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Youth Emergency Preparedness

Grades 3-5

TM
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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 3 through 5 with the 

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

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

disaster preparedness in the context of real-world hazards. All learning activities lead to important learning 

through collaborative fact-finding and sharing. 

By the final lesson, students will become “heroes” as they complete a Fact Mission 

Research Project and develop their own graphic novels. Using communication 

skills and creativity, they will generate awareness of emergency preparedness 

among friends, families, and the school community. 

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

and their families feel prepared. 

Sincerely, 

Your Friends at FEMA

Lesson 1:

Mission: Find the Facts 5

Essential Questions: 

What is an emergency? What kind of 

emergencies can occur in our community, 

as well as in different geographic locations? 

Learning Objectives:

Students will...

•	 Identify several emergencies that could

impact communities locally and 

nationally

•	 Explain the causes (or risks) of various

emergencies based on geography, 

climate, or season

•	 Identify the dangers to people in various

emergencies

Student Handouts: 

Fact Mission 10

Natural Disaster Contrast 11 

Words to Know 12

Lesson 2: 

Disaster Masters! 12

Essential Questions: 

How can we prepare for an emergency or 

disaster? Am I/is my family prepared?

Learning Objectives:

Students will...

•	 Identify what should go in an

emergency kit

•	 Create a communications plan with

their families

•	 Describe ways to prepare for various

emergencies or disasters

Student Handout: 

Ready For Everything! 19

Lesson 3: 

What To Do in an Emergency 20

Essential Questions: 

What should I do in an emergency? 

What are safe actions in different 

emergency situations?

Learning Objectives:

Students will...

•	 Identify and demonstrate safe

behaviors and steps for how to 

respond in an emergency situation 

(i.e., home fire, tornado, extreme

weather)

Student Handout: 

Act Fast, Act Safe 23

Appendix: 

Additional Resources 24

Education Standards 25-27

Table of Contents

Dear Educator,
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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; the graphic novel in Lesson 2 can be done in language 

arts; while the final creative project in Lesson 3 can be done in language arts, 

health, or a digital media or design class. (See page 25 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! 

We want to hear from you!

Share your learning experiences 

and student work, and connect with 

other educators across the country 

by visiting http://www.ready.gov/ 

kids/educators or contacting 

FEMA at Ready@fema.gov. 

You can also tweet us with your 

experiences using the hashtag 

#ReadyKids @Readygov!

Getting Started

FEMA’s Be a Hero curriculum was designed 

with you, the 21st-century educator, in mind!
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Partner Sites and Links

Additional resources and useful 

information can be found in the 

Appendix on page 24.

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 in advance of 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 elementary

students, the program includes

curricula for middle and high school

students as well
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Time Required: 

Five 40-minute class periods

•	 First Class – Introduction to Emergencies and Natural

Disasters; Fact Mission Research Project set-up and

initial session

•	 Second – Fifth Class – Fact Mission Research Project 

work; Presentations

Mission: Find the Facts 

Different Kinds of Emergencies and 

Natural Disasters

Student Handouts: 

•	 Fact Mission

•	 Natural Disaster Contrast

•	 Words to Know

Supplies/Preparation: 

•	 Make copies of student handouts

•	 Download and print 15 Disaster Factsheets from

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

•	 Chart paper, markers

•	 Computer, projector/interactive whiteboard

•	 Student notebooks

•	 Pens, pencils

•	 Access to Internet and computers

Lesson Overview: 

Emergencies and natural disasters can be both 

scary and fascinating topics for children as they 

learn about the wonder and the fright of them 

all. But, children can find reassurance and 

empowerment when taught about these 

situations – what could happen, what they 

should do to prepare, and what they should 

do during such an event. In this introductory

lesson, students will learn about different 

emergencies and natural disasters, including 

disaster-prone areas. 

Learning Objectives: 

Students will...

•	 Identify several emergencies that could

impact communities locally and nationally

•	 Explain the causes (or risks) of various

emergencies based on geography, climate, 

or season

•	 Identify the dangers to people in various

emergencies

Essential Questions: 

What is an emergency? What kind of emergencies 

can occur in our community, as well as in different 

geographic locations?

Lesson 1: Mission: Find the Facts 

L

For Grades 3-5 esson 1

•	 Creativity and Innovation

•	 Critical Thinking and Problem Solving

•	 Communication and Collaboration

•	 Information Literacy

•	 ICT Literacy

21st-Century Learning Skills

TM
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Instruction Steps

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

Lesson 1: Mission: Find the Facts 

1. Introduction/Discussion

Begin your lesson by assessing what students already know about emergencies and natural 

disasters. First, review key vocabulary with students (see sidebar).

Jump-start your introductory discussion by asking students: What is an emergency? What is a 

natural disaster? Invite students to brainstorm examples of each. You can prompt your students

by using the charts on this and the following page. 

Create a word web, list, or K-W-L table on the board or chart paper to keep track of the various

emergencies and natural disasters you learn about.

For a more visual discovery, project the Map Locator Page found at http://www.ready.gov/

kids/maps on the whiteboard or a screen. Invite student volunteers to select different areas

of the country on the map – starting with your own – to see what disasters can happen in 

different areas. 

Combine this with a study on geography to practice identifying states, major cities, and

natural landmarks like mountain ranges, rivers, and lakes.

As you and your students learn about different disasters, add them to your word web, list, or 

table. Have volunteers come up and put a check mark next to emergencies and natural disasters 

that have occurred in your community during their lifetime. 

Ask: Have you ever seen or been a part of an emergency or natural disaster? Give students some 

time to discuss with a partner or journal in their notebooks, about any personal experiences, 

then invite them to share. (Alternatively, as this may be a sensitive topic, you may assign this as a

personal writing essay or as homework.)

 WORDS 

TO KNOW

Emergency: a time when 

something serious happens 

and immediate help is 

needed

Disaster: an emergency 

that causes great harm to 

people or an area

Natural Disaster: 

something that happens in 

nature, sometimes caused 

by weather or climate, that 

can harm our surroundings
http://www.ready.gov/kids Lesson 1: Mission: Find the Facts 7

Instruction Steps (cont’d)

Emergency What is it? What does it do?

Home Fire Fire is fast, hot, and dark. Most home fires can be prevented. 

Winter Storm/

Extreme Cold

Can range from a normal snow over a few hours to a blizzard

that lasts for several days; can bring low temperatures and 

sometimes, strong winds, icing, sleet, and freezing rain

Drought Occurs when there has not been enough rainfall and the water 

levels get low

Blackout Is a loss of power to an area; affects the electricity we get in

our homes, as well as the transportation systems – from traffic 

lights to airplanes

Earthquake Is the shaking, rolling, or sudden shock of the earth’s surface

Extreme Heat Makes the body work extra hard to maintain a normal 

temperature and keep the body comfortable

Wildfire A fire that rages out of control. Wildfires can happen in the 

wilderness, small towns, and large cities

Landslide/Debris Flows Are masses of rock, earth, or debris (rubble or trash) moving

down a slope

Hurricane Is a severe tropical storm; when it comes onto land, its heavy

rain, strong winds, and large waves can damage buildings, 

trees, and cars

Space Weather Refers to the changing conditions of the sun and space that 

can affect the technology we use on earth; can affect satellites 

(which control phones, Internet, and TV) and can affect the

electric grid, leading to blackouts

Tornado Nature’s most violent storm; appears as a funnel or coneshaped cloud with very strong winds

Thunderstorm/

Lightning

Storms with thunder and lightning; can lead to flash floods; 

usually occur in the summer when it’s warm and humid; 

lightning is very dangerous – it can electrocute you!

Flood Happens during heavy rains, when rivers overflow, when 

ocean waves come onshore, when snow melts too fast or 

when dams or levees break

Volcano A mountain that opens downward to a pool of molten, or 

melted, rock below the surface of the earth and explodes, 

spewing the melted rock out into the air

Tsunami (Pronounced tsoo-nah-mee) is a series of giant waves that 

happen after underwater movement

Emergencies

Use this chart for your introductory discussion with students. Ask students:

•	 What is an emergency? (A time when something serious happens and immediate help is

needed, such as a fire at school or home, or when a person is in need of medical help)

•	 What is a natural disaster? (Something that happens in nature, sometimes caused by weather

or climate, that can harm us and our surroundings)

•	 What do you think causes some of the natural disasters? (Weather/climate, shifts in the earth’s

surface)
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Instruction Steps (cont’d)

2. Fact Mission Research Project: 

To gain a richer knowledge of one specific emergency or natural disaster, explain to students 

that they will work (individually or in pairs) on a research project. They will then create a

presentation to share what they have learned. 

Ask students to either choose or assign one of the 15 disasters listed in the sidebar. Make sure 

that the following disasters are researched by at least one student or pair: home fires, flooding, 

blackouts, thunder and lightning. They are most common and can happen anywhere.

Step 1– Research: 

Students should use various Web and current printed resources to conduct their research. 

A good start and primary reference are the Disaster Factsheets (see sidebar) and list of resources

in the Appendix found on page 24. List the following questions on the board for students to 

copy into their notebooks and reference during their research. Invite students to contribute

additional questions to guide their research.

•	 What is the definition of this disaster/emergency?

•	 Where does it often occur?

•	 Can it occur in our community?

•	 How does it happen?

•	 What are the key vocabulary words related to it?

Disaster Factsheets

Visit http://www.ready.gov/

kids/know-the-facts to 

download all 15 Disaster 

Factsheets. Collect and

share them all as your class 

discovers more information 

on various emergencies 

throughout this unit. Print the 

PDFs in color and put them in

sheet protectors in a resource 

binder. Make copies or scan 

them for students to share 

with their families. 

•	 How can we prepare for this?

•	 What happens during the event?

•	 What can be done to stay safe?

•	 What needs to be done after?

Key Questions

Resource Tip

Lesson 1: Mission: Find the Facts 

Step 2 – Create: 

Once they have gathered enough information to answer the questions, they will prepare a 

presentation for the class. Students should use the Fact Mission student handout to organize 

their research and ensure they have:

Information on where the disaster occurs geographically

How it happens

3-5 interesting facts about the disaster

What to do before, during, and after it occurs

Depending on the resources available, your students may choose to present their findings

using digital presentation software, a skit, a video, a collage or slide show of photographs and 

illustrations with captions (or any other method you deem appropriate).

Step 3 – Present: 

Allow students to work on this project over the course of one week, possibly through a

combination of class time and homework. The research for this project can build as the lessons 

progress; students can add information they learn in Lesson 2, and more as they finalize their 

projects in Lesson 3. Have students present to their peers. Encourage students to take notes 

in a notebook or using the Fact Mission handout. Ask all students to write in their notebooks 

three new things they learned from each presentation.

Invite other classes, teachers, administrators, and parents to come and listen to

student presentations.
http://www.ready.gov/kids Lesson 1: Mission: Find the Facts 9

Instruction Steps (cont’d)

Extension

Share! 

Have your students lead an ongoing program of school assemblies to share what they are 

learning about emergency preparedness with their peers.

3. Reflection: 

Have students reflect in a journal entry about the new knowledge they’ve gained from this 

lesson. Ask them to write what empowers them or makes them feel more prepared. Have them 

write about the most interesting and surprising facts they learned. 

4. Student Handouts: Natural Disaster Contrast, Words to Know 

Make the Disaster Factsheets available to students for the next two handouts and activities. 

For Natural Disaster Contrast, have students work in pairs to compare and contrast two 

different disasters they have researched. Words to Know reviews key vocabulary. 

Answer Keys:

 Natural Disaster Contrast Example (answers will vary)

Hurricanes Earthquakes

are severe tropical storms that form in 

the southern Atlantic Ocean, 

Caribbean Sea, Gulf of Mexico, and

in the eastern Pacific Ocean

What are they?

are the shaking, rolling, 

or sudden shock of the 

earth’s surface

yes Can they be predicted? no

most often hit states like Florida, 

Alabama, Mississippi, Louisiana, 

Georgia, Texas, South Carolina, and

North Carolina; but can affect all

states along the eastern shore

Where in the country 

do they occur?

can occur in 45 states 

and territories across the 

United States; common 

on the West Coast

are most common between June and 

November

What time of year 

can they occur?

can happen at any time 

of the year

1. rotate in a counterclockwise 

direction around an “eye” 

2. winds of at least 74 miles per hour

3. their heavy rain, strong winds, and 

large waves can damage buildings, 

trees, and cars

List three additional 

facts about them.

1. happen along cracks 

(called fault lines) in

the earth’s surface

2. can be felt over large 

areas

3. usually last less than 

one minute

Words to Know
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Fact Mission

Lesson 1 Student Handout 1

Name: Date: 

http://www.ready.gov/kids

Resources:

 

Top 5 Facts/Interesting Trivia:

1. 

2. 

3. 

4. 

5. 

HOW

WHAT TO DO

WHERE

Disaster: 

WHAT

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

 

Before:

 

 

 

 

 

During:

 

 

 

 

After:

 

 

 

 

Indicate on the map where it took place...
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What are they?

Can they be predicted?

Where in the country 

do they occur?

What time of year 

can they occur?

1.

2.

3.

List three additional 

facts about them.

1. 

2.

3.

 

Lesson 1 Student Handout 2

Name: Date: 

Natural Disaster Contrast

Work with a partner to compare and contrast two disasters to learn more about each. Make sure your partner 

researched a different disaster than you did. What do they have in common? How are they different?

Disaster 1 Disaster 2
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Lesson 1 Student Handout 3

Name: Date: 

Words to Know

1. A hurricane is a type of natural _________.

2. An earthquake is measured on a _________ scale.

3. An area of the country that is closer to the equator.

4. The center of a hurricane is the _____.

5. _______ activity is another word for earthquakes and tremors.

6. Leaving an area that officials say is unsafe

7.	 Cracks in the rocks below the earth’s surface are called ______ lines.

8. A storm ______ is heavy waves caused by high wind and a lot of rain.

Read each clue. Write the vocabulary word that matches it in the puzzle.

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

TM
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Time Required: 

Three 40-minute class periods

•	 First Class – Introduction to Getting Ready for

Disasters; Check It Twice

•	 Second Class – Graphic Novel

•	 Third Class – Graphic Novel Work; Reflection

Disaster Masters! 

Knowing How to Prepare for an 

Emergency/Natural Disaster

Student Handouts: 

•	 Ready for Everything!

Supplies/Preparation: 

•	 Make copies of student handout

•	 Download and print 15 Disaster Factsheets from 

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

•	 Chart paper, markers

•	 Computer, projector/interactive whiteboard

•	 Download and print copies of Youth Emergency Kit Checklist and 

Youth Family Emergency Plan pages from http://www.ready.

gov/kids/make-a-plan. (Make enough to send a copy of each

home to parents.)

•	 Index cards, markers (for flashcards)

•	 Student notebooks

•	 Access to Internet and computers

Lesson Overview: 

This lesson will help students feel empowered 

by teaching them that there are steps we can 

take to prepare for an emergency or disaster so 

that we can stay safe during and after. They will learn 

about the importance of building an emergency kit (ahead

of time), creating a family communications plan, and other

ways to prepare for a variety of emergencies.

Learning Objectives: 

Students will...

•	 Identify what should go in an emergency kit

•	 Create a communications plan with their

families

•	 Describe ways to prepare for various

emergencies or disasters.

Essential Questions: 

How can we prepare for an emergency or disaster? 

Am I/is my family prepared? 

L

For Grades 3-5 esson 2

•	 Creativity and Innovation

•	 Critical Thinking and Problem Solving

•	 Communication and Collaboration

•	 Information Literacy

•	 ICT Literacy

21st-Century Learning Skills

Lesson 2: Disaster Masters! 

TM
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Parent Communication

Instruction Steps

1. Introduction/Discussion:

Begin the lesson by telling students that there are ways we can prepare for emergencies and 

natural disasters so that we can stay safe during them. Ask students to name a natural disaster 

or emergency that they remember preparing for, or read about. Perhaps their own family 

prepared for a large snowstorm or hurricane. Or, maybe they read about a city preparing for a 

hurricane. Ask: Did anything happen recently – in the region, country, world? What did you or the 

community you heard about do to prepare? Do you do anything at home or at school to prepare for 

emergencies? (For example, fire drills)

2. Check It Twice: 

Ask students to share their ideas and answers to the following question: How can we prepare for 

an emergency? After letting students share their answers, tell them that the most important way 

we can be prepared for many disasters is by making a family communications plan, and having 

an emergency kit packed and ready ahead of time. 

Build a Kit Checklist: 

Project the Youth’s Emergency Kit page from http://www.fema.gov/media-library/assets/

documents/34326 onto the whiteboard or screen. This page can also be printed for students 

to discuss. Review the items that should go into an emergency kit, and discuss why each is 

important.

To underscore why it’s important to build a kit before a disaster strikes, use this demonstration 

about blackouts. Make flash cards of several items from an emergency kit (see sidebar), and

pass them out to students. If students were not given a card, ask them to stand at the back of

the room and to name something they do at home. Ask: Is this something you can do during a 

blackout? If the answer is no, ask which items from the emergency kit could help them, or could

replace the activity they named. For example:

•	 If a student named eating dinner, then point out that in a blackout, he/she cannot open the

refrigerator, turn on a stove, or use the microwave. Instead, he/she will need canned food and

a can opener, or other nonperishable foods and snacks.

•	 If a student named playing with an electronic device, explain it’s not an option in a blackout.

While that device may work at the onset of a blackout, one must save the battery of that device for as long as possible so it can be used to access emergency information or make phone 

calls. Instead, have him/her come up with ideas of what to do without power, like playing a

board game or reading a book if it’s daytime, or by flashlight at night.

Ask students to find alternatives for their actions and correctly identify supplies they will need, 

then have them move to the front of the room.

Make a Plan: 

Project the Youth Family Communications Plan page, and provide students with copies (put

an extra one in their homework folder to go home). Discuss what it means to have a family

communications plan, and why it’s another important step to being prepared. Play the game on 

the next page; then, for homework have students bring home, discuss, and complete the family 

communications plan with their families. 

Lesson 2: Disaster Masters! 

Emergency Kit 

Flash Cards 

Flashlight

Batteries

Can opener

Canned food

Book

Board game

Blanket

Bottled water

Snacks

Change of clothes

Hand crank radio or 

 battery-operated

This lesson requires parent 

and family involvement with 

two activities: 

1. Make a Plan activity, p. 14

2. Fire Safety at Home, p. 16

Send a note home to parents 

before starting the lesson 

sharing the importance of 

emergency preparation and 

their involvement.
http://www.ready.gov/kids 15

Instruction Steps (cont’d)

Be sure to go over school safety plans and drills with your students. This will help them 

feel calm and prepared. Talk about what they should do in different scenarios. For 

example, what should they do if they are in the bathroom when the fire alarm goes off, 

or an emergency happens? Where should they go if they are not with a teacher?

Lesson 2: Disaster Masters! 

Emergency Clue Game!

If you have extra time, play the following game to help students see the importance of

having a communications plan in advance of an emergency. 

1. Prepare 10 small slips of folded paper. Leave seven blank. On three of them write a 

different location from around the school. For example: the gym, lunchroom, main 

office, nurse’s office, computer lab, library, classroom #, playground. Be as specific as 

possible. In advance, decide which three students will get which location.

2. 	Next, tell students to put their heads down on their desks and close their eyes. Explain

to the class that you will be handing out secret slips of paper. Some may be blank, and 

some may have something written on them. Whoever receives a slip of paper should 

look at it, memorize what is on it, and then put it away. They should be very 

secretive about what they receive.

3. Once all slips of paper have been handed out, let students open their eyes. Explain to 

the class that, while they were taking a break, an emergency occurred and the class 

must evacuate. They must assemble together to receive an important message about 

what to do next. But there are some class members missing. Explain that the class 

must figure out who is missing, and find out where each missing student is (in the

school) to be able to evacuate.

Tell students who received a slip of paper that if they had something written on their 

paper, they are one of the missing students, and if their paper was blank they are not; 

but that they should stay secretive about it. It’s up to the other students to figure out

who they are.

4. Go around the room and allow each student to ask a “yes” or “no” question to another 

student. Write their questions on the board. Advise that they first should find out 

who could be missing (or who got a slip of paper), then which of those people had

something written on it. Next, they should find out where those students could be in 

the school. For example:

• Did you receive a slip of paper?

• Did your slip of paper have something written on it?

• Are you in the gym?

	 Begin timing or set a limit (10 minutes) as students ask their“yes”or“no”questions.

5.	 Continue playing until the end of your time limit, or until the class has figured out

who is missing and where they are located. Invite students to share their observations

about the game and what they learned. Discuss the length of time it would take to find

someone if they were not sure where to look or meet them. In an emergency, you may

not have that amount of time. Ask them how they could solve this problem. 

Explain that, in an emergency, it is important to meet up with your class or family so that 

everyone is accounted for. That way, emergency responders know whom they need to look 

for if someone is missing. An emergency meeting spot should be decided on in advance as 

part of a family communications plan. Compare the importance of conducting school

emergency drills and establishing meeting locations.
http://www.ready.gov/kids 16

Instruction Steps (cont’d)

Build a Virtual Kit: 

To practice what they have learned, make the Build a Kit online game available for students to 

play during computer or study time. The game explores what needs to go into a kit for use in a 

variety of emergences, from blackouts to hurricanes. 

Fire Safety at Home: 

It is important to have a home fire escape plan, and to check for safety precautions and hazards

in the home (see Home Fire Safety Tips sidebar). Discuss this with students and ask that they

map a fire escape floor plan at home with parents, clearly showing at least two safe exits out of 

each room through windows and doors. Use the sidebar Home Fire Fact Check to quiz your 

students about home fire trivia. More information can be found on the Home Fire Disaster 

Factsheet at http://www.fema.gov/media-library/assets/documents/34288.

Have students conduct a home fire safety audit with their families at home, looking for 

precautions such as working smoke alarms, clear steps and doorways, and paths to exits. 

Ask: Do any paths need to be cleared for exits to be accessible? Are windows easy to open?

Home Fire Safety Tips

Before (prevention tips and escape routes):

•	 Fire escape plan: Create a fire escape plan and practice it twice a year. Mark your

family’s calendar to remind everyone.

•	 Two ways out: Have two ways to get out of each room. A window might be a second 

way if the door is blocked by fire or smoke.

•	 Feel your way out: Practice feeling your way out of the house in the dark or with your 

eyes closed.

•	 Don’t hide: Don’t hide from firefighters! They are there to help you.

•	 Know the smoke alarm: A smoke alarm is a tool that senses 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.

•	 Tell an adult: If you find matches or a lighter, tell an adult. Do not touch them.

During (doing drills with family/students to practice): 

•	 Get low and go!: Crawl under smoke to an exit. Heavy smoke and deadly gases collect

along the ceiling.

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

to escape.

•	 Feel first!: Feel the doorknob and door before opening it. If either is hot, leave the door

closed and use the second way out.

•	 Stop, drop, and roll: If you have fire on your clothes, stop, drop, and roll! Stop where

you are: if you run, the fire may spread. 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.

After (where to go after you exit – a safe meeting spot):

•	 Get to your meeting spot: If you are the first one out of a burning building, wait at the

emergency meeting spot you and your family decided on and call 911.

•	 Get out, stay out: Don’t go back into any building unless a firefighter says it is safe.

Lesson 2: Disaster Masters! 

Home Fires

Since home fires can happen 

anywhere in the country, and 

most home fires can be 

prevented, review these trivia 

questions with your class:

•	 What is a smoke alarm and 

how does it work? (A: It’s a tool 

that senses smoke in the air. 

When it senses smoke, it makes 

a very loud beeping noise to 

warn you that a fire has started.)

•	 True or False? Cooking fires

are the leading cause of home 

fires. (A: True)

•	 What should you do if you find 

matches or a lighter? (A: b. Tell 

an adult.)

A. Try to see if you can light 

them!

B. Tell a grown-up right away.

C. Give them to a friend.

D. Hide them.

•	 You should have at least ___ 

escape routes from each 

room? (A: c. Two)

A. Zero

B. One

C. Two

 
http://www.ready.gov/kids 17

3. Graphic Novel 

Using the http://www.ready.gov/kids website and other web and book resources, have 

students research ways to prepare for emergencies or disasters, including building an 

emergency kit and making a family communications plan. Using this information, have them 

create a graphic novel (similar to a comic strip, only without a comedic angle) about a family

who experienced a disaster and how they fared during and after. It can be as short as three

pages, or longer, depending on the class time you have available. 

Step 1: Plan

First, ask students to decide on their characters, setting, and sequence of events. The end of 

the novel should reflect back on how the family had been prepared and how that impacted 

their experience. 

Step 2: Create

After students have decided on the events of their novel, they can write an outline for it, and 

then illustrate it. Students can be given class time and homework over the course of a week to 

complete the assignment. They can choose to use their graphic novel as their final project, and 

make additions to it in Lesson 3.

Step 3: Present

After students complete their graphic novel, have them present it to the class. Assess students’ 

work based on:

Character formation

 A clear beginning, middle, and end of the story

 An organized sequence of events

 Use of dialogue to describe events or show character responses to situations

Have students check out the Disaster Master and Build a Kit game characters (Sonny,

Misti, Raina, Gayle, and Ray) for inspiration on their character development. Students

may want to create and include a character based on themselves.

4. Reflection 

Ask students to think about the importance of being prepared for an emergency or disaster. 

Why do you think it’s important to be prepared? How can you prepare? Think about not being 

prepared for a test – how do you feel? How do you feel when you are prepared? How does it feel to 

know your family is prepared for an emergency? 

With that in mind, have students create flyers to post around school urging families to make a 

communications plan and build an emergency kit. The http://www.ready.gov/kids website 

should be displayed as a reference for families to download more information. 

Instruction Steps (cont’d)

Lesson 2: Disaster Masters! 

Before you begin, provide 

your students with a few 

graphic novel resources. 

Check out graphic novels

from your library. Spend 

time studying the common 

elements. You may also want 

to provide a graphic novel 

template. A variety of graphic 

novel resources can be found 

online. Search for “how to 

read a graphic novel” and 

“graphic novel template” to 

get started!

Graphic Novel 

Resources
http://www.ready.gov/kids Lesson 2: Disaster Masters! 18

Instruction Steps (cont’d)

5. Student Handout: Ready for Everything!

The handout features illustrated scenes of a family discussing plans to prepare for a disaster or 

emergency. The handout reinforces what students have learned about the importance of 

having an emergency kit ready. They are asked to read and reflect on a story about a family 

during a blackout. Use this as a jumping-off point to discuss how to be ready for other 

emergencies or to review school emergency plans and safety drills.

Answer Key:

1. Why can’t they cook? If the power has gone out, you can’t use the stove or microwave. You

should keep the refrigerator door closed so that food can last up to 24 hours.

2. Why is it important to have an emergency kit ready before a disaster happens? You may 

not have time to gather the supplies you need at a moment’s notice if a disaster occurs. You 

may also need to evacuate at a moment’s notice.

3. Name three things that might be in the emergency kit. Answers could include: flashlight, 

batteries, canned food, bottled water, blankets, a board game, a first-aid kit, a batteryoperated or hand-cranked radio, garbage bags, a map, and a change of clothes.

4. Does your family have an emergency kit and communications plan ready?

Answers will vary.

5. How would it make you feel to have an emergency kit and communications plan ready? 

Answers will vary.
http://www.ready.gov/kids http://www.ready.gov/kids 19

Lesson 2 Student Handout 1

Name: Date: 

Ready for Everything!

Read the story below. Then answer the questions in a notebook.

1. Why can’t they cook?

2. Why is it important to have an emergency kit ready before a disaster happens?

3. Name three things that might be in the emergency kit.

4. Does your family have an emergency kit and communications plan ready?

5. How would it make you feel to have an emergency kit and communications plan ready?

Boy: I’m so bored. What are we going to

do for fun? We can’t watch TV?

Mom: We have those games you picked 

for the kit. We can use a flashlight and 

play one. 

Girl: What happened?

Mom: The lights just 

went out!

Boy: Mom! The computer 

just turned off in the middle 

of my game!

Mom: The power must have 

gone out because of the 

storm. It’s OK, we’ll be fine.

Let’s get our emergency kit!

Boy: I’m hungry. What are

we going to cook for dinner?

Dad: Well, we can’t cook 

anything in a blackout, 

because we have no power.

Mom: We’ll have to see 

what we have in our pantry 

or kit that doesn’t need to 

be refrigerated or heated. 

Dad: You’ll need this.

Girl: I’m getting cold!

Dad: The heat is out in a blackout, 

too. Good thing we have sweatshirts 

in our kit!

Mom: We have extra blankets too!

Girl: That was fun! 

Mom: Yes, but it’s time to get ready for 

bed. Go brush your teeth.

Boy: In the dark?

Dad: Here you go! Aren’t you glad we 

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

Time Required: 

Five 40-minute class periods 

•	 First Class – Introduction on What to Do in an Emergency

•	 Second Class – Creative Research Project

•	 Third Class – Creative Research Project

•	 Fourth Class – Creative Research Project

•	 Fifth Class – Spread the Word; Reflection

What To Do in 

an Emergency 

Knowing How to Respond in an 

Emergency Situation

Student Handout: 

•	 Act Fast, Act Safe

Supplies/Preparation: 

•	 Computer, projector/interactive whiteboard

•	 Download and print 15 Disaster Factsheets from 

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

•	 Access to Internet and computers

Lesson Overview: 

Now that students know how to be prepared for disasters, they will

learn how to respond in an emergency situation. Students will learn 

that it is important to stay as calm as possible and to listen to a trusted 

adult, like family members or their teachers, in an emergency. They 

will learn that there are different do’s and don’ts in every situation. 

Finally, students will share what they have learned with their peers, 

families, and communities, through a creative research project.

Learning Objectives: 

Students will...

•	 Identify and demonstrate safe

behaviors and steps for how 

to respond in an emergency 

situation (e.g., home fire,

tornado, extreme weather)

Essential Questions: 

What should I do in an emergency? 

What are safe actions in different 

emergency situations?

L

For Grades 3-5 esson 3

•	 Creativity and Innovation

•	 Critical Thinking and Problem Solving

•	 Communication and Collaboration

•	 Information Literacy

•	 ICT Literacy

21st-Century Learning Skills

Lesson 3: What To Do in an Emergency 

TM
http://www.ready.gov/kids 21

Instruction Steps

1. Introduction/Discussion 

Not only is it important to be prepared, but there are certain actions we can take during and

after an emergency that can help us stay safe. Review some of the specific emergencies and 

disaster situations below, what actions students can take in those situations, and why they are 

important. (For actions that should be taken during other disasters, refer to the Disaster 

Factsheets at http://www.ready.gov/kids/know-the-facts.) In your discussion, pay special

attention to disasters and emergencies that could occur in your geographic area.

Explain to students that the most important thing to do in an emergency is to “listen and stay 

calm.” Tell them to always listen to a trusted adult (including teachers, family members, police

officers, firefighters, and other helpers) during an emergency. If they stay calm and listen to

what the adults say, they will stay safe. 

Who is a trusted adult? 

Have a discussion with students about which adults they feel they can trust. Make a list 

of whom they trust at school, at home, and in their neighborhood. Although students 

are taught to be wary of strangers, tell them they should not be afraid of emergency 

personnel. Invite firefighters and police officers to come in and speak to the class.

(See extension on page 22)

Fact-Check Game:

Working in teams of approximately five, have groups write game-show-type questions using 

trivia about the emergencies they’ve studied. They may use the Disaster Factsheets as a 

reference. Then, allow two teams at a time to play against each other, asking each other 

questions. The first team to answer five questions correctly wins. That group plays the next 

group of students, and so on, until one team becomes the “Disaster Masters!”

Disaster Masters: 

Have students play the Disaster Master game at http://www.ready.gov/kids/games/

disaster-master as a class using a projector (prompting class responses at each question), or

encourage students to play it in pairs, or individually at home. In the game, students collect

comic book chapters along the way to reinforce the facts they’ve learned. 

2. Creative Research Project 

To summarize and communicate what they know to their peers, families, and communities, 

students will complete a creative research project. Offer them the choice of creating a: poster, 

live performance, slide show presentation, or adding to their graphic novel (from Lesson 2).

Students should first present their projects to the rest of the class. You can assess the projects on:

•	 Organization of facts

•	 Descriptive details used to support main ideas

•	 Student’s ability to speak clearly and communicate effectively

Finally, to share student work with families and community members, add portions of their 

projects to your school website or class blog. You may also want to display them in common 

areas like the hallway, school lobby, or local library. Invite a few students to share their

presentations with the rest of the school in an assembly.

Lesson 3: What To Do in an Emergency 
http://www.ready.gov/kids 22

Instruction Steps (cont’d)

For students who have chosen to add to their graphic novel for their final creative 

project, have them add one to three pages. They may add a storyline to their existing 

graphic novel wherein their characters are faced with a disaster or emergency. They 

should include information to explain what happens during the disaster (using what

they have learned), and how the characters respond during, and how they feel after

the disaster.

3. Spread the Word 

As a class, work with students to create a skit, chant, song, or rhyme to share with neighboring 

classrooms, the larger school community, or a local radio station to communicate important 

information about what to do during different disasters. 

Students can also create a presentation, like a “TV News Show,”for younger elementary classes

to help them feel safe and prepared. As part of their “live report,” they can interview local 

emergency responders and share what they have learned.

4. Reflection 

Have students write a journal entry in their notebooks reflecting on why it is important to be 

prepared and know what to do during an emergency, including how they feel now that they 

have this knowledge. Ask students: Do you feel empowered now that you know what to do to help 

keep yourself and your family safe? 

5. Student Handout: Act Fast, Act Safe 

Students are given four story starters that they will need to rewrite using descriptive details and 

then add an ending. The ending should reflect appropriate and safe reactions during and after 

the emergencies. Provide copies of the Disaster Factsheets to students as a resource when 

completing this activity.

Extension

Take a Visit 

Arrange a class visit to a local emergency facility (city shelters, firehouses, hospitals, etc.)

where students can learn from and talk to emergency responders like firefighters, doctors, 

coast guard, police, etc. Or, invite emergency responders to visit your class. This can 

become part of larger school assembly on what to do before, during, and after emergencies 

and disasters.

Lesson 3: What To Do in an Emergency 
http://www.ready.gov/kids http://www.ready.gov/kids 23

Lesson 3 Student Handout 1

Name: Date: 

Act Fast, Act Safe!

My team made it. We were 

playing the championship 

game. We waited all season 

for this. It was a hot morning. 

My coach heard it first. The low 

roar of thunder in the distance. 

Read the passages below. On a separate sheet of paper, rewrite the story in your own words. 

Elaborate and add more details about the story. Think about: How are the characters feeling? 

What is happening around them? Write an ending to each that shows safe ways to act during 

and after the emergencies. Draw illustrations to go with each story.

I didn’t know tornadoes could happen 

where I lived. But, I saw the warning alert on 

TV while I was watching my favorite show. I 

told my mom right away. We looked outside 

and saw the sky had turned yellow. Then we 

snapped into action!

Dad was making dinner. 

Reese and her brother 

were doing homework. 

It seemed like a normal 

evening. Then the smoke 

alarm sounded and heavy 

smoke quickly filled the 

kitchen. Luckily, they knew 

just what to do. They had 

practiced it many times.

There was a big storm 

that afternoon. Heavy 

rain and wind caused 

the power to go out 

at Marcia’s house. But, 

now it was dinnertime 

and everyone was 

hungry. Luckily, 

Marcia’s mom had a 

few ideas on what, and 

how, to eat.

1 2

3 4

TM
http://www.ready.gov/kids 24

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/

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

Additional Resources

Check out the following links for additional information about

each organization, additional disasters, and emergencies. 
http://www.ready.gov/kids 25

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

Reading: Informational Text

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text 

as the basis for the answers. x x x

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when 

drawing inferences from the text. x x x

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text. x x x

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps

in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.. x x x

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including 

what happened and why, based on specific information in the text. x x x

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or 

concepts in a historical, scientific, or technical text based on specific information in the text. x x x

RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 3 topic or subject area. x x x

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text

relevant to a grade 4 topic or subject area. x x x

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 5 topic or subject area. x x x

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information

relevant to a given topic efficiently. x x x

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in a text or part of a text. x x x

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/

solution) of events, ideas, concepts, or information in two or more texts. x x x

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur). x x x

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,

time lines, animations, or interactive elements on Web pages) and explain how the information

contributes to an understanding of the text in which it appears.

x x x

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an

answer to a question quickly or to solve a problem efficiently. x x x

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text

(e.g., comparison, cause/effect, first/second/third) x x x

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the

subject knowledgeably. x x x

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the

subject knowledgeably. x x x

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 2–3 text complexity band 

independently and proficiently.

x x x

RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies,

science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as 

needed at the high end of the range. 

x x x

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 4–5 text complexity band 

independently and proficiently.

x x x

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

Standards (cont’d)

Common Core English Language Arts Standards (cont’d): Lesson 1 Lesson 2 Lesson 3

Writing

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. x x x

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. x x x

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including 

what happened and why, based on specific information in the text. x x x

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. x x x

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, 

descriptive details, and clear event sequences. x x x

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, 

descriptive details, and clear event sequences. x x x

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, 

descriptive details, and clear event sequences. x x x

W.3.4 With guidance and support from adults, produce writing in which the development and 

organization are appropriate to task and purpose. x x x

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to 

task, purpose, and audience. x x x

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to 

task, purpose, and audience. x x x

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by 

planning, revising, and editing. x x x

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by 

planning, revising, and editing. x x x

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by 

planning, revising, editing, rewriting, or trying a new approach. x x x

W.3.7 Conduct short research projects that build knowledge about a topic. x x x

W.4.7 Conduct short research projects that build knowledge through investigation of different

aspects of a topic. x x x

W.5.7 Conduct short research projects that use several sources to build knowledge through

investigation of different aspects of a topic. x x x

W.3.8 Recall information from experiences or gather information from print and digital sources; take 

brief notes on sources and sort evidence into provided categories. x x x

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital 

sources; take notes and categorize information, and provide a list of sources. x x x

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital 

sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. x x x

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. x x x

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. x x x

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. x x x

W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. x x x

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,

and audiences.

x x x
http://www.ready.gov/kids 27

Standards (cont’d)

Common Core English Language Arts Standards (cont’d): Lesson 1 Lesson 2 Lesson 3

Speaking & Listening

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own 

clearly.

x x x

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own 

clearly. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

x x x

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own 

clearly.

x x x

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in

diverse media and formats, including visually, quantitatively, and orally. x x x

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, 

including visually, quantitatively, and orally. x x x

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, 

including visually, quantitatively, and orally. x x x

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, 

descriptive details, speaking clearly at an understandable pace. x x x

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using 

appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an 

understandable pace.

x x x

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using 

appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly 

at an understandable pace.

x x x

National Geography Standards from the Geography Education Standards Project: Lesson 1 Lesson 2 Lesson 3

1.II.1. Knows the basic elements of maps and globes (e.g., title, legend, cardinal and intermediate

directions, scale, grid, principal parallels, meridians, projection) x

2.II.1. Knows major physical and human features of places as they are represented on maps and globes x

3.II.2. Understands the spatial organization of places through such concepts as location, distance, 

direction, scale, movement, and region x

4.II.1. Knows how the characteristics of places are shaped by physical and human processes 

(e.g., effects of agriculture on changing land use and vegetation; effects of settlement on the building

of roads; relationship of population distribution to land forms, climate, vegetation, or resources)

x

5.II.1. Knows the characteristics of a variety of regions (e.g., land form, climate, vegetation, shopping,

housing, manufacturing, religion, language) x

7.II.1. Knows the physical components of Earth’s atmosphere (e.g., weather and climate), lithosphere

(e.g., land forms such as mountains, hills, plateaus, plains), hydrosphere (e.g., oceans, lakes, rivers), and

biosphere (e.g., vegetation and biomes)

x

7.II.2. Understands how physical processes help to shape features and patterns on Earth’s surface 

(e.g., the effects of climate and weather on vegetation, erosion and deposition on land forms, mud

slides on hills)

x

15.II.3. Knows the ways in which human activities are constrained by the physical environment 

(e.g., effects of weather, climate, and land forms on agriculture, recreational activities, availability of

water, expansion of settlement)

x x

15.II.4. Knows natural hazards that occur in the physical environment (e.g., floods, wind storms,

tornadoes, earthquakes) x x
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Standards (cont’d)

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

Earth and Space Sciences

1.II.1. Knows that water exists in the air in different forms (e.g., in clouds and fog as tiny droplets; in rain,

snow, and hail) and changes from one form to another through various processes (e.g., freezing,

condensation, precipitation, evaporation)

x

2.II.1. Knows how features on the Earth’s surface are constantly changed by a combination of slow and 

rapid processes (e.g., slow processes, such as weathering, erosion, transport, and deposition of sediment

caused by waves, wind, water, and ice; rapid processes, such as landslides, volcanic eruptions, and 

earthquakes)

x

Nature of Science

12.II.2. Knows that scientists use different kinds of investigations (e.g., naturalistic observation of things

or events, data collection, controlled experiments), depending on the questions they are trying to answer

x