http://www.ready.gov/kids 1

Youth Emergency Preparedness

Grades 6-8

TM
http://www.ready.gov/kids 2

Dear Educator,

Welcome to FEMA’s Be a Hero curriculum, an empowering educational journey into emergency preparedness! 

This standards-based, cross-curricular program is designed to provide students in grades 6 through 8 with the 

knowledge, awareness, and life-saving skills needed to prepare for a variety of emergencies and disasters. 

By engaging in three project-based lessons, students will gain a personal and meaningful understanding of 

disaster preparedness by creating solutions for real-world hazards. All inquiry-based activities lead to

important learning through independent and collaborative work, research, investigations, 

discussions, and presentations.

By the final lesson, students will become “heroes” as they develop their own emergency 

preparedness campaign project. Using communication skills and creativity, they will 

generate awareness of emergency preparedness among friends, families, and the 

community at large. 

Knowledge empowers! We hope this program will help you, your students, and their 

families feel prepared. 

Sincerely, 

Your Friends at FEMA

Table of Contents

Lesson 1:

Know Your Disasters! 5

Essential Questions: 

What is a disaster/emergency? How 

do natural disasters happen? What 

role does geography play in disasters? 

What impact can a disaster/emergency 

have on a community? 

Learning Objectives:

Students will...

•	 Identify various emergencies and

natural disasters that could impact 

communities by geographic area 

(local & national)

•	 Explain the causes or risks of

various disasters based on 

geography, climate, or season

•	 Describe the environmental and

human impact of disasters and 

emergencies

Teacher Tool:

Emergency Lingo Cards 9

Student Handout: 

Disaster Vocabulary 15

Lesson 2: 

The Adventures of Disaster 

Preparedness 16

Essential Questions: 

Why is preparing for a disaster important? 

How have other teens/communities 

prepared for a disaster? How can I help 

my family prepare for a disaster? 

Why is it important to have a family 

communications plan and an emergency 

kit? How can I prepare for home fires? 

Learning Objectives:

Students will...

•	 Work with their families to create

a family communications plan

•	 Identify what is required in an

emergency kit

•	 Identify safe and proper responses

to emergency situations

Student Handouts: 

Emergency Kit Checklist

Family Communications Plan

Lesson 3: 

Have No Fear – Emergency 

Heroes are Here! 20

Essential Questions: 

How can I help my community prepare for 

and respond to a disaster or emergency?

Learning Objectives:

Students will...

•	 Communicate information and

knowledge of emergency preparedness 

and response in a clear and engaging 

way, using a variety of media, that 

considers and empowers their target 

audience (e.g., peers, younger children, 

families, communities)

Student Handouts: 

Disaster Graphic Novel Planner 24-25 

Disaster Graphic Novel Creator 26-29

Graphic Novel Character Guide 30

Graphic Novel Assessment Rubric 31

Appendix: 

Additional Resources 32

Education Standards 33
3

Getting Started

FEMA’s Be a Hero curriculum was designed 

with you, the 21st-century educator, in mind!

We want to hear from you!

Share your learning experiences and

student work, and connect with other 

educators across the country by 

visiting http://community.fema.gov

or contacting FEMA at Ready@fema.

dhs.gov. You can also tweet us with 

your experiences, using the hashtag

#ReadyKids @ReadyGov!

http://www.ready.gov/kids

Flexible & Teacher-Vetted

Experienced teachers have developed and reviewed the curriculum to ensure that

it is aligned to current standards and incorporates current education practices. 

Knowing each classroom is unique, lessons were designed to be flexible. You may

want to adapt activities to your needs and student population, or collaborate with 

a colleague who teaches another subject. 

21st-century

Lessons are designed for students to develop and exercise important 21st century

skills such as: critical thinking, creativity, problem solving, communication and 

collaboration, independent thinking and research, information and media literacy, 

and leadership and responsibility.

Project-Based

Activities are student-centered and inquiry-led. The three lessons build upon 

one another, answering the following questions: What is a disaster? How can 

I prepare myself? How can I help prepare others? Students get to demonstrate 

their understanding of the material through various assessments and a 

culminating project.

Multidisciplinary & Cross-Curricular

Learning activities cover various topics and connect to several core subjects, 

including history, math, English language arts, science, social studies, and 

Technology. For example, the research project in Lesson 1 can be done in a

humanities or science class; Lesson 2 can be done in language arts; while the 

final graphic novel project in Lesson 3 can be done in language arts, health, 

or a digital media or design class. (See page 33 in the Appendix for a full list of

standards met by each lesson.)

A Real-World Focus That Empowers

The education approach is based on the belief that students are 

motivated to learn, and understand more, when they can connect 

a topic to their lives. Lessons offer students an opportunity to gain 

awareness about the world around them and then impact their 

world in a positive and real way! 
4

Components

Be a Hero has developed several components to support your teaching, 

broaden your students’ understanding, and inform parents and communities 

about emergency preparedness. Many of the following are already integrated into 

the lessons and can be found on FEMA’s website (www.ready.gov/kids). Explore

and familiarize yourself with them before teaching the first lesson:

Map Locator Page

http://www.ready.gov/kids/maps

An interactive map of the U.S. that 

lets you learn more about recent 

events and what types of disasters 

each state is at risk for

Know the Facts Disaster Factsheets

http://www.ready.gov/kids/

know-the-facts

15 downloadable factsheets with information 

about what to do before, during, and after 

specific disasters

Build a Kit

http://www.ready.gov/

kids/build-a-kit

Information about why we 

need an emergency kit, and 

downloadable checklists for 

both kids and adults

Make a Plan

http://www.ready.gov/kids/

make-a-plan

Information on the importance of 

developing a family communications 

plan, and tips for kids and adults on 

how to develop one

Parent Pages

http://www.ready.gov/

kids/parents

Tips and useful links for parents 

to involve kids in emergency 

preparation, and advice from 

child psychologists on how to 

help children cope during and 

after a disaster

Two Online Games*

http://www.ready.gov/

kids/games

Test student know-how in a 

wide range of emergencies, 

and help teach how to build 

the perfect emergency kit!

*Designed for younger audiences, 

 but still fun to play!

Curriculum

http://www.ready.gov/

kids/educators

In addition to lessons for middle school, 

the program includes curricula for 

elementary and high school students. 

Partner Sites and Links

Additional resources and useful 

information can be found in the 

Appendix on page 32.

http://www.ready.gov/kids
5

Lesson 1

For Grades 6-8

Know Your Disasters!

Learning the Facts about Disasters 

and Emergencies

Time Required: 

Three 30-minute class periods

•	 First Class – Blackout! Introduction; KWL Chart

“What is FEMA?”; Disaster Brainstorm

•	 Second Class – Disaster Research Project

•	 Third Class – Breaking News Report!; Disaster

Vocabulary Trivia; KWL Revisit

Note: Extra class periods can be added to accommodate 

more time for research.

Supplies/Preparation: 

•	 Copy and cut out Emergency Lingo cards 

•	 Timer

•	 Download and print copies of the 15 Disaster Factsheets from 

http://www.ready.gov/kids/know-the-facts. Create classroom sets

for students to share or make enough copies for each student

•	 Secure access to the Map Locator feature on http://www.ready.gov/

kids/maps

•	 Make copies for each student of student handout

•	 Access to computer lab, computers, and Internet connection

Student Handouts: 

•	 Disaster Vocabulary

Lesson Overview: 

Disasters and emergencies can be scary, but

understanding more about them is the first 

step toward student empowerment. In this

introductory lesson, students will explore

various disasters that can impact them and 

their communities, and become experts about

disasters unique to their area. 

Learning Objectives: 

Students will...

•	 Identify various emergencies and natural

disasters that could impact communities by 

geographic area (local & national)

•	 Explain the causes or risks of various disasters

based on geography, climate, or season

•	 Describe the environmental and human

impact of disasters and emergencies

Essential Questions: 

What is a disaster/emergency? How do natural 

disasters happen? What role does geography 

play in disasters? What impact can a disaster/

emergency have on a community?

21st-century Learning Skills

•	 Communication and Collaboration

•	 Information Literacy

•	 Creativity and Innovation

http://www.ready.gov/kids Lesson 1: Know Your Disasters!

TM
6

Instruction Steps

1. Introduction Discussion:

Blackout! Turn off all of the lights in your classroom so that you are welcoming students into 

a dark room. Ask students to share whether they have ever experienced a power outage. What 

was it like? How long did it last? Have students close their eyes and imagine the power suddenly 

went off. What would you do? How would you eat? How would you stay warm or cool? How would 

you take care of your hygiene? How would you stay entertained? Now ask students to imagine that 

the power went off and they were disconnected from their families. How would you get in touch? 

Have students generate a list of communication methods they use on a typical basis and write 

them on the board. Then, ask students to come up to the board and cross out items that might 

become unavailable to them during a blackout. Explain to students that a blackout is an

emergency that could happen in any community, sometimes as a result of another 

emergency/disaster. 

2. Disaster Brainstorm 

Ask students to think, pair, share, and brainstorm a list of every disaster they can think of. 

Keep track of the list on the board. After the list is generated, have students discuss which 

disasters they think might affect their community the most. Circle the disasters they select as

region-specific. 

3. Know, Want to Know, Learned! 

Create a KWL chart about disasters to complete as a class. First, ask students to generate a list

of things they already know about disasters for the K column. Then, ask students to brainstorm 

a list of things they would like to know about disasters for the W column. Tell students to keep 

those questions in mind as they set out to learn more about disasters. Let students know that 

they will revisit the chart at the end of the lesson to review everything they will have learned 

about disasters. 

4. What Is FEMA? 

Write FEMA on the board, and ask students what it stands for. Have students work in groups 

and explore the FEMA website (http://www.fema.gov) to inform themselves about FEMA. 

Provide each group with a blank sheet of poster board or chart paper. Ask each group to write

one interesting fact about FEMA and pass it to the neighboring group. Continue to have each

group add to the list of facts, until each piece of chart paper has at least five different facts. 

Return the posters to their original group for a quick share out. After the groups share their 

posters, hang them up in the classroom or display around school to share their knowledge with 

other students.

Emergencies and Natural Disasters

•	 Blackouts

•	 Drought

•	 Earthquakes

•	 Extreme Heat

•	 Floods

•	 Home Fires

•	 Hurricanes

•	 Landslides/Debris Flows

•	 Space Weather

•	 Thunderstorms and Lightning

•	 Tornadoes

•	 Tsunamis

•	 Volcanoes

•	 Wildfires

•	 Winter Storms and Extreme Cold

Test your students’ 

knowledge with trivia 

questions found on the 

Disaster Factsheets. 

 WORDS 

TO KNOW

FEMA stands for Federal 

Emergency Management 

Agency. FEMA’s mission 

is to support our citizens 

and first responders to 

ensure that as a nation 

we work together to build, 

sustain, and improve our 

capability to prepare for, 

protect against, respond to, 

recover from, and mitigate 

all hazards.

Did you know?

After a major disaster, 

FEMA will deliver “Meals 

Ready to Eat,” or MREs, 

to people who have 

been affected. These 

meals come fully prepared, 

so they don’t need a 

microwave or a stove! They 

even come with plastic 

ware. 

http://www.ready.gov/kids Lesson 1: Know Your Disasters!
http://www.ready.gov/kids Lesson 1: Know Your Disasters! 7

Instruction Steps (cont’d)

5. Disaster Research Project:

Break students into teams and assign each team a disaster to research that could occur in its 

own region. Share with students the criteria for their projects (see below). Encourage the 

collection of information and evidence (images, articles, videos, interviews). Provide the

Disaster Factsheets (found at http://www.ready.gov/kids/know-the-facts) and resources 

listed in the Appendix on page 32 to get students started. They may also visit the library or use

the Internet to conduct research.

Direct students to the Map Locator feature at http://www.ready.gov/kids/maps to 

find out which disasters occur in their communities and regions.

Breaking News Report! 

Have the groups take their research and prepare a “Breaking News Report!” skit about their 

disasters, pretending that they are news reporters. Presentations must include a definition of

the disaster, how it happens, where it happens, what impact it has, and one interesting fact. 

Encourage students to write scripts for their skits and practice them ahead of time to prepare. 

They may also want to incorporate visuals to enhance their report.

Give each group five minutes to share its “Breaking News Report!” skit with the class. After each 

presentation, ask students to reflect and share one thing they learned that surprised them 

about the disaster.

During the presentations, ask students to keep track of and note new words that they

would like to add to a classroom disaster vocabulary word wall.

6. Emergency Lingo

To introduce students to general and specific disaster vocabulary, have them play a round of 

Emergency Lingo. Divide the group into two teams. Similar to the popular game Taboo, give

students 25 seconds to describe as many vocabulary words on their cards as possible without

using the word itself or any hand gestures. If students are unable to identify the word after 25

seconds, have them return the card to the bottom of the pile. Students can use the 15 Disaster 

Factsheets to look up the definition of any unknown words. Alternate teams after each word, 

and keep score on the board. The first team to correctly identify 20 vocabulary words wins! 

Use the blank cards to create your own!

“Breaking News Report!” Criteria

List these on the board for students to reference as they work:

•	 Definition of the disaster

•	 How the disaster happens

•	 Where the disaster can happen

•	 The impact the disaster can have on people and the environment 

•	 What people should do to stay safe during and after the disaster

•	 One interesting fact about the disaster

 
8

Instruction Steps (cont’d)

•	 Have each group come up with a creative team name that incorporates emergency

preparedness.

•	 Laminate the vocabulary cards used in Emergency Lingo to help prolong their use!

Modification:

•	 Challenge students by adding extra words to each card that students are not

allowed to use. For example, FEMA’s words that are off limits could be “emergency,”

“federal,” and “government.”

•	 Have students sort vocabulary into piles of related terms. For example, the words

seismic activity, Richter scale, and fault line could go in the same pile. Once the 

piles are made, challenge students to create a sentence for each pile that includes 

every term in the pile. 

•	 Turn the cards into a study tool for students by giving them each a copy, and writing

the definition on the back.

7. Reflection: KWL Revisit 

Have students return to the class KWL chart and generate a list of things they learned through 

their research. Use this to check for understanding. Plan to review any missed concepts at the

start of next class.

8. Homework 

Have students complete the Disaster Vocabulary handout at home to test their knowledge 

and to reinforce some of the more challenging vocabulary discussed during the lesson. 

Answer Key

1. When electric companies shut down power to an area for a certain amount of 

time in order to avoid a total blackout of the power system. rolling blackout

2. Another word for earthquakes, along with “tremors,” “quakes,” and “shakes.“ 

seismic activity

3. Saving and protecting a natural resource, like water. conservation

4. Floods that happen very quickly. They can happen in just minutes, even if it’s 

not raining. flash floods

5. The center of the storm and the time when winds and rains die down. eye

6. Scale by which earthquakes are measured. Richter scale

7.	 A sudden, violent outburst in nature – like an explosion. eruption

Extension Activities

Disaster Postcards:

Have students create and write postcards for another community that has recently been hit 

by a disaster to show their support and encouragement for people affected. Identify a school,

fire department, or recovery center in that community where the postcards can be sent.

Blog: 

Have students create and contribute to a class blog to share research, information, and class 

projects online. They can also “report” on emergency-related events happening in their 

communities or across the country.

Current Events:

Have students pick a disaster currently in the news and read an article about it. Students can 

prepare a short current events presentation or report about the disaster.

Disaster Vocabulary

disaster 

relief 

readiness 

recovery 

preparedness

evacuation

vulnerable

hazard

utilities

nonperishable

conservation

natural resource

seismic activity

Richter scale

fault lines

humidity

heatstroke

flood watch

flood warning

flash floods

eye

tropical

storm surge

debris

slurry

slope

low-lying area

electric grid

blackout

electrocution

power surge

heat lightning

funnel

hail

storm shelter

inland

seismic sea waves

lava

molten

eruption

smoke alarms

frostbite

hypothermia

freezing rain

sleet

oxygen

electric grid

energy conservation

rolling blackout

 

http://www.ready.gov/kids Lesson 1: Know Your Disasters!
http://www.ready.gov/kids 9

Utilities Preparedness Disaster

Nonperishable Evacuation Relief

Conservation Vulnerable FEMA
http://www.ready.gov/kids 10

Natural 

Resources

Hazard Recovery

Slurry Eye Heatstroke

Seismic 

Activity Slope Tropical
http://www.ready.gov/kids 11

Flood Watch Richter Scale Low-Lying 

Area

Storm Surge Flood Warning Fault Line

Electric Grid Debris Flash Floods
http://www.ready.gov/kids 12

Humidity Smoke Alarms Seismic Sea 

Waves

Funnel Blackout Fire Sprinklers

Lava Hail Electrocution
http://www.ready.gov/kids 13

Frostbite Molten Storm Shelter

Power Surge Hypothermia Eruption

Inland Heat 

Lightning

Energy 

Conservation
http://www.ready.gov/kids 14

Freezing Rain Rolling 

Blackout

Sleet

Oxygen Electric Grid
http://www.ready.gov/kids 15

Lesson 1 Student Handout 1

Name: Date: 

Disaster Vocabulary

Directions: Uncover a special disaster message from the FEMA Heroes by filling 

out the vocabulary below. Use your Disaster Factsheets and notes as references. 

1. When electric companies shut down power to an area 

for a certain amount of time in order to avoid a total 

blackout of the power system. 

2. Another word for earthquakes, along with “tremors,” 

“quakes,” and “shakes.”

3. Saving and protecting a natural resource, like water. 

4. Floods that happen very quickly. They can happen 

in just minutes, even if it’s not raining. 

5. The center of the storm and the time when winds 

and rains die down.

6. Scale by which earthquakes are measured. 

7.	 A sudden, violent outburst in nature, like an explosion. 

1

2

3

4

5

6

7

http://www.ready.gov/kids

TM
16

Lesson 2

For Grades 6-8

The Adventures of

Disaster Preparedness

Preparing for Disasters and Emergencies

Time Required: 

Three 30-minute class periods

•	 First Class – “Are you Prepared?” Four Corners Activity;

Preparedness Discussion; Home-Fire prevention and safety

•	 Second Class – Emergency Kit scavenger hunt; 

Text, Don’t Talk!

•	 Third Class – Think fast! Preparedness game; Reflection:

3-2-1 Exit Ticket

Supplies/Preparation: 

•	 Make a copy of the student handout for each student

•	 Hide different emergency kit items throughout the

classroom (see FEMA Emergency Kit Checklist sidebar 

on page 18 for a list of possible items)

•	 Label each corner of the room with signs that read“Strongly

Agree,”“Agree,”“Strongly Disagree,” and“Disagree.”

Student Handouts: 

•	 Emergency Kit Checklist

•	 Family Communications Plan

Lesson Overview: 

We might not be able to predict when all 

disasters or emergencies will happen, but we 

can be prepared for them. Using disaster research 

from the previous lesson, students will realize how 

important it is to be prepared, and will take the necessary 

steps towards emergency preparedness by creating their 

own family communications plan and emergency kit.

Learning Objectives: 

Students will...

•	 Work with their families to create a family

communications plan

•	 Identify what is required in an emergency kit

•	 Identify safe and proper responses to

emergency situations

Essential Questions: 

Why is preparing for a disaster important? How 

have other teens/communities prepared for a 

disaster? How can I help my family prepare for 

a disaster? Why is it important to have a family 

communications plan and an emergency kit? 

How can I prepare for home fires? 

21st-century Learning Skills

•	 Communication and Collaboration

•	 Information Literacy

•	 Critical Thinking and Problem Solving

http://www.ready.gov/kids Lesson 2: The Adventures of Disaster Preparedness

TM
17

Instruction Steps

1. Introduction Discussion

“Are You Prepared?” Four Corners Activity

Point out the “Strongly Agree,”“Agree,”“Strongly Disagree,” and“Disagree”signs to students.

Ask students to move around the room to the corner that most appropriately matches their 

response to the following questions: “Are you prepared for _____?” “Is your family prepared 

for _____?” “Is the school prepared for ______?” “Is the community prepared for ______?” 

(Fill in the blanks with different disasters. Make sure to include home fires and blackouts.) 

After each question, have students share why they agree or disagree.

Preparedness Discussion

Ask students to turn and talk to their partner about what “preparedness” means to them. 

Can they think of other instances where it helps to be prepared? (e.g., making a list before going

to the grocery store, studying for a test, fire drills) Ask students to share what the benefits are of 

being prepared.

Ready, Year-Round 

Reinforcing preparedness doesn’t have to end with this lesson! Incorporate it into

your class year-round by celebrating Fire Prevention Week, Flood Safety Awareness 

Week, National Hurricane Preparedness Week, and by revisiting important concepts 

like winter weather safety and heat safety when seasonally appropriate. 

Visit http://www.ready.gov for accurate dates.

2. Home-Fire Prevention and Safety 

Explain to students that home fires are an emergency that can happen anywhere, to anyone,

and that they kill more Americans each year than all natural disasters combined. Ask students to 

brainstorm what can be done to prevent and prepare for home-fires. Create a web on the board to

keep track of their responses. Next, split the class into 2-4 teams and play a quick “Jeopardy-style”

game using the Fact Check sidebar questions to test student knowledge. Make sure that students

plan to have two ways out of every room, practice home-fire escape drills with their families 

twice a year, check for home fire hazards, and ask their parents to install, test, and maintain smoke 

alarms. Remind students that, above all, the most important thing to do is get out quickly!

Home-Fire

What is a smoke alarm and how does it work? (A: It’s a tool that can sense if there is smoke in the air. When it senses smoke, it 

makes a very loud beeping noise to warn you that a fire has started.)

How many smoke alarms (detectors) should you have in your home? (A: At least one on every level of your home, and inside 

and outside sleeping areas. Many fires start at night when we are sleeping. Having alarms inside and outside all sleeping areas 

increases the likelihood of waking up during a fire and getting out of your home safely.)

How often should you test and replace the batteries in your smoke alarms? (A: Test batteries once a month, and replace 

them at least once a year. If your alarm has a 10-year battery, test once a month. Replace the entire smoke alarm after 10 years.)

What should you do if you are the first one out of a burning building? (A: Go to the outside meeting place you and your 

family decided on and call 911.)

You should have at least escape routes from each room. Zero One Two (A: c. Two)

True or False: Fires create toxic gases that can make you sleepy, confused, and short of breath. (A: True. That’s why it’s 

important to stay low to the ground, and get out fast!)

True or False: Cooking fires are the leading cause of home fires. (A: True)

What should you do if you catch on fire? T P, D P, and O L . (A: Stop, Droll, and Roll)

What should you do before opening a door in a fire? (A: lightly touch the doorknob with the back of your hand to check if it’s 

hot. If it is hot, use your second escape route.)

Did you know?

During an emergency,

you might be living 

without power for a 

while. FEMA recommends 

having your own food, 

water and other supplies

in sufficient quantity to 

last for at least 72 hours. 

Local officials and relief 

workers will be on the 

scene after a disaster but 

they cannot reach 

everyone immediately. 

You may get help in 

hours or it can take days! 

http://www.ready.gov/kids Lesson 2: The Adventures of Disaster Preparedness
18

Instruction Steps (cont’d)

3. Emergency Kit Scavenger Hunt 

Ask students if they have ever heard of an emergency kit? Do they know anyone who has one?

Why could it be important to have one? Have students turn and talk to their neighbor for a few 

minutes, then have pairs share with the rest of the class.

Reveal to students that you have hidden some emergency kit items throughout the classroom. 

Instruct each student to move around the room and find an item that they think belongs in an

emergency kit. Have each student share the item they selected, and reveal whether it goes in 

the kit or not. Encourage debate and discussion. Make sure to emphasize that an emergency kit 

must be prepared ahead of time, not right before or during an emergency. As homework, assign 

students to go home and pack an emergency kit with their family using the Youth Emergency 

Kit Checklist found at http://www.fema.gov/media-library/assets/documents/34326. 

Note: This may require a trip to the store for families, and may be costly, so while it is important, 

you may want to make this homework assignment optional.

4. Text, Don’t Talk! 

Ask students what they would do right after an emergency has occurred. If they have a cellphone,

explain that they should text their parents or family membersto let them know they are okay. Ask

them to discuss why it may be better to text instead of call during an emergency (see sidebar).

Tell your students about WEAs (see sidebar Words to Know). Have any of them or their 

parents ever received a WEA on their cellphone? 

Remind students to listen to parents, teachers, or other adults for more guidance. 

Tune in to a radio or TV station for more information after receiving a WEA.

If they have a cellphone, give students time to put emergency contacts in their phones. Ask

them to consider what they would do if their phone ran out of juice or got lost. How would 

they let their parents know that they were okay? Have students identify important numbers 

that should be memorized, just in case. Ask if students have any tricks for memorizing 

important information, like phone numbers, that they can share with the group. Remind 

students that their parents will be worried about them if they are apart during an emergency, 

and they should text their parents to let them know they are all right. Provide students with the

Family Communications Plan handout to take home and fill out with their parents.

Introduce students to the concept of“ICE”(In Case of Emergency). Entering important

emergency contacts (like a parent or guardian) in your phone as“ICE”allows a bystander

to reach your emergency contact on your behalf if you are unable to.

FEMA Emergency Kit Checklist

•	 Nonperishable food (dried fruit, canned 

tuna fish, peanut butter, etc.)

•	 Manual can opener

•	 First-aid kit

•	 Sleeping bag or warm blanket for everyone 

in your family

•	 Change of clothes, including sturdy shoes

•	 Matches in a waterproof container (let an 

adult handle these)

•	 Toothbrush, toothpaste, soap

•	 Paper plates, plastic cups and utensils,

paper towels

•	 Water – at least a gallon per person, per day

•	 Battery-powered or hand-cranked radio

•	 Flashlights

•	 Extra batteries

•	 Whistle to signal for help

•	 Local maps 

•	 Pet supplies

•	 Books, games, or puzzles

Did you know?

During an emergency,

phones lines are often 

jammed, just when they are 

most needed by emergency 

workers. Texting or using

social media are good 

alternatives, as they 

use less bandwidth 

and can quickly reach a 

wider audience. Phone

calls should be used for 

emergencies only so that 

responders (like 911) can 

get to those who need 

urgent help. Check out

http://www.ready.gov/

get-tech-ready for more 

tech-ready tips!

 WORDS 

TO KNOW

Alerts received at the right 

time can help keep you safe 

during an emergency! 

WEA stands for Wireless 

Emergency Alert. WEAs are 

emergency messages sent 

to cell phones by authorized 

government agencies to let 

you know about dangerous 

weather conditions, 

emergencies, and other 

local hazards. WEAs are set 

straight to a phone without a 

need to download an app or 

subscribe to a service. 

• Read the Alert

• Take Action

• Follow the Directions!

Learn more at: 

http://www.ready.gov/alerts

http://www.ready.gov/kids Lesson 2: The Adventures of Disaster Preparedness
19

Instruction Steps (cont’d)

5. Think Fast! Preparedness Game

As a reflection and assessment for the lesson, engage students in a fast-paced preparedness 

game about safe responses to various emergencies. Have students stand in a circle. Ask a 

volunteer to go in the middle and shout out the name of an emergency while passing a ball to 

someone on the outside of the circle. Whoever gets the ball needs to respond with one thing 

they would do to prepare for the emergency (e.g.,“Blackout – Don’t open the fridge,”“Tornado!

– Take shelter”). If the person in the middle stumps the person with the ball on the outside, they

switch places and the outside person is now in charge of calling out emergencies. To add a level 

of difficultly, challenge students not to repeat any actions or steps they would take to prepare.

6. Reflection: 3-2-1 Exit Ticket 

Ask students to write 3 things they learned about disaster preparedness, 2 things they still have 

questions about, and 1 thing they are going to do immediately to be prepared. Have them turn 

in this task before they leave class as their exit ticket.

Are there any new disaster vocabulary words that could be added to the classroom 

word wall? Allow students time at the end of class to add any new words they’ve 

learned.

7. Homework 

Remind students that they need to create their own Emergency Kit using the Emergency 

Kit Checklist.

Extension Activities

•	 Safe Map! 

Have students create a map of their community by printing out and tracing a map of 

where they live. Ask students to locate important places, like home and school, and identify 

a safe meeting place for their families during an emergency. In addition, they can research

and map designated shelter locations for their communities, and any evacuation routes or 

evacuation zones.

•	 Book Report*: 

Have students expand their understanding of emergency preparedness with a nonfictionbook report. Good books about emergencies include: The Volcano Disaster or Earthquake 

Terror by Peg Kehret, Trapped by Michael Northrup, Night of the Howling Dogs by Graham 

Salisbury, Ninth Ward by Jewell Parker Rhodes, and The Killing Sea by Richard Lewis.

(*Mention of these materials is not an endorsement by FEMA over other materials that may be available on this subject.)

•	 My Emergency Kit: 

Have students photograph their emergency kit once it’s completed and bring the 

picture in to share with the class. Have students share their photos on a class bulletin 

board, class blog, wiki, or school website. Students can also share via social media with 

the hash tag #ReadyKids.

•	 Challenge! 

Have students challenge another class in their school in a race to see who can have 

everyone in the class fill out the Family Communications Plan first. Keep track of the 

progress in the hallway or a place where both classes can see. Offer a fun incentive like a 

pizza party for the winning class.

Did you know?

During an earthquake,

you should DROP to the

ground, take COVER under

a sturdy table or other heavy 

furniture (or cover your face 

and head with your arms 

and crouch near an inside 

wall), HOLD ON until the

shaking stops, and STAY 

AWAY from windows, glass, 

lighting fixtures or furniture

that could fall – like 

bookcases.

Check out the Fact Check!

trivia on other Disaster 

Factsheets to test your 

students’ knowledge.

http://www.ready.gov/kids Lesson 2: The Adventures of Disaster Preparedness
20

Lesson 3

For Grades 6-8

Have No Fear – 

Emergency Heroes 

Are Here! Helping Others Prepare for and 

Respond to Disasters

Time Required: 

Three 30-minute class periods

•	 First Class – Intro to Project; Graphic Novel Planning;

Create Your Own Emergency Hero!; Call to Action

•	 Second Class – Peer Review; Write

•	 Third Class – Share Graphic Novels

Note to teacher: Extra class periods can be added to 

accommodate more time to create the graphic novel.

Supplies/Preparation: 

•	 Make a copy of the student handout for each student

•	 Post-it notes

•	 Markers, Colored Pencils, Crayons

•	 Construction Paper

•	 Scissors

•	 Glue

•	 Access to computer lab, computers, and Internet connection

Student Handouts: 

•	 Disaster Graphic Novel Planner

•	 D.I.Y. Disaster Graphic Novel Creator

•	 Disaster Graphic Novel Character Guide

•	 Disaster Graphic Novel Grading Rubric

Lesson Overview: 

Now that students know how to respond to disasters and emergencies, 

and have prepared themselves and their families by creating an 

emergency kit and a family communications plan, it’s time to spread the 

word and help those around them! This lesson will focus on students 

becoming emergency heroes in their communities. In this summative

assessment, students will create a graphic novel to educate others 

about emergency preparedness and safe disaster responses, and 

share it with their community.

Learning Objectives: 

Students will...

•	 Communicate information

and knowledge of emergency 

preparedness and response in 

a clear and engaging way, 

using a variety of media, that 

considers and empowers their 

target audience (e.g., peers, 

younger children, families, 

communities)

Essential Questions: 

How can I help my community 

prepare for and respond to a 

disaster or emergency?

21st-century Learning Skills

•	 Communication and Collaboration

•	 Information Literacy

•	 Critical Thinking and Problem Solving

•	 Creativity and Innovation

http://www.ready.gov/kids Lesson 3: Have No Fear – Emergency Heroes Are Here! 

TM
21

Instruction Steps

1. Introduction to Project: Disaster Graphic Novel 

Now that students have become “Disaster Masters,” challenge them to share what they know

with others by writing and illustrating their own disaster graphic novel. Ask students to think 

about how they can help their community learn about emergency preparation and response 

through the graphic novel.

Students will pick one disaster to focus on, and create Emergency Heroes based on themselves 

and their friends, who will lead the community to be prepared and make smart emergency 

decisions. Provide students with the Graphic Novel Rubric before they start working on the 

project so they can see what they will be graded on. Review the requirements and ask if 

students have any questions.

Share and provide exemplars or“mentor text”of graphic novels that students can

reference before and during the creation of their novels. Discuss and look at samples

to see how graphic novel writers can communicate a character description and 

emotion through dialogue and illustrations

Have students reference the classroom disaster vocabulary word wall for words to 

include when writing their graphic novels.

2. Create Your Own Emergency Hero! 

Have students use the Emergency Hero to the Rescue! Character Guide to illustrate themselves 

as community leaders by modeling safe disaster actions and responses, and showing how they 

can work together as a team with their peers, families, and communities. Have students make 

up names and personas based on themselves. Remind students to use descriptive adjectives 

for the character.

Have students take a look at the FEMA characters at http://www.ready.gov/kids/

make-a-plan and on the Disaster Factsheets for inspiration!

After viewing example campaigns, ask students to think about who the target audience might

be for each. What was the call to action? Have them discuss whether they thought it was an 

effective campaign or not, and why.

Descriptive Adjectives:

Adventurous 

Bold 

Brave 

Calm

Cautious

Courageous

Confident

Cooperative

Energetic 

Expert

Helpful

Hardworking

Humble

Imaginative

Intelligent

Inventive

Knowledgeable

Mature

Organized

Realistic

Tireless

Trustworthy

Graphic Novel 

Checklist

Title

	 Author/Illustrator

Focus on one disaster

	 Characters (Including

yourself as a Hero)

Setting

	 Captions

	 Dialogue (speech bubbles

and thought bubbles)

	 Illustrations

	 Plot (beginning, middle,

and end)

Share at least three facts 

about the disaster from the 

Disaster Factsheets. Make 

sure to site your sources! 

(FEMA-recommended 

websites and resources can 

be found on page 32.)

Use at least three different 

emergency vocabulary 

words.

	 Include what someone

should do before to 

prepare, during to stay 

safe, and after to recover.

http://www.ready.gov/kids Lesson 3: Have No Fear – Emergency Heroes Are Here! 
22

Instruction Steps (cont’d)

3. Plan It Out

Have students use the Plan It Out! Graphic Novel Planner to outline their stories. Ask: Who are 

the main characters? Where will the emergency adventure take place? What disaster will it focus on?

Call to action!

Have students think about their call to action. (A call to action is something that prompts a 

reader to do something.) In pairs, ask students to brainstorm different slogans, acronyms, or a

rap to help them, their peers, and their families remember what to do in an emergency. Provide

Post-it notes for them to jot down different ideas.

4. Peer Edit and Review

After students have completed their Plan it Out! Graphic Novel Planner, have them partner 

up and share it. Students can use the Graphic Novel Rubric to grade one another. Ask each 

student to provide one ‘glow’ (something the student did well) and one ‘grow’ (something the 

student could work on) for his or her partner. Allow students time to incorporate any feedback 

and edit their planning sheets.

5. Write!

After students have completed their planning sheets and received peer feedback, have them 

use the D.I.Y Graphic Novel Creator to start writing! Provide students with any art supplies

they might need to create their graphic novel (such as markers, colored pencils, crayons, 

construction paper, scissors, glue).

If students are struggling with using transitions in their writing, post the following

examples on the board for them to reference:

• Suddenly

• Before

• As soon as

• Meanwhile

• Nevertheless

• Immediately

• Next

• Even though

• However

• Consequently

• Finally

• As a result

6. Share

Have students share their novels with the class. Use the Graphic Novel Rubric to assign them a 

grade for the project. 

If possible, have students share with a younger class or younger students to get

feedback from another audience.

Peer Review Prompts:

•	 Did they use descriptive adjectives when describing the character?

•	 Was there a clear beginning, middle, and end?

•	 Did the Hero respond to the emergency in a safe and responsible way?

•	 Was there a call to action?

•	 Were there any spelling or grammar errors?

Call to action examples:

•	 Don’t delay! Create an

emergency kit today!

•	 Emergency preparedness

begins with you! Help 

your family make an 

emergency plan.

•	 Stay S.A.F.E.! (Students 

Alert For Emergencies)

•	 Fire Stops with You!

•	 Don’t be scared, be

prepared!

http://www.ready.gov/kids Lesson 3: Have No Fear – Emergency Heroes Are Here! 
23

Instruction Steps (cont’d)

7. Reflection

Have students write a journal entry reflecting on the graphic novel they created. Ask them: 

Do you think it will inspire others to be prepared? Was the call to action clear? What would you do 

differently next time?

The Adventure Continues! 

Do you have students who have shown a special interest in learning about disasters

and promoting preparedness to others? FEMA offers lots of ways for youth and 

community members to get involved.

Citizen Corps: 

Their mission is to harness the power of every individual through education, training, 

and volunteer service to make communities safer, stronger, and better prepared to

respond to the threats of terrorism, crime, public health issues, and disasters of all 

kinds. For more information, visit http://www.ready.gov/citizen-corps.

Fire Corps: 

Promotesthe use of citizen advocates(volunteers) to support and augment the capacity

of resource-constrained fire and emergency service departments at all levels: volunteer, 

combination, and career. For more information, visit http://www.firecorps.org.

Teen Community Emergency Response Team (CERT): 

Is a national program making communities and schools safer by having educated and

trained teens capable of preparing for and responding to disasters and emergencies. 

This training program prepares youth to help themselves, their families, and their schools 

in the event of a disaster. Members of TEEN CERT respond to disasters, participate in

drills and exercises, and take continuing training. The Teen CERT program, though

adapted for adolescent learners, covers the same curriculum as the CERT program that

was originally designed for adults, while reinforcing existing learning areas for teen

students.  For more information, visit http://www.fema.gov/community-emergencyresponse-teams/teen-community-emergency-response-team.

Youth Preparedness Council: 

Provides an opportunity for young leaders between the ages of 12 and 17 to serve

as members of a distinguished national council. Council members learn about youth

disaster preparedness from the leadership at FEMA and other national organizations 

dedicated to youth preparedness, and they complete a youth preparedness project of 

their choosing. For more information, visit http://www.ready.gov/kids/get-involved. 

Extension Activities

•	 Share: 

Make copies of the graphic novel for each student to bring home and share with 

his or her family.

•	 Launch Party! 

Have students plan and hold a graphic novel launch party and reading for the community 

at their school or local library. Invite younger students, families, and community members.

Community leaders can also participate by sharing what plans they have put in place. 

•	 Publish: Have students publish the graphic novel they create on their class blog or school 

website for the public to download.

http://www.ready.gov/kids Lesson 3: Have No Fear – Emergency Heroes Are Here! 
http://www.ready.gov/kids 24

Lesson 3 Student Handout 1 

Name: Date: 

Disaster Graphic Novel

Planner Title:

Disaster:

Characters:

Who are the main characters? Include yourself as the

Emergency Hero!

Facts about the Disaster:

Sources:

Setting:

Where will the adventure take place?

http://www.ready.gov/kids
http://www.ready.gov/kids 25

Planner (cont’d)

Beginning

Introduce the characters, setting, and the disaster.

Middle

How do your characters safely react to the disaster? What is the climax? (Look at the

Disaster Master Game at http://www.ready.gov/kids/games/disaster-master for 

examples of different scenarios.)

End

How does the story get resolved?

Call to action!

What do you want 

people to do after they read 

your graphic novel? Come

up with a catchy slogan, 

acronym, or rap.

http://www.ready.gov/kids
http://www.ready.gov/kids 26

D.I.Y. 

Disaster Graphic Novel

Creator 

Name: Date: 

Title:

http://www.ready.gov/kids

Lesson 3 Student Handout 2 
http://www.ready.gov/kids 27

http://www.ready.gov/kids
http://www.ready.gov/kids 28

http://www.ready.gov/kids
http://www.ready.gov/kids 29

Lesson 3 Student Handout 3

Name: Date: 

D.I.Y. 

Disaster Graphic Novel

Creator Directions: Cut out these speech and thought bubbles, bursts, and captions to use in your graphic novel.

http://www.ready.gov/kids
http://www.ready.gov/kids 30

Name: Date: 

Disaster Graphic Novel

Grading Rubric Directions: This is what your teacher will use to grade your graphic novel. 

Review before you start it to help make sure you have everything covered!

Gold Hero Silver Hero Bronze Hero

Meeting Expectations: 30 Approaching Expectations: 20 Developing Expectations: 10

Characters Characters are explained using

descriptive adjectives

Characters are explained but

adjectives are not descriptive 

Characters are not described

at all

Spelling, 

punctuation, and 

grammar

Spelling, punctuation, and 

grammar are correct throughout

There are some spelling, 

punctuation, and grammar 

errors

There are so many spelling, 

punctuation, and grammar errors 

that it is hard to read

Beginning The characters, setting, and 

disaster are clearly introduced

Not all of the characters, setting, 

and disaster are introduced

The characters, setting, and 

disaster are not introduced at all

Middle The characters react safely to 

the disaster

The characters do not react 

safely to the disaster

The story is missing a middle

End The story is resolved with a call 

to action

The story is resolved but the call 

to action is missing

There is no resolution or call 

to action

Transitions Appropriate and varied 

transitions are used to guide 

the reader through the story

Transitions are used, but not 

correctly

Transitions are not used at all

Vocabulary At least 3 different emergency 

vocabulary words are used

Fewer than 3 different emergency 

vocabulary words are used

Emergency vocabulary words are 

not used at all

Facts Relevant, well-chosen 

emergency facts are used and 

sources are cited

Emergency facts are used, but 

sources are not cited

Emergency facts are not used 

at all

TOTAL SCORE: Feedback and Comments:

http://www.ready.gov/kids

Lesson 3 Student Handout 4 

TM
http://www.ready.gov/kids 31

Name: Date: 

Disaster Graphic Novel

Character Guide 

Character Name:

What will my Emergency Hero be called?

Characteristics:

What special powers will my Emergency Hero have? 

Use powerful adjectives!

Actions:

What safe disaster actions and responses will he/she 

demonstrate in the book? Use powerful verbs!

Draw:

What will my Emergency Hero look like? What will he/she wear?

http://www.ready.gov/kids

Lesson 3 Student Handout 5 
32

Additional Resources

Check out the following links for additional information about

each organization, additional disasters, and emergencies. 

FEMA

•	 http://www.ready.gov

•	 http://www.fema.gov/

Citizen Corps

•	 http://www.ready.gov/citizen-corps

Teen Community Emergency Response Team (CERT)

•	 http://www.fema.gov/community-emergency-response-teams/

teen-community-emergency-response-team

Youth Preparedness Council

•	 http://www.ready.gov/youth-preparedness-council

More Information on Natural Disasters & Emergencies:

Blackouts

•	 http://www.ready.gov/blackouts

•	 http://www.bt.cdc.gov/disasters/poweroutage/needtoknow.asp

Drought

•	 http://www.ready.gov/drought

•	 http://waterwatch.usgs.gov/index.php?id=ww_drought

Earthquakes

•	 http://www.fema.gov/earthquake

•	 http://earthquake.usgs.gov/learn/topics/

•	 http://pubs.usgs.gov/gip/2006/21/

•	 http://emergency.cdc.gov/disasters/earthquakes/index.asp

Extreme Heat

•	 http://www.ready.gov/heat

•	 http://emergency.cdc.gov/disasters/extremeheat/

•	 http://www.noaawatch.gov/themes/heat.php 

Floods

•	 http://www.ready.gov/floods

•	 http://www.osha.gov/SLTC/emergencypreparedness/guides/

floods.html

•	 http://emergency.cdc.gov/disasters/floods/

•	 http://waterwatch.usgs.gov/index.php?id=ww_flood

Home Fires

•	 http://www.usfa.fema.gov/

•	 http://www.cdc.gov/features/fireprevention/

Hurricanes

•	 http://www.ready.gov/hurricanes

•	 http://www.nhc.noaa.gov/prepare/ready.php

•	 http://emergency.cdc.gov/disasters/hurricanes/

•	 http://www.osha.gov/SLTC/emergencypreparedness/guides/

hurricane.html 

Landslides/Debris Flows

•	 http://www.ready.gov/landslides-debris-flow

•	 http://emergency.cdc.gov/disasters/landslides.asp

•	 http://landslides.usgs.gov/

Space Weather

•	 http://www.ready.gov/space-weather

•	 http://www.noaawatch.gov/themes/space.php

•	 http://www.nasa.gov/mission_pages/sunearth/spaceweather/index.html

•	 http://geomag.usgs.gov/

Thunderstorms and Lightning

•	 http://www.ready.gov/thunderstorms-lightning

•	 http://m.fema.gov/thunderstorms-lightning

Tornadoes

•	 http://www.ready.gov/tornadoes

•	 http://emergency.cdc.gov/disasters/tornadoes/index.asp

Tsunamis

•	 http://www.ready.gov/tsunamis

•	 http://www.tsunami.noaa.gov/

•	 http://www.stormready.noaa.gov/tsunamiready/

resources/Tsmi_Brochure10.pdf

•	 http://emergency.cdc.gov/disasters/tsunamis/index.asp

•	 http://wcatwc.arh.noaa.gov/?page=tsunamiFAQ

•	 http://walrus.wr.usgs.gov/tsunami/CIHH.html

Volcanoes

•	 http://www.ready.gov/volcanoes

•	 http://volcanoes.usgs.gov/

•	 http://emergency.cdc.gov/disasters/volcanoes/index.asp

Wildfires

•	 http://www.ready.gov/wildfires

•	 http://www.usfa.fema.gov/

•	 http://www.fws.gov/fire/

•	 http://www.smokeybear.com/

•	 http://www.fs.fed.us/

•	 http://www.stateforesters.org/

•	 http://www.nifc.gov/

•	 http://firewise.org

Winter Storms and Extreme Cold

•	 http://www.ready.gov/winter-weather

•	 http://emergency.cdc.gov/disasters/winter/index.asp

http://www.ready.gov/kids
33

Standards

Common Core English Language Arts Standards: Lesson 1 Lesson 2 Lesson 3

R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text. x x

R.7 Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words. x x

R.10 Read and comprehend complex literary and informational texts independently and proficiently. x x

W.3 Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. x

W.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. x

W.6 Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others. x

W.7 Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation. x x

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and 

accuracy of each source, and integrate the information while avoiding plagiarism. x x

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. x x

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse

partners, building on others’ ideas and expressing their own clearly and persuasively. x x x

SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,

quantitatively, and orally. x x

SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of

reasoning and the organization, development, and style are appropriate to task, purpose, and audience. x x

http://www.ready.gov/kids
34

Standards (cont’d)

National Curriculum Standards for Social Studies: Lesson 1 Lesson 2 Lesson 3

Learners will understand concepts such as: chronology, causality, change, conflict, complexity, multiple

perspectives, primary and secondary sources, and cause and effect; x

Learners will understand the theme of people, places, and environments involves the study of the 

relationships between human populations in different locations and geographic phenomena such as 

climate, vegetation, and natural resources;

x

Learners will understand past and present changes in physical systems, such as seasons, climate, and 

weather, and the water cycle, in both national and global contexts; x

Learners will understand human modifications of the environment; x

Learners will understand the use of a variety of maps, globes, graphic representations, and geospatial 

technologies to help investigate the relationships among people, places, and environments. x

Learners will be able to ask and find answers to geographic questions related to regions, nations, and the 

world in the past and present; x

Learners will be able to research, organize, analyze, synthesize, and evaluate information from atlases, 

databases, grid systems, charts, graphs, maps, geospatial technologies, and other tools to interpret 

relationships among geographic factors and historic events;

x

Learners will be able to acquire, organize, and analyze information and use geographic tools to draw 

conclusions about historic or current national and global environmental change; x

Learners will be able to evaluate the consequences of human actions in environmental terms; x

Learners will understand that learning about the past requires the interpretation of sources, and that 

using varied sources provides the potential for a more balanced interpretive record of the past; x

Learners will understand the contributions of key persons, groups, and events from the past and their 

influence on the present;

x

Learners will be able to formulate questions about topics in history, predict possible answers, and use 

historical methods of inquiry and literacy skills to locate, organize, analyze, and interpret sources, and 

present supported findings;

x

Learners will be able to identify and use a variety of primary and secondary sources for reconstructing the 

past, such as documents, letters, diaries, maps, textbooks, photos, and other sources;

x

Learners will be able to research and analyze past periods, events, and issues, using a variety of primary 

sources (e.g., documents, letters, artifacts, and testimony) as well as secondary sources; validate and 

weigh evidence for claims, and evaluate the usefulness and degree of reliability of sources to develop a 

supportable interpretation;

x

Learners will be able to use methods of historical inquiry to make informed decisions as responsible 

citizens to propose policies and take action on an issue of importance today; x

Learners will be able to evaluate how groups and institutions work to meet individual needs and promote 

or fail to promote the common good; x

Learners will understand the ways in which governments meet the needs and wants of citizens, manage 

conflict, and establish order and security; x

Learners will understand the importance of becoming informed in order to make positive civic 

contributions; x

Learners will be able to ask and find answers to questions about how to become informed and take civic 

action; x x

http://www.ready.gov/kids
35

Standards (cont’d)

National Association of Science Standards: Lesson 1 Lesson 2 Lesson 3

Structure of the Earth System

Global patterns of atmospheric movement influence local weather. Oceans have a major effect on 

climate, because water in the oceans holds a large amount of heat. x

Populations, Resources, and Environments 

Causes of environmental degradation and resource depletion vary from region to region and from

country to country. x

Natural Hazards

Internal and external processes of the earth system cause natural hazards, events that change or

destroy human and wildlife habitats, damage property, and harm or kill humans. Natural hazards 

include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms, and even possible impacts 

of asteroids.

x

Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions, 

and waste disposal. Such activities can accelerate many natural changes. x

Natural hazards can present personal and societal challenges because misidentifying the change or 

incorrectly estimating the rate and scale of change may result in either too little attention and significant 

human costs or too much cost for unneeded preventive measures.

x

Personal Health

The potential for accidents and the existence of hazards imposes the need for injury prevention. Safe

living involves the development and use of safety precautions and the recognition of risk in personal 

decisions. Injury prevention has personal and social dimensions.

x

Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury,

illness, disability, or death may be present. Humans have a variety of mechanisms – sensory, motor, 

emotional, social, and technological – that can reduce and modify hazards.

x

Risks and Benefits

Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, 

earthquakes, and volcanic eruptions). x

Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include

applying probability estimates to risks and comparing them to estimated personal and social benefits. x

Important personal and social decisions are made based on perceptions of benefits and risks. x

American Cancer Society Health Standards Lesson 1 Lesson 2 Lesson 3

1.8.3 Analyze how the environment affects personal health. x

2.8.5 Analyze how messages from media influence health behaviors. x

3.8.2 Access valid health information from home, school, and community. x

5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems. x

5.8.5 Predict the potential short-term impact of each alternative on self and others. x

7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self

and others. x x

7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others. x

8.8.1 State a health-enhancing position on a topic and support it with accurate information. x

8.8.2 Demonstrate how to influence and support others to make positive health choices. x

8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools. x

8.8.4 Identify ways in which health messages and communication techniques can be altered for different

audiences. x

http://www.ready.gov/kids