Teaching youth about emergency preparedness provides essential life skills and empowers them to be proactive in unexpected crises. By instilling this knowledge early on, we foster a sense of responsibility and resilience in future generations. They learn to make informed decisions, stay calm in emergencies, and help themselves and others in need. In addition to enhancing individual safety, educating youth about emergency preparedness promotes community-wide disaster resilience, as these young individuals can inspire their families, friends, and neighbors to be prepared. Ultimately, teaching youth about emergency preparedness is an investment in creating a more resilient and capable society that can better navigate the challenges presented by unforeseen events.
Activity: Building an Emergency Preparedness Kit
Grade: 3rd through 8th grade
Objective: By the end of this activity, students will understand the importance of emergency preparedness and learn how to build a basic home emergency kit.
Materials Needed:
- Sample emergency kit items
- Classroom whiteboard or large paper
- Markers and colored pencils
- Handouts with checklist and resources
- Sample containers or bags
Duration: Approximately 60-90 minutes
Activity Plan:
1. Introduction (10 minutes)
- Start with an engaging discussion about the concept of emergencies and why being prepared is important.
- Share stories or examples of real-life emergencies to make the topic relatable to the students.
2. Understanding Emergencies (10 minutes)
- Discuss different types of emergencies, such as natural disasters, power outages, and severe weather.
- Ask the students to share their experiences or knowledge of emergencies.
3. The Home Emergency Kit (15 minutes)
- Introduce the concept of a home emergency kit and its purpose.
- Show a sample kit and its contents to the students.
- Explain that they will be creating their own mini-kits during the activity.
4. Kit Building Activity (20-30 minutes)
- Divide the students into small groups.
- Provide each group with sample containers or bags and a list of essential items.
- Instruct each group to discuss and decide what items to include in their mini emergency kit.
- Encourage creativity and customization, considering the needs of their own families and pets if applicable.
5. Group Presentations (15 minutes)
- Each group presents their mini emergency kits to the class, explaining their choices.
- Discuss the reasons behind their selections and what they learned during the activity.
- Compare the contents of different kits to highlight the importance of customization.
6. Recap and Reflection (10 minutes)
- Lead a brief discussion on the importance of emergency preparedness.
- Ask the students to reflect on what they've learned and how they can share this knowledge with their families.
7. Handouts and Resources (5 minutes)
- Distribute handouts with a checklist for creating a home emergency kit.
- Provide students with information on where to find more resources and guidelines.
8. Homework/Extended Activity (optional)
- Please encourage students to discuss the activity with their families and involve them in building a real home emergency kit.
- Ask them to write a short reflection or draw a picture of their family's kit to share with the class.
This activity educates students about emergency preparedness and empowers them to take responsibility for their safety and the safety of their families.
Sample Emergency Kit
- Water—at least a gallon per person, per day, for three days
- Non-perishable food (such as dried fruit, canned goods, or energy bars)
- First aid kit
- Cash
- Prescription medicines
- Extra batteries
- Matches in a waterproof container (allow an adult to help)
- Toothbrush, toothpaste, soap
- Paper plates, plastic cups, utensils, paper towels
- Battery-powered or hand-cranked radio
- Sleeping bag or warm blanket for each person
- Flashlights
- Whistle to signal for help
- Can opener (manual)
- Local maps
- Pet and service animal supplies
- Baby supplies (formula, diapers, etc.)
Article and activity produced by: Meggan Franks, Organizational Development Specialist; Santiago Diaz-Laguna, Graduate Assistant, Organizational Development and Evaluation.
