Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
Pencils, Crayons, and Paper Chart Paper or Dry-Erase Board/Chalkboard |
Technology Resources Needed: |
Internet-Enabled Device Device with Camera and Video-Recording Capabilities Interactive Whiteboard (optional) |
Background/Preparation: |
The teacher should be aware of the background of students and know if they have experienced an emergency in their lives and be careful not to make these students more anxious. |
Before: The teacher can play this video clip of a smoke detector. The teacher can then ask the students if they know what that sound means (get out there's a fire!). The class can have an open discussion of what to do if there is a fire at home or at school. The teacher can make an anchor chart either on an Interactive Whiteboard, chart paper, or dry erase board of the steps to take in a fire. During: The teacher can tell students that we don't want a fire to happen, but we should be ready and know what to do. What is an emergency? Call on several students to share. What are some emergencies we might have in our area? Remind students that emergencies can not be planned for, but we can be prepared when they happen. The best thing for an emergency is to be prepared ahead of time and remain calm. One way to be prepared is to have an emergency kit. Another way to be prepared is to have a safe place to go in bad weather. Turn and talk to your partner: What do you think is the most important thing to have in an emergency kit? The teacher can call on students to share what they think is most important to have in an emergency kit and list them on the board or Interactive White Board. Allow students time to make a list of ways to prepare for an emergency that will force you out of your homes such as a flood, tornado, or fire or a list of things to have packed in an emergency kit. Give students 2-3 minutes to brainstorm and write their ideas down. Lead the students in an open discussion and make a class list of how to be prepared for an emergency. This list might include some of the following:
The teacher will tell students that they are going to be teachers today and teach others about what to do in an emergency. They can choose how they want to present their information. The choices include a commercial, a skit, a song, or a poster. Divide the students into pairs or groups of 3 or 4. Students can work in table groups or divide each table into pairs (assuming tables are groups of 4 or 6). After students have written their ideas down, instruct them to choose one of the presentation options (commercial, skit, song, or poster). Give each group a requirement list to use as they work. Allow students time to create their presentation. When all groups are finished, allow students to present to the class. Students may also visit the FEMA website for ideas on what to include. After: As students finish, allow them to visit the Disaster Master Game or Build a Kit Game. |
Assessment Strategies |
The teacher can use observation as the students work in groups to complete their project. The teacher may also use the requirement list for students to assess their completed project. |
Acceleration: |
If a student has completed the activity, they can be allowed to make a newspaper ad for an emergency kit. They will decide what needs to be in the kit and how much to charge for it. |
Intervention: |
Students who are struggling may be allowed to work in smaller groups with a peer tutor. Students may be given fewer requirements so that they are successful at the assignment. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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