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How can we learn about disasters in such a way that we prevent major
damage and know how to be prepared for one.
| Whole class webs disasters dividing them into natural and
man-made disasters
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Whole class develops action plan based on brainstorming
activities
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Whole class creates Venn diagram comparing and contrasting
natural and man-made disasters
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Day 3: Begin focusing on natural disasters (floods, hurricanes,
tornadoes, tsunami, thunderstorms, winter storm, wildfires). Define each
disaster and discuss how they compare and contrast.
Day 4 and 5: Students write about a time when they have encountered a natural disaster. If they have never had this experience students write a description of what they think the scene would look like, explain the mood and circumstances surrounding the disaster (what does it sound, smell like, etc.).
Day 6: Each student is given an 8.5 x 11 sheet of blank paper. They are to fold the paper in half and show a town before and after it is struck by a natural disaster. Students share their projects.
Day 7, 8, and 9: Students read the American Red Cross Be Ready Book. They read about being ready for home fires, winter storms and earthquakes. Whole class practices making a 9-1-1 call.
Day 10 and 11: Preparing for home fires. Students demonstrate stop, drop and roll and know when to do it. Students write a letter to parents reminding them to check all smoke detectors on a monthly basis and identify two safe exits out of the apartment.
Day 12: Winter storm preparedness. Students explain how the body can lose heat, demonstrate how to dress for cold weather.
Day 13: Students divide into groups and choose (from a list) appropriate items for a Winter Storm Supply Kit.
Day 14: Brainstorm with class a list of potential emergencies that could happen as a result of a disaster (flood, sickness, hunger) and discuss ways of preventing and helping during these emergencies.
Day 15 and 16: Teacher explains the parts of a haiku poem (3 lines = 5 syllables in the first line, 7 in the second, and 5 in the third). Students write haikus about natural disasters. After writing the haikus they illustrate them.
Day 17 - 20: Students (in pairs) will write magazine reports about a natural disaster. After researching (Internet, encyclopedia, trade books, magazines, etc.) students list the 5 most important facts about the natural disaster. After each fact they are to write a paragraph discussing it. Each fact is written on a separate sheet of paper. Once the paper has been written it is stapled to construction paper and each page is illustrated. Possible web sites to explore are:
Day 21 - 25: Students create a public service brochure on a specific
natural disaster of their choice. The brochure will include a definition
of the disaster, how to prepare for the it, what to do afterwards, and
a list of local agencies where people can go to get assistance.
