emergency preparedness items. 

Guest Speakers 

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

emergency preparedness for the community. Consider contacting your local emergency 

management agency representative, representatives from your local Citizen Corps Council or 

Community Emergency Response Team (CERT) program, or local first responders (such as fire, 

law enforcement, or public health agencies) to ask if someone would speak at an open house 

school event or speak to your class for 5 to 10 minutes about the importance of family emergency 

planning. This person may choose to bring flyers, handouts, or other materials to share with 

students and their families that will reinforce the STEP preparedness message. Points of 

contact for Citizen Corps Councils and CERT programs are available at: www.ready.gov/citizencorps/find-your-nearest-council and www.fema.gov/community-emergency-response-teams. 

Also consider the needs of your community. If English is not the primary language spoken in 

many households, you may wish to invite someone who can communicate in the language 

spoken. You may also choose to invite someone who can communicate the importance of 

family emergency planning and provide guidance for people with disabilities and others with 

access and functional needs. 
12

Sponsor STEP Bags 

Some STEP instructors have been able to give students STEP Bags containing emergency 

preparedness items for the children and their families. In some cases, these have been funded 

by the school, but in other locations, local businesses (e.g., drug stores, grocery stores, or big 

box chain outlets) have sponsored the STEP Bags and donated some or all items for the bags. 

Ask your local emergency management representatives or first responders if they already have 

a partnership with potential donors. If no relationship exists, you or your school may wish to 

approach a potential donor to ask about donating items for the STEP Bags. 

Some suggested items for the STEP Bags are the following: 

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Emergency blanket (also known as a space blanket or Mylar blanket) 

Flashlight 

Batteries 

Water bottle 

Small first aid kit 

Small comfort item (e.g., plush toy or crayons and paper) 

Toothbrush and toothpaste 

While a STEP Bag is not a mandatory component of the program, it is a nice addition and 

serves as a visual reminder, both to students and their family members, of the importance of 

planning for disasters. It is also one way to engage the larger community in the STEP program 

and emergency preparedness. 

America’s PrepareAthon! 

America’s PrepareAthon! is a national community-based campaign for action with an 

emphasis on group discussions, drills, and exercises. With National PrepareAthon! Days held 

every spring and fall, the campaign provides free resources and tools to help individuals, 

organizations, and communities be better prepared. The fall National PrepareAthon! Day 

culminates National Preparedness Month, held every September.

Teaching STEP can be counted as an America’s PrepareAthon! activity, and FEMA 

encourages you to register your class participation at www.ready.gov/prepare. In addition, 

FEMA encourages schools to conduct drills and preparedness education at all grade levels.

There are America’s PrepareAthon! Playbooks for different hazards to help school leaders 

and administrators review preparedness policies by holding a tabletop exercise. 
13

Sample Letter to Family Members 

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.

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 

www.ready.gov/kids/parents. 

We are excited about the STEP program and are happy to extend an invitation to you 

to observe your child’s class while it is being taught. Please keep in mind that your 

child will have homework related to disaster preparedness, and he or she might need 

your help. Also, at the end of this program, you will receive an invitation to attend a 

graduation event where your child will receive a certificate for their participation in 

STEP. We hope to see you at the graduation ceremony!

Sincerely,
14

STEP Introductory Open House 

Another option for engaging families is to host an open house that lets parents know that their 

children will be participating in a project that involves the whole household. This can be held as 

part of a back-to-school night or a parent-teacher meeting. Consider engaging family members at

the beginning of the year so they can be thinking about the concept before the lessons are 

taught. Although the chart below provides different options for you to consider, you can work 

with your school and administrators to tailor the event and course so that it fits your curriculum 

and suits your needs. 

Speakers Event/Timing Messages

Option 1: Events held outside the school day, with community representatives

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Principal

Teachers/ 

instructors

Emergency

management

representatives

School board 

members

Other civic 

organizations or 

community 

centers

Local Citizen 

Corps or CERT 

representatives

Red Cross 

representatives

Disability 

organization or 

independent 

living center 

representatives

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School open 

house

PTA meeting

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The principal announces the STEP

program at a school event near the

beginning of the academic year, 

stressing September as National 

Preparedness Month.

A local emergency management agency

representative or a first responder could 

speak briefly about the need for all

families to make plans to protect

themselves in case of an emergency 

and may provide handouts with local

contacts.

He/she will include the fact that students

in the STEP program will be learning

more about what items to have ready if 

they need to leave their homes

suddenly, and how to stay in contact with

family members if they are separated.

Teachers will reinforce this message in

their individual classrooms.

The PTA might host an event and 

include some information about the 

STEP program.

Option 2: Events held during the school day, with community representative





Teachers/ 

instructors

Emergency

management

representatives

 During the 

school day, in 

the classroom,

or at an 

assembly 

 The local emergency management agency 

representative speaks briefly about the

need for families to make plans to protect

themselves, etc. (see above). Teachers

reinforce this message.

Option 3: Events held during the school day, with school staff

 Teachers  Classroom  Teachers deliver the message (see 

above). This message may be

augmented by poster displays that relate

to the theme or other materials available 

from FEMA or other sources.
BASE LESSON INSTRUCTOR GUIDE

17

4. BASE LESSON INSTRUCTOR GUIDE 

The Base Lesson of this curriculum includes information and resources that cover the basic 

principles of youth emergency planning education and focus on having the students develop a 

family emergency communication plan and a disaster supply kit. 

Equipping families with these two important elements can ease disruption for everyone and 

could even help save lives. For children, gaining knowledge of what to do in emergencies 

beforehand can also give them a feeling of confidence, control, and calm in a time that could 

otherwise be traumatic. 

The STEP program also includes three Hazard Units—fire emergencies, severe weather, and 

earthquakes—and instructors are encouraged to include these units as part of their instruction 

(See Section 5, “Hazard Units Instructor Guide,” for more information). In addition, Section 6, 

“Supplemental Lessons and Handouts,” provides resources for extending learning opportunities 

for your students. 

Teaching Objectives 

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Provide general knowledge about disasters common to your area and strategies for 

how students can protect themselves and their families. 

Teach students how to create a family emergency communication plan. 

Teach students how to assemble disaster supply kits with their families. 

Learning Outcomes 

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Students are more knowledgeable, capable, and prepared in the event of a disaster. 

Students are positive influencers in helping their families be better prepared. 

Materials Overview 

The following materials are standard for the one-hour Base Lesson. Please review the materials 

and watch the videos in advance of teaching the lessons. 

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STEP It Up With the Disaster Dodgers, Video 1: Introduction to Emergency 

Planning (4:14) 

This video teaches students the difference between a disaster, emergency, and hazard. 

Students will also learn what types of emergencies to prepare for—such as fires, severe 

weather, and earthquakes—and what to do in order to prepare for them—such as 

making a family emergency communication plan and disaster supply kit. 

STEP It Up With the Disaster Dodgers, Video 2: Family Emergency

Communication Plan and Disaster Supply Kit (5:26) 

This video teaches students about making a family emergency communication plan and 

disaster supply kit. The video covers what questions to ask when making a plan, such as 

where to meet and how to get in touch with family members; what to put in a disaster 

supply kit; and ideas for getting families together to make a plan or kit. 
18

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Student handouts: to be completed in class or as homework assignments 

o

o

o

Preparing for Emergencies 

Family Emergency Communication Plan Cards 

Disaster Supplies: At Home and Away 

STEP graduation ceremony flyer and certificate of completion 

To download these materials electronically, please visit www.ready.gov/youth-preparedness. 

You can also order a printed copy of the materials or ask for an alternative format by emailing 

fema-publications-warehouse@fema.gov. 

Base Lesson Instructions 

The STEP lessons were designed with you, the instructor, in mind, and you will find that 

achieving the learning outcomes with your group of students can be fun and easy. 

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The one-hour, ready-to-teach Base Lesson uses a series of short, non-threatening 

videos (STEP It Up With the Disaster Dodgers) to introduce students to situations for 

which preparedness is vital and explain what families need to do to be prepared. 

Instructors then reinforce this information by using the suggested scripts, including 

questions, prompts, and answers, and conducting a number of hands-on, engaging 

activities that align with fourth- and fifth-grade national content standards. 

Feel free to tailor the discussions to your class and let the conversation flow. 

Consider inviting a local first responder or emergency manager to teach select portions 

of the course. 

Consider inviting a representative from a local disability organization to talk about 

emergency planning for households where one or more family members has a disability 

or access and functional needs. 

Remain alert for any child experiencing a negative reaction to the subject matter, and 

have a backup plan and activity in place should this occur. 

Start With a Story 

Begin the Base Lesson by discussing one or both of the following real-life stories about a fire 

and a tsunami with your students. You may also wish to find stories from your community to 

discuss. Explain that the purpose of the stories 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. 

Tilly Smith Story 

You can show a video about Tilly Smith and her tsunami experience, or you can just read the 

story. The video was produced by the United Nations Office for Disaster Risk Reduction and is 

available at www.youtube.com/watch?v=V0s2i7Cc7wA&feature=youtube. 
19

Instructor reads/paraphrases: 

Today we’re going to talk about emergencies. Emergencies are often reported in the news. 

You might have seen or heard stories about families whose homes have been damaged by 

floods, hurricanes, or wildfires, or who have been ordered to leave their homes to remain safe. 

Have you ever wondered what it would be like, and what you would do, if you were faced 

with a possible disaster? 

I’m going to read you a true story, about a girl your age, who found herself in exactly that 

situation. 

Imagine yourself on a wonderful vacation in a big hotel right on the beach. The ocean is 

sparkling, some people are looking for shells, and children are splashing in the waves. 

Suddenly, the water in the ocean looks different. It bubbles on the edge, and foam sizzles 

just like it’s in a frying pan. The water is coming up on the beach, but it isn’t going out again. 

It comes in...and in...and in...toward the hotel. 

In 2004, 10-year-old Tilly Smith was on a holiday vacation with her family at a beach in 

Thailand, on the Indian Ocean. There were about 100 people on the beach that day, which 

happened to be the day after Christmas. Tilly noticed that the water began to look very 

strange. Tilly’s teacher had just talked about tsunamis (sometimes called tidal waves) and 

had shown the class a video. 

What Tilly had seen on the video was happening right in front of her, for real. She told her 

mother that a tsunami was coming. Tilly and her family rushed back to the hotel and told the 

staff about what they had seen. The staff were able to run to the beach and spread the word 

about the giant incoming wave, which was caused by an earthquake many miles away 

across the Indian Ocean. 

Tsunamis caused by that earthquake killed more than 150,000 people around the perimeter 

of the Indian Ocean. But no one died on the beach where Tilly was. They all left the beach 

and they were all safe, with the help of the information 10-year-old Tilly learned in school 

and shared that day. 

Adkins Family Story 

You can show this video (shared by the Associated Press) about country singer Trace Adkins 

and his family’s experience with a house fire, or you can read the story and refer students to the 

video. The video is available at www.youtube.com/watch?v=01QmyGUl5mo. 

Instructor reads/paraphrases: 

Trace Adkins is a country singer who was flying to Alaska for a performance when a fire 

broke out in his home in Tennessee. His daughters, some friends, and a babysitter were at 

home when they heard a loud bang and saw flames. The children had learned about fire 

safety in school and the family had a fire safety plan. In fact, their mother had recently tied a 

yellow ribbon to a tree in their yard, so that the children knew where to meet in the event of 

a fire. That plan really helped, and everyone was able to escape from the house unhurt and 

meet at the tree. 

Key Messages 

Adapt the following remarks according to whether you discussed one or both stories with your 

class. 
20

Instructor reads/paraphrases:

You can help make a difference like Tilly did, and you can help your family learn about 

staying safe in the event of an emergency like a fire. We’re going to learn about the kinds of 

emergencies that could happen in our area and what to do in those situations. We’re also 

going to learn how to prepare for an emergency, just like the Adkins family. You can be a 

positive influence in your family and help make sure that your family is ready for any kind of 

event that might happen. 

When you have finished this course, you will earn a certificate of completion and you will be 

ready to help others—in your home and maybe even your neighborhood—prepare for 

different types of emergency situations. 

Activity 1. Introduction: How to Prepare for a Disaster 

Prepare to play the DVD or click here to play the video 

www.youtube.com/playlist?list=PL720Kw_OojlLXAc3P4kZMAbaQiyYCSXit. 

Instructor reads/paraphrases: 

Now I’m going to show you the first video in the STEP It Up With the Disaster Dodgers

series, starring children who are about your age. 

Play Video 1: Introduction to Emergency Planning. 

At the end of the video, use the following question-and-answer table to engage students in 

discussion. 

Questions Prompts/Answers

What is a hazard? Hazards are the events that may lead to emergencies 

and disasters. A hazard is a source of danger. For 

example, flood water over a road poses a hazard.

What is an emergency? An emergency is something that requires emergency 

responders and cannot be handled just by one person, 

such as a home fire, but it also isn’t a large catastrophic 

disaster, such as a wildfire that threatens an entire 

community.

What is a disaster? A disaster is a catastrophic emergency that involves 

many emergency responders and other professionals to 

handle it and involves longer-term recovery. An example 

is a hurricane that causes extensive damage to buildings, 

roads, and utilities such as power and water.

What is the difference between an 

emergency and a disaster?

Disasters are large scale and affect a lot of people across 

a large area. Emergencies are events that affect your 

family. 

The STEP program typically uses the word “emergency” 

to cover any event when we want to be prepared. That is 

why this program is called “Student Tools for Emergency 

Planning.”

What might cause an emergency or 

a disaster?

Severe weather, such as a tornado or earthquake, can 

cause a disaster or an emergency. Fire or a flood is 

another cause.
21

Questions Prompts/Answers

What are other ways a disaster could 

affect someone? 

[Open-ended]

What kinds of disasters are possible 

where we live?

Select as appropriate: Snowstorms, ice storms, fires, 

flooding, hurricanes, rainstorms, tornadoes, earthquakes, 

tsunamis, terrorist attacks, widespread chemical spills.

Has anyone in the class experienced 

a real disaster? 

What was it like? 

Were you prepared for it?

[Open-ended]

What is a family emergency 

communication plan?

This is a plan that describes what a family will do in case 

of an emergency and how everyone can get in touch with 

one another if they are separated.

What is a disaster supply kit? A disaster supply kit is simply a collection of basic items 

your family would need in the event of an emergency. 

When might your family need a 

disaster supply kit?

As the video pointed out, an emergency can happen 

anywhere, at any time. Families need to have a disaster 

supply kit ready if they suddenly have to evacuate—or 

leave—their home or if they have to stay in their home for 

a while.

The Disaster Dodgers gave you 

three important reminders at the end 

of the video. What were they?

Be informed.

Make a plan.

Get prepared.

Note to instructor: If you choose to include Hazard Units in your STEP program, include those 

videos and discussions here, before you move on to Activity 2. The Hazard Units provide more 

information about how to protect yourself during fire emergencies, severe weather, and 

earthquakes. They also reinforce the need for individuals, families, and communities to prepare 

for potential emergencies by creating a family emergency communication plan and a disaster 

supply kit. 

Activity 2. Family Emergency Communication Plan and Disaster 

Supply Kit 

A family emergency communication plan contains contact and other important information for 

household members so they will know what to do and how to communicate with each other in 

an emergency. Even in the most common situations, such as a child returning from school to 

find an empty or locked home, it is important for children and their parents or guardians to have 

a backup plan. Where should that child go? Whom can they expect to meet them at that location 

later? These are important questions to answer before these events occur. 

Note to instructor: If you are not showing the STEP It Up With the Disaster Dodgers, Video 

2: Family Emergency Communication Plan and Disaster Supply Kit during the same class 

session as Video 1: Introduction to Emergency Planning, first take a minute to review the 

answers to these three questions: 





What is a family emergency communication plan? 

What is a disaster supply kit? 




22

 When might your family need a disaster supply kit? 

Instructor reads/paraphrases:

I’m now going to show you another video from the STEP It Up With the Disaster Dodgers

series about making a family emergency communication plan and disaster supply kit. This 

video includes several important tips for you to share with your family. 

Play Video 2: Family Emergency Communication Plan and Disaster Supply Kit. 

Part 1. Family Emergency Communication Plan 

At the end of the video, use the following question-and-answer table to engage students in 

discussion. 

Questions Prompts/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, church, 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. 

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.

If a call doesn’t go through, text.

Have a contact card with you at all times.

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. 

Remember that it is important for everyone in the family to know where the meeting places are. 

For homework, please work with your family to create a family emergency communication plan 

that will include designating these meeting places. 

Handouts for completing this assignment are in the “Base Lesson Handouts” section: 

Preparing for Emergencies 

Family Emergency Communication Plan Cards
23

Homework Assignment: Creating a Family Emergency Communication Plan 

Hand out these documents from the “Base Lesson Handouts” section: “Preparing for 

Emergencies” and the “Family Emergency Communication Plan Cards.”

Instructor reads/paraphrases:

These handouts will help you lead a discussion with your family about the need to create a 

family emergency communication plan. 

Note to instructor: Specify what you would like students to do with these items—should they 

have a parent or guardian sign something to acknowledge receipt? Will this assignment count 

toward their grade? Tailor this to your class. 

Engage students in discussion using the following question-and-answer table. 

Questions Prompts/Answers

What do you think you should do with these 

forms once you and your family fill them out?

Should you return them to me for safekeeping? 

No, these forms are for you and your family.

Each family member should carry a card with 

contact information on it in case an emergency 

happens.

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.

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?

Suggest that family members put their cards 

and other important information in a wallet or 

purse that they carry with them often; post the 

family emergency communication plan in a 

prominent location in the home; and enter “in 

case of emergency” and other emergency 

contacts in their cell phone.

Part 2. Disaster Supply Kit 

Having a disaster supply 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. Preparing ahead of time for 

emergencies contributes to the safety and resiliency of both yourself and your community. 

Note to instructor: Distribute “Emergency Supplies: At Home and Away.” You may choose to 

administer this activity in a variety of ways. The emergency supplies checklist includes many 

common items that might go in a disaster supply kit, depending on each family’s unique 

characteristics (e.g., the family includes a baby, a pet, a family member with a disability or others 

with access and functional needs, or someone who takes prescription drugs) and whether the 

family would use the kit for evacuation or for staying at home. 

You can discuss the emergency supplies checklist during class, asking students what they 

would choose for their kit and why. You also can have students take the handout home and do 

a “scavenger hunt” with other family members. Ask them to be prepared to talk about where 

they found their items. You also might discuss with students what items are essential versus 
24

optional. In discussing this handout, be sensitive to students’ needs and socioeconomic status. 

It is possible that not every student will be able to collect kit materials. 

Instructor reads/paraphrases: 

There are a lot of ways you can find information about disaster supply kits. Here is a supply 

list with some suggestions. 

Questions Prompts/Answers

Take a quick look at this handout. Do you have 

to go out and buy a lot of new things for a 

disaster supply kit?

No, many items are already in your home or 

apartment. 

It is important to know that every family is 

different and, therefore, every family disaster 

supply 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.

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 disaster

supply kit. The important thing is to pick the 

most important items and fill your disaster 

supply kit with what you can. 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 

disaster supply kit?

Yes, flashlights may need new batteries, food 

and water may expire, and children may 

outgrow spare clothes.

Where should your family keep your disaster 

supply kit? 

Your kit should be stored in a place that is 

easy for everyone to reach. 

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). 
25

Questions Prompts/Answers

If you bring home information and talk about 

the importance of having a disaster supply kit 

and a family emergency communication plan, 

your family will listen.

Remember that Tilly Smith’s parents listened 

when she told them that the ocean looked like 

a tsunami was coming. Trace Adkins’ 

daughters followed the fire plan the family had 

practiced.

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]

Extended Classroom Discussion/Activity: Disaster Supply Kits 

Note to instructor: You may choose to have a more lengthy discussion about building disaster 

supply kits now, or at a later time. If you have received funding to purchase STEP Bags, you 

can use those bags to start the conversation. You may also bring in your own disaster supply kit 

or pictures of the items as a visual aid and be prepared to explain where you keep it in your 

home. You may even choose to have students create a kit for the class (which could be given to 

a student at the end of the year, either through a lottery or by answering disaster-related 

questions). The goal is for every student to assemble some emergency supply items in a box, 

pillow case, container, or bag with his or her family members and to maintain this disaster 

supply kit throughout the year. 

You may want to create a system to track the progress of your class in assembling the disaster 

supply kits and/or require students to verify whether they have completed their kits by the end of 

the school year. This could include students bringing in one item each month to build their kits, 

or have parents or guardians sign a sheet once they have put together their disaster supply kits 

as an extended homework assignment. And be sure to explain that your school is prepared with 

emergency supplies in case students have to stay at school longer than usual. 

Again, we remind you to consider individual students, their needs, and their socioeconomic 

status. Some may have or live with a family member who has a disability or access and 

functional needs; some may be in transitional housing; some may not live with both (or any) 

parents. Some students may not be able to afford items for a kit. Please ensure that you plan 

accordingly prior to this activity. Consider asking a local emergency manager or your state 

emergency management agency to help students complete their disaster supply kits. For help in 

finding this information, visit www.fema.gov/emergency-management-agencies.

Instructor reads/paraphrases:

Please take another look at your handout called “Emergency Supplies: At Home and Away.” 

I want you to take a few minutes now to silently circle 5 to 10 items that are the most 

important in your family’s disaster supply kit if you had to stay inside your home for days. If 

you finish before the time is up, write next to the circle if you have the item in your home, 

and, if so, where it is located now. 
26

Engage students in discussion, using the following question-and-answer table: 

Questions Prompts/Answers

What are the most important items to you for 

your disaster supply kit?

Why? Why do you think it is important to pack 

 instead of ?

[Open-ended]

Now, let’s consider what items on this list you would take with you if you had to 

evacuate. The Five Ps of Evacuation can help you decide: 

People. People and, if safely possible, pets and other animals or livestock. 

Prescriptions. Prescriptions, with dosages; medicines; durable medical equipment; 

batteries or power chords; eyeglasses; and hearing aids. 

Papers. Papers, including important documents (hard copies and/or electronic copies 

saved on external hard drives or portable USB flash drives). 

Personal Needs. Personal needs, such as clothes, food, water, first aid kit, cash, cell 

phones, and chargers; items for people with disabilities or access and functional needs, 

such as assistive technology for communications; and items for older adults, children, 

and those whose primary language is not English. 

Priceless Items. Priceless items, including pictures and other valuables. 

Write an “E” next to 5 to 10 items on this list that you would take with you if you had to 

evacuate. 

Engage students in discussion, using the following question-and-answer table: 

Questions Prompts/Answers

What are the most important items to have 

ready to take with you when you evacuate?

Why? Why do you think it is important to pack 

 instead of ?

[Open-ended]

Why is it important to think about the kind of 

food you put in your disaster supply kit?

If your family members are allergic to a certain 

kind of food, they won’t be able to eat it in an 

emergency.

What if it is hard for your family to buy the items 

you want to include in their disaster supply kit?

Can you think of some creative way we all can 

find these items without having to spend a lot of 

money?

Examples: Ask the dentist for an extra free 

toothbrush for your disaster supply kit when you 

get a cleaning; send a class letter to a parentteacher organization, local nonprofit group, or 

grocery store asking for assistance and 

donations for everyone’s family disaster supply 

kits.

What if you already have a disaster supply kit at 

home? Is there anything you can do now?

Yes. Check to make sure items have not 

expired; consider assembling a disaster supply 

kit for a neighbor, friend, or relative; possibly 

plan to give disaster supply items as gifts for an 

upcoming holiday or birthday.
27

Questions Prompts/Answers

Note to instructor: Tailor this to an actual 

situation. 

Let’s take a look at the disaster supply kit I put 

together with my family recently. [Tailor this, 

explain items; pass them around]. 

Put your critical thinking hats on for a minute. In 

what ways could I improve my family’s disaster 

supply kit? Are there items that I should 

consider adding or taking away? Why?

[Open-ended]

BASE LESSON HANDOUTS

31

Preparing for Emergencies 

Name: _________________________________________ Date: ___________________________ 

You have the opportunity to help your family complete a family emergency communication plan 

and put together a disaster supply kit by following these easy steps: 

STEP 1: Be informed. Learn about what kinds of disasters or emergencies can affect your 

area. Go to www.ready.gov/kids and click on the “See What’s Happening in Your State!” button. 

Some other sources for information include the National Oceanic and Atmospheric 

Administration (www.oceanservice.noaa.gov/kids) and the U.S. Geological Survey 

(www.earthquake.usgs.gov/learn/kids). And you can ask grown-ups you know to tell you what 

they have experienced. 

List potential local disasters and emergencies here: 

1.

2.

3.

Sign up for alerts and warnings. Be sure that each person in your family signs up for local 

weather alerts so they will be notified in the event of an emergency. To find out what alerts are 

available in your area, you can do an Internet search with your town, city, or county name and 

the word “alerts”; you can go to the website for your local emergency management or public 

safety office; or you can contact these offices by telephone. 

STEP 2: Make a plan. Plan for how family members will communicate and reconnect if a 

disaster happens. Write this information on your Family Emergency Communication Plan Cards. 











Collect contact information for every member of your household. This information will 

help you get in touch with each other if there is an emergency. 

Identify a person who lives outside of the area and whom you can all text or call to help 

you reconnect. You might not be in the same place as the rest of your family when a 

disaster or emergency occurs. 

Decide where your family will meet after a disaster if there is a fire or other emergency 

and you need to leave your home. The meeting place could be a big tree, a mailbox at 

the end of the driveway, or a neighbor’s house. 

Decide where your family will meet if a disaster happens when you’re not at home and 

you can’t get back to your home. This could be a library, community center, house of 

worship, or family friend’s home.

You should also include other important information and phone numbers on your Family 

Emergency Communication Plan Card. Examples of important information are any 
32

allergies or medications. Examples of other important phone numbers are your doctor’s 

office or your pet’s veterinarian.

 Make sure all family members keep a copy of their Family Emergency Communication 

Plan Card in their backpack, purse, or wallet. You should also hang a copy on the 

refrigerator, along with emergency phone numbers for police, fire, and poison control. 

Family Emergency Communication Plan Cards 

Every member of the family should carry a copy of this important information. To fill out 

your card online, go to: www.fema.gov/media-library/assets/documents/94715. 
..............................................#: 

.

Family Emergency Communication Plan

Write your family’s 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: .

SCHOOL, CHILDCARE , CAREGIVER, AND WORKPLACE EMERGENCY PLANS

Name: ..........................................................................................................

Address: .

Emergency/Hotline #: .Website: .

Emergency Plan/Pick-Up: ..............................................................................

Name: .............................................................................................................

Address: .........................................................................................................

Emergency/Hotline #: ............................Website: .......................................

Emergency Plan/Pick-Up: ..............................................................................

Name: .............................................................................................................

Address: .

Emergency/Hotline #: ................................Website: .

Emergency Plan/Pick-Up: .

Name: .

Address: .

Emergency/Hotline #: ................................Website: .

FOLD < > HERE

FOLD < > HERE

Emergency Plan/Pick-Up: ..............................................................................

FOLD <HERE>

IN CASE OF EMERGENCY (ICE) CONTACT

Name: . Mobile #: ..............................................

Home #: .......................................... Email: ..

Address: .........................................................................................................

OUT-OF-TOWN CONTACT

Name: . Mobile #: ..............................................

Home #: .......................................... Email: ...

Address: .........................................................................................................

EMERGENCY MEETING PLACES

Indoor: ............................................................................................................

Instructions: ...................................................................................................

.........................................................................................................................

Neighborhood: ...............................................................................................

Instructions: ...................................................................................................

.........................................................................................................................

Out-of-Neighborhood: ...................................................................................

Address: .

Instructions: ...................................................................................................

.........................................................................................................................

Out-of-Town: ..................................................................................................

Address: .........................................................................................................

Instructions: ...................................................................................................

.........................................................................................................................

IMPORTANT NUMBERS OR INFORMATION

Police: .Dial 911 or #: .

Fire: ...............................................Dial 911 or #: ..........................................

Poison Control: ................................................#: ..........................................

Doctor:.#: ..........................................

Doctor: ............................................................#: ..........................................

Pediatrician: ..#: ..........................................

Dentist:.#: ..........................................

Medical Insurance: ..........................................#: ..........................................

Policy #: ..........................................................................................................

Medical Insurance: .#: ..........................................

Policy #: .

Hospital/Clinic: ................................................#: ..........................................

Pharmacy: .#: .

Homeowner/Rental Insurance: .......................#: .

Policy #: ..........................................................................................................

Flood Insurance:.

Policy #: ..........................................................................................................

Veterinarian: ....................................................#: ..........................................

Kennel: .#: ..........................................

Electric Company: .#: .

Gas Company: .................................................#: .

Water Company: .............................................#: ..........................................

Alternate/Accessible Transportation:.. #: ...............................

Other: .

Other: .

<FOLD

HERE>

35

Optional: Draw a map that shows your neighborhood meeting place and out-of-neighborhood 

meeting place. Put a Δ to show your home. Put a Ο to show your neighborhood meeting place 

and label it. Put an X to mark your out-of-neighborhood meeting spot and label it. 

Δ Home

Ο Neighborhood Meeting 

Place

X Out-of-Neighborhood 

Meeting Place

37

STEP 3: Build a disaster supply kit. Work with your family to assemble and update the 

supplies you would need if you were home with no power or water for several days and the 

items you would need to take with you if you needed to evacuate. To be ready for evacuation, 

store basic emergency supplies in a “go bag” or other container that you can grab quickly, and 

plan in advance what other items you will need to take. Make sure you have items for family 

members with special needs, and don’t forget your pets! The handout “Disaster Supplies: At 

Home and Away” can help you come up with other ideas for what to include in your disaster 

supply kit. Remember to replace old food and water with newer items when necessary. 

STEP 4: Practice your plan. Schedule regular times during the year to go over and practice 

your family emergency communication plan. 













Review contact information for family members and your out-of-town contact. 

Make sure all family members know how to text in case calls do not go through. 

Make sure everyone in the family knows how and when to call 9-1-1.

Review the location of your neighborhood and out-of-neighborhood meeting place and 

practice going there.

Review the location of your disaster supply kit and update the contents. 

Check to make sure your smoke detectors and carbon monoxide monitors are working 

and hold a family evacuation drill. 

39

Option: In the box below, pick a date to practice your plan. After you practice, write a sentence 

or two about what went well and what your family can do better next time.

Practice date: _______________________________________________________________

What went well: 

________________________________________________________________________________ 

________________________________________________________________________________

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

What we can improve:

________________________________________________________________________________ 

________________________________________________________________________________

________________________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

_______________________________________________________________________ 

41

Disaster Supplies: At Home and Away 

Name: _________________________________________ Date: ___________________________ 

In some situations, the safest place to be is at home. But, because disasters can cause power 

and water outages, you may not have electricity for your lights, refrigerator, stove, air 

conditioning, or heat, and you may not be able to get any water from the tap. Disasters can also 

interrupt transportation, which means you may not be able to go to a store for food or water. In 

other disasters, the safest option is to leave your home and get outside of the area—this is 

called evacuating. 

The Disaster Supplies Checklist below shows a list of items that are in many homes. Think 

about what your family would need if you had to stay inside your home for a week or more 

without power or running water. Think about family members, pets, and service animals that 

might need special food, extra water, or other special items. 

Next, consider which of these items you would need to take with you if you had to evacuate. 

These are the items you should keep in a “go bag”—a bag you can carry easily. Keep your go 

bag in a place where you can easily grab it if you have to leave quickly. 

Use this list to assemble a disaster supply kit and go bag with your family. And, remember to 

check your supplies periodically and keep them up-to-date. 

Be prepared to discuss why these items are important in class. 

DISASTER SUPPLIES CHECKLIST

Communication/Information 

 Family emergency communication 

plan; emergency contact phone 

numbers and out-of-area contacts 

 Cell phone, hand-crank charger or 

extra battery, car charger

 Radio (hand-crank or with extra 

batteries) 

 Whistle to signal for help

Medical Needs 

 Prescription and nonprescription/overthe-counter medicines (for at least one 

week) 

 Extra eyeglasses/contact lenses and 

prescriptions 

 Medical equipment/assistive 

technology with backup batteries 

 First aid kit 

(www.redcross.org/prepare/location/home-family/getkit/anatomy) 

Important Documents (stored in 

waterproof/fireproof container or electronically) 

 Copies of the following: photo 

identification for all family members, 

pets, and service animals; passports; 

birth certificates

 Insurance policies 

 Proof of address; deed or lease to 

home 

 Bank account records 

 Medical records, including copies of 

insurance cards, immunizations, and 

prescriptions 

 Pet/service animal immunization 

records 

 Family and household contacts 

(family, schools, employers, doctors, 

and medical service providers; home 

repair services) 
42

Food and Water 

 Water in the home—Store at least one 

gallon per person per day for at least 

three days 

 Water for go bag—As much bottled 

water that can be reasonably carried 

or put in your vehicle 

 Method to purify water (bleach, 

purification tablets, purification kit) 

 Nonperishable or canned food for at 

least three days (food that doesn’t 

need to be cooked is best) 

 Special dietary needs for family 

members, such as baby food and food 

for pets/service animals 

 Non-electric can opener 

 Paper cups and plates, plastic utensils 

or mess kit, bowls for pets/service 

animals 

Hygiene and Sanitation 

 Plastic garbage bags and ziplock bags 

 Soap/disinfectant/sanitizer 

 Paper towels/moist towelettes 

 Toilet paper (diapers, if needed) 

 Feminine needs 

 Toothbrush and toothpaste 

Clothing and Bedding 

 Extra clothes 

 Sturdy shoes, dust mask, safety 

glasses, work gloves (for protection 

when cleaning up any damage) 

 Rain gear 

 Blanket or sleeping bag 

Tools and Functional Items 

 Cash (when power is out, ATMs and 

credit card readers do not work) 

 Flashlight (hand-crank or with extra 

batteries) 

 Smoke detector (with strobe light, if 

needed)/carbon monoxide monitor 

 Fire extinguisher 

 USB car charger and DC/AC adapter 

 Wrench or pliers and multipurpose 

tool; scissors 

 Matches in waterproof container or 

lighter 

 Plastic sheeting; duct tape 

 Local map 

 Permanent marker, pens, and paper 

 Pet/service animal carrier and leash 

Special and Priceless Items 

 Entertainment: cards, book, puzzle, or 

game 

 Favorite stuffed toy 

 Photo albums, pictures

 Valuables
HAZARD UNITS INSTRUCTOR GUIDE

45

5. HAZARD UNITS INSTRUCTOR GUIDE 

To enhance the Base Lesson, teachers have the option of including Hazard Units in their STEP 

program. The Hazard Units are focused on specific hazards and include a STEP It Up With the 

Disaster Dodgers video and discussion guide. Each Hazard Unit should take approximately 30 

minutes to conduct. 

The Hazard Units provide information about specific hazards and reinforce key messages 

covered in the Base Lesson. The Hazard Units on fire emergencies and severe weather are 

recommended for all students, as these are universal risks. The earthquake Hazard Unit can be 

added according to local risk. 

While completing the Base Lesson is the minimum requirement to distribute certificates of 

completion, instructors are encouraged to include Hazard Units in their STEP program to 

provide greater understanding of how to remain safe during these events. 

Materials Overview 

The following Hazard Unit materials are available. Please review the materials and watch the 

videos in advance of teaching the lessons. 









STEP It Up With the Disaster Dodgers, Video 3: Fire Emergencies (3:14)

This video teaches students about ways to stay safe if a fire occurs, including making 

and practicing a family emergency communication plan. 

STEP It Up With the Disaster Dodgers, Video 4: Severe Weather (7:22)

This video teaches students what to do in different types of severe weather—such as 

tornadoes, hurricanes, and extreme heat or cold—and what they can do to prepare. 

STEP It Up With the Disaster Dodgers, Video 5: Earthquakes (2:55)

This video teaches students what to do in case of an earthquake and what they can do 

to prepare for one. 

Discussion guides for each Hazard Unit. 

If your community (or some other area of the country) has recently experienced an emergency 

from a fire, severe weather event, or earthquake, consider using it as an example. However, be 

sure to be alert for any student expressing discomfort, anxiety, or any other type of negative 

reaction toward the subject matter. While this may be a rare occurrence, you may wish to have 

a backup plan or other activity that would allow you to change course to minimize a student’s 

discomfort. You also may then choose to reach out to the school counselor and the distressed 

student’s parent or guardian after class to explain what happened.
46

Fire Emergencies 

Note to instructor: The unit on fire emergencies includes a home safety checklist and fire 

escape plan as optional classwork or homework activities that you can use to reinforce the 

lesson. More information about fires and fire safety for instructors is available on FEMA’s U.S. 

Fire Administration website at www.usfa.fema.gov/prevention/outreach/children.html. 

Instructor reads/paraphrases: 

Today we’re going to discuss a type of emergency that has several possible causes, 

including severe weather, faulty electrical wiring, and human behavior. Can anyone guess 

what emergency I’m talking about?

Fire is the correct answer. I’m now going to show you a video about ways you can help keep 

yourself and your family safe if a fire occurs. 

Play Video 3: Fire Emergencies. After the video concludes, engage students in discussion by 

using the following question-and-answer table. 

Questions Prompts/Answers

The flames from a fire can be harmful. 

What two other things of fire can be 

dangerous?

Heat and smoke can be even more dangerous 

than flames.

Why is smoke dangerous? Smoke can completely fill a room quickly, making it 

hard for people to find their way to safety. 

Smoke also makes it hard for someone to breathe. 

What is the FIRST thing you should do if a 

fire occurs? 

Yell “fire” and get out as fast as you can.

What should you do if there is a lot of heat 

and/or smoke?

Get low and crawl towards your exit. 

In the video, the Disaster Dodgers show 

how to touch a door with the back of your 

hand before you open it. Why? 

A hot door can mean that there is fire on the other 

side. If a door is hot, DO NOT OPEN IT. Use your 

second way out of the room. This may be a 

window. If you can’t get out, turn on the light and 

go to the window so you can be seen by 

firefighters. 

Once outside, what should you do? Go to your family’s meeting place.

Stay outside—don’t go back for any reason.

Call 9-1-1 and report a fire. Tell the operator the 

location of the fire. 

We’ve just discussed what you should do 

after a fire occurs. What can you and your 

family do before a fire happens to make 

sure you are prepared?

Create a family escape plan.

Test your smoke alarms every month. Change the 

battery once a year. Replace the alarms every 10 

years. Make sure everyone knows the sound the 

smoke alarm makes.

Hold a practice fire drill. Remind students about 

fire drills that have been held at school and tell 

them it’s also important for their family to practice 

getting out of the house. Follow up in a week to 

ask who has conducted a drill at home.

What should your family escape plan 

include?

A safe, easy-to-remember place to meet outside 

the home where firefighters can easily see you.
Home Safety Checklist

Smoke Alarms

□ There is one smoke alarm on every level of the 

 home and inside and outside each sleeping area.

□ Smoke alarms are tested and cleaned monthly.

□ Smoke alarm batteries are changed as needed. 

□ Smoke alarms are less than 10 years old.

Cooking Safety

□ Cooking area is free from items that can catch fire.

□ Kitchen stove hood is clean and vented to the outside.

□ Pots are not left unattended on the stove.

Electrical & Appliance Safety

□ Electrical cords do not run under rugs.

□ Electrical cords are not frayed or cracked.

□ Circuit-protected, multi-prong adapters are used for 

 additional outlets.

□ Large and small appliances are plugged directly 

 into wall outlets.

□ Clothes dryer lint filter and venting system are 

 clean.

Candle Safety

□ Candles are in sturdy fire-proof containers that 

 won’t be tipped over.

□ All candles are extinguished before going to bed or 

 leaving the room.

□ Children and pets are never left unattended with 

 candles.

Carbon Monoxide Alarms

□ Carbon monoxide alarms are located on each level 

 of the home.

□ Carbon monoxide alarms are less than 7 years old.

Smoking Safety

□ Family members who smoke only buy fire-safe 

 cigarettes and smoke outside.

□ Matches and lighters are secured out of 

 children’s sight.

□ Ashtrays are large, deep and kept away from 

 items that can catch fire.

□ Ashtrays are emptied into a container that will 

 not burn.

Heating Safety

□ Chimney and furnace are cleaned and 

 inspected yearly.

□ Furniture and other items that can catch fire 

 are at least 3 feet from fireplaces, wall heaters, 

 baseboards, and space heaters.

□ Fireplace and barbecue ashes are placed outdoors 

 in a covered metal container at least 3 feet from 

 anything that can catch fire.

□ Extension cords are never used with space heaters.

□ Heaters are approved by a national testing laboratory 

 and have tip-over shut-off function.

Home Escape Plan

□ Have two ways out of each room.

□ Know to crawl low to the floor when escaping to 

 avoid toxic smoke.

□ Know that once you’re out, stay out. 

□ Know where to meet after the escape.

□ Meeting place should be near the front of your 

 home, so firefighters know you are out.

□ Practice your fire escape plan.

U.S. Fire Administration

www.usfa.fema.gov

If you have children and want to make this a family activity:

•	 Make	a	map	of	your	home.	Mark	a	door	and	a	window	that	can	be	used	to	

get	out	of	every	room.

•	

•	

•	

•	

Choose	a	meeting	place	outside	in	front	of	your	home.	This	is	where		

everyone	can	meet	once	they’ve	escaped	and	where	firefighters	can	see	

you	and	know	you	are	out.	Draw	a	picture	of	your	outside	meeting	place		

on	your	escape	plan.

Write	the	emergency	telephone	number	for	the	fire	department	on	your	

escape	plan.

Sound	the	smoke	alarm,	and	practice	your	escape	drill	with	everyone	in	

your	home.

Keep	your	escape	plan	on	the	refrigerator,	and	practice	the	drill	twice	a		

year	or	whenever	anyone	in	your	home	celebrates	a	birthday.

If your family is all adults:

•	

•	

•	

•	

Walk	through	your	home,	and	identify	two	ways	out	of	each	room.

Choose	a	meeting	place	outside	in	front	of	your	home.	This	is	where		

everyone	can	meet	once	they’ve	escaped	and	where	firefighters	can		

see	you	and	know	you	are	out.

Make	sure	everyone	knows	the	emergency	number	for	your	local		

fire	department.

Practice	your	escape	drill	twice	a	year.

U.S. Fire Administration

www.usfa.fema.gov

51

Severe Weather 

Instructor reads/paraphrases: 

This next video is about severe weather. Severe means that something is very harsh or 

causes pain and hardship. Severe weather can cause any number of emergencies or 

cause a disaster over a large area. 

Play Video 4: Severe Weather. 

After the video concludes, engage students in discussion by using the following question-andanswer table. 

Questions Prompts/Answers

What are some severe weather examples? Hurricanes, floods, tornadoes, etc.

What is the difference between a watch 

and a warning? 

A watch means that a severe weather event might

happen. When a watch is issued, it’s time to pay 

close attention to the weather and to alerts. 

A warning means that a severe weather event has 

occurred in the area or is likely to occur soon.

When a warning is issued, it’s time to ACT!

What should your family do if you hear 

about a weather watch? 

Keep a TV, radio, or cell phone on for weather 

alerts.

What should your family do if you hear 

about a weather warning?

For tornadoes, go to a safe place for protection 

and cover your head and neck. For floods and 

hurricanes, you may be instructed to evacuate—

which means leaving your home. If you have to 

leave your home quickly, you’ll be glad you 

prepared an evacuation kit ahead of time. Listen 

for instructions from local emergency management 

personnel. 

Floodwater can be dangerous. The 

Disaster Dodgers mentioned two ways that 

floodwater can hurt you. What are they?

Floodwater can have germs and other dangerous 

objects in it. Drinking or getting floodwater on your 

skin and in open cuts can make you sick.

Even a few inches of moving floodwater can knock 

you off your feet or sweep cars away. Water may 

also be deeper than it looks and can hide 

dangerous objects. Do not walk through floodwater,

and tell adults not to drive through moving floodwater.

Hurricanes have strong, dangerous 

winds—sometimes higher than 155 miles 

per hour. What advice can you share with 

your family about keeping safe during a 

hurricane?

The safest thing to do in a hurricane is leave the 

area or evacuate. If you are home and the winds 

are strong, go to a small interior room without 

windows, such as a bathroom or closet, on the 

lowest level. If you live near the water, stay alert for 

flooding. 

What should you do if there is a tornado 

warning and you are indoors?

If you are indoors, go to the basement or the 

lowest level of the home or building.

Stay away from windows, doors, and outside walls.

Get under something sturdy, and use your arms to 

cover your head and neck.

Bring your pets inside and keep them with you.

Note to instructor: Some homes and schools 

have a safe room. If your school does, reassure 
52

Questions Prompts/Answers

students that your school is prepared to shelter 

them during tornadoes as well as hurricanes. More 

information about safe rooms is available on the 

FEMA website at www.fema.gov/saferooms/frequently-asked-questionstornado/hurricane-safe-rooms.

If your family has to evacuate, or leave 

home, because of an emergency, what 

should you take with you?

Family emergency communication plan and 

disaster supply kit.

Think about your disaster supply kit. Are 

there items that you should include for 

severe weather?

[Open-ended]

Possible answers include boots or rain gear. 

Instructor reads/paraphrases: 

We’ve just talked about floods, hurricanes, and tornadoes—three severe weather events 

that can come and go quickly and still be very harmful to people and property. The Disaster 

Dodgers also talked about the dangers of extreme heat and extreme cold, which may last 

for days. 

The Disaster Dodgers pointed out that heat waves often come with high humidity. Humidity 

refers to the amount of moisture in the air. You may have heard adults talk about hot 

weather being too “humid” or too “muggy” or “steamy” [can insert local term] when the 

humidity is high. 

High humidity makes the temperature feel higher—or hotter—than it is. How hot the 

temperature feels is measured by a “heat index,” which combines actual air temperature 

with the effects of humidity. 

High humidity combined with heat makes our bodies work harder to maintain a normal 

temperature. Heat-related illnesses, like heat stroke, can develop when our body can’t cool 

off properly. But—just like with tornadoes, hurricanes, and floods—there are steps we can 

take to keep ourselves safe. Let’s review some more safety tips from the Disaster Dodgers. 
53

Questions Prompts/ Answers

How can you protect yourself during a heat 

wave?

Stay indoors as much as possible, and stay on 

the lowest level of your home if you don’t have 

air conditioning or fans.

Drink lots of water.

What kind of clothing should you wear if you 

have to go outside in the heat?

Wear light-colored clothing and a widebrimmed hat.

How can you protect yourself during extreme 

cold?

Stay indoors as much as possible.

What kind of clothing should you wear if you 

have to go outside in the cold?

Wear several layers of light clothes instead of 

one heavy layer.

Wear mittens because they are warmer than 

gloves.

Cover your mouth with a scarf to protect your 

lungs.

Go back inside if your fingers, toes, or nose 

starts to feel numb, to prevent frostbite.

Do pets need any special care during extreme 

temperatures? If so, give an example.

Yes! Pets also need protection from extreme 

weather. 

Be sure pets have plenty of water during hot 

weather.

Never leave a pet alone in a car.

Pets should have a shelter against both high 

and low temperatures. 

What did the Disaster Dodgers tell you to do at 

the end of the video?

Be informed.

Make a plan.

Get prepared.
54

Earthquakes 

STEP is meant to help your students be more knowledgeable, capable, and prepared in the 

event of possible disasters. Although earthquakes can occur almost anywhere in the United 

States, some areas are more susceptible than others. Have your students watch Video 5,

Earthquakes, if your school is located in an area where earthquakes have occurred or might 

occur. Information about earthquake risk is available at www.fema.gov/your-earthquake-risk. 

Play Video 5: Earthquakes. 

After the video concludes, engage students in discussion by using the following question-andanswer table.

Questions Prompts/Answers

What is an earthquake? An earthquake is the sudden, rapid shaking of 

the ground caused by the breaking and shifting 

of underground rock.

How is the strength of an earthquake 

measured?

The Richter scale is used to measure 

earthquake strength. 

What should you do if you are inside and feel 

an earthquake?

Drop, cover, and hold on.

Don’t run outside where something could fall 

on you.

If you are unable to drop, cover, and hold on: 

get as low as possible and move away from 

windows or other items that can fall on you; do 

not try to transfer from your wheelchair, 

recliner, or bed during the shaking; if you use a 

wheelchair, lock your wheels and remain 

seated until the shaking stops; and always 

protect your head and neck with your arms, a 

pillow, a book, or whatever is available.

What should you do if you are outside and feel 

an earthquake?

Move away from buildings, streetlights, and 

power lines.

What should happen if you’re in a car and an 

earthquake hits?

The driver should stop the car and everyone 

should stay inside. 

How can your family prepare for an 

earthquake?

Have a practice drill—drop, cover, and hold on!

Make sure your disaster supply kit is up-to-date 

and within easy reach.

Practice your family emergency communication 

plan.
SUPPLEMENTAL LESSONS AND HANDOUTS

57

6. SUPPLEMENTAL LESSONS AND HANDOUTS 

The following handouts and lessons can be used to supplement the STEP Base Lesson and 

Hazard Units. These materials are not mandatory, and students do not need to complete them 

to receive their STEP certificate of completion. Instructors can use these materials at their 

discretion and may use as many of them as they choose and as time allows. The skill sets 

introduced by these materials meet a variety of national and state education standards and can 

be integrated into different subject areas. For example, some of the skills are related to 

geography, science, English, art, and mathematics. Feel free to tailor these materials to suit 

your students, class, and community. 

Supplemental Materials 



























Student Reading Resource List 

Disasters Hot Off the Press: Newspaper-Style Writing Lesson—Instructor Guide 

Newspaper Headlines—Student Handout 

Create an Emergency Planning Poster—Instructor Guide 

Emergency Role Play Scenarios—Instructor Guide 

Emergency Role Play Scenarios—Student Handout 

Planning Crossword—Instructor Answer Sheet 

Planning Crossword—Student Handout 

Math Worksheet—Instructor Answer Sheet 

Math Worksheet—Student Handout 

Mapping Meeting Places—Instructor Guide 

Promoting Preparedness Oral Presentation—Instructor Guide 

Adventures of the Disaster Dodgers Game (for classroom use and for graduation 

ceremony) 

59

Student Reading Resource List 

The list below identifies several books related to disasters and emergency planning. This list is 

in alphabetical order by title. Age levels vary from 3 to 12 to ensure that books are available to 

students of varying reading abilities. Feel free to choose from this list or add your own books to 

this list. 

You will want to refer to this list if you assign your students “Disasters Hot Off the Press: 

Newspaper-Style Writing Lesson.” You also might do the following: 







Have students design their 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; 

and

Share this list with parents and guardians when you announce the STEP program. 

1. Blizzard: The Storm that Changed America, by Jim Murphy. Ages 9‒12. This book 

provides an historical account of the blizzard of 1888 that hit the East Coast and how 

people survived. 

2. Day of Blizzard, by Marietta Moskin. Grades 3‒5. Katie braves New York City’s great 

1888 blizzard. 

3. Emergency Animal Rescue Stories: True Stories about People Dedicated to Saving 

Animals from Disasters, by Terri Crisp. Unspecified reading level. A dedicated 

Emergency Animal Rescue Services team saves animals from well-known natural and 

manmade disasters. 

4. Floods, by Emma Durham and Mark Maslin (Restless Planet). Ages 9‒12. This book 

includes colorful diagrams and fact boxes that highlight famous disasters throughout 

history. 

5. Forest Fires: Natural Disasters, by Luke Thompson. Ages 9‒12. This fact-filled book 

explains how and why forest fires occur. 

6. “Help!” Yelled Maxwell, by James and Edwina Stevenson. Ages 9‒12. When a flood 

threatens the town, third-grader Maxwell finds help in an unlikely place and becomes a 

hero. 

7. Hurricane, by David Wiesner. Ages 4‒8. A giant storm is experienced through a child’s 

perspective. Two boys turn their hurricane-torn backyard into an adventure land. 

8. I’ll Know What to Do: A Kid’s Guide to Natural Disasters, by Bonnie S. Mark, Aviva 

Layton, and Michael Chesworth. Ages 9‒12. This book provides facts about natural 

disasters, as well as tips on prevention, safety, and what to do in case disaster strikes. 

9. No Dragons for Tea: Fire Safety for Kids and Dragons, by Jean Pendziwol and Martine 

Gourbault. Ages 3‒8. This book provides a low-key approach to fire safety for kids. 

10. Rescue, by Claire Watts (Dorling Kindersley Eyewitness Books). Ages 9‒12. A reference 

book that teaches children about emergency rescues. It includes information on how to 

survive until help arrives. 

11. Rising Waters, by Rick Thomas. Ages 4‒9. This book is about floods. 
60

12. Storm of Spirit, by Nancy Martin-Rouse. Unspecified reading level. This is a tribute to 

children and families who have survived natural disasters. 

13. The Big Flood, by Wendy Pfeffer and Vanessa Lubach. Ages 4‒8. This is a story of how 

one community responded when the Mississippi River flooded in 1993. 

14. The Big Wave, by Pearl S. Buck. Ages 9‒12. This is the famous story of a Japanese boy 

who must face life after experiencing the tidal wave destruction of his family and village. 

15. The Blizzard Voices—Poems, by Ted Kooser. Unspecified reading level. This is a 

collection of poetry about the blizzard of 1888. 

16. The Finches’ Fabulous Furnace, by Roger W. Drury. Ages 9‒12. This tells the story of a 

family whose home has a natural furnace—a volcano—that they must keep secret from 

their neighbors. 

17. The Magic School Bus Series 

a. Inside a Hurricane, by Joanna Cole and Bruce Degen. Ages 4‒8. A tropical storm 

catches the Magic School Bus inside the eye of its hurricane, providing first-hand 

information on changes taking place in air, sea, and land. 

b. Others from this series: 

i. To the Rescue: Blizzard, by Judith Stamper. Grades 3‒5. This is a fictional story 

about a science class and their teacher who help rescue survivors stranded 

during a blizzard. 

ii. Forest Fire, by Anne Capeci. Grades 3‒5. This is a fictional story of a class field 

trip to explore the effects of forest fires. 

iii. Earthquake, by Gail Herman. Grades 3‒5. This is a fictional story of a class that 

experiences an earthquake. 

18. Twister on Tuesday (The Magic Tree House Series), by Mary Pope Osborne. Ages 6–8. 

This is a fictional story about two children who experienced a tornado in 1870. 

19. The Wild Weather Series 

c. Blizzards!, by Lorraine J. Hopping. Grades 2‒3. This book describes the effects of 

and provides historical facts related to blizzards. 

d. Lightning!, by Lorraine J. Hopping. Grades 1‒4. This book gives details on lightning 

and the positive and negative effects it can have. 

e. Hurricanes!, by Lorraine J. Hopping. Ages 4‒8. This book explains what hurricanes 

are, how they form, and how they are studied. 

f. Volcanoes!, by Eric Arnold. Ages 7‒9. This book describes what volcanoes are and 

some of the famous eruptions in history. 

20. Tornadoes, by Seymour Simon. Ages 4‒8. This book explains how and why tornadoes 

form, how they behave, how scientists predict and track them, and what to do to protect 

yourself. 
61

Disasters Hot Off the Press: Newspaper-Style Writing Lesson—

Instructor Guide 

Students complete this lesson by writing a news article on a disaster topic. 

Learning Objectives 









Students will choose a book from the Student Reading Resource List. 

Students will identify and write about the connection between their book and emergency 

planning. 

Students will write an article outlining those connections, with a clear beginning, middle, 

and end. 

Students will learn how to write attention-grabbing headlines. 

Preparation 

Compile appropriate handouts to illustrate writing techniques for news articles. Possible 

handouts might include how to start with an attention getter, answering the five W’s in writing, 

the inverted pyramid, using quotes, or summing it up.

Print out two newspaper headlines, one with the headline “Preparedness Saves Lives” and 

another with “First Responders Work to Teach Local Residents How to Extinguish Fires.” 

Also, print out “Newspaper Headlines—Student Handout” to help students practice writing 

headlines. 

Pre-Assessment

Have students come up with a topic for a newspaper article based on a book about disasters or 

emergency planning that the class has read. Ask the students to list some sample newspaper 

headlines related to their topic. 

Introduction 

Hold up the fake headline, “Preparedness Saves Lives” and read the headline aloud, with 

excitement. Say: 

“Who wants to read more about that? I know I would! And probably so would a lot of other 

people. Now, how about this one?” 

Next, hold up the headline, “First Responders Work to Teach Local Residents How to 

Extinguish Fires.” Say: 

“Which headline makes you want to read the article? They’re actually two different headlines for 

the same article. So you see, choosing your words wisely is very important in the news 

business. Today, we’re going to try our hand at writing news articles and a headline that will 

really make people want to read it. Your articles will be based on a book that you read that is 

about emergency planning, so you have your work cut out for you. But I know you can 

do it!”
62

Procedure

Give each group of students a set of newspaper articles or printouts from the Internet. Ask 

them to choose an article they would like to read. After they have read it, ask why they chose 

that article. Was it the headline? Read over the headline handout and have students spend 

some time creating headlines together. Review as a class. 

Ask students to choose a book from the student reading list or assign books to students by 

reading level. Allocate time for students to read their books in class or as a homework 

assignment. 

Have students write an article based on what they learned. Instruct them to choose a key point, 

event, or topic. Ask students to include the following components in their articles: 

 An attention-grabbing headline;

 What the book is about; 

 Who the main character is; 

 What kind of emergency is outlined in the book; and 

 What you would do if you were stuck in that type of emergency (tip—what have you 

learned about emergency planning?).

Once all students have gone through at least one editing and revision phase and have final 

drafts, compile all the articles into a class-wide newspaper that can be distributed to everyone in 

the class, the school, or via a class/parent newsletter or website. 

Closing and Assessment

Provide all students with copies of or access to the final class newspaper that has been created. 
63

Newspaper Headlines—Student Handout 

Stories about disasters and what disasters do to communities appear frequently in the 

newspaper. Reading these stories can encourage families to be prepared. 

Read the story descriptions below and then write a headline for each. Remember that 

news items need a short but attention-grabbing headline. Your goal is to make people want to 

read your story by telling them in an interesting way what the story is about. Try to write each 

headline in about four to five words.

1. Last night, there was a fire in an apartment building. Several families had to leave their 

homes, but no one was hurt. 

Headline: 

2. The National Weather Service predicts a busy hurricane season. The Service also said that 

people who live near the water are coming up with ways to protect their homes and 

belongings. 

Headline: 

3. The owner of a nearby chemical plant wants to talk to the community about emergency 

planning. She has some items to hand out, and there will be fun things for kids to do. 

Headline: 

4. Last month’s flooding caused a lot of damage and closed roads. The department of 

transportation had to do a lot of work to the road, but the road will reopen tomorrow. The 

community is invited to an emergency planning fair tomorrow night to learn about what the 

department did to fix the road and how to prepare for floods. 

Headline: 

65

Create an Emergency Planning Poster—Instructor Guide 

There are several options you can consider when implementing this activity. You may wish to 

have students use the list of topics provided, or you may ask them to read one of the books 

from the Student Reading Resource List, and then create a poster based on what they read. 

In addition, you may choose to work with your school/school district to do the following activities: 

 Place the posters around the school to spread the message to other classes and 

visitors; 

 Assemble individual posters into a local preparedness campaign to educate other 

classes or community members; or 

 Have a competition between students, classes, or schools in your district. 

Also, feel free to come up with your own ideas! 

Instructions for Students 

Design a poster illustrating different emergency planning strategies. Use one of these 

examples or brainstorm your own examples! 



































Making a disaster supply kit 

Talking about a family emergency communication plan 

Choosing a meeting place outside of the home 

Discussing an out-of-neighborhood meeting place 

Planning for pets in emergencies 

Installing smoke detectors 

Installing carbon monoxide detectors 

Talking to a friend about why being prepared is important 

Helping a neighbor assemble a disaster supply kit 

Making a map of the best evacuation routes from your home 

Posting emergency numbers by each telephone in the home 

Talking to a local police officer or firefighter about emergencies and hazards in your 

community 

Taking a first aid course 

Calling your out-of-state contact to connect with family members in an emergency 

Practicing your family emergency communication plan 

Updating your disaster supply kit with fresh food and water 

Evacuating your home in an emergency
66

Emergency Role Play Scenarios—Instructor Guide 

Below, we provide several scenarios from which students can choose. You can list the six 

scenarios, so that the whole class can see them, or print the last page of this handout. In the 

past, teachers have assigned these scenarios to groups of students for them to work on over 

several weeks. The skits were typically performed in front of classmates—either from one class 

or the entire grade. Some teachers also had students serve as the “audience” and give the 

“actors” feedback on what they did correctly and what else they could have done. Did they grab 

their kit? Did they have the contents they needed? Did they activate their family emergency 

communication plan? Check on their neighbors? These are just some of the questions the 

audience can consider when discussing each skit. 

Directions for Students 

Plan how you could act out the following scenarios. Write an outline of a performance. Plan to 

demonstrate exactly what to do and possibly what not to do in each emergency situation. 

Practice and put on the performance skit for your classmates. 

1. There is a soccer game in progress when thunder is heard in the distance. What do 

you do?

[Roles may include one to three soccer players, a coach, and a parent] 

Correct Response: When thunder roars, go indoors! If you absolutely cannot get inside, avoid 

open fields or hill tops; stay away from trees or other tall objects; and stay away from water, wet 

items, such as ropes, and metal objects, such as fences and poles. 

2. A family is sleeping when the smoke detector goes off at 3 a.m. What do you do? 

[Roles may include parents, siblings, and sleepover guests] 

Correct Response: Shout “Fire!” and leave the home immediately. Remind an adult to check on 

babies and others who need help evacuating. Go to the family’s outside meeting place. Call 

9-1-1 from outside the home to alert fire responders. 

3. It has been a stormy winter and big piles of snow are lying on the flat roof of an 

apartment building. A firefighter pounds on the door and says the building must be 

evacuated. What do you do? 

[Roles may include parents, siblings, a firefighter, and neighbors] 

Correct Response: Grab your disaster supply kit and your pets and leave immediately. Go to 

your outside or out-of-neighborhood meeting spot, or call your out-of-state contact and tell him 

or her where you are if not all members of the family are home. 

4. Freezing rain and ice caused tree limbs to fall and neighborhood electrical lines to 

break. The home has no power. What do you do? 

[Roles may include parents, family members, and neighbors] 

Correct Response: Get the flashlight out of your disaster supply kit, and turn on the batterypowered radio to keep current with the weather and power situation. Gather blankets and warm 

clothes. If it gets too cold in your home, you may have to go to a shelter or to the home of 

another family member or a friend, taking your disaster supply kit and pets with you. 
67

5. The teacher is giving a history lesson when the room begins to shake. What do you 

do?

[Roles may include a teacher, a student teacher or aide, and students] 

Correct Response: Drop, cover (get under a heavy piece of furniture or a desk), hold on, and 

don’t move. If you’re inside, protect your head and torso. If you’re at a desk or table, get under 

it. Stay indoors until the shaking stops. If you are outside, quickly find a clear spot, drop to the 

ground, cover, and hold on. Stay there until the shaking stops. Earthquakes are usually followed 

by smaller aftershocks. 

6. The radio says a big, dangerous hurricane is heading toward your part of the state. 

What do you do? 

[Roles may include a radio announcer, family members, and neighbors] 

Correct Response: Check your disaster supply kit and add any extra supplies you think you will 

need. Listen to the radio or television to find out if you have to evacuate (take your disaster 

supply kit and pets with you). Review and activate your evacuation plans, including asking your 

guardian to put gas in your car or looking up public transportation, rail, and para-transit options. 

Note that public transportation may be stopped or changed, so try to keep up with this 

information via local news outlets. Bring outdoor furniture (and other things that might blow 

around and cause damage) inside the home or garage. 

7. It has been raining for days and there is water everywhere. Water is running swiftly 

down the street two blocks from your home and a police officer tells you that you 

cannot go any closer to your home. What do you do? 

[Roles may include students, a police officer, neighbors, and family members] 

Correct Response: Do not step into fast-flowing water! Go to your out-of-neighborhood meeting 

place (library, post office, convenience store). If your family is not there with you, or if you can’t 

get to the meeting place, call your out-of-state contact to tell them you are safe and to help you 

decide what you should do. You can also stay near the police officer if it is safe or ask him or 

her for help. 

69

Emergency Role Play Scenarios—Student Handout 

Directions for Students 

Plan how you could act out the following scenarios. Write an outline of a performance. Plan to 

demonstrate exactly what to do and possibly what not to do in each emergency situation. 

Practice and put on the performance skit for your classmates. 

1. There is a soccer game in progress when thunder is heard in the distance. What do you do? 

[Roles may include one to three soccer players, a coach, and a parent] 

2. A family is sleeping when the smoke detector goes off at 3 a.m. What do you do? [Roles 

may include parents, siblings, and sleepover guests] 

3. It has been a stormy winter and big piles of snow are lying on the flat roof of an apartment 

building. A firefighter pounds on the door and says the building must be evacuated. What do 

you do? [Roles may include parents, siblings, a firefighter, and neighbors] 

4. Freezing rain and ice caused tree limbs to fall and neighborhood electrical lines to break. 

The home has no power. What do you do? [Roles may include parents, family members, 

and neighbors] 

5. The teacher is giving a history lesson when the room begins to shake. What do you do? 

[Roles may include a teacher, a student teacher or aide, and students] 

6. The radio says a big, dangerous hurricane is heading toward your part of the state. What do 

you do? [Roles may include a radio announcer, family members, and neighbors] 

7. It has been raining for days and there is water everywhere. Water is running swiftly down 

the street two blocks from your home and a police officer tells you that you cannot go any 

closer to your home. What do you do? [Roles may include students, a police officer, 

neighbors, and family members] 

71

Planning Crossword—Instructor Answer Sheet 

Note to instructor: This activity can be done by individual students as homework or by small 

groups in the classroom. 

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.

On the back of this sheet, rewrite each sentence using the correct punctuation.

1. The boy put gauze, Band-Aids, and tweezers in his first aid kit.

2. Lizzy wrote down the phone numbers of her doctor, fire department, and school.

Circle the correct word to complete each sentence.

1. The teacher let (we, us) bring in pictures of our disaster supply kits.

2. Mom told us about the big storm and asked (we, us) to update our disaster supply kit.

3. It is not (good, well) to panic when an emergency occurs.

4. The batteries (can, may) run out. We should pack some extras in case they do.

5. The family’s out-of-neighborhood meeting place was at the (peak, peek) of the hill.

73

Planning Crossword—Student Handout 

Name: Date: 

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.

On the back of this sheet, rewrite each sentence using the correct punctuation.

1. The boy put gauze Band-Aids and tweezers in his first aid kit.

2. Lizzy wrote down the phone numbers of her doctor, fire department, and school?

Circle the correct word to complete each sentence.

1. The teacher let (we, us) bring in pictures of our disaster supply kits.

2. Mom told us about the big storm and asked (we, us) to update our disaster supply kit.

3. It is not (good, well) to panic when an emergency occurs.

4. The batteries (can, may) run out. We should pack some extras in case they do.

5. The family’s out-of-neighborhood meeting place was at the (peak, peek) of the hill.

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 .

75

Math Worksheet—Instructor Answer Sheet 

5

10

15

20

25

30

35

0

Hurricane Fire Tornado Flood

Plainville County

Word Problems 

1. If you lived in Plainville County, what are some things you would want to do to prepare 

yourself and your family for a natural disaster? 

Make sure you have a disaster supply kit with up-to-date food and water. Find out your 

town’s evacuation routes. Move valuables and electronics away from the ground or 

basement level of your home. Establish a meeting place outside of the neighborhood in 

case your street is flooded. 

2. The superintendent of the school district decided that it was important to order an 

emergency planning booklet for all of her students. She found out that the elementary 

school had 1,356 students. The middle school had 2,543 students and the high school had 

4,320 students. How many emergency planning booklets should the superintendent order? 

8,219 booklets 

3. The chief of police met with the town officials to determine if the river would flood the town 

when the snow melted this spring. “The river is currently in normal range, measuring 32 

inches,” said the director of public works. “For the river to flood, it will have to measure 38 

inches or more.” “By my estimation, we have about 25.4 centimeters of snow that will melt 

directly into the river,” said the meteorologist. If 1 inch = 2.54 centimeters, will the river 

overflow? If yes, how many inches will flood into the town? 

Yes, the river will overflow by 4 inches. 

The bar graph to the left shows the number 

of natural disasters that affected Plainville 

County over the last 50 years. Use this chart 

to answer the questions below.

1. What is the most common disaster for 

Plainville County? flood 

2. How many hurricanes hit Plainville 

County? 15 

3. How many tornadoes? 8 

4. How many more fires than hurricanes hit 

Plainville County? 10

77

Math Worksheet—Student Handout 

Name: Date: 

5

10

15

20

25

30

35

0

Hurricane Fire Tornado Flood

Plainville County

The bar graph to the left shows the number of 

natural disasters that affected Plainville 

County over the last 50 years. Use this chart 

to answer the questions below.

1. What is the most common disaster for 

Plainville County?

2. How many hurricanes hit Plainville 

County?

3. How many tornadoes?

4. How many more fires than hurricanes hit 

Plainville County?

5. If you lived in Plainville County, what are some things you would want to do to prepare you 

and your family for a natural disaster? 

 

 

Word Problems (use the back of this sheet if you have to)

1. The superintendent of the school district decided that it was important to order an 

emergency planning booklet for all of her students. She found out that the elementary 

school had 1,356 students. The middle school had 2,543 students and the high school had 

4,320 students. How many emergency planning booklets should the superintendent order? 

2. The chief of police met with the town officials to determine if the river would flood the town 

when the snow melted this spring. “The river is currently in normal range, measuring 32 

inches,” said the director of public works. “For the river to flood, it will have to measure 38 

inches or more.”

“By my estimation, we have about 25.4 centimeters of snow that will melt directly into the 

river,” said the meteorologist.

If 1 inch = 2.54 centimeters, will the river overflow? 

If yes, how many inches will flood into the town? 

79

Mapping Meeting Places—Instructor Guide (Science and Math Lesson 

Plan) 

Learning Objectives 









Students will identify two meeting places as part of their family emergency 

communication plan. 

Students will draft and finalize aerial maps of their home and their neighborhood. 

Students will chart evacuation routes on their maps. 

Students will show their maps to their families and lead family members in an evacuation 

drill that will include evacuating to the family’s designated outside meeting place. 

Preparation 

Gather large drawing paper, rulers, pencils, markers, and glue for each student group. Print out 

labels for “My Home,” “Outside Meeting Place,” “Out-of-Neighborhood Meeting Place,” and “My 

Evacuation Route.” Add any labels that may be specific to the community in which the school is 

located. Draw or print out an example of an aerial map that contains a title, legend, and 

appropriate labels. Gather maps of the neighborhood and/or other geographic information that 

the students can use as a reference. 

Introducing Students to the Task 

Remind students of the family emergency communication plans they compiled, emphasizing the 

aspect of identifying an outside meeting place and an out-of-neighborhood meeting place. Have 

the students verbally explain the difference. (For example, my outside meeting place is the 

mailbox; my family will meet there if there is a fire. My out-of-neighborhood meeting place is the 

community center; I will go there if I can’t get into my neighborhood because of an emergency.) 

Explain to the students that that they will be mapping these locations and will be able to post 

them in the classroom and then in their homes. Display the model aerial map and guide 

students in a discussion of why each aspect is important. 

On-the-Spot Assessment 

Ask students to raise their hands if they can draw their aerial maps by freehand. If many hands 

are raised, review the importance of having, neat, precise, and organized maps, which will 

require the use of rulers, research on their locations, and creation of a rough draft. 

Procedure 

Instruct students to collect important information about their homes and neighborhoods and 

begin a draft of their two meeting places for homework. (Note: This assignment may be spread 

over several days.) Provide students with verbal feedback on their drafts. Students will work on 

finalizing their drafts by drawing their maps, gluing on their labels, charting their evacuation 

routes (as appropriate), and adding a title and legend to their maps. Students should work 

independently on their assignment, although they may speak in low voices to their neighbors. 

Once they receive teacher approval, allow students to use permanent pens or markers to 

finalize their maps. 
80

Closing and Assessment 

Grade maps based on the inclusion of all the communicated elements (e.g., title, legend, labels, 

meeting spots). You can assign separate grades for students’ ability to collaborate, work

independently, and revise a drafted version. 

After maps have been displayed in the classroom, instruct students to take their maps home, go 

over the evacuation routes with their families, and lead one emergency drill in which the family 

practices leaving their home and meeting at their outside meeting place. 

Optional Activity 

Ask students to orally describe to their classmates what their evacuation drill entailed and any 

lessons they learned from conducting the drill with other members of their household. Will they 

make changes to their family plans based on the lessons learned? Remind students that drills 

are done at school just like at home, and consider reviewing school emergency procedures with 

your students. 
81

Promoting Preparedness Oral Presentation—Instructor Guide 

This lesson was written by a teacher and implemented over several weeks. Feel free to tailor it 

to your needs. You may choose to have students give speeches in a debate format, for 

example, or have students compete to create new slogans and taglines. 

Learning Objectives 







Students will brainstorm and outline ideas in a structured format. 

Students will write one-page persuasive speeches. 

Students will be able to orally communicate a thesis and supporting details to various 

groups of people. 

Preparation 

Choose one or more topic(s) from the introduction section below. Ask students to imagine 

presenting their speeches in a certain forum and to a certain population (for example, to a local 

apartment complex that houses older adults, other classrooms in school, or at a town hall

meeting). 

If practical, consider contacting these populations to arrange for students to give their 

speeches to them in person. 

You may want to do background research on the chosen topic to have website resources, book 

resources, and other research tools available for students. You also might encourage students 

to conduct additional research for inclusion in their presentations. A great place for students to 

start is at www.ready.gov/kids. 

Directions for Students 

Explain the topic(s) to your students, stressing the importance of spreading the message of 

emergency planning outside their classroom. Emphasize the need for students to persuade

others to think and behave differently. 
82

Topics 

In Case of Emergency (ICE) Contacts: Most people you know carry a cell phone with them, 

and keep the numbers of friends and family members in their contact list. Did you know that 

having an “ICE” contact listed could save someone’s life? Imagine you or someone you know 

couldn’t speak because of an injury or sickness. If a firefighter or police officer found your cell 

phone, he or she could quickly find your emergency contact, call that person and tell them about 

the situation, and learn how to treat you to make you better. Most people do not know what ICE 

is or how to enter ICE into their phone. Many cell phones have ICE as a built-in contact, but it 

can be entered in any phone by adding a new contact, entering “ICE” or “In Case of Emergency”

in the contact name, and entering phone number(s).

“Turn Around, Don’t Drown”: Flash floods typically happen in low-lying areas such as creeks, 

rivers, and streams. Flash floods are usually caused by heavy rain from a storm or if a dam 

breaks. The main hazards of flash floods are that they happen so quickly and often are

considered dangerous. Most people believe they can walk or drive through large amounts of 

water. Did you know that as little as two feet of water can carry away most SUV-sized vehicles? 

In the United States, more people die in floods than from lightning, tornadoes, or hurricanes. If 

everyone followed the advice “Turn Around, Don’t Drown,” there would be a lot fewer injuries 

and deaths caused by flash floods. 

“Don’t Be Scared, Be Prepared”: Building a disaster supply kit and forming a family emergency 

communication plan are important elements of being prepared for any kind of emergency. Most 

families, however, have not done either of these things. It is important to work with your family to 

set up a kit and a plan. It is also important to motivate friends and neighbors to do the same. 

Many people don’t know that they should have a disaster supply kit, or don’t set aside time to 

assemble one. What information have we learned that we could use to convince people that 

NOW is the time to build a disaster supply kit and form a family emergency communication 

plan?

Procedure 

Conduct a brief class discussion to gather overall ideas and thoughts from students, preparing 

them to engage in more detailed brainstorming in small groups of two to six students. Assign 

one topic to the entire class or multiple topics to different student groups. 

Instruct the students to brainstorm, outline, plan, and write their group speeches, working 

together to formulate individual speaking roles. 

Guide and encourage your students to consider audience type and to evaluate the most 

effective ways to compel each audience to action, using supporting details such as case stories 

and statistics. Students should work on their speeches over multiple class periods, possibly 

practicing their speeches with each other before making a final presentation to the chosen 

audience. 

Closing and Assessment

Grade written speeches, outlines, and oral delivery of speeches. Separate grades can be given 

for students’ ability to collaborate and work together in groups. If applicable, encourage students 

to check in with the target audience two weeks after they delivered their preparedness speech 

to see if the audience took appropriate action.
83

Adventures of the Disaster Dodgers Game 

85

87

89

91

93

95

97

STEP GRADUATION MATERIALS

101

7. STEP GRADUATION MATERIALS 

STEP Graduation 

A formal STEP graduation event can recognize, reinforce, and share the information learned by 

students and also stress to families the value of emergency preparedness. You may want to 

present students with a customizable STEP certificate of completion or host a more formal 

event that includes their families. A suggested program with approximate times, invitation letter 

to families, flyer, and the certificate of completion is provided to help you plan a meaningful 

graduation program. Begin planning for your event at least a month before so that you have 

plenty of time. 

Final Program and Graduation Event 

Purpose: To recognize, reinforce, and share the lessons learned by students and to include 

other family members as partners in the effort to be prepared for emergencies and disasters. 

Participants: School principal or vice principal, instructor or classroom teachers, students and 

their families, and local emergency management representatives. 

Key Messages: Who needs to be prepared for an emergency? EVERYBODY! Here’s how to do 

it: Assemble a disaster supply kit and agree on a family emergency communication plan. If you 

aren’t able to gather all the items that are on the disaster supply kit list, collect at least a few 

important items and have those ready to take with you if you must leave your home. Being 

prepared can save lives! 

Preparation: 















Send a “save the date” letter home to families a week or two before the event (“Dear 

Family, As you know, our class has been using the Student Tools...”).

Send home the flyer (“Attention Families”) a few days before the event. 

Sign a certificate of completion for each student. 

Help students gather props for the Adventures of the Disaster Dodgers game (e.g., red 

and yellow game cards, blackboard or paper for tallying the score) and/or role-playing 

skits (disaster supply kit, umbrella, warm hats and scarves, soccer ball, pajamas). You 

can find the Adventures of the Disaster Dodgers game and suggested role-playing skits 

in the “Supplemental Lessons and Handouts” section. 

If you have it, post artwork that relates to the lessons. For suggestions, see “Create an 

Emergency Planning Poster” in the “Supplemental Lessons and Handouts” section. 

Rehearse game and skits. 

Decide how certificates will be handed out. 

Options: 

Invite your local emergency management representative or local first responder to briefly 

reiterate the importance of preparedness. Perhaps he or she might hand out the certificates of 

completion to the students. Choose whether to use “Emergency Role Play Scenarios,” or the 

Adventures of the Disaster Dodgers game, or both. Assign students to work on the role play 

and/or game. Role plays might include a narrator who starts each skit by reading a description 
102

of the scenario. You also might want to use someone to provide sound effects, such as those 

from thunder, a smoke detector, or pets. 

If applicable and practical, you can have students post their “badges” or awards on appropriate 

social media. They can make a video using SchoolTube and post it. The school can invite local 

media to the event and can share information via SchoolTube, too. 

Sample Agenda 

Final Program and Graduation Event

Total Suggested Time: 60 to 90 minutes

Welcome (3 minutes) Principal and/or teacher/instructor

Explanation of program (5 minutes) Teacher/instructor or student 

Introduction of speaker (if applicable)

(2 minutes) Teacher/instructor or student

Speaker remarks (10 minutes) Keynote speaker

“What do you do?” emergency skits

(25 minutes) Students

Adventures of the Disaster Dodgers game

(15 minutes) Students

Graduation ceremony (10 minutes) Teacher/instructor or speaker and students

Closing remarks (3 minutes) Principal, teacher/instructor, or speaker
103

Sample Letter to Family Members: Graduation Event 

Dear Family,

As you know, our class has been using the Student Tools for Emergency Planning 

(STEP) program to learn how to prepare for emergency situations. Students have 

talked about the kinds of disasters that might occur in our area and the steps a 

family can take before, during, and after an emergency to help keep safe. Students 

also have been encouraged to take the lead in helping your family plan for 

emergencies by building a disaster supply kit and creating a family emergency 

communication plan. Thank you for supporting your child in accomplishing these 

important projects!

Our class is now inviting you to a STEP Family Event and Graduation. Each student 

will receive a certificate of completion for the program, and many students will 

participate in our presentations. We may also have a guest speaker from the 

emergency management community. This event should be both enjoyable and 

informative. 

The graduation event will be held on:

Please let me know if you have any questions. I look forward to seeing you there!

Sincerely,

Student Tools for 

Emergency Planning (STEP)

Graduation Event!

See your student recognized for his or 

her hard work in emergency planning!

Enjoy student performances!

CERTIFICATE OF COMPLETION

Issued to

For Learning About Emergency Planning and Helping Our Community, 

 

Family, and Friends Become Better Prepared

Classroom Emergency Planning Instructor Date

EMERGENCY PREPAREDNESS RESOURCES FOR 

TEACHERS AND PARENTS AND CAREGIVERS

111

8. EMERGENCY PREPAREDNESS RESOURCES FOR 

TEACHERS AND PARENTS AND CAREGIVERS 

See the lists below for selected emergency preparedness resources from federal and other 

organizations. For a more detailed list, please see the FEMA Youth Preparedness Catalogue: 

Disaster Preparedness Education Programs and Resources at www.fema.gov/medialibrary/assets/documents/94775. 

Resources for Teachers and Schools 

Teachers and schools can use the resources in this section to find out more information on 

select preparedness topics in the STEP program. There are also several resources that can be 

shared with students to supplement lessons. 















America’s PrepareAthon!: www.ready.gov/prepare

American Red Cross, Prepare Your School: www.redcross.org/prepare/location/school

FEMA and Red Cross, Helping Children Cope with Disaster: 

www.fema.gov/pdf/library/children.pdf

FEMA Ready.Gov: www.ready.gov

FEMA Ready.Gov, Youth Preparedness: www.ready.gov/youth-preparedness

FEMA Ready.Gov, Build a Kit: www.ready.gov/build-a-kit 

FEMA Ready.Gov, Make a Plan: www.ready.gov/make-a-plan 

 

Other Emergency Preparedness Education Programs 





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American Red Cross, Masters of Disaster and the Pillowcase Project: 

www.redcross.org/prepare/location/school/preparedness-education 

FEMA Ready.Gov, Be a Hero!: www.ready.gov/kids/educators

U.S. Fire Administration: www.usfa.fema.gov/prevention

Save the Children, Prep Rally: 

www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.9085951/k.B899/Get_Ready_Get_Saf

e_Community.htm 

State Emergency Management Agency 

For help finding contact information for your state emergency management agency, please 

go to www.fema.gov/emergency-management-agencies. 
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Activities for Kids 

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American College of Emergency Physicians, Disaster Hero: www.disasterhero.com

FEMA Ready Kids: www.ready.gov/kids 

Home Fire Sprinkler Coalition, Sprinkler Smarts: www.sprinklersmarts.org 

National Fire Protection Agency, Sparky.Org: www.sparky.org 

Resources for Parents and Caregivers 

Parents and caregivers can learn more about the topics covered in the STEP program by 

checking out these resources. 

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America’s PrepareAthon!: www.ready.gov/prepare

American Academy of Pediatrics, Family Readiness Kit: 

www2.aap.org/family/frk/aapfrkfull.pdf 

American Red Cross, Prepare Your Home and Family: 

www.redcross.org/prepare/location/home-family 

FEMA Ready.Gov: www.ready.gov

FEMA Ready.Gov for Parents: www.ready.gov/kids/parents

DisasterAssistance.Gov: www.disasterassistance.gov

FEMA and Red Cross, Helping Children Cope with Disaster: 

www.fema.gov/pdf/library/children.pdf 

The Weather Channel Family Emergency Plan: www.connectwithweather.com/createyour-plan