A Resource for Parents

Ready.gov

Ready.gov has a plethora of information and downloadable plans that can help get parents ready for emergency situations. The site includes information about how to make a plan, what should be included in the plan, that you could make a plan not only for home but what everyone should do if they are not at home. The site helps parents become better connected, even teaching parents about mobile emergency alert systems, and become better informed about all different types of emergency situations.

To get this to parents I would send home a handout for parents that tells them that we are talking about emergency preparedness in school and encouraging them to discuss it with their child.

A Resource for Teachers

Ready.gov

Ready.gov is a great resource for teachers to get information and tools for teaching their students about emergency preparedness. The website has lesson plans for different grade ranges that includes student handouts and student workbooks as well as ideas for other ways that you can make the lesson interactive and incorporate different standards. The website also has links to different disaster and helps you learn more about each disaster, what states are at risk for that disaster, and vocabulary terms to learn and know that relate to each disaster.

Core Integration: The lesson plan I found on the website ties the lessons into several of the common core state standards such as English language arts, social studies, science, and national health standards. Specifically, through Social Studies, I would use this resource to integrate what makes up our community and how natural disasters occur in our community compared to others.

NHES/Learning Objectives:

NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

• S1.2.5 Describe how injuries can be prevented.
  • HBO 5: Avoid safety hazards in the home and community.
  • HBO 6: Recognize and void dangerous surroundings.
• S1.2.6 Identify safety rules for being around fire.
  • HBO 4: Apply safety rules and procedures to avoid risky behaviors and injury.
• S1.2.8 Identify safety hazards in the home.
  • HBO 4: Apply safety rules and procedures to avoid risky behaviors and injury.
  • HBO 5: Avoid safety hazards in the home and community.
• S1.2.10 Identify safety hazards in the community.
  • HBO 5: Avoid safety hazards in the home and community.
  • HBO 8: Support others to avoid risky behaviors and be safe.
• S1.2.11 Identify people who can help when someone is injured or suddenly ill.
  • HBO 7: Get help for oneself or others when injured or suddenly ill.

NHES 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

• S3.2.1 Identify trusted adults at home who can help promote safety and injury prevention.
• S3.2.2 Identify trusted adults and professionals in school who can promote safety and injury prevention (e.g., school principal, facility and maintenance staff).
• S3.2.3 Identify trusted adults and professionals in the community who can promote safety and injury prevention (e.g., police, firefighters).

NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health.

S5.2.1 Identify situations that need a decision related to safety and injury prevention.

NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• S7.2.1 Identify practices that promote safety and reduce or prevent injuries.
• S7.2.2 Demonstrate safety and injury prevention practices.

National Curriculum Standards for Social Studies: (found in lesson plan)

2.I.1. Knows the location of school, home, neighborhood, community, state, and country

3.I.1. Identifies physical and human features in terms of the four spatial elements (e.g., locations [point], transportation and communication routes [line], regions [area], lakes filled with water [volume])

3.I.2. Knows the absolute and relative location of a community and places within it (e.g., parks, stores, landmarks)

4.I.1. Knows the physical and human characteristics of the local community (e.g., neighborhoods, schools, parks, creeks, shopping areas, airports, museums, sports stadiums, hospitals)

4.I.2. Knows that places can be defined in terms of their predominant human and physical characteristics (e.g., rural, urban, forest, desert) or by types of landforms, vegetation, water bodies, climate

5.I.1. Knows areas that can be classified as regions according to physical criteria (e.g., landform regions, soil regions, vegetation regions, climate regions, water basins) and human criteria (e.g., political regions, population regions, economic regions, language regions)