This document provides an overview of a curriculum from FEMA aimed at teaching middle school students about emergency preparedness. The three lesson curriculum engages students through project-based learning on topics such as identifying natural disasters that could impact their community, creating emergency plans and kits for their family, and developing an emergency preparedness campaign for their community. The goal is for students to gain knowledge about preparing for emergencies and feel empowered to help their families and community be prepared for potential disasters.
This document introduces a curriculum from FEMA called "Be a Hero" that teaches high school students about emergency preparedness. The curriculum uses project-based learning across three lessons to help students understand disasters, prepare for emergencies, and educate others. Lesson one focuses on researching different disasters, lesson two on creating emergency plans and kits, and lesson three on developing a preparedness campaign. The goal is for students to gain knowledge and skills to protect themselves and empower communities.
This document provides an overview of a curriculum from FEMA called "Be a Hero" that is designed to teach elementary school students about emergency preparedness. The curriculum includes 3 inquiry-based lessons that help students understand different types of emergencies and disasters, how to prepare emergency kits and plans, and what to do in emergency situations. Each lesson focuses on essential questions and learning objectives aligned with educational standards. The lessons are flexible, multidisciplinary, incorporate 21st century skills, and aim to empower students by making the topics relevant to their own lives.
This document outlines Lesson 1 of the FEMA's Be a Hero curriculum for grades 3-5. The lesson introduces students to different types of emergencies and natural disasters. Students will research one disaster in depth and present their findings to the class. The lesson aims to help students understand what constitutes an emergency, identify disasters that could occur locally or nationally, and explain how geography, climate, or season affect disaster risks.
This rubric outlines criteria for rating journalistic work from journalists and ambassadors from English-speaking countries on a scale of 1 to 5. A rating of 5 indicates mastery of the criteria including clear use of technology, answering all questions, clear country information, well-organized writing with varied sentences and tight structure. Lower ratings indicate less mastery shown through fewer criteria met, less organization, more errors and less comprehensibility.
Academic Competitions And Programs Designed To Challenge The Exceptionally Ta...Sara Perez
This summary provides an overview of out-of-school academic programs and competitions for gifted students. It discusses long-term mathematics programs in Hamburg, Germany that meet on Saturdays and challenge students. Residential summer programs in the US and Germany are also examined, which allow intensive study of subjects over one to several weeks. Academic competitions around the world are explored as a way to identify talented youth and develop skills in areas like math, science, and engineering. Both benefits and potential liabilities of competitions are considered.
This document provides guidance and resources for two application assignments in an early childhood course. The first assignment involves creating an action plan to address the needs of young children and families affected by a natural disaster like Hurricane Katrina. Students are asked to discuss what early childhood professionals need to know about the impact of such events, advice from experts on assisting children and families, and specific ways the student can help. The second assignment involves creating an action plan for helping young children and their families cope with the death of a close family member. Students are asked to discuss child development considerations, ideas from experts, and specific suggestions for helping infants, toddlers and preschoolers through the loss. A number of additional resources on relevant topics are provided to support
This document provides guidance and resources for two application assignments in an early childhood course. The first assignment involves creating an action plan to address the needs of young children and families affected by a natural disaster like Hurricane Katrina. Students are asked to discuss what early childhood professionals need to know about the impact of such events, ideas from expert resources on assisting children and families, and specific ways the student could help in their role. The second assignment involves creating an action plan for supporting young children experiencing a family loss like the death of a grandparent. Students are asked to discuss child development considerations, ideas from resources on how children of different ages grieve, and specific suggestions for helping families support infants, toddlers and preschoolers coping with loss
This lesson focuses on comparing the Great Depression and the current economic crisis through primary sources. Students will analyze photos, poems, songs and news articles from both time periods to understand how government, business and consumers are interdependent, and how unemployment impacts people's daily lives. By journaling about the hardships faced during each economic downturn, students will recognize the importance of a stable economy. This lesson builds upon prior lessons introducing the causes of the Depression and recession. Students will work in groups to research answers to a central question about economic weaknesses using provided materials and present their findings.
This document introduces a curriculum from FEMA called "Be a Hero" that teaches high school students about emergency preparedness. The curriculum uses project-based learning across three lessons to help students understand disasters, prepare for emergencies, and educate others. Lesson one focuses on researching different disasters, lesson two on creating emergency plans and kits, and lesson three on developing a preparedness campaign. The goal is for students to gain knowledge and skills to protect themselves and empower communities.
This document provides an overview of a curriculum from FEMA called "Be a Hero" that is designed to teach elementary school students about emergency preparedness. The curriculum includes 3 inquiry-based lessons that help students understand different types of emergencies and disasters, how to prepare emergency kits and plans, and what to do in emergency situations. Each lesson focuses on essential questions and learning objectives aligned with educational standards. The lessons are flexible, multidisciplinary, incorporate 21st century skills, and aim to empower students by making the topics relevant to their own lives.
This document outlines Lesson 1 of the FEMA's Be a Hero curriculum for grades 3-5. The lesson introduces students to different types of emergencies and natural disasters. Students will research one disaster in depth and present their findings to the class. The lesson aims to help students understand what constitutes an emergency, identify disasters that could occur locally or nationally, and explain how geography, climate, or season affect disaster risks.
This rubric outlines criteria for rating journalistic work from journalists and ambassadors from English-speaking countries on a scale of 1 to 5. A rating of 5 indicates mastery of the criteria including clear use of technology, answering all questions, clear country information, well-organized writing with varied sentences and tight structure. Lower ratings indicate less mastery shown through fewer criteria met, less organization, more errors and less comprehensibility.
Academic Competitions And Programs Designed To Challenge The Exceptionally Ta...Sara Perez
This summary provides an overview of out-of-school academic programs and competitions for gifted students. It discusses long-term mathematics programs in Hamburg, Germany that meet on Saturdays and challenge students. Residential summer programs in the US and Germany are also examined, which allow intensive study of subjects over one to several weeks. Academic competitions around the world are explored as a way to identify talented youth and develop skills in areas like math, science, and engineering. Both benefits and potential liabilities of competitions are considered.
This document provides guidance and resources for two application assignments in an early childhood course. The first assignment involves creating an action plan to address the needs of young children and families affected by a natural disaster like Hurricane Katrina. Students are asked to discuss what early childhood professionals need to know about the impact of such events, advice from experts on assisting children and families, and specific ways the student can help. The second assignment involves creating an action plan for helping young children and their families cope with the death of a close family member. Students are asked to discuss child development considerations, ideas from experts, and specific suggestions for helping infants, toddlers and preschoolers through the loss. A number of additional resources on relevant topics are provided to support
This document provides guidance and resources for two application assignments in an early childhood course. The first assignment involves creating an action plan to address the needs of young children and families affected by a natural disaster like Hurricane Katrina. Students are asked to discuss what early childhood professionals need to know about the impact of such events, ideas from expert resources on assisting children and families, and specific ways the student could help in their role. The second assignment involves creating an action plan for supporting young children experiencing a family loss like the death of a grandparent. Students are asked to discuss child development considerations, ideas from resources on how children of different ages grieve, and specific suggestions for helping families support infants, toddlers and preschoolers coping with loss
This lesson focuses on comparing the Great Depression and the current economic crisis through primary sources. Students will analyze photos, poems, songs and news articles from both time periods to understand how government, business and consumers are interdependent, and how unemployment impacts people's daily lives. By journaling about the hardships faced during each economic downturn, students will recognize the importance of a stable economy. This lesson builds upon prior lessons introducing the causes of the Depression and recession. Students will work in groups to research answers to a central question about economic weaknesses using provided materials and present their findings.
This lesson plan is for an 11th grade US history class comparing the Great Depression and the current economic crisis. Students will use primary sources like poems, songs, and photos to develop questions and understand how the economy impacts people's daily lives. They will journal about the hardships of unemployment and discuss how economic downturns disproportionately affect certain groups. The goal is for students to analyze how government, business, and consumer activity influence the economy, and to compare the economic weaknesses that led to each crisis.
This document provides guidance for conducting a child-centered disaster risk reduction training. It includes modules on protecting oneself and understanding children's rights before, during, and after disasters. The training aims to teach children about identifying risks in their community through hazard mapping. It also covers early warning signals, evacuation routes, and family members' roles and responsibilities during emergencies. Hands-on activities like drawing hazard maps and role-playing family scenarios help children learn in a fun, interactive way so they know how to stay safe.
Students are the primary customers as they need awareness of natural disasters and emergency preparedness, along with supplies to last 3 days. Faculty and the board of trustees are producers due to their relationships with students and financing. The Indiana Department of Homeland Security would enable the program by sharing interests and resources on severe weather and disaster preparedness. Students are the key public that needs to be engaged to avoid apathy, through communication methods that help them plan for disaster situations. The benefit is increased safety and survival for students and staff.
Pulitzer Center and Student News Action Network PowerpointMark Schulte
The Pulitzer Center on Crisis Reporting provides short, accessible articles on under-reported international stories. It offers travel grants to journalists to cover issues from the field. The Center's Global Gateway program inspires students to engage with news and aims to educate students about global issues through online interactions with journalists and multimedia projects.
1. This module teaches learners how to identify earthquake hazards at home and interpret earthquake hazard maps. It focuses on one lesson: Interpret Different Earthquake Hazard Maps.
2. By going through the module, learners will be able to identify earthquake hazards at home, create a hazard map of their vicinity, and interpret hazard maps according to degree of damage.
3. The goal is for learners to gain skills in assessing risk, raising disaster readiness, and making evacuation decisions to stay safe during earthquakes.
The Bethpage 21st Century Scholars' Program was created to help students develop 21st century skills like critical thinking, problem solving, and global awareness through voluntary after-school activities. Over 450 students from Bethpage High School signed up for the first year of the program. It offers activities in seven categories, and students build an electronic portfolio to track their progress earning points in different areas. Examples of popular activities included trips to museums, guest speakers, literature circles, and simulations. The program was later expanded to the middle school. It provides students enriching learning experiences outside of the regular school day to prepare them for future success.
Seizing the Moment - Student-Centered LearningSteven Brown
This document discusses student-centered learning and makes recommendations to promote its adoption. It contains the following key points:
1. Student-centered learning engages students in powerful learning experiences that inspire passion and prepare them for an unpredictable future.
2. Traditional classrooms are not adequately preparing many students, especially those in disadvantaged communities, for 21st century skills. Student-centered learning can help close achievement gaps while raising standards for all.
3. The document recommends policies at the federal, state, and local levels to support student-centered approaches, expand learning opportunities for underserved youth, and build public support for educational innovation.
This document summarizes a webinar on trauma-informed social-emotional learning in schools. It discusses key concepts like adverse childhood experiences (ACEs) and trauma-informed approaches. It provides strategies for educators to support students experiencing trauma, such as creating predictable routines, building strong relationships, empowering student agency, and supporting self-regulation. The document also discusses implementing trauma-informed practices at the district-level and navigating challenges during COVID-19, including tips for maintaining connections with students during distance learning.
This document provides information about a Disaster Readiness and Risk Reduction module for senior high school students in the Philippines. It includes an introduction to the module's purpose and objectives, as well as outlines of its two lessons on basic response procedures and key concepts of DRRR. Tables of contents, copyright information, and descriptions of the development team are also presented.
This document outlines a project-based learning plan for a unit on preparing for natural disasters. Over three weeks, students will be assigned to research and present on natural disasters and preparedness for different regions of the US. They will create informational pamphlets and presentations to teach their classmates. The teacher's role is to facilitate student research and group work, while developing critical thinking and collaboration skills.
1. The document discusses key concepts related to media and information literacy such as media, information, media literacy, information literacy, and technology literacy.
2. It provides learning tasks that involve reflecting on personal media use, imagining a world without technology, analyzing news items, creating a Venn diagram comparing literacies, and designing a media framework as a journalist.
3. The goals are to help learners understand how communication is influenced by media, identify similarities and differences between types of literacy, and discuss responsible use of media and information.
This 9-week Spanish unit focuses on global challenges. Students will discuss environmental, economic, social, and philosophical/religious issues around the world. For the environmental section, they will learn about causes and effects of global warming, its impact on animals like penguins, and how climate change affects countries like Spain, the US, and Peru. Students will analyze these topics through readings, videos, debates and research projects. The goal is for students to understand how interconnected these global issues are and their roles as global citizens.
Here are the key points about a family emergency plan:
- It prepares the family in case of an emergency or disaster when family members may not be together.
- It considers worst case scenarios where communications and basic services may be disrupted.
- It specifies where family members will meet and what essential supplies they should bring if they need to evacuate.
- Having a plan helps lessen the impact of disasters by informing families how to prepare and avoid panic.
- It is an important tool for families to protect themselves during emergencies.
The main goals of a community preparedness plan are similar - to inform people how to prepare for disasters, train them to avoid panic, and minimize the effects of disasters
This document presents an advocacy plan to make parents aware of the resources available through the school library media center. The plan aims to help parents get involved in their child's education by informing them about services like books, computers, videos and technologies. Strategies discussed include building relationships, creating a friends group, tying resources to the curriculum, showing student achievement, writing letters and creating petitions. The plan also covers communication strategies like orientations, workshops and newsletters to share resources with parents throughout the year. It proposes evaluations through surveys and comparing student performance data.
This document presents an advocacy plan to make parents aware of the resources available through the school library media center. The plan aims to help parents get involved in their child's education by informing them about services like books, computers, videos and technologies. Strategies discussed include building relationships, creating a friends group, tying resources to the curriculum, showing student achievement, writing letters and creating petitions. The plan also covers communication strategies like orientations, workshops and newsletters to share resources with parents throughout the year. It proposes evaluations surveys and comparing student performance data to assess the plan's effectiveness.
This document outlines a unit plan for teaching about the American Revolution using technology. It includes 5 phases: 1) reflecting on how technology fits into the content, 2) determining the advantages of using technology, 3) deciding objectives and assessments, 4) designing instructional methods, and 5) preparing the instructional environment. The unit would have students research different perspectives of revolutionary events using online sources and create projects to demonstrate their understanding. It aims to give students a more global understanding of this period in history by accessing international viewpoints.
The document discusses using international sources and problem-based learning to develop students' global competence. It recommends exposing students to world issues through blogs, newspapers and literature from other countries to increase cultural understanding. Problem-based learning projects that incorporate international texts on global issues can help students recognize our shared humanity. The document provides examples of credible international sources and initiatives that facilitate global problem-based learning, as well as guidance on designing such projects and using social media for students to take local, national or global action.
Thesis StatementFocus groups and meetings with subject-matte.docxbarbaran11
The document discusses emergency planning efforts at Hollywood Elementary School in College Park, MD. A focus group consisting of subject matter experts from the local community and University of Maryland met to help the school develop emergency plans as required by Maryland state law. The group analyzed potential hazards and created plans for various emergency situations. The plans addressed mitigation, preparation, response, and recovery. The goal was to ensure the school is prepared to respond appropriately in an emergency to protect students and staff. The group recommended the school adopt the state's emergency plan and train all staff and students on proper procedures.
This document provides a daily lesson plan for a Grade 12 class on media and information literacy. The plan covers defining key concepts such as media literacy, information literacy, and technology literacy. Students will create a log of their weekly media use and interactions. They will discuss the value of being literate in media and information. The lesson involves motivating students by having them log their media use, introducing learning objectives, providing instruction on media definitions and fake news, and evaluating student understanding through group discussions.
This lesson plan spans 5-6 class periods and teaches high school students how to identify fake news. It begins by showing video clips about fake news and having students discuss how manipulating the truth can impact society. Students are then introduced to different types of fake news and work in groups analyzing news articles. They participate in online games and activities to develop critical thinking skills for identifying authentic news. The lesson concludes with students creating their own fake news campaigns and presenting them to a panel. The goal is for students to understand how fake news can influence public perception and to develop skills in verifying the credibility of news.
The document discusses the design of magnetic sail (magsail) systems for spacecraft propulsion. It describes a proposed demonstrator magsail with a 200m radius and 25.7kg mass, and an operational magsail with 20,000m radius and 7,060 metric tonne mass. The operational design could accelerate at 0.003185 m/s^2 and deliver over 100,000kg payloads to Mars or Saturn. Future advances in superconductors could enable magsails to deliver payloads of over 400,000kg to Jupiter and millions of kilograms to the outer planets.
I. X-ray astronomy will play an increasingly important role in studies of the early universe and large scale structure, but these studies are ultimately limited by sparse photon numbers. There is a need to develop progressively larger collecting area telescopes under increasingly severe mass constraints.
II. The challenge is greater in the X-ray band than optical, as X-ray telescopes reflect X-rays twice, requiring reflectors two orders of magnitude larger than the effective aperture. Large mass is currently problematic for Constellation-X mission.
III. Looking beyond Constellation, a radically different approach is needed based on super lightweight reflectors and perhaps in situ assembly of the telescope. This could enable an ultra high throughput X-
This lesson plan is for an 11th grade US history class comparing the Great Depression and the current economic crisis. Students will use primary sources like poems, songs, and photos to develop questions and understand how the economy impacts people's daily lives. They will journal about the hardships of unemployment and discuss how economic downturns disproportionately affect certain groups. The goal is for students to analyze how government, business, and consumer activity influence the economy, and to compare the economic weaknesses that led to each crisis.
This document provides guidance for conducting a child-centered disaster risk reduction training. It includes modules on protecting oneself and understanding children's rights before, during, and after disasters. The training aims to teach children about identifying risks in their community through hazard mapping. It also covers early warning signals, evacuation routes, and family members' roles and responsibilities during emergencies. Hands-on activities like drawing hazard maps and role-playing family scenarios help children learn in a fun, interactive way so they know how to stay safe.
Students are the primary customers as they need awareness of natural disasters and emergency preparedness, along with supplies to last 3 days. Faculty and the board of trustees are producers due to their relationships with students and financing. The Indiana Department of Homeland Security would enable the program by sharing interests and resources on severe weather and disaster preparedness. Students are the key public that needs to be engaged to avoid apathy, through communication methods that help them plan for disaster situations. The benefit is increased safety and survival for students and staff.
Pulitzer Center and Student News Action Network PowerpointMark Schulte
The Pulitzer Center on Crisis Reporting provides short, accessible articles on under-reported international stories. It offers travel grants to journalists to cover issues from the field. The Center's Global Gateway program inspires students to engage with news and aims to educate students about global issues through online interactions with journalists and multimedia projects.
1. This module teaches learners how to identify earthquake hazards at home and interpret earthquake hazard maps. It focuses on one lesson: Interpret Different Earthquake Hazard Maps.
2. By going through the module, learners will be able to identify earthquake hazards at home, create a hazard map of their vicinity, and interpret hazard maps according to degree of damage.
3. The goal is for learners to gain skills in assessing risk, raising disaster readiness, and making evacuation decisions to stay safe during earthquakes.
The Bethpage 21st Century Scholars' Program was created to help students develop 21st century skills like critical thinking, problem solving, and global awareness through voluntary after-school activities. Over 450 students from Bethpage High School signed up for the first year of the program. It offers activities in seven categories, and students build an electronic portfolio to track their progress earning points in different areas. Examples of popular activities included trips to museums, guest speakers, literature circles, and simulations. The program was later expanded to the middle school. It provides students enriching learning experiences outside of the regular school day to prepare them for future success.
Seizing the Moment - Student-Centered LearningSteven Brown
This document discusses student-centered learning and makes recommendations to promote its adoption. It contains the following key points:
1. Student-centered learning engages students in powerful learning experiences that inspire passion and prepare them for an unpredictable future.
2. Traditional classrooms are not adequately preparing many students, especially those in disadvantaged communities, for 21st century skills. Student-centered learning can help close achievement gaps while raising standards for all.
3. The document recommends policies at the federal, state, and local levels to support student-centered approaches, expand learning opportunities for underserved youth, and build public support for educational innovation.
This document summarizes a webinar on trauma-informed social-emotional learning in schools. It discusses key concepts like adverse childhood experiences (ACEs) and trauma-informed approaches. It provides strategies for educators to support students experiencing trauma, such as creating predictable routines, building strong relationships, empowering student agency, and supporting self-regulation. The document also discusses implementing trauma-informed practices at the district-level and navigating challenges during COVID-19, including tips for maintaining connections with students during distance learning.
This document provides information about a Disaster Readiness and Risk Reduction module for senior high school students in the Philippines. It includes an introduction to the module's purpose and objectives, as well as outlines of its two lessons on basic response procedures and key concepts of DRRR. Tables of contents, copyright information, and descriptions of the development team are also presented.
This document outlines a project-based learning plan for a unit on preparing for natural disasters. Over three weeks, students will be assigned to research and present on natural disasters and preparedness for different regions of the US. They will create informational pamphlets and presentations to teach their classmates. The teacher's role is to facilitate student research and group work, while developing critical thinking and collaboration skills.
1. The document discusses key concepts related to media and information literacy such as media, information, media literacy, information literacy, and technology literacy.
2. It provides learning tasks that involve reflecting on personal media use, imagining a world without technology, analyzing news items, creating a Venn diagram comparing literacies, and designing a media framework as a journalist.
3. The goals are to help learners understand how communication is influenced by media, identify similarities and differences between types of literacy, and discuss responsible use of media and information.
This 9-week Spanish unit focuses on global challenges. Students will discuss environmental, economic, social, and philosophical/religious issues around the world. For the environmental section, they will learn about causes and effects of global warming, its impact on animals like penguins, and how climate change affects countries like Spain, the US, and Peru. Students will analyze these topics through readings, videos, debates and research projects. The goal is for students to understand how interconnected these global issues are and their roles as global citizens.
Here are the key points about a family emergency plan:
- It prepares the family in case of an emergency or disaster when family members may not be together.
- It considers worst case scenarios where communications and basic services may be disrupted.
- It specifies where family members will meet and what essential supplies they should bring if they need to evacuate.
- Having a plan helps lessen the impact of disasters by informing families how to prepare and avoid panic.
- It is an important tool for families to protect themselves during emergencies.
The main goals of a community preparedness plan are similar - to inform people how to prepare for disasters, train them to avoid panic, and minimize the effects of disasters
This document presents an advocacy plan to make parents aware of the resources available through the school library media center. The plan aims to help parents get involved in their child's education by informing them about services like books, computers, videos and technologies. Strategies discussed include building relationships, creating a friends group, tying resources to the curriculum, showing student achievement, writing letters and creating petitions. The plan also covers communication strategies like orientations, workshops and newsletters to share resources with parents throughout the year. It proposes evaluations through surveys and comparing student performance data.
This document presents an advocacy plan to make parents aware of the resources available through the school library media center. The plan aims to help parents get involved in their child's education by informing them about services like books, computers, videos and technologies. Strategies discussed include building relationships, creating a friends group, tying resources to the curriculum, showing student achievement, writing letters and creating petitions. The plan also covers communication strategies like orientations, workshops and newsletters to share resources with parents throughout the year. It proposes evaluations surveys and comparing student performance data to assess the plan's effectiveness.
This document outlines a unit plan for teaching about the American Revolution using technology. It includes 5 phases: 1) reflecting on how technology fits into the content, 2) determining the advantages of using technology, 3) deciding objectives and assessments, 4) designing instructional methods, and 5) preparing the instructional environment. The unit would have students research different perspectives of revolutionary events using online sources and create projects to demonstrate their understanding. It aims to give students a more global understanding of this period in history by accessing international viewpoints.
The document discusses using international sources and problem-based learning to develop students' global competence. It recommends exposing students to world issues through blogs, newspapers and literature from other countries to increase cultural understanding. Problem-based learning projects that incorporate international texts on global issues can help students recognize our shared humanity. The document provides examples of credible international sources and initiatives that facilitate global problem-based learning, as well as guidance on designing such projects and using social media for students to take local, national or global action.
Thesis StatementFocus groups and meetings with subject-matte.docxbarbaran11
The document discusses emergency planning efforts at Hollywood Elementary School in College Park, MD. A focus group consisting of subject matter experts from the local community and University of Maryland met to help the school develop emergency plans as required by Maryland state law. The group analyzed potential hazards and created plans for various emergency situations. The plans addressed mitigation, preparation, response, and recovery. The goal was to ensure the school is prepared to respond appropriately in an emergency to protect students and staff. The group recommended the school adopt the state's emergency plan and train all staff and students on proper procedures.
This document provides a daily lesson plan for a Grade 12 class on media and information literacy. The plan covers defining key concepts such as media literacy, information literacy, and technology literacy. Students will create a log of their weekly media use and interactions. They will discuss the value of being literate in media and information. The lesson involves motivating students by having them log their media use, introducing learning objectives, providing instruction on media definitions and fake news, and evaluating student understanding through group discussions.
This lesson plan spans 5-6 class periods and teaches high school students how to identify fake news. It begins by showing video clips about fake news and having students discuss how manipulating the truth can impact society. Students are then introduced to different types of fake news and work in groups analyzing news articles. They participate in online games and activities to develop critical thinking skills for identifying authentic news. The lesson concludes with students creating their own fake news campaigns and presenting them to a panel. The goal is for students to understand how fake news can influence public perception and to develop skills in verifying the credibility of news.
The document discusses the design of magnetic sail (magsail) systems for spacecraft propulsion. It describes a proposed demonstrator magsail with a 200m radius and 25.7kg mass, and an operational magsail with 20,000m radius and 7,060 metric tonne mass. The operational design could accelerate at 0.003185 m/s^2 and deliver over 100,000kg payloads to Mars or Saturn. Future advances in superconductors could enable magsails to deliver payloads of over 400,000kg to Jupiter and millions of kilograms to the outer planets.
I. X-ray astronomy will play an increasingly important role in studies of the early universe and large scale structure, but these studies are ultimately limited by sparse photon numbers. There is a need to develop progressively larger collecting area telescopes under increasingly severe mass constraints.
II. The challenge is greater in the X-ray band than optical, as X-ray telescopes reflect X-rays twice, requiring reflectors two orders of magnitude larger than the effective aperture. Large mass is currently problematic for Constellation-X mission.
III. Looking beyond Constellation, a radically different approach is needed based on super lightweight reflectors and perhaps in situ assembly of the telescope. This could enable an ultra high throughput X-
This document discusses the concept of an X-ray interferometer called MAXIM that could achieve micro-arcsecond resolution. It would consist of an optics spacecraft holding multiple flat mirrors in formation with a detector spacecraft to form interference patterns. The goal is to image phenomena like black hole accretion disks and supernovae with much higher resolution than current telescopes. A pathfinder mission is proposed with 100 microarcsecond resolution using two spacecraft separated by 1.4 meters as a technology demonstration.
USAF intercepted a report of a Cuban pilot's encounter with a UFO. In the 1970s, reliable military personnel sighted unidentified aerial objects near nuclear weapons facilities. Though the Air Force said these were isolated incidents, an Air Force document revealed they implemented increased security measures. Newly declassified documents from the CIA, FBI and other agencies indicate unidentified flying objects exist and some pose a threat to national security by demonstrating technologies beyond present human capability. However, the government has misled the public about the true nature and implications of the UFO phenomenon.
This document summarizes the agenda for the NIAC Phase I Fellows Meeting held on October 23-24, 2002. It provides an overview of the presentations and speakers, including status reports on various advanced aerospace concepts from NIAC fellows, as well as keynote speeches from experts in the fields of aerial robotics and the search for extraterrestrial intelligence.
The document discusses the possibility of controlling global weather through small, precise perturbations to the atmosphere. It describes how the chaotic nature of the atmosphere implies sensitivity to small changes and suggests a series of small perturbations may control weather evolution. It outlines components a global weather control system may have, including advanced numerical weather prediction, satellite sensing, and methods to introduce perturbations. It also presents an experiment using data assimilation to calculate perturbations needed to slightly alter a hurricane's track as a proof of concept.
The document discusses observations of various amphibian and reptile species' behavior in microgravity during a flight experiment. It was found that none of the animals vomited, possibly because they did not eat before the flight or because amphibians and reptiles have a weaker vomiting response than mammals. Different species reacted variably based on their ecology and phylogeny. Flexible limbed lizards tended to roll more, while geckos commonly displayed a "skydiving posture" related to their arboreal ancestry. Overall reactions to microgravity varied significantly between species based on both ecology and evolutionary history.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to boost self-esteem and can serve as a healthy way to manage stress.
This document describes an operational analysis conducted as part of the Air Force 2025 study to identify
high-value future air and space system concepts and their enabling technologies. A value model called
Foundations 2025 was developed to quantify and compare different system concepts. Various futuristic
systems and technologies were identified, described, and scored using the model. The analysis determined
the most valuable system concepts and technologies that could enhance future air and space capabilities.
This document discusses a research paper presented to Air Force 2025 that argues the US Air Force should transition from being an atmospheric force to an infospheric force focused on controlling information and the battlespace. It proposes three new missions for the Air Force in the 21st century: extended information dominance to empower allies, global transparency to deter potential adversaries, and strategic defense. The paper advocates for the Air Force to develop a "metasystem" to integrate information and capabilities from all services and envisions the Air Force guiding the development and maintenance of this system.
This document summarizes potential paths to the extinction of the US Air Force by 2025. Externally, extinction could occur through the ascendancy of other military services, economic constraints, changes in strategic environment/policy, technological changes, or the rise of jointness. Internally, extinction could result from losing its vision/mission, mismanaging people/programs, choosing wrong future paths, being too effective at strategic war, or failing to adapt. The document argues the USAF risks becoming extinct unless it reverses trends threatening its viability and ability to evolve appropriately on external and internal challenges.
This document presents a research paper on Planetary Defense, which proposes establishing a system to protect Earth from catastrophic impacts by asteroids and comets. It discusses the threat posed by near-Earth objects, the social, economic and political implications of impacts, and recommends developing a three-tiered Planetary Defense System. The system would include detection subsystems to find threats, command and control systems, and mitigation subsystems to deflect objects, including kinetic impactors, mass drivers, solar sails and nuclear devices. It argues such a system could help ensure humanity's survival and have dual-use benefits from related technologies.
This document presents a research paper on space operations and a potential future system called the Global Area Strike System (GASS). It discusses issues around space operations in 2025, including manned vs unmanned systems and military vs cooperative operations. It then outlines the required capabilities for GASS, including timeliness, responsiveness, flexibility, and precision. It proposes an integrated system-of-systems for GASS using various weapon platforms and classes, including directed energy weapons, projectile weapons, and a transatmospheric vehicle. It concludes with concept of operations and recommendations.
This document provides a historical overview of unmanned aerial vehicles (UAVs) and their use by various militaries. It discusses early UAV development in the 1950s-1960s for reconnaissance and weapons delivery missions. During the Vietnam War, UAVs conducted thousands of reconnaissance missions with a high recovery rate. Experimental armed UAVs were also tested. Later, UAVs were used effectively by Israel in the 1970s-1980s and by the US during the Gulf War for reconnaissance. Following the Gulf War, the US began developing longer endurance UAVs like the Predator and Global Hawk to address reconnaissance needs. The document suggests expanding UAVs' role beyond reconnaissance to include lethal strike missions.
This document proposes an integrated hypersonic weapons platform called the S3 concept to fulfill three broad missions for US air and space forces in 2025: deliver decisive early blows, provide cost-effective in-theater dominance, and maintain access to space. The S3 concept involves three vehicles: the SHAAFT hypersonic attack aircraft, the SHMAC standoff hypersonic missile, and the SCREMAR reusable spaceplane. The SHAAFT would use a zero-stage flying wing to stage to Mach 3.5 and then cruise at Mach 12, able to launch the SHMAC missile or SCREMAR spaceplane. Together these vehicles aim to provide global reach, in-theater dominance, and access to space with
This document summarizes a research paper presented to Air Force 2025 that outlines special operations forces capabilities needed to conduct precision operations against weapons of mass destruction, high-value targets, and assets in the hypothetical world of 2025. The paper identifies communications, mobility, and destruction/neutralization as the top three enabling capabilities required for these missions. It then proposes various futuristic technologies that could fulfill requirements for these capabilities by 2025, such as stealth airlifters, extraction rockets, and targeting systems, to allow special operations forces to accomplish their missions with zero tolerance for error.
This document proposes a concept for Special Operations Regional Engagement (SORE) forces in 2025. The core capability of SORE forces would be engaging in less developed, first- and second-wave nations while not disrupting their evolution. SORE forces would exploit third-wave technology to operate effectively in these environments without introducing advanced technology prematurely. The proposed concept of operations involves SORE forces conducting defensive and offensive operations like training, advising, and assisting host nations. To enable these operations, the document outlines key tasks for SORE forces including recruitment, training, observation, communication, decision-making, countermeasures, and sustainment. It argues that SORE forces will need systems and technologies to complete these tasks while
This document proposes concepts and technologies for counterspace operations in 2025, including space detection, anti-satellite weapons, space interdiction nets, miniaturized satellites, satellite cloaking, kinetic and directed energy weapons. It outlines offensive and defensive counterspace architectures and recommends further analysis of miniaturization, stealth, detection and targeting concepts as well as kinetic and directed energy weapons. The goal is to maintain US space superiority as space becomes increasingly vital to national security and more countries and commercial entities access space.
2. http://www.ready.gov/kids 2
Dear Educator,
Welcome to FEMA’s Be a Hero curriculum, an empowering educational journey into emergency preparedness!
This standards-based, cross-curricular program is designed to provide students in grades 6 through 8 with the
knowledge, awareness, and life-saving skills needed to prepare for a variety of emergencies and disasters.
By engaging in three project-based lessons, students will gain a personal and meaningful understanding of
disaster preparedness by creating solutions for real-world hazards. All inquiry-based activities lead to
important learning through independent and collaborative work, research, investigations,
discussions, and presentations.
By the final lesson, students will become “heroes” as they develop their own emergency
preparedness campaign project. Using communication skills and creativity, they will
generate awareness of emergency preparedness among friends, families, and the
community at large.
Knowledge empowers! We hope this program will help you, your students, and their
families feel prepared.
Sincerely,
Your Friends at FEMA
Table of Contents
Lesson 1:
Know Your Disasters! 5
Essential Questions:
What is a disaster/emergency? How
do natural disasters happen? What
role does geography play in disasters?
What impact can a disaster/emergency
have on a community?
Learning Objectives:
Students will…
• Identify various emergencies and
natural disasters that could impact
communities by geographic area
(local & national)
• Explain the causes or risks of
various disasters based on
geography, climate, or season
• Describe the environmental and
human impact of disasters and
emergencies
Teacher Tool:
Emergency Lingo Cards 9
Student Handout:
Disaster Vocabulary 15
Lesson 2:
The Adventures of Disaster
Preparedness 16
Essential Questions:
Why is preparing for a disaster important?
How have other teens/communities
prepared for a disaster? How can I help
my family prepare for a disaster?
Why is it important to have a family
communications plan and an emergency
kit? How can I prepare for home fires?
Learning Objectives:
Students will…
• Work with their families to create
a family communications plan
• Identify what is required in an
emergency kit
• Identify safe and proper responses
to emergency situations
Student Handouts:
Emergency Kit Checklist
Family Communications Plan
Lesson 3:
Have No Fear – Emergency
Heroes are Here! 20
Essential Questions:
How can I help my community prepare for
and respond to a disaster or emergency?
Learning Objectives:
Students will…
• Communicate information and
knowledge of emergency preparedness
and response in a clear and engaging
way, using a variety of media, that
considers and empowers their target
audience (e.g., peers, younger children,
families, communities)
Student Handouts:
Disaster Graphic Novel Planner 24-25
Disaster Graphic Novel Creator 26-29
Graphic Novel Character Guide 30
Graphic Novel Assessment Rubric 31
Appendix:
Additional Resources 32
Education Standards 33
3. 3
Getting Star ted
FEMA’s Be a Hero curriculum was designed
with you, the 21st-century educator, in mind!
We want to hear from you!
Share your learning experiences and
student work, and connect with other
educators across the country by
visiting http://community.fema.gov
or contacting FEMA at Ready@fema.
dhs.gov. You can also tweet us with
your experiences, using the hashtag
#ReadyKids @ReadyGov!
http://www.ready.gov/kids
Flexible & Teacher-Vetted
Experienced teachers have developed and reviewed the curriculum to ensure that
it is aligned to current standards and incorporates current education practices.
Knowing each classroom is unique, lessons were designed to be flexible. You may
want to adapt activities to your needs and student population, or collaborate with
a colleague who teaches another subject.
21st-century
Lessons are designed for students to develop and exercise important 21st century
skills such as: critical thinking, creativity, problem solving, communication and
collaboration, independent thinking and research, information and media literacy,
and leadership and responsibility.
Project-Based
Activities are student-centered and inquiry-led. The three lessons build upon
one another, answering the following questions: What is a disaster? How can
I prepare myself? How can I help prepare others? Students get to demonstrate
their understanding of the material through various assessments and a
culminating project.
Multidisciplinary & Cross-Curricular
Learning activities cover various topics and connect to several core subjects,
including history, math, English language arts, science, social studies, and
Technology. For example, the research project in Lesson 1 can be done in a
humanities or science class; Lesson 2 can be done in language arts; while the
final graphic novel project in Lesson 3 can be done in language arts, health,
or a digital media or design class. (See page 33 in the Appendix for a full list of
standards met by each lesson.)
A Real-World Focus That Empowers
The education approach is based on the belief that students are
motivated to learn, and understand more, when they can connect
a topic to their lives. Lessons offer students an opportunity to gain
awareness about the world around them and then impact their
world in a positive and real way!
4. 4
Components
Be a Hero has developed several components to support your teaching,
broaden your students’ understanding, and inform parents and communities
about emergency preparedness. Many of the following are already integrated into
the lessons and can be found on FEMA’s website (www.ready.gov/kids). Explore
and familiarize yourself with them before teaching the first lesson:
Map Locator Page
http://www.ready.gov/kids/maps
An interactive map of the U.S. that
lets you learn more about recent
events and what types of disasters
each state is at risk for
Know the Facts Disaster Factsheets
http://www.ready.gov/kids/
know-the-facts
15 downloadable factsheets with information
about what to do before, during, and after
specific disasters
Build a Kit
http://www.ready.gov/
kids/build-a-kit
Information about why we
need an emergency kit, and
downloadable checklists for
both kids and adults
Make a Plan
http://www.ready.gov/kids/
make-a-plan
Information on the importance of
developing a family communications
plan, and tips for kids and adults on
how to develop one
Parent Pages
http://www.ready.gov/
kids/parents
Tips and useful links for parents
to involve kids in emergency
preparation, and advice from
child psychologists on how to
help children cope during and
after a disaster
Two Online Games*
http://www.ready.gov/
kids/games
Test student know-how in a
wide range of emergencies,
and help teach how to build
the perfect emergency kit!
*Designed for younger audiences,
but still fun to play!
Curriculum
http://www.ready.gov/
kids/educators
In addition to lessons for middle school,
the program includes curricula for
elementary and high school students.
Partner Sites and Links
Additional resources and useful
information can be found in the
Appendix on page 32.
http://www.ready.gov/kids
5. 5
Lesson 1 For Grades 6-8
Know Your Disasters!
Learning the Facts about Disasters
and Emergencies
Time Required:
Three 30-minute class periods
• First Class – Blackout! Introduction; KWL Chart
“What is FEMA?”; Disaster Brainstorm
• Second Class – Disaster Research Project
• Third Class – Breaking News Report!; Disaster
Vocabulary Trivia; KWL Revisit
Note: Extra class periods can be added to accommodate
more time for research.
Supplies/Preparation:
• Copy and cut out Emergency Lingo cards
• Timer
• Download and print copies of the 15 Disaster Factsheets from
http://www.ready.gov/kids/know-the-facts. Create classroom sets
for students to share or make enough copies for each student
• Secure access to the Map Locator feature on http://www.ready.gov/
kids/maps
• Make copies for each student of student handout
• Access to computer lab, computers, and Internet connection
Student Handouts:
• Disaster Vocabulary
Lesson Overview:
Disasters and emergencies can be scary, but
understanding more about them is the first
step toward student empowerment. In this
introductory lesson, students will explore
various disasters that can impact them and
their communities, and become experts about
disasters unique to their area.
Learning Objectives:
Students will…
• Identify various emergencies and natural
disasters that could impact communities by
geographic area (local & national)
• Explain the causes or risks of various disasters
based on geography, climate, or season
• Describe the environmental and human
impact of disasters and emergencies
Essential Questions:
What is a disaster/emergency? How do natural
disasters happen? What role does geography
play in disasters? What impact can a disaster/
emergency have on a community?
21st-century Learning Skills
• Communication and Collaboration
• Information Literacy
• Creativity and Innovation
http://www.ready.gov/kids Lesson 1: Know Your Disasters!
TM
6. 6
Instruction Steps
1. Introduction Discussion:
Blackout! Turn off all of the lights in your classroom so that you are welcoming students into
a dark room. Ask students to share whether they have ever experienced a power outage. What
was it like? How long did it last? Have students close their eyes and imagine the power suddenly
went off. What would you do? How would you eat? How would you stay warm or cool? How would
you take care of your hygiene? How would you stay entertained? Now ask students to imagine that
the power went off and they were disconnected from their families. How would you get in touch?
Have students generate a list of communication methods they use on a typical basis and write
them on the board. Then, ask students to come up to the board and cross out items that might
become unavailable to them during a blackout. Explain to students that a blackout is an
emergency that could happen in any community, sometimes as a result of another
emergency/disaster.
2. Disaster Brainstorm
Ask students to think, pair, share, and brainstorm a list of every disaster they can think of.
Keep track of the list on the board. After the list is generated, have students discuss which
disasters they think might affect their community the most. Circle the disasters they select as
region-specific.
3. Know, Want to Know, Learned!
Create a KWL chart about disasters to complete as a class. First, ask students to generate a list
of things they already know about disasters for the K column. Then, ask students to brainstorm
a list of things they would like to know about disasters for the W column. Tell students to keep
those questions in mind as they set out to learn more about disasters. Let students know that
they will revisit the chart at the end of the lesson to review everything they will have learned
about disasters.
4. What Is FEMA?
Write FEMA on the board, and ask students what it stands for. Have students work in groups
and explore the FEMA website (http://www.fema.gov) to inform themselves about FEMA.
Provide each group with a blank sheet of poster board or chart paper. Ask each group to write
one interesting fact about FEMA and pass it to the neighboring group. Continue to have each
group add to the list of facts, until each piece of chart paper has at least five different facts.
Return the posters to their original group for a quick share out. After the groups share their
posters, hang them up in the classroom or display around school to share their knowledge with
other students.
Emergencies and Natural Disasters
• Blackouts
• Drought
• Earthquakes
• Extreme Heat
• Floods
• Home Fires
• Hurricanes
• Landslides/Debris Flows
• Space Weather
• Thunderstorms and Lightning
• Tornadoes
• Tsunamis
• Volcanoes
• Wildfires
• Winter Storms and Extreme Cold
Test your students’
knowledge with trivia
questions found on the
Disaster Factsheets.
WORDS
TO KNOW
FEMA stands for Federal
Emergency Management
Agency. FEMA’s mission
is to support our citizens
and first responders to
ensure that as a nation
we work together to build,
sustain, and improve our
capability to prepare for,
protect against, respond to,
recover from, and mitigate
all hazards.
Did you know?
After a major disaster,
FEMA will deliver “Meals
Ready to Eat,” or MREs,
to people who have
been affected. These
meals come fully prepared,
so they don’t need a
microwave or a stove! They
even come with plastic
ware.
http://www.ready.gov/kids Lesson 1: Know Your Disasters!
7. http://www.ready.gov/kids Lesson 1: Know Your Disasters! 7
Instruction Steps (cont’d)
5. Disaster Research Project:
Break students into teams and assign each team a disaster to research that could occur in its
own region. Share with students the criteria for their projects (see below). Encourage the
collection of information and evidence (images, articles, videos, interviews). Provide the
Disaster Factsheets (found at http://www.ready.gov/kids/know-the-facts) and resources
listed in the Appendix on page 32 to get students started. They may also visit the library or use
the Internet to conduct research.
Direct students to the Map Locator feature at http://www.ready.gov/kids/maps to
find out which disasters occur in their communities and regions.
Breaking News Report!
Have the groups take their research and prepare a “Breaking News Report!” skit about their
disasters, pretending that they are news reporters. Presentations must include a definition of
the disaster, how it happens, where it happens, what impact it has, and one interesting fact.
Encourage students to write scripts for their skits and practice them ahead of time to prepare.
They may also want to incorporate visuals to enhance their report.
Give each group five minutes to share its “Breaking News Report!” skit with the class. After each
presentation, ask students to reflect and share one thing they learned that surprised them
about the disaster.
During the presentations, ask students to keep track of and note new words that they
would like to add to a classroom disaster vocabulary word wall.
6. Emergency Lingo
To introduce students to general and specific disaster vocabulary, have them play a round of
Emergency Lingo. Divide the group into two teams. Similar to the popular game Taboo, give
students 25 seconds to describe as many vocabulary words on their cards as possible without
using the word itself or any hand gestures. If students are unable to identify the word after 25
seconds, have them return the card to the bottom of the pile. Students can use the 15 Disaster
Factsheets to look up the definition of any unknown words. Alternate teams after each word,
and keep score on the board. The first team to correctly identify 20 vocabulary words wins!
Use the blank cards to create your own!
“Breaking News Report!” Criteria
List these on the board for students to reference as they work:
• Definition of the disaster
• How the disaster happens
• Where the disaster can happen
• The impact the disaster can have on people and the environment
• What people should do to stay safe during and after the disaster
• One interesting fact about the disaster
8. 8
Instruction Steps (cont’d)
• Have each group come up with a creative team name that incorporates emergency
preparedness.
• Laminate the vocabulary cards used in Emergency Lingo to help prolong their use!
Modification:
• Challenge students by adding extra words to each card that students are not
allowed to use. For example, FEMA’s words that are off limits could be “emergency,”
“federal,” and “government.”
• Have students sort vocabulary into piles of related terms. For example, the words
seismic activity, Richter scale, and fault line could go in the same pile. Once the
piles are made, challenge students to create a sentence for each pile that includes
every term in the pile.
• Turn the cards into a study tool for students by giving them each a copy, and writing
the definition on the back.
7. Reflection: KWL Revisit
Have students return to the class KWL chart and generate a list of things they learned through
their research. Use this to check for understanding. Plan to review any missed concepts at the
start of next class.
8. Homework
Have students complete the Disaster Vocabulary handout at home to test their knowledge
and to reinforce some of the more challenging vocabulary discussed during the lesson.
Answer Key
1. When electric companies shut down power to an area for a certain amount of
time in order to avoid a total blackout of the power system. rolling blackout
2. Another word for earthquakes, along with “tremors,” “quakes,” and “shakes.“
seismic activity
3. Saving and protecting a natural resource, like water. conservation
4. Floods that happen very quickly. They can happen in just minutes, even if it’s
not raining. flash floods
5. The center of the storm and the time when winds and rains die down. eye
6. Scale by which earthquakes are measured. Richter scale
7. A sudden, violent outburst in nature – like an explosion. eruption
Extension Activities
Disaster Postcards:
Have students create and write postcards for another community that has recently been hit
by a disaster to show their support and encouragement for people affected. Identify a school,
fire department, or recovery center in that community where the postcards can be sent.
Blog:
Have students create and contribute to a class blog to share research, information, and class
projects online. They can also “report” on emergency-related events happening in their
communities or across the country.
Current Events:
Have students pick a disaster currently in the news and read an article about it. Students can
prepare a short current events presentation or report about the disaster.
Disaster Vocabulary
disaster
relief
readiness
recovery
preparedness
evacuation
vulnerable
hazard
utilities
nonperishable
conservation
natural resource
seismic activity
Richter scale
fault lines
humidity
heatstroke
flood watch
flood warning
flash floods
eye
tropical
storm surge
debris
slurry
slope
low-lying area
electric grid
blackout
electrocution
power surge
heat lightning
funnel
hail
storm shelter
inland
seismic sea waves
lava
molten
eruption
smoke alarms
frostbite
hypothermia
freezing rain
sleet
oxygen
electric grid
energy conservation
rolling blackout
http://www.ready.gov/kids Lesson 1: Know Your Disasters!
15. http://www.ready.gov/kids 15
Lesson 1 Student Handout 1
Name: Date:
Disaster Vocabulary
Directions: Uncover a special disaster message from the FEMA Heroes by filling
out the vocabulary below. Use your Disaster Factsheets and notes as references.
1. When electric companies shut down power to an area
for a certain amount of time in order to avoid a total
blackout of the power system.
2. Another word for earthquakes, along with “tremors,”
“quakes,” and “shakes.”
3. Saving and protecting a natural resource, like water.
4. Floods that happen very quickly. They can happen
in just minutes, even if it’s not raining.
5. The center of the storm and the time when winds
and rains die down.
6. Scale by which earthquakes are measured.
7. A sudden, violent outburst in nature, like an explosion.
1
2
3
4
5
6
7
http://www.ready.gov/kids
TM
16. 16
Lesson 2 For Grades 6-8
The Adventures of
Disaster Preparedness
Preparing for Disasters and Emergencies
Time Required:
Three 30-minute class periods
• First Class – “Are you Prepared?” Four Corners Activity;
Preparedness Discussion; Home-Fire prevention and safety
• Second Class – Emergency Kit scavenger hunt;
Text, Don’t Talk!
• Third Class – Think fast! Preparedness game; Reflection:
3-2-1 Exit Ticket
Supplies/Preparation:
• Make a copy of the student handout for each student
• Hide different emergency kit items throughout the
classroom (see FEMA Emergency Kit Checklist sidebar
on page 18 for a list of possible items)
• Label each corner of the room with signs that read “Strongly
Agree,” “Agree,” “Strongly Disagree,” and “Disagree.”
Student Handouts:
• Emergency Kit Checklist
• Family Communications Plan
Lesson Overview:
We might not be able to predict when all
disasters or emergencies will happen, but we
can be prepared for them. Using disaster research
from the previous lesson, students will realize how
important it is to be prepared, and will take the necessary
steps towards emergency preparedness by creating their
own family communications plan and emergency kit.
Learning Objectives:
Students will…
• Work with their families to create a family
communications plan
• Identify what is required in an emergency kit
• Identify safe and proper responses to
emergency situations
Essential Questions:
Why is preparing for a disaster important? How
have other teens/communities prepared for a
disaster? How can I help my family prepare for
a disaster? Why is it important to have a family
communications plan and an emergency kit?
How can I prepare for home fires?
21st-century Learning Skills
• Communication and Collaboration
• Information Literacy
• Critical Thinking and Problem Solving
http://www.ready.gov/kids Lesson 2: The Adventures of Disaster Preparedness
TM
17. 17
Instruction Steps
1. Introduction Discussion
“Are You Prepared?” Four Corners Activity
Point out the “Strongly Agree,” “Agree,” “Strongly Disagree,” and “Disagree” signs to students.
Ask students to move around the room to the corner that most appropriately matches their
response to the following questions: “Are you prepared for _____?” “Is your family prepared
for _____?” “Is the school prepared for ______?” “Is the community prepared for ______?”
(Fill in the blanks with different disasters. Make sure to include home fires and blackouts.)
After each question, have students share why they agree or disagree.
Preparedness Discussion
Ask students to turn and talk to their partner about what “preparedness” means to them.
Can they think of other instances where it helps to be prepared? (e.g., making a list before going
to the grocery store, studying for a test, fire drills) Ask students to share what the benefits are of
being prepared.
Ready, Year-Round
Reinforcing preparedness doesn’t have to end with this lesson! Incorporate it into
your class year-round by celebrating Fire Prevention Week, Flood Safety Awareness
Week, National Hurricane Preparedness Week, and by revisiting important concepts
like winter weather safety and heat safety when seasonally appropriate.
Visit http://www.ready.gov for accurate dates.
2. Home-Fire Prevention and Safety
Explain to students that home fires are an emergency that can happen anywhere, to anyone,
and that they kill more Americans each year than all natural disasters combined. Ask students to
brainstorm what can be done to prevent and prepare for home-fires. Create a web on the board to
keep track of their responses. Next, split the class into 2-4 teams and play a quick “Jeopardy-style”
game using the Fact Check sidebar questions to test student knowledge. Make sure that students
plan to have two ways out of every room, practice home-fire escape drills with their families
twice a year, check for home fire hazards, and ask their parents to install, test, and maintain smoke
alarms. Remind students that, above all, the most important thing to do is get out quickly!
Home-Fire
What is a smoke alarm and how does it work? (A: It’s a tool that can sense if there is smoke in the air. When it senses smoke, it
makes a very loud beeping noise to warn you that a fire has started.)
How many smoke alarms (detectors) should you have in your home? (A: At least one on every level of your home, and inside
and outside sleeping areas. Many fires start at night when we are sleeping. Having alarms inside and outside all sleeping areas
increases the likelihood of waking up during a fire and getting out of your home safely.)
How often should you test and replace the batteries in your smoke alarms? (A: Test batteries once a month, and replace
them at least once a year. If your alarm has a 10-year battery, test once a month. Replace the entire smoke alarm after 10 years.)
What should you do if you are the first one out of a burning building? (A: Go to the outside meeting place you and your
family decided on and call 911.)
You should have at least escape routes from each room. Zero One Two (A: c. Two)
True or False: Fires create toxic gases that can make you sleepy, confused, and short of breath. (A: True. That’s why it’s
important to stay low to the ground, and get out fast!)
True or False: Cooking fires are the leading cause of home fires. (A: True)
What should you do if you catch on fire? T P, D P, and O L . (A: Stop, Droll, and Roll)
What should you do before opening a door in a fire? (A: lightly touch the doorknob with the back of your hand to check if it’s
hot. If it is hot, use your second escape route.)
Did you know?
During an emergency,
you might be living
without power for a
while. FEMA recommends
having your own food,
water and other supplies
in sufficient quantity to
last for at least 72 hours.
Local officials and relief
workers will be on the
scene after a disaster but
they cannot reach
everyone immediately.
You may get help in
hours or it can take days!
http://www.ready.gov/kids Lesson 2: The Adventures of Disaster Preparedness
18. 18
Instruction Steps (cont’d)
3. Emergency Kit Scavenger Hunt
Ask students if they have ever heard of an emergency kit? Do they know anyone who has one?
Why could it be important to have one? Have students turn and talk to their neighbor for a few
minutes, then have pairs share with the rest of the class.
Reveal to students that you have hidden some emergency kit items throughout the classroom.
Instruct each student to move around the room and find an item that they think belongs in an
emergency kit. Have each student share the item they selected, and reveal whether it goes in
the kit or not. Encourage debate and discussion. Make sure to emphasize that an emergency kit
must be prepared ahead of time, not right before or during an emergency. As homework, assign
students to go home and pack an emergency kit with their family using the Youth Emergency
Kit Checklist found at http://www.fema.gov/media-library/assets/documents/34326.
Note: This may require a trip to the store for families, and may be costly, so while it is important,
you may want to make this homework assignment optional.
4. Text, Don’t Talk!
Ask students what they would do right after an emergency has occurred. If they have a cellphone,
explain that they should text their parents or family members to let them know they are okay. Ask
them to discuss why it may be better to text instead of call during an emergency (see sidebar).
Tell your students about WEAs (see sidebar Words to Know). Have any of them or their
parents ever received a WEA on their cellphone?
Remind students to listen to parents, teachers, or other adults for more guidance.
Tune in to a radio or TV station for more information after receiving a WEA.
If they have a cellphone, give students time to put emergency contacts in their phones. Ask
them to consider what they would do if their phone ran out of juice or got lost. How would
they let their parents know that they were okay? Have students identify important numbers
that should be memorized, just in case. Ask if students have any tricks for memorizing
important information, like phone numbers, that they can share with the group. Remind
students that their parents will be worried about them if they are apart during an emergency,
and they should text their parents to let them know they are all right. Provide students with the
Family Communications Plan handout to take home and fill out with their parents.
Introduce students to the concept of “ICE” (In Case of Emergency). Entering important
emergency contacts (like a parent or guardian) in your phone as “ICE” allows a bystander
to reach your emergency contact on your behalf if you are unable to.
FEMA Emergency Kit Checklist
• Nonperishable food (dried fruit, canned
tuna fish, peanut butter, etc.)
• Manual can opener
• First-aid kit
• Sleeping bag or warm blanket for everyone
in your family
• Change of clothes, including sturdy shoes
• Matches in a waterproof container (let an
adult handle these)
• Toothbrush, toothpaste, soap
• Paper plates, plastic cups and utensils,
paper towels
• Water – at least a gallon per person, per day
• Battery-powered or hand-cranked radio
• Flashlights
• Extra batteries
• Whistle to signal for help
• Local maps
• Pet supplies
• Books, games, or puzzles
Did you know?
During an emergency,
phones lines are often
jammed, just when they are
most needed by emergency
workers. Texting or using
social media are good
alternatives, as they
use less bandwidth
and can quickly reach a
wider audience. Phone
calls should be used for
emergencies only so that
responders (like 911) can
get to those who need
urgent help. Check out
http://www.ready.gov/
get-tech-ready for more
tech-ready tips!
WORDS
TO KNOW
Alerts received at the right
time can help keep you safe
during an emergency!
WEA stands for Wireless
Emergency Alert. WEAs are
emergency messages sent
to cell phones by authorized
government agencies to let
you know about dangerous
weather conditions,
emergencies, and other
local hazards. WEAs are set
straight to a phone without a
need to download an app or
subscribe to a service.
• Read the Alert
• Take Action
• Follow the Directions!
Learn more at:
http://www.ready.gov/alerts
http://www.ready.gov/kids Lesson 2: The Adventures of Disaster Preparedness
19. 19
Instruction Steps (cont’d)
5. Think Fast! Preparedness Game
As a reflection and assessment for the lesson, engage students in a fast-paced preparedness
game about safe responses to various emergencies. Have students stand in a circle. Ask a
volunteer to go in the middle and shout out the name of an emergency while passing a ball to
someone on the outside of the circle. Whoever gets the ball needs to respond with one thing
they would do to prepare for the emergency (e.g., “Blackout – Don’t open the fridge,” “Tornado!
– Take shelter”). If the person in the middle stumps the person with the ball on the outside, they
switch places and the outside person is now in charge of calling out emergencies. To add a level
of difficultly, challenge students not to repeat any actions or steps they would take to prepare.
6. Reflection: 3-2-1 Exit Ticket
Ask students to write 3 things they learned about disaster preparedness, 2 things they still have
questions about, and 1 thing they are going to do immediately to be prepared. Have them turn
in this task before they leave class as their exit ticket.
Are there any new disaster vocabulary words that could be added to the classroom
word wall? Allow students time at the end of class to add any new words they’ve
learned.
7. Homework
Remind students that they need to create their own Emergency Kit using the Emergency
Kit Checklist.
Extension Activities
• Safe Map!
Have students create a map of their community by printing out and tracing a map of
where they live. Ask students to locate important places, like home and school, and identify
a safe meeting place for their families during an emergency. In addition, they can research
and map designated shelter locations for their communities, and any evacuation routes or
evacuation zones.
• Book Report*:
Have students expand their understanding of emergency preparedness with a nonfiction-book
report. Good books about emergencies include: The Volcano Disaster or Earthquake
Terror by Peg Kehret, Trapped by Michael Northrup, Night of the Howling Dogs by Graham
Salisbury, Ninth Ward by Jewell Parker Rhodes, and The Killing Sea by Richard Lewis.
(*Mention of these materials is not an endorsement by FEMA over other materials that may be available on this subject.)
• My Emergency Kit:
Have students photograph their emergency kit once it’s completed and bring the
picture in to share with the class. Have students share their photos on a class bulletin
board, class blog, wiki, or school website. Students can also share via social media with
the hash tag #ReadyKids.
• Challenge!
Have students challenge another class in their school in a race to see who can have
everyone in the class fill out the Family Communications Plan first. Keep track of the
progress in the hallway or a place where both classes can see. Offer a fun incentive like a
pizza party for the winning class.
Did you know?
During an earthquake,
you should DROP to the
ground, take COVER under
a sturdy table or other heavy
furniture (or cover your face
and head with your arms
and crouch near an inside
wall), HOLD ON until the
shaking stops, and STAY
AWAY from windows, glass,
lighting fixtures or furniture
that could fall – like
bookcases.
Check out the Fact Check!
trivia on other Disaster
Factsheets to test your
students’ knowledge.
http://www.ready.gov/kids Lesson 2: The Adventures of Disaster Preparedness
20. 20
Lesson 3 For Grades 6-8
Have No Fear –
Emergency Heroes
Are Here!
Helping Others Prepare for and
Respond to Disasters
Time Required:
Three 30-minute class periods
• First Class – Intro to Project; Graphic Novel Planning;
Create Your Own Emergency Hero!; Call to Action
• Second Class – Peer Review; Write
• Third Class – Share Graphic Novels
Note to teacher: Extra class periods can be added to
accommodate more time to create the graphic novel.
Supplies/Preparation:
• Make a copy of the student handout for each student
• Post-it notes
• Markers, Colored Pencils, Crayons
• Construction Paper
• Scissors
• Glue
• Access to computer lab, computers, and Internet connection
Student Handouts:
• Disaster Graphic Novel Planner
• D.I.Y. Disaster Graphic Novel Creator
• Disaster Graphic Novel Character Guide
• Disaster Graphic Novel Grading Rubric
Lesson Overview:
Now that students know how to respond to disasters and emergencies,
and have prepared themselves and their families by creating an
emergency kit and a family communications plan, it’s time to spread the
word and help those around them! This lesson will focus on students
becoming emergency heroes in their communities. In this summative
assessment, students will create a graphic novel to educate others
about emergency preparedness and safe disaster responses, and
share it with their community.
Learning Objectives:
Students will…
• Communicate information
and knowledge of emergency
preparedness and response in
a clear and engaging way,
using a variety of media, that
considers and empowers their
target audience (e.g., peers,
younger children, families,
communities)
Essential Questions:
How can I help my community
prepare for and respond to a
disaster or emergency?
21st-century Learning Skills
• Communication and Collaboration
• Information Literacy
• Critical Thinking and Problem Solving
• Creativity and Innovation
http://www.ready.gov/kids Lesson 3: Have No Fear – Emergency Heroes Are Here!
TM
21. 21
Instruction Steps
1. Introduction to Project: Disaster Graphic Novel
Now that students have become “Disaster Masters,” challenge them to share what they know
with others by writing and illustrating their own disaster graphic novel. Ask students to think
about how they can help their community learn about emergency preparation and response
through the graphic novel.
Students will pick one disaster to focus on, and create Emergency Heroes based on themselves
and their friends, who will lead the community to be prepared and make smart emergency
decisions. Provide students with the Graphic Novel Rubric before they start working on the
project so they can see what they will be graded on. Review the requirements and ask if
students have any questions.
Share and provide exemplars or “mentor text” of graphic novels that students can
reference before and during the creation of their novels. Discuss and look at samples
to see how graphic novel writers can communicate a character description and
emotion through dialogue and illustrations
Have students reference the classroom disaster vocabulary word wall for words to
include when writing their graphic novels.
2. Create Your Own Emergency Hero!
Have students use the Emergency Hero to the Rescue! Character Guide to illustrate themselves
as community leaders by modeling safe disaster actions and responses, and showing how they
can work together as a team with their peers, families, and communities. Have students make
up names and personas based on themselves. Remind students to use descriptive adjectives
for the character.
Have students take a look at the FEMA characters at http://www.ready.gov/kids/
make-a-plan and on the Disaster Factsheets for inspiration!
After viewing example campaigns, ask students to think about who the target audience might
be for each. What was the call to action? Have them discuss whether they thought it was an
effective campaign or not, and why.
Descriptive Adjectives:
Adventurous
Bold
Brave
Calm
Cautious
Courageous
Confident
Cooperative
Energetic
Expert
Helpful
Hardworking
Humble
Imaginative
Intelligent
Inventive
Knowledgeable
Mature
Organized
Realistic
Tireless
Trustworthy
Graphic Novel
Checklist
Title
Author/Illustrator
Focus on one disaster
Characters (Including
yourself as a Hero)
Setting
Captions
Dialogue (speech bubbles
and thought bubbles)
Illustrations
Plot (beginning, middle,
and end)
Share at least three facts
about the disaster from the
Disaster Factsheets. Make
sure to site your sources!
(FEMA-recommended
websites and resources can
be found on page 32.)
Use at least three different
emergency vocabulary
words.
Include what someone
should do before to
prepare, during to stay
safe, and after to recover.
http://www.ready.gov/kids Lesson 3: Have No Fear – Emergency Heroes Are Here!
22. 22
Instruction Steps (cont’d)
3. Plan It Out
Have students use the Plan It Out! Graphic Novel Planner to outline their stories. Ask: Who are
the main characters? Where will the emergency adventure take place? What disaster will it focus on?
Call to action!
Have students think about their call to action. (A call to action is something that prompts a
reader to do something.) In pairs, ask students to brainstorm different slogans, acronyms, or a
rap to help them, their peers, and their families remember what to do in an emergency. Provide
Post-it notes for them to jot down different ideas.
4. Peer Edit and Review
After students have completed their Plan it Out! Graphic Novel Planner, have them partner
up and share it. Students can use the Graphic Novel Rubric to grade one another. Ask each
student to provide one ‘glow’ (something the student did well) and one ‘grow’ (something the
student could work on) for his or her partner. Allow students time to incorporate any feedback
and edit their planning sheets.
5. Write!
After students have completed their planning sheets and received peer feedback, have them
use the D.I.Y Graphic Novel Creator to start writing! Provide students with any art supplies
they might need to create their graphic novel (such as markers, colored pencils, crayons,
construction paper, scissors, glue).
If students are struggling with using transitions in their writing, post the following
examples on the board for them to reference:
• Suddenly
• Before
• As soon as
• Meanwhile
• Nevertheless
• Immediately
• Next
• Even though
• However
• Consequently
• Finally
• As a result
6. Share
Have students share their novels with the class. Use the Graphic Novel Rubric to assign them a
grade for the project.
If possible, have students share with a younger class or younger students to get
feedback from another audience.
Peer Review Prompts:
• Did they use descriptive adjectives when describing the character?
• Was there a clear beginning, middle, and end?
• Did the Hero respond to the emergency in a safe and responsible way?
• Was there a call to action?
• Were there any spelling or grammar errors?
Call to action examples:
• Don’t delay! Create an
emergency kit today!
• Emergency preparedness
begins with you! Help
your family make an
emergency plan.
• Stay S.A.F.E.! (Students
Alert For Emergencies)
• Fire Stops with You!
• Don’t be scared, be
prepared!
http://www.ready.gov/kids Lesson 3: Have No Fear – Emergency Heroes Are Here!
23. 23
Instruction Steps (cont’d)
7. Reflection
Have students write a journal entry reflecting on the graphic novel they created. Ask them:
Do you think it will inspire others to be prepared? Was the call to action clear? What would you do
differently next time?
The Adventure Continues!
Do you have students who have shown a special interest in learning about disasters
and promoting preparedness to others? FEMA offers lots of ways for youth and
community members to get involved.
Citizen Corps:
Their mission is to harness the power of every individual through education, training,
and volunteer service to make communities safer, stronger, and better prepared to
respond to the threats of terrorism, crime, public health issues, and disasters of all
kinds. For more information, visit http://www.ready.gov/citizen-corps.
Fire Corps:
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, visit http://www.firecorps.org.
Teen Community Emergency Response Team (CERT):
Is a national program making communities and schools safer by having educated and
trained teens capable of preparing for and responding to disasters and emergencies.
This training program prepares youth to help themselves, their families, and their schools
in the event of a disaster. Members of TEEN CERT respond to disasters, participate in
drills and exercises, and take continuing training. The Teen CERT program, though
adapted for adolescent learners, covers the same curriculum as the CERT program that
was originally designed for adults, while reinforcing existing learning areas for teen
students. For more information, visit http://www.fema.gov/community-emergency-response-
teams/teen-community-emergency-response-team.
Youth Preparedness Council:
Provides an opportunity for young leaders between the ages of 12 and 17 to serve
as members of a distinguished national council. Council members learn about youth
disaster preparedness from the leadership at FEMA and other national organizations
dedicated to youth preparedness, and they complete a youth preparedness project of
their choosing. For more information, visit http://www.ready.gov/kids/get-involved.
Extension Activities
• Share:
Make copies of the graphic novel for each student to bring home and share with
his or her family.
• Launch Party!
Have students plan and hold a graphic novel launch party and reading for the community
at their school or local library. Invite younger students, families, and community members.
Community leaders can also participate by sharing what plans they have put in place.
• Publish: Have students publish the graphic novel they create on their class blog or school
website for the public to download.
http://www.ready.gov/kids Lesson 3: Have No Fear – Emergency Heroes Are Here!
24. http://www.ready.gov/kids 24
Lesson 3 Student Handout 1
Name: Date:
Disaster Graphic Novel
Planner
Title:
Disaster:
Characters:
Who are the main characters? Include yourself as the
Emergency Hero!
Facts about the Disaster:
Sources:
Setting:
Where will the adventure take place?
http://www.ready.gov/kids
25. http://www.ready.gov/kids 25
Planner (cont’d)
Beginning
Introduce the characters, setting, and the disaster.
Middle
How do your characters safely react to the disaster? What is the climax? (Look at the
Disaster Master Game at http://www.ready.gov/kids/games/disaster-master for
examples of different scenarios.)
End
How does the story get resolved?
Call to action!
What do you want
people to do after they read
your graphic novel? Come
up with a catchy slogan,
acronym, or rap.
http://www.ready.gov/kids
29. http://www.ready.gov/kids 29
Lesson 3 Student Handout 3
Name: Date:
D.I.Y.
Disaster Graphic Novel
Creator
Directions: Cut out these speech and thought bubbles, bursts, and captions to use in your graphic novel.
http://www.ready.gov/kids
30. http://www.ready.gov/kids 30
Name: Date:
Disaster Graphic Novel
Grading Rubric
Directions: This is what your teacher will use to grade your graphic novel.
Review before you start it to help make sure you have everything covered!
Gold Hero Silver Hero Bronze Hero
Meeting Expectations: 30 Approaching Expectations: 20 Developing Expectations: 10
Characters Characters are explained using
descriptive adjectives
Characters are explained but
adjectives are not descriptive
Characters are not described
at all
Spelling,
punctuation, and
grammar
Spelling, punctuation, and
grammar are correct throughout
There are some spelling,
punctuation, and grammar
errors
There are so many spelling,
punctuation, and grammar errors
that it is hard to read
Beginning The characters, setting, and
disaster are clearly introduced
Not all of the characters, setting,
and disaster are introduced
The characters, setting, and
disaster are not introduced at all
Middle The characters react safely to
the disaster
The characters do not react
safely to the disaster
The story is missing a middle
End The story is resolved with a call
to action
The story is resolved but the call
to action is missing
There is no resolution or call
to action
Transitions Appropriate and varied
transitions are used to guide
the reader through the story
Transitions are used, but not
correctly
Transitions are not used at all
Vocabulary At least 3 different emergency
vocabulary words are used
Fewer than 3 different emergency
vocabulary words are used
Emergency vocabulary words are
not used at all
Facts Relevant, well-chosen
emergency facts are used and
sources are cited
Emergency facts are used, but
sources are not cited
Emergency facts are not used
at all
TOTAL SCORE: Feedback and Comments:
http://www.ready.gov/kids
Lesson 3 Student Handout 4
TM
31. http://www.ready.gov/kids 31
Name: Date:
Disaster Graphic Novel
Character Guide
Character Name:
What will my Emergency Hero be called?
Characteristics:
What special powers will my Emergency Hero have?
Use powerful adjectives!
Actions:
What safe disaster actions and responses will he/she
demonstrate in the book? Use powerful verbs!
Draw:
What will my Emergency Hero look like? What will he/she wear?
http://www.ready.gov/kids
Lesson 3 Student Handout 5
32. 32
Additional Resources
Check out the following links for additional information about
each organization, additional disasters, and emergencies.
FEMA
• http://www.ready.gov
• http://www.fema.gov/
Citizen Corps
• http://www.ready.gov/citizen-corps
Teen Community Emergency Response Team (CERT)
• http://www.fema.gov/community-emergency-response-teams/
teen-community-emergency-response-team
Youth Preparedness Council
• http://www.ready.gov/youth-preparedness-council
More Information on Natural Disasters & Emergencies:
Blackouts
• http://www.ready.gov/blackouts
• http://www.bt.cdc.gov/disasters/poweroutage/needtoknow.asp
Drought
• http://www.ready.gov/drought
• http://waterwatch.usgs.gov/index.php?id=ww_drought
Earthquakes
• http://www.fema.gov/earthquake
• http://earthquake.usgs.gov/learn/topics/
• http://pubs.usgs.gov/gip/2006/21/
• http://emergency.cdc.gov/disasters/earthquakes/index.asp
Extreme Heat
• http://www.ready.gov/heat
• http://emergency.cdc.gov/disasters/extremeheat/
• http://www.noaawatch.gov/themes/heat.php
Floods
• http://www.ready.gov/floods
• http://www.osha.gov/SLTC/emergencypreparedness/guides/
floods.html
• http://emergency.cdc.gov/disasters/floods/
• http://waterwatch.usgs.gov/index.php?id=ww_flood
Home Fires
• http://www.usfa.fema.gov/
• http://www.cdc.gov/features/fireprevention/
Hurricanes
• http://www.ready.gov/hurricanes
• http://www.nhc.noaa.gov/prepare/ready.php
• http://emergency.cdc.gov/disasters/hurricanes/
• http://www.osha.gov/SLTC/emergencypreparedness/guides/
hurricane.html
Landslides/Debris Flows
• http://www.ready.gov/landslides-debris-flow
• http://emergency.cdc.gov/disasters/landslides.asp
• http://landslides.usgs.gov/
Space Weather
• http://www.ready.gov/space-weather
• http://www.noaawatch.gov/themes/space.php
• http://www.nasa.gov/mission_pages/sunearth/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
33. 33
Standards
Common Core English Language Arts Standards: Lesson 1 Lesson 2 Lesson 3
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text. x x
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words. x x
R.10 Read and comprehend complex literary and informational texts independently and proficiently. x x
W.3 Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. x
W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. x
W.6 Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others. x
W.7 Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation. x x
W.8 Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism. x x
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. x x
SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively. x x x
SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally. x x
SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience. x x
http://www.ready.gov/kids
34. 34
Standards (cont’d)
National Curriculum Standards for Social Studies: Lesson 1 Lesson 2 Lesson 3
Learners will understand concepts such as: chronology, causality, change, conflict, complexity, multiple
perspectives, primary and secondary sources, and cause and effect; x
Learners will understand the theme of people, places, and environments involves the study of the
relationships between human populations in different locations and geographic phenomena such as
climate, vegetation, and natural resources;
x
Learners will understand past and present changes in physical systems, such as seasons, climate, and
weather, and the water cycle, in both national and global contexts; x
Learners will understand human modifications of the environment; x
Learners will understand the use of a variety of maps, globes, graphic representations, and geospatial
technologies to help investigate the relationships among people, places, and environments. x
Learners will be able to ask and find answers to geographic questions related to regions, nations, and the
world in the past and present; x
Learners will be able to research, organize, analyze, synthesize, and evaluate information from atlases,
databases, grid systems, charts, graphs, maps, geospatial technologies, and other tools to interpret
relationships among geographic factors and historic events;
x
Learners will be able to acquire, organize, and analyze information and use geographic tools to draw
conclusions about historic or current national and global environmental change; x
Learners will be able to evaluate the consequences of human actions in environmental terms; x
Learners will understand that learning about the past requires the interpretation of sources, and that
using varied sources provides the potential for a more balanced interpretive record of the past; x
Learners will understand the contributions of key persons, groups, and events from the past and their
influence on the present; x
Learners will be able to formulate questions about topics in history, predict possible answers, and use
historical methods of inquiry and literacy skills to locate, organize, analyze, and interpret sources, and
present supported findings;
x
Learners will be able to identify and use a variety of primary and secondary sources for reconstructing the
past, such as documents, letters, diaries, maps, textbooks, photos, and other sources; x
Learners will be able to research and analyze past periods, events, and issues, using a variety of primary
sources (e.g., documents, letters, artifacts, and testimony) as well as secondary sources; validate and
weigh evidence for claims, and evaluate the usefulness and degree of reliability of sources to develop a
supportable interpretation;
x
Learners will be able to use methods of historical inquiry to make informed decisions as responsible
citizens to propose policies and take action on an issue of importance today; x
Learners will be able to evaluate how groups and institutions work to meet individual needs and promote
or fail to promote the common good; x
Learners will understand the ways in which governments meet the needs and wants of citizens, manage
conflict, and establish order and security; x
Learners will understand the importance of becoming informed in order to make positive civic
contributions; x
Learners will be able to ask and find answers to questions about how to become informed and take civic
action; x x
http://www.ready.gov/kids
35. 35
Standards (cont’d)
National Association of Science Standards: Lesson 1 Lesson 2 Lesson 3
Structure of the Earth System
Global patterns of atmospheric movement influence local weather. Oceans have a major effect on
climate, because water in the oceans holds a large amount of heat. x
Populations, Resources, and Environments
Causes of environmental degradation and resource depletion vary from region to region and from
country to country. x
Natural Hazards
Internal and external processes of the earth system cause natural hazards, events that change or
destroy human and wildlife habitats, damage property, and harm or kill humans. Natural hazards
include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms, and even possible impacts
of asteroids.
x
Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions,
and waste disposal. Such activities can accelerate many natural changes. x
Natural hazards can present personal and societal challenges because misidentifying the change or
incorrectly estimating the rate and scale of change may result in either too little attention and significant
human costs or too much cost for unneeded preventive measures.
x
Personal Health
The potential for accidents and the existence of hazards imposes the need for injury prevention. Safe
living involves the development and use of safety precautions and the recognition of risk in personal
decisions. Injury prevention has personal and social dimensions.
x
Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury,
illness, disability, or death may be present. Humans have a variety of mechanisms – sensory, motor,
emotional, social, and technological – that can reduce and modify hazards.
x
Risks and Benefits
Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes,
earthquakes, and volcanic eruptions). x
Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include
applying probability estimates to risks and comparing them to estimated personal and social benefits. x
Important personal and social decisions are made based on perceptions of benefits and risks. x
American Cancer Society Health Standards Lesson 1 Lesson 2 Lesson 3
1.8.3 Analyze how the environment affects personal health. x
2.8.5 Analyze how messages from media influence health behaviors. x
3.8.2 Access valid health information from home, school, and community. x
5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems. x
5.8.5 Predict the potential short-term impact of each alternative on self and others. x
7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self
and others. x x
7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others. x
8.8.1 State a health-enhancing position on a topic and support it with accurate information. x
8.8.2 Demonstrate how to influence and support others to make positive health choices. x
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools. x
8.8.4 Identify ways in which health messages and communication techniques can be altered for different
audiences. x
http://www.ready.gov/kids