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

Youth Emergency Preparedness

Grades 9-12

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 9 through 12 with the 

knowledge, awareness, and life-protecting 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 problems. 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 in 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

Student Handouts: 

Disaster Info-Collector 9

Disaster Graphing 10

Lesson 2: 

The Adventures of Disaster 

Preparedness 11

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 prevent home fires? 

Learning Objectives:

Students will...

•	 Create a family communications plan for

emergency situations to share at home

•	 Identify what is required in an emergency kit

•	 Identify safe and proper responses to

emergency situations

Teacher Tool:

Emergency Problem Solving Slips 

& ANSWER KEY 15 -17

Student Handouts: 

Emergency Kit Checklist

Family Communications Plan 

Family Meeting Planner 18

Survey, Are You Ready? 19

Lesson 3: 

Be an Emergency Ambassador! 20

Essential Questions: 

How can I help my community prepare 

for and respond to a disaster? 

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 (i.e. peers, younger 

children, families, communities)

Student Handouts: 

Disaster Preparedness 

 Campaign Planner 25

Appendix: 

Additional Resources 26

Education Standards 27-29
http://www.ready.gov/kids 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!

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’s infographic activity, in math; while the 

final emergency preparedness campaign activity in Lesson 3 can be done in 

language arts, digital media, technology or design class. (See page 27 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! 
http://www.ready.gov/kids 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 high school, 

the program includes curricula for 

elementary and middle school students. 

Partner Sites and Links

Additional resources and useful 

information can be found in the 

Appendix on page 26.
http://www.ready.gov/kids 5

1 Lesson

For Grades 9-12

Know Your Disasters!

Learning the Facts about Disasters 

and Emergencies

Time Required: 

Three 45-minute class periods

•	 First Class – Introduction to Disasters; What Is FEMA?;

Disaster Research Project

•	 Second Class – Disaster Presentations

•	 Third Class – Infographics; Did You Know? Writing Reflection

Note: Extra class periods can be added to accommodate more time 

for research.

Supplies/Preparation: 

•	 Download and print copies of the 15 Disaster 

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

know-the-facts

•	 Secure access to the Map Locator feature on 

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

•	 Make copies of student handouts

•	 Access to Internet and computers

Student Handouts: 

•	 Disaster Info-Collector

•	 Disaster Graphing

Lesson Overview: 

Disasters and emergencies can be scary, but

understanding more about them and how 

they happen is the first step toward student 

empowerment. In this introductory lesson,

students will explore and learn about various

disasters and emergencies, and communicate 

their findings to their peers through the 

creation of disaster-specific infographics, 

presentations, and informative texts.

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

•	 ICT Literacy

Lesson 1: Know Your Disasters!

TM
http://www.ready.gov/kids 6

Instruction Steps

1. Introduction Discussion:

What are emergencies and natural disasters? Begin by asking students if they have ever 

personally experienced, or know someone who has experienced an emergency or disaster.

What happened? What did you/they do? How did you/they feel? Have students share their 

experiences or stories with one another, then use this opportunity to assess prior knowledge

and identify any personal connections students might have. 

Students can journal their experiences or share their stories in pairs.

After students have shared their stories, make a list of the emergencies mentioned. Ask: What 

are some other emergencies that you can think of? Note student responses on the board. Ask 

students to consider if any emergencies listed are natural disasters. Ask: How is a natural 

disaster different from an emergency? Prompt students to think of all emergencies featured on 

the 15 Disaster Factsheets. Ask: Which emergencies are preventable? Which disasters occur 

naturally and depend on geographic location or climate? Have there been any disasters in our area 

recently? Nationally? Globally? 

Remind students that disasters can be scary situations, but the more we know about them, 

the more we can prepare and respond. Explain that over the next three class periods students

will become disaster experts, and take on the role of ambassadors to help others be prepared

for disasters. 

2. 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. 

Ask: What information does FEMA provide? Who do they share it with? What is their main purpose? 

What can you learn from their website?

3. Disaster Research Project 

Randomly assign each student to a different disaster. (Larger classes can work in pairs.) 

Ask students to gather information and evidence (such as images, articles, videos, interviews) 

about the science behind their assigned disaster and its potential danger(s). Share with 

students the criteria for their projects (see sidebar). Use the Disaster Factsheets (found at 

http://www.ready.gov/kids/know-the-facts) and additional resources listed on page 26 to

get students started. Students may also visit the library or use the Internet to conduct research.

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. 

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. 

 WORDS 

TO KNOW

FEMAFacts!

Have each team create 

and present a poster 

sharing ten facts about 

FEMA they found 

interesting/important. 

Display around the

classroom or school 

to share with other 

students. 

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

Instruction Steps (cont’d)

Disaster Research Project Criteria

•	 Answer the following questions:

— How does the disaster happen? What is the science behind it?

— What impact does the disaster have on humans? The environment?

— Where can the disaster occur? In a specific region? Low-lying areas? Coastal 

communities? Anywhere?

— What is the history of the disaster? Where has it happened before? When?

•	 Include at least five facts or interesting trivia about the disaster.

•	 Include visuals.

•	 Include a bibliography citing at least five sources.

Lesson 1: Know Your Disasters!

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

find out what disasters occur in their community and region.

Presentation of Findings: 

Have students create and share a five-minute presentation with their class using digital 

software to best share the information they have learned. Provide each student with copies 

of the Disaster Info-Collector handout, enough for each disaster, to fill out during the 

presentations. This will become a valuable reference for each student.

•	 Students can create their own Disaster Handbook or binder to store all of their 

Disaster Info-Collector handouts and other useful resources. 

•	 Play Fact Check! found on each Disaster Factsheet to test student knowledge.

4. Infographics: Making it Visual! 

Using the Disaster Graphing handout, students will create three (line or bar) graphs to show 

the occurrence of the disaster they researched in their own region, the country, and globally 

over the past 100 years. Have them label the y-axis“number of occurrences” and the x-axis

“years.” See the sidebar on page 8 for more tips on researching and graphing data. 

Graphing Data

It might help forstudentsto collect the data in a table before moving into graphing.

•	 See http://www.nifc.gov/fireInfo/fireInfo_stats_histSigFires.html for information 

on historically significant wildfires

If needed, give students a refresher on labeling and drawing graphs. Students will

need to: 

•	 Identify what units (years, occurrences, etc.) to use, and label them

•	 Identify the range in values for each unit

•	 Determine a scale to make sure the greatest value will fit on the graph

•	 Plot the points

•	 Give the graph a title

•	 Cite sources

Modification

Challenge students to map the same data on a bar graph, line graph, and scatter plot

graph. Ask: Do you perceive the information differently because of how it looks? How can 

visual communication of data change its meaning? 
http://www.ready.gov/kids 8

Instruction Steps (cont’d)

Once students have completed their graphs on the Disaster Graphing handout, ask them to 

compare and contrast the occurrence of the disaster across the three locations. Ask them to 

evaluate whether they think this is something that is likely to happen in their community. 

Why or why not? Which disasters are related to climate? Do they notice a change in frequency of a 

disaster over a period of time? What conclusions can students draw based on the data they found?

Next, explain that students will turn their graph information into an“infographic.”An

infographic presents complex information and data in a way that is visually engaging and

easy to understand. Have students get creative and use different imagery to help visualize 

their information. For example: A bar graph showing the occurrence of wildfires can use flames

instead of bars and a line graph showing the occurrence of landslides can use rock formations 

instead of points.

Infographics

•	 Share samples of infographics with students. Good examples can be found in

newspapers, business magazines, and on the Internet.

•	 Infographics may be created by hand using basic art supplies, construction paper,

and poster board, or if your students have the skills, using digital illustration software 

(see extensions).

Display completed infographics, then have students present them to the class. Discuss the

difference between the initial graphs and the infographics. Ask: Which is more interesting? 

More memorable? Ask students to hypothesize why making data visually compelling helps 

to communicate its meaning. After debriefing the activity, display infographics outside the 

classroom for others to see.

5. Reflection: Did You Know?

Have students synthesize the research from their disaster presentation by creating a “Did you 

know?” paragraph or trivia handout about the disaster they researched. Challenge them to

inform peers, family members, and community members about the disaster in just one page. 

Extension Activities

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.

Digital Media: 

Have students take their infographic projects 

to the next level by creating a digital version

of it in a design or technology class. 

Infographic Tips

for Your Students

Try something different.

Sometimes bar and line 

graphs can be boring. 

How can you display 

your information in an 

unexpected way?

Cite your sources.

Where did you get your 

information? Include any

books or urls you used 

during your research at the 

bottom of your infographic.

Be accurate.

Make sure that your 

visualization doesn’t skew 

or change any of the data. 

This can get you in trouble!

Include visuals.

Pictures or drawings can 

make the information 

easier to understand.

Make it professional.

Include a title and subtitle

to tell your viewers what 

they are looking at.

Keep it simple.

Don’t clutter the page

with words; use only what 

is necessary, and see how 

you can deliver information 

visually.

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

Lesson 1 Student Handout 1

Name: Date: 

Disaster Info-Collector

WHAT

Disaster: 

WHEN

History:

Year: Community: 

Year: Community: 

Year: Community: 

Year: Community: 

WHERE

Indicate on the map where it took place...

Resources:

 

 

Top 5 Facts/Interesting Trivia:

1. 

2.

3.

4.

5.

HOW

How does the disaster happen? What is the science behind it?

 

WHAT TO DO

Before:

 

 

 

During:

 

After:

 

Draw what the disaster looks like to you 

http://www.ready.gov/kids
http://www.ready.gov/kids 10

Lesson 1 Student Handout 2

Name: Date: 

Disaster Graphing

Plot the occurrence of your 

disaster over the past century 

(100 years). 

•	 How often has it

happened in your region? 

•	 How often has it

happened in the U.S.? 

•	 How often has it

happened in the world? 

•	 Do you notice a change

in the frequency pattern? 

Label your graphs, using 

the y-axis for number of 

occurrences, and the x-axis

for years. This can be a line 

graph or a bar graph.

REGION COUNTRY (U.S.) WORLD

http://www.ready.gov/kids

TM
http://www.ready.gov/kids 11

Lesson 2

For Grades 9-12

The Adventures of

Disaster Preparedness

Preparing for Disasters and Emergencies

Time Required: 

Two 45-minute class periods

•	 First Class – Introduction to Preparedness; Before,

During, and After; Fire Safety, Emergency Kit Preparation;

Family Meeting Agenda; Text, Don’t Talk!

•	 Second Class – Emergency Problem Solving; Disaster

Preparedness Survey

Supplies/Preparation: 

•	 Copy and cut out Emergency Problem-Solving

scenario slips 

•	 Make copies of student handouts

•	 Access to Internet and computers

Student Handouts: 

•	 Family Meeting Planner

•	 Are You Ready? Survey

Lesson Overview/Introduction: 

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 toward emergency preparedness by creating their 

own family communications plan and emergency kit.

Learning Objectives: 

Students will...

•	 Create a family communications plan for

emergency situations to share at home

•	 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 prevent home fires?

21st-century Learning Skills

•	 Communication and Collaboration

•	 Information Literacy

•	 ICT Literacy

•	 Critical Thinking and Problem Solving

Lesson 2: The Adventures of Disaster Preparedness

TM
http://www.ready.gov/kids 12

Instruction Steps

1. Introduction Discussion

Ask students to discuss what being prepared means to them. Have them think of examples

of preparedness. (For example: studying for a test, reading a recipe before cooking, making a

shopping or to-do list, practicing lines for a play, etc.) Ask students to analyze why it is 

important to be prepared in those situations.

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, and National Hurricane Preparedness Week, and by revisiting important 

concepts like winter weather safety and heat safety when seasonally appropriate. 

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

2. Before, During, and After 

Ask students if they think they know what to before, during, and after disasters. Have students 

revisit the Disaster Info-Collector handouts from Lesson 1. Ask them to fill out the bottom of 

the handout using any resources they found helpful during their research.

3. Home Fire Prevention and Safety 

Play the Fact Check! found on the Home Fire Disaster Factsheet at 

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

Explain that home fires are emergenciesthat can happen anywhere, to anyone. Have students

do a think-pair-share about what can be done to prevent and prepare for home fires. Ask pairs to 

share with the rest of the class and keep track of responses with a word web on the board. 

Emphasize that students should plan two ways out of every room, practice fire escape drills at 

home with 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 

when the smoke alarm sounds is to get out fast! Once you’re out, stay out!

Have students who will head to college next year? Help them prepare for campus

fire safety and prevention with helpful tips from the U.S. Fire Administration:

http://www.usfa.fema.gov. Share these tips with their parents, too!

Did you know?

Fires kill more Americans 

each year than all natural 

disasters combined, and 

affect people from all 

backgrounds and 

geographic locations?

 Did you know? These things are often overlooked, but they can start a home fire!

•	 Unattended cooking

•	 Pot holders or kitchen towels too close to the stovetop

•	 Cigarette butts that may have fallen out of sight under

furniture cushions or other places where people smoke

•	 Matches and lighters placed where kids can reach them

•	 Leaving a room while a candle is burning

•	 Lint that has built up in clothes-dryer filters and

vent pipes

•	 Frayed cords on electrical appliances

•	 Electrical cords running underneath carpets or furniture

•	 Electrical appliances that are not plugged directly into

wall outlets

•	 Fireplaces without metal or heat-tempered glass

screens

•	 Paper, fabric, trash, or other materials that can burn if

left too close to heat sources such as portable heaters, 

lamps and lightbulbs, furnaces, hot-water heaters, and 

fireplaces.

Lesson 2: The Adventures of Disaster Preparedness
http://www.ready.gov/kids 13

Instruction Steps (cont’d)

4. Emergency Preparedness Kit 

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 brainstorm what items would be useful in a 

disaster kit. Ask students to discuss different what would 

go in a kit in different scenarios, what to consider for the 

number of people in each family, and provide rationale for 

their ideas. Make sure to emphasize that the kit must be 

prepared ahead of time, not right before or during an 

emergency. Also ask them to think of entertainment items 

that don’t require electricity, since a kit would be used in 

the event of a loss of power.

After students have made a list of items, provide them with the Emergency Kit Checklist at 

http://www.fema.gov/media-library/assets/documents/34326 . Ask students to go pack a 

disaster kit at home with their family as homework. This may require a trip to the store for some 

families, so make sure to give them enough time to complete this activity.

5. 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 OK. Ask

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

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

What happens if your phone runs out of juice, or gets lost? Have you memorized any phone 

numbers? Which ones and what for? Have students note important numbers that should be 

memorized, just in case. Transition students into the family meeting agenda activity by 

explaining that if students don’t have all of the information in class, they can collect it using

the Family Communications Plan sheet during their family meeting.

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 into a radio or TV station for more 

information after receiving a WEA.

6. Communications Plan 

Give each student a copy of the Family Communications Plan (http://www.fema.gov/

media-library/assets/documents/34330) and Family Meeting Agenda Planner. Ask 

students to study both, then discuss why it’s important to have a communications plan. 

7. Create a Family Meeting Agenda 

Have students create an agenda of talking points and action items for a family meeting about 

emergency preparedness. Ask students to identify where and when the meeting will take place, 

who should be there, and what goals they want to meet by the end of the meeting.

Encourage students to make the family meeting creative and fun. Students can pick a 

favorite meeting place or plan a fun activity for all to do together after it is done. 

Assign students to talk with their family members when they get home and schedule a meeting 

for a place and time that everyone can be present within the next week. As students complete

their family meetings, ask them to report back and share how they go with the rest of the class.

Emergency Kit Examples:

•	 Canned food

•	 Clothes

•	 Flashlight

•	 Money

•	 Your favorite book

•	 First-aid supplies

Did you know?

During an emergency,

when phone lines are 

needed by emergency 

workers, they are often 

jammed. Texting or using

social media are good 

alternatives, as they use 

lower 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 

Alerts. 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 sent 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

Lesson 2: The Adventures of Disaster Preparedness
http://www.ready.gov/kids 14

Instruction Steps (cont’d)

8. Disaster Problem Solving 

Use the Emergency Problem Solving teacher tool to test student knowledge of safe responses 

in real-world emergency scenarios. Have the class work together or in teams to solve them (like 

Pictionary or Charades). They may also role-play or act out their responses to the event or solve

them individually in a writing or drawing assignment. 

After the activity, ask students to discuss whether there were any disaster scenarios that 

stumped them. Why? What did they learn during the activity that could help them solve the

scenario in the future?

9. Disaster Preparedness Survey 

Have students create a survey (on paper or online using a free/secure online survey tool) about 

disaster preparedness. Provide them with an Are You Ready? Survey handout to generate 

ten different questions to ask about disaster preparedness using what they have learned so far. 

The goal of the survey is to find out how prepared others are for a disaster. Explain that they will

give it to at least ten different people: peers, family or community members. 

Practice Makes Perfect 

Before students go out in the world with their surveys, have them self evaluate their surveys 

based on the objectives and essential questions. Have students share and discuss their survey 

questions and goals with the rest of the class, then make any final edits to their surveys.

10. Reflection: Evaluating the Results 

Studying the results of the survey, ask students to reflect on what they learned. Have students 

share the results with the class and decide whether they think their peers, family, and 

community are prepared for a disaster. Ask: What are some ways to help people become more 

prepared? Have students brainstorm some ideas. They will use these reflections to create their 

own campaign in Lesson 3.

Extension Activities

•	 Get to Know Emergency Responders: Take students on a field trip to interview someone 

from their community (fire department, city hall/mayor, school principal) and learn more 

about disaster preparedness in their community. Have students prepare interview 

questions ahead of time and discuss responses afterwards. 

•	 Be the Ambassador: Ask students to take on the ambassador role by sharing information 

about disasters with a younger grade or by helping younger siblings become prepared for 

emergencies, too.

•	 Fire Safety Before and After: Have students identify fire hazards in their homes and 

correct them before they become dangerous. They can take before and after pictures of 

the scenarios to share with the class.

•	 Learn from History: Ask students to return to a disaster they researched in Lesson 1 

and find a real-life example, either recent or historic. (For example: Hurricane Katrina,

earthquake in Haiti.) Have them evaluate the impact it had on the community. 

Ask: How did people prepare for and respond to the disaster? In hindsight, what could they 

have done to prepare/respond better? 

•	 Community Plan: Have students research existing community emergency/evacuation

plans, and then pitch their own emergency preparedness plan to the school and local 

community.

Did you know?

During an emergency,

you might be living 

without power for awhile. 

FEMA recommends 

having your own food, 

water, and other supplies 

in sufficient quantity to 

last for at least 72 hours. 

This will allow local 

officials and relief 

workers to focus efforts 

on more heavily 

effective areas. 

Lesson 2: The Adventures of Disaster Preparedness
http://www.ready.gov/kids 15

Cut out the following emergency scenarios and hand out to students to solve.

Tea Emergency Problem Solving cher Tool

1. News reporters keep 

talking about how there 

hasn’t been enough rainfall 

and the water levels are 

getting dangerously low. 

What should you do?

2. You’re at a school and 

all of a sudden you feel 

the room start to shake. 

A couple of things fall off 

your desk.

What do you do?

3. It’s extremely hot outside, 

and the weather reporter 

says it’s a heat wave. You had 

plans to go play basketball 

with some friends. 

What do you do?

4. The rain is coming down 

hard outside and the radio 

is warning of flash floods. 

You live in a low-lying area 

next to a river. 

What do you do?

5. You live in Florida. All 

of the news stations are 

talking about a hurricane 

coming to the area. 

What do you do?

6. You are hiking in the 

mountains. All of a 

sudden, you hear trees 

cracking. 

What do you do?

7. You try to call a friend, but 

your cell phone doesn’t work. 

When you go to the computer, 

the Internet isn’t working either. 

All of a sudden the power 

starts cutting in and out. 

What do you do? 

8. You are hanging out 

with friends outside, 

and someone notices 

lightning. 

What do you do?

9. It’s summertime in Texas. 

Suddenly, you see a large, 

dark, low-lying cloud and 

hear something that sounds 

like a freight train.

What do you do?

10. You live near a beach in 

Hawaii and there have been 

tsunami warnings on TV. 

What do you do?

11. You live in Washington 

state near an active volcano. 

Emergency officials are 

starting to issue evacuation 

orders. 

What do you do?

12. You live in an area where 

lots of people like to go 

camping. One camper didn’t 

take care of the campfire 

properly, and now a wildfire is 

threatening your community. 

What should your family do?

13. It’s wintertime, and the 

temperature is dangerously 

low. The weather report is 

predicting strong winds, 

sleet, and freezing rain later 

in the day.

What do you do?

14. You accidentally left 

a candle burning in your 

house and suddenly the 

room is on fire.

What do you do?

15. The power just went 

out at your house and 

you’re hungry. 

What do you do about 

a snack?
http://www.ready.gov/kids 16

Teacher Tool Answer Key

1. News reporters keep talking about how there hasn’t been 

enough rainfall and the water levels are getting 

dangerously low. What should you do?

This is a drought. During a drought,

•	 Listen to the rules from authorities. They want to make sure

there’s enough water for the things we really need.

•	 Take a shower, not a bath. Showers use less water.

•	 Don’t let the water run when you brush your teeth.

•	 Wait to water your garden or set the sprinkler. When the

drought ends, you can use them again.

2. You’re at school, and all of a sudden you feel the room start 

to shake. A couple of things fall off your desk. What do you do?

This is an earthquake. During an earthquake,

If inside:

•	 DROP to the ground.

•	 Take COVER under a sturdy table or other heavy furniture.

If there is nothing to get under, cover your face and head

with your arms and crouch near an inside wall.

•	 HOLD ON until the shaking stops.

•	 STAY AWAY from windows, glass, lighting fixtures, or

furniture that could fall – like bookcases.

•	 STAY INSIDE!

•	 Do not use elevators!

If outside:

•	 Stay there.

•	 Move away from buildings, streetlights, and wires.

•	 Stay out in the open until the shaking stops. Buildings could

collapse and hurt you.

If trapped under debris:

•	 Cover your mouth with your shirt.

•	 Do not scream – you could breathe in dust.

•	 Tap on a pipe or wall so rescuers can find you.

3. It’s extremely hot outside, and the weather reporter says 

it’s a heat wave. You had plans to go play basketball with 

some friends. What do you do?

During a heat wave,

•	 Never sit in a parked car.

•	 Stay inside as much as possible.

•	 Play indoor games and sports.

•	 Drink lots of water. This is your body’s air conditioning!

•	 Wear loose-fitting clothes in light colors. Did you know dark

colors absorb the sun’s rays?

•	 Wear a hat with a wide brim to protect your face and head.

•	 Spend time in places with air conditioning, like a library or

movie theater.

4. The rain is coming down hard outside and the radio is 

warning of flash floods. You live in a low-lying area next to a 

river. What do you do?

During a flash flood,

•	 Tell an adult that you heard a flood warning on the TV or radio.

•	 Listen to authorities and safety officials.

•	 If there is any possibility of a flash flood, move immediately to

higher ground.

•	 Help your family move important itemsto an upper floor.

•	 Do not walk through moving water. Even 6”of water can make

you fall.

•	 If you have to walk through water, walk where it is not moving.

5. You live in Florida. All of the news stations are talking 

about a hurricane coming to the area. What do you do?

Before the hurricane: 

•	 Help your parents bring in outdoor items like potted plants,

patio furniture, decorations, and garbage cans. They can fly 

in strong winds!

During the hurricane:

• 	Don’t open the refrigerator or freezer. In case you lose power,

you want the cold air to stay in!

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

and hurt you.

• 	Don’t go outside when the rain or winds stop. This is the eye

of the storm, or a short “rest,” and it will start again.

• 	If need be, stay inside a closet or a room without windows.

Or lie on the floor under a table or sturdy object.

• 	Listen to your parents or safety authorities for important

instructions. 

6. You are hiking in the mountains. All of a sudden, you hear 

trees cracking. What do you do?

This could be a debris flow or landslide. During debris flow or

landslide, 

•	 Listen for unusual sounds like trees cracking or boulders

knocking together. If you hear something, tell an adult 

immediately!

•	 Move away from the path of a landslide or debris flow as fast

as you can.

•	 Avoid river valleys and low-lying areas.

•	 If you can’t escape, curl into a tight ball and cover your head

with your hands and arms.

7. You try to call a friend, but your cell phone doesn’t work. 

When you go to the computer, the Internet isn’t working 

either. All of the sudden, the power starts cutting in and out. 

What do you do?

This could be space weather. During space weather,

•	 Use as little electricity as possible so power companies don’t

have to impose a blackout. How? Shut off the TV, don’t turn

on lights unless you have to, turn off the computer.

•	 Don’t use the telephone unless you have to.

8. You are hanging out with friends outside, and someone 

notices lightning. What do you do?

During a lightning storm,

•	 Remember the 30/30 rule! Go indoors if you see lightning

and can’t count to 30 before hearing thunder. Stay inside for 

30 minutes after hearing the last clap of thunder.

•	 Stay inside.

•	 Don’t use items that plug into electrical outlets. Power

surges from lightning can come through the cords and be 

dangerous.

•	 Don’t wash your hands, or take a bath or shower. Faucets can

conduct electricity.

•	 Stay away from windows and doors.

•	 Don’t lie on concrete floors or lean against concrete walls;

they conduct electricity.

•	 Don’t touch anything metal outside – bikes, playgrounds,

fences.

•	 Stay away from open fields, hills, or the beach.

•	 Don’t stand near“lightning rods”like tall trees in an open

area, or a flagpole.
http://www.ready.gov/kids 17

Answer Key (cont’d)

9. It’s summertime in Texas. Suddenly, you see a large, dark, 

low-lying cloud and hear something that sounds like a 

freight train. What do you do?

This is a tornado. During a tornado,

If you are in a building:

•	 Go to a safe room, such as a basement or cellar, or to the

lowest bullding level.

•	 If there is no basement, go to an inside room like a closet

or hallway.

•	 Stay away from corners, windows, doors, and outside walls.

•	 Do not open windows.

•	 Put on sturdy shoes.

•	 Protect your head.

If you are in a trailer or mobile home:

•	 Get out immediately and go to the lowest floor of a sturdy

nearby building or to a storm shelter.

If you are outside with no shelter nearby:

•	 If there is no car or shelter, try to find a ditch or area lower

than the ground, and lie down. You are safer in a low, flat 

location than you are under a bridge or highway overpass.

10. You live near a beach in Hawaii and there have been 

tsunami warnings on TV. What do you do?

During a tsunami,

•	 Listen to evacuation orders and leave the area immediately.

•	 Take any pets with you.

•	 Move inland (away from the ocean) and toward higher

ground.

•	 Stay away from the beach. Never go down to the water to

watch a tsunami come in. If you can see the wave, you are

too close to escape it.

•	 If the water recedes from the shoreline, or goes out to sea, in

a very noticeable way, get away from the area immediately. 

This is nature’s warning that a tsunami is coming.

11. You live in Washington state near an active volcano. 

Emergency officials are starting to issue evacuation orders. 

What do you do?

During a volcanic event,

•	 Follow evacuation orders from emergency officials.

•	 Look out for mudflows. Look upstream before you cross any

bridges to make sure a mudflow is not coming. If it is, do not

cross the bridge — the mudflow could destroy it.

12. You live in an area where lots of people like to go 

camping. One camper didn’t take care of the campfire 

properly, and now a wildfire is threatening your community. 

What should your family do?

During a wildfire,

•	 Listen to emergency officials if they say to evacuate.

•	 Call 911. You may be the first person to have spotted it!

•	 Help your parents fill outdoor tubs, pools, or garbage cans

with water.

•	 Help your parents put important papers and family

photographs inside the car, inside the garage. Put your 

pets in the car, too, so if you need to leave immediately, 

everything is packed.

•	 Put important things that won’t be damaged by water in a

pool or pond.

•	 Turn on all lights inside and outside the house. This will allow

it to be seen in heavy smoke.

13. It’s wintertime, and the temperature is dangerously low. 

The weather report is predicting strong winds, sleet, and 

freezing rain later in the day. What do you do?

This is a winter storm. During a winter storm,

•	 Help your parents sprinkle sand on sidewalks and walkways.

This helps to make them less slippery.

•	 Make sure you dress warm and have extra blankets!

•	 Bring pets inside.

•	 Stay inside! Sidewalks can be very slippery and you can hurt

yourself if you fall.

•	 If you are outside helping to shovel snow, make sure you

wear a hat. It helps keep you from losing body heat.

•	 Mittens are warmer than gloves.

•	 Cover your mouth with a scarf to protect your lungs from

the cold air.

•	 Put on dry clothes as soon as you come inside.

•	 If you can’t feel your fingers, toes, ears, or nose, or they

appear pale white, tell a grown-up immediately — you need 

to see a doctor.

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

trouble remembering things, feel tired, or talk funny. You 

may have hypothermia, which can be very dangerous.

14. You accidentally left a candle burning in your house and 

suddenly the room is on fire. What do you do?

This is a home fire. During a home fire,

•	 If you hear a smoke alarm, get out fast! You may have only a

few seconds to escape.

•	 Get low and go! Crawl under the smoke toward an exit.

Heavy smoke and deadly gases collect along the ceiling.

•	 If smoke is blocking the door, use your second way out of

the room or house.

•	 Feel the doorknob and door before opening it. If either is

hot, leave the door closed and use the second way out.

•	 If you see smoke coming around the door, use the second

way out.

•	 If you do open a door, open it slowly and be ready to shut it

quickly if there’s smoke.

•	 Tell firefighters whether there are any pets trapped in the

house. Don’t try to get them yourself!

•	 If your clothes catch on fire, stop-drop-and-roll! Stop, drop

to the ground, and cover your face with your hands. Then 

roll over and over or back and forth until the fire is out.

15. The power just went out at your house and you’re 

hungry. What do you do about a snack?

This is a blackout. During a blackout,

•	 Don’t open the fridge or freezer! You’ll let out whatever cold

air is in there and food will go bad quicker.

•	 Don’t eat any food that was in the refrigerator if you were

without power for more than a day. Food could have spoiled 

and will make you sick.

•	 Don’t use the telephone unless you have to; text instead. You

should conserve battery power and leave the phone lines 

open for emergency responders. 
http://www.ready.gov/kids 18

Lesson 2 Student Handout 2

Name: Date: 

Family Meeting Planner

Use the following questions and checklist to guide you as you create a family meeting agenda and 

help your family become prepared. Make sure all family members can attend this important meeting!

 Where will the meeting be? 

 What time will it take place? 

 Who needs to be at the meeting?

(All family members should be there) 

 

 

 

 

 What are the goals for the meeting?

 

 

 

 

 What topics do you want to cover?

 

 

 

 

 If you aren’t able to cover everything in one meeting,

pick another time to meet and continue the 

discussion. 

 

 

 Assign jobs to different people during the meeting.

 Person Job

 

 

 

 

 

 

Family Emergency Meeting Checklist:

 Discuss how you will get in touch with one another

during or after an emergency.

 

 

Pick two meeting places that are easy to find: 

one in the neighborhood, and one outside of 

the immediate neighborhood, in case the 

neighborhood is evacuated.

1. 

2. 

Practice getting to your meeting places from 

different locations.

 Talk about what to do if the emergency happens 

during the day and you are at school, work, a 

friend’s house, or an after-school activity.

Create a home fire escape plan that has two ways

out of every room.

Practice your home fire escape plan twice a year, 

using different ways out and going to your family 

meeting place.

Fill out the Family Communication Plan – make 

copies to keep in a safe place, like your wallet, 

backpack, or binder.

 Pack an emergency kit using the Emergency Kit 

Checklist.

Plan for your pets. What will they need in the kit?

Does your family have a plan?

http://www.ready.gov/kids
http://www.ready.gov/kids 19

Lesson 2 Student Handout 2

Name: Date: 

SurveyAre you READY?

Create a survey to find out how many people in your school, family, and community

are prepared for a disaster. Come up with 10 questions to ask at least 10 participants.

Survey Questions

Here are some sample survey questions to get you started:

1. 	 Have you prepared a disaster kit? 

2. Do you have a family communications plan? 

3. Do you have a home fire escape plan? 

4. Have you memorized important phone numbers? 

5. Have you picked two family meeting places, one in the 

neighborhood and one outside of the neighborhood? 

6. Do you have working smoke alarms installed on all levels of your

home, as well as inside and outside of sleeping areas? 

7. Do you test your smoke alarms monthly? 

8. Do you know when to replace your smoke alarm batteries? 

If the answer is no, ask “why not?”to get more information about the

things that get in the way of being prepared. 

Add your own survey questions.

9. 

 

10. 

 

11. 

 

12. 

 

Use the following survey tips!

•	 Keep questions simple and easy

to understand.

•	 Define any vocabulary that people

may not know.

•	 Think about what answers you want

to get, and work backwards.

•	 Explain the purpose of your survey

to participants.

•	 Challenge yourself to include both

open-ended (questions that 

generate more than a one-word 

response) and close-ended (yes-or -no, 

multiple choice) questions.

Survey Results

Use your notebook to answer the following 

questions about your survey:

Whom did you survey? (For example, students, 

teachers, parents, community) 

How many people did you survey?

Where did you distribute the surveys?

How did you give the survey to your 

participants? (For example, in person, by paper or 

mail, online) 

Compile and analyze the results of your surveys:

Based on the results, do you think your peers, 

family, and community are prepared for a disaster?

Why or why not? If not, what do you think is

stopping them, and what are some ways you can 

help them become more prepared? Write out your

analysis and ideas in your notebook. 

http://www.ready.gov/kids
http://www.ready.gov/kids 20

Lesson 3

For Grades 9-12

Be an Emergency 

Ambassador!

Helping Others Prepare for and 

Respond to Disasters

Time Required: 

Two 45-minute class periods

•	 First Class – Intro to Project; Examples; Campaign Planning

•	 Second Class – Create campaign

Note to teacher: Extra class periods can be added if more 

time is needed to create the campaign.

Supplies/Preparation: 

•	 Make copies of student handouts

•	 Materials to create the campaign (will vary)

•	 Access to Internet and computers

Student Handouts: 

•	 Disaster Preparedness Campaign Planning Sheet

Lesson Overview: 

Now that students know how to respond to disasters, and have prepared 

themselves and their families by creating an emergency kit and a family 

communications plan, it’s time for them to spread the word and help 

those around them! This lesson will focus on students becoming 

ambassadors and representatives of safe behavior for their peers, 

younger students, and their families. As a summative assessment, 

students will create a public campaign to motivate others to learn 

how to respond to and be prepared for emergencies.

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?

21st-century Learning Skills

•	 Communication and Collaboration

•	 Information Literacy

•	 ICT Literacy

•	 Critical Thinking and Problem Solving

•	 Creativity and Innovation

•	 Media Literacy

Lesson 3: Be an Emergency Ambassador!

TM
21

Instruction Steps

1. Introduction: Disaster Preparedness Campaign 

Now that students have become disaster preparedness experts, challenge them to share what

they know with others by creating their own disaster preparedness campaign. The goal is to 

raise awareness about disaster preparedness and response among their peers, families, and 

community. Depending on available resources at your school, and student interest, this can

be a PSA (public-service announcement), song or music video, posters and advertisements, or 

social media campaign. Encourage students to be creative!

2. Disaster Preparedness Campaign Examples 

To get your students’wheels turning, share examples of existing public-service campaigns:

•	 “The Day Before”

http://youtu.be/4s7z05G5p4Y

•	 Wireless Emergency Alerts

http://youtu.be/wDpcGypv2_U

•	 FEMA Ready Business

http://www.adcouncil.org/Our-Work/Current-Work/Safety/Emergency-PreparednessBusiness

•	 Emergency Preparedness – NYC

http://www.adcouncil.org/Our-Work/Current-Work/Safety/Emergency-PreparednessNYC#Asset799

•	 Weather Channel and FEMA

http://multivu.prnewswire.com/mnr/adcouncil/45754/

•	 PSA Campaign in Spanish

http://multivu.prnewswire.com/mnr/adcouncil/46031/

•	 Ready New York Advertisements

http://www.nyc.gov/html/oem/html/get_prepared/rny_ads_intro.shtml

•	 Boost Up – Attendance Campaign

http://boostup.adcouncil.org/

•	 Texting-and-Driving Prevention

http://www.adcouncil.org/Our-Work/Current-Work/Safety/Texting-and-DrivingPrevention

•	 Wildfire Prevention

http://www.adcouncil.org/Our-Work/The-Classics/Wildfire-Prevention

•	 FEMA Home-Fire Safety PSAs

http://www.youtube.com/playlist?list=PL69D1444B992E92E8

•	 Drunk-Driving Prevention

http://www.adcouncil.org/Our-Work/The-Classics/Drunk-Driving-Prevention

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.

http://www.ready.gov/kids Lesson 3: Be an Emergency Ambassador!
http://www.ready.gov/kids http://www.ready.gov/kids Lesson 3: Be an Emergency Ambassador! 22

Instruction Steps (cont’d)

Brainstorming Tips and Techniques

•	 Provide students with post-it notes and challenge them to come up with as many

different campaign slogans as possible in five minutes. If they getstuck, ask them to think

of a slogan that rhymes, uses alliteration, or uses a popular phrase or lyrics from a song.

•	 Have students create mind maps. Place disaster preparedness in the middle, and have

them free associate different words that relate back to the center. Challenge them to

think in as many different directions as possible! 

•	 Have students role-play and put themselves in the shoes of their target audience. 

Ask: What do they do? How do they act? What messages and tactics appeal to them? What 

would convince them to pay attention to a campaign? Are there any incentives that would 

entice the audience?

1. Start at the center of a blank, landscape 

page, ideally with a colorful image to 

represent your subject.

2. Use the words and pictures throughout 

your map. Wherever possible use single 

KEY words, printed along a line. Each 

word or picture sits on its own line.

3. The lines make the associations 

between ideas as clear as possible. 

Make them flowing and organic, 

each line the same length as the 

word or image. Always ensure that 

lines connect to the end of the line 

at the previous level. Typically, lines 

will be thicker at the center and 

thinner farther out.

4. 	Experiment with different ways of linking

and emphasizing different aspects. Use 

highlighters, codes, and arrows as necessary.

5. The structure that 

should develop will be 

a “radiant hierarchy,” 

with ideas radiating 

out from your central 

theme and main 

branches.

Source: Illumine Training, UK

3. Campaign Planning 

Assign students to teams and provide them with copies of the Campaign Planner handout for 

this assignment. Use the example handout to show students what a potential campaign plan

can look like. Remind them to look back on survey results from Lesson 2 and their reflections. 

What information did they gain from those activities that can help them direct and plan their 

campaigns?

•	 Problem Identification: Ask students to define the problem they want to solve and 

generate a solution. Have them think back to what they discovered from the survey. 

Was there something in particular that people needed more information about?
http://www.ready.gov/kids Lesson 3: Be an Emergency Ambassador! 23

Instruction Steps (cont’d)

•	 Target Audience: Have students select a group of people they want to influence with their 

campaign. Ask: Do they want to talk to younger children? Their peers? Parents? Community 

leaders? The general public? A specific locale?

•	 Call to Action: Discuss with students why having a call to action is important. Have students

think back to the example campaigns they saw. Have students identify what actions they

expect their audience to take upon viewing their campaign. (For example: Do they pack an

emergency kit? Do they visit the FEMA http://www.ready.gov website to learn more?) Have

them discuss different ways they can empower and inspire their audience to act.

•	 Implementation Plan: Ask students to brainstorm ways they can share the campaign with 

their audience.

Invite a guest speaker in the communications, marketing, or design industry to talk

to students and share his or her advice, experience, and case studies in public-service

communications.

4. Pitch! 

After teams have completed the Campaign Planner handout, have them share, or “pitch” their 

campaign proposal with the rest of the class. Teams may use visuals or chart paper to create 

sketches to aid in the presentation of their ideas. After each presentation, have each student 

write on post-it notes a “glow” (something the team did well) and a “grow” (something the team 

could work on) for the team. 

Give teams time to reflect on the glow and grow feedback from their classmates and to plan for

any changes they’d like to make to their campaign ideas.

5. Campaign Creation

Give students time to bring their ideas to life! Remind them to communicate their information

in a clear and engaging way. 

Share the following tips to create a successful campaign with your students during 

their creative process:

•	 Keep your audience in mind. Create something that you know they will be

interested in.

•	 Keep it simple! Make your call to action clear and easy to remember. 

•	 Incorporate powerful images and colors. Attract your viewer’s attention.

•	 Use hierarchy to organize your messages. For example, on a poster or flyer the

most important piece of information should be the largest and most visible, and any 

supporting information should be smaller.

•	 Go to where your target audience is! For example, if your target audience is

parents, share the campaign at a PTA meeting or at back-to-school night.

•	 Use a “celebrity” endorsement. Ask the principal or teachers at your school to buy 

into and help promote your campaign. 

6. Presentation

Have students present their final campaign to the class. Invite your school’s principal, other

classes, and parents to come and see the results!
http://www.ready.gov/kids Lesson 3: Be an Emergency Ambassador! 24

Instruction Steps (cont’d)

7. Reflection/Self-Assessment

Have students write a journal entry reflecting on the campaign they created. Ask: Was the 

campaign successful? Why or why not? How do you know? Did the people who saw it respond the way 

you wanted them to? Did they follow your call to action? 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: 

Promotes the 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 about Fire Corps,

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. TEEN CERT

prepares youth to help themselves, their families, and their schools in the event 

of a disaster by participating in ongoing training, drills and exercises. The Teen

CERT program is adapted for adolescent learners, covering the same curriculum as

the CERT program that was originally designed for adults. For more information,

visit http://www.fema.gov/community-emergency-response-teams/teencommunity-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 memberslearn about youth

disaster preparedness from the leadership at FEMA and other national organizations 

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

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

Extension Activities

•	 In the Press: Have students write a news article about the disaster preparedness campaign for 

the school paper, or write a press release about their campaign to send to local news outlets.

•	 Preparedness for Everyone: Have students lead an assembly or“Disaster Awareness”week

at school and present their disaster preparedness campaigns.

•	 Career Fair: Have students research different jobs related to emergency preparedness and 

create a poster board describing the job. Prepare a small career fair to share options with 

others in the school. 

•	 Emergency Kit Drive: Turn the next food drive into an emergency kit drive. Collect items

that can be combined into an emergency kit (like batteries, flashlights, and bottled water) 

and give to families in need. Demonstrate how to pack a disaster kit.

•	 Becoming the Expert: Have students develop and run a short “workshop” for other classes 

to educate and share important emergency preparedness info.

•	 Letter to the Mayor: Have students research how other communities have prepared for 

and responded to disasters. Make a list of positive steps they took to stay prepared or 

lessons that they learned. Share the list in a letter to a community leader, like the Mayor.

Reflection Prompts:

•	 Was the call to action clear?

•	 Can you guess who the

target audience is?

•	 Is their plan to share the

campaign realistic?

•	 Are they using the correct

emergency facts and 

preparedness tips?

•	 Is the idea creative and

engaging?

•	 Have they incorporated

previous research or results 

from the survey?
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Name: Date: 

Lesson 3 Student Handout 1

Disaster Preparedness 

Campaign Planning Sheet 

Problem

What is the problem I am trying to solve?

Solution/

Concept

What is my solution? What is my campaign plan?

Target 

Audience

Whom do I want to see and respond to my campaign?

Key 

Message

What is the key message I want my audience to take away from this campaign?

Supporting 

Facts and 

Research

What other pieces of information are important for the audience to know or understand?

Call to 

Action

What do I want my target audience to do after they see my campaign?

Distribution 

Channel

How and where will people see my campaign?

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26

Additional Resources

Check out the following links for additional information about

each organization, additional disasters, and emergencies. 

FEMA

•	 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/

space-weather/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
27

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.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 eah others’ ideas and expressing his or her own ideas 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

SL.5 Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations. x x

Common Core Mathematics Standards: Lesson 1 Lesson 2 Lesson 3

N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; 

choose and interpret units consistently in formulas; choose and interpret the scale and the origin in 

graphs and data displays.

x

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28

Standards (cont’d)

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

Understand the theme of people, places, and environments involves the study of the relationships 

between human populations in different locations and regional and global geographic phenomena, such 

as landforms, soils, climate, vegetation, and natural resources.

x

Understand concepts such as: location, physical and human characteristics of national and global regions 

in the past and present, and the interactions of humans with the environment. x

Understand consequences of changes in regional and global physical systems, such as seasons, climate, 

and weather, and the water cycle. x

Understand the social and economic effects of environmental changes and crises resulting from 

phenomena such as floods, storms, and drought.

x

Understand the use of a variety of maps, globes, graphic representations, and geospatial technologies 

to help investigate spatial relations, resources and population density and distribution, and changes in 

these phenomena over time.

x

Ask and find answers to geographic questions related to regions, nations, and the world in the past and 

present.

x

Research, organize, analyze, synthesize, and evaluate information from atlases, databases, grid systems, 

statistical presentations, charts, graphs, and maps to interpret relationships among geographic factors 

and events at the local, regional, national, and global levels, and assess policy options.

x

Acquire, organize, and analyze geographic information from data sources, geographic tools and 

geospatial technologies such as aerial photographs, satellite images, and geographic information

systems (GIS) to determine patterns.

x

Evaluate the consequences of human actions in environmental terms. x

Construct reasoned judgments about specific cultural responses to persistent human issues. x

Understand concepts such as: era, chronology, causality, change, continuity, conflict, historiography, 

historical method, primary and secondary sources, cause and effect, and multiple perspectives.

x

Understand the importance of knowledge of the past to an understanding of the present and to 

informed decision-making about the future. x x x

Formulate research questions to investigate topics in history, identify possible answers, and use historical 

methods of inquiry and literacy skills to select, organize, analyze, synthesize, and interpret sources, and 

present findings.

x

Research and analyze past periods, events, and recurring 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, check the usefulness and degree of reliability of sources, and evaluate different interpretations 

in order to develop their own interpretation supported by the evidence.

x

Use historical facts, concepts, and methods to evaluate an issue of importance today, and make informed 

decisions as responsible citizens to propose policies, and take action on it. x

Understand the influence of individuals, groups, and institutions on people and events in 

historical and contemporary settings. x

Understand how groups and institutions work to meet individual needs, and can promote the common 

good and address persistent social issues. x x

Understand mechanisms by which governments meet the needs and wants of citizens, regulate territory, 

manage conflict, establish order and security, and balance competing conceptions of a just society. x

Understand that seeking multiple perspectives is required in order effectively to grasp the complexity of

issues involving civic ideals and practices. x

Understand the importance of becoming informed as the basis for thoughtful and positive contributions 

through civic action.

x

Ask and find answers to questions about how to become informed and take civic action. x

Research primary and secondary sources to make decisions and propose solutions to selected civic issues 

in the past and present. x

Identify, seek, describe, and evaluate multiple points of view about selected issues, noting the strengths,

weaknesses, and consequences associated with holding each position. x
29

Standards (cont’d)

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

Energy in the Earth System

Global climate is determined by energy transfer from the sun at and near the earth’s surface. This energy

transfer is influenced by dynamic processes such as cloud cover and the earth’s rotation, and static 

conditions such as the position of mountain ranges and oceans.

x

Natural and Human-Induced Hazards 

Normal adjustments of Earth may be hazardous for humans. Humans live at the interface between the 

atmosphere driven by solar energy and the upper mantle, where convection creates changes in the 

earth’s solid crust. As societies have grown, become stable, and come to value aspects of the 

environment, vulnerability to natural processes of change has increased.

x

Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste 

disposal can accelerate rates of natural change. x

Some hazards, such as earthquakes, volcanic eruptions, and severe weather, are rapid and spectacular. 

But there are slow and progressive changes that also result in problems for individuals and societies. 

For example, change in stream channel position, erosion of bridge foundations, sedimentation in lakes

and harbors, coastal erosions, and continuing erosion and wasting of soil and landscapes can all 

negatively affect society.

x

Natural and human-induced hazards present the need for humans to assess potential danger and risk. 

Many changes in the environment designed by humans bring benefits to society, as well as cause risks. 

Students should understand the costs and trade-offs of various hazards – ranging from those with minor 

risk to a few people to major catastrophes with major risk to many people. The scale of events and the 

accuracy with which scientists and engineers can (and cannot) predict events are important considerations.

x

 Personal Health

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 x x

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American Cancer Society Health Standards Lesson 1 Lesson 2 Lesson 3

1.12.3 Analyze how environment and personal health are interrelated. x

2.12.4 Evaluate how the school and community can affect personal health practice and behaviors. x

2.12.5 Evaluate the effect of media on personal and family health. x

3.12.1 Evaluate the validity of health information, products, and services. x

3.12.2 Use resources from home, school, and community that provide valid health information. x

5.12.4 Generate alternatives to health-related issues or problems. x

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

5.12.6 Defend the healthy choice when making decisions. x

5.12.7 Evaluate the effectiveness of health-related decisions. x

7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health

of self and others. x

7.12.3 Demonstrate a variety of behaviors to avoid or reduce health risks to self and others. x

8.12.1 Utilize accurate peer and societal norms to formulate a health-enhancing message. x

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

8.12.3 Work cooperatively as an advocate for improving personal, family, and community health. x

8.12.4 Adapt health messages and communication techniques to a specific target audience. x