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Kelley Lombardo

Final Unit Plan

EDU 209

New Hampshire Technical Institute

TABLE OF CONTENTS

UNIT PLAN OUTLINE

CLASSROOM MANAGEMENT PLAN

LESSON PLANS

LP 1-‐ DIRECT INSTRUCTION; FUNDAMENTALS OF DISASTER PREPAREDNESS

LP 2-‐ INDIRECT INSTRUCTION; CHARACTERISTICS OF DISASTERS, PLANS, AND CHECKLISTS

LP 3-‐ COOPERATIVE/COLLABORATIVE; MAKE A PLAN AND A KIT

LP 4-‐ SELF-‐DIRECTED; BUILD YOUR FRED BOOK

UNIT PLAN OUTLINE Unit/Topic: Family Emergency Preparedness Course/Subject: Emergency Management Approximate Time/Length of Unit: 6-‐8 hours Instructor: Kelley Lombardo Standards:

• 29 CFR 1910.38 Emergency Action Plans: To prepare for any contingency, an emergency action plan establishes procedures that prevent fatalities, injuries, and property damage.

• NFPA 1600: The National Commission on Terrorist Attacks Upon the United States (the 9/11 Commission) recognized NFPA 1600 as our National Preparedness Standard. Widely used by public, not-‐for-‐profit, nongovernmental, and private entities on a local, regional, national, international and global basis, NFPA 1600 has been adopted by the U.S. Department of Homeland Security as a voluntary consensus standard for emergency preparedness.

• CCSS 7 integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Big Idea(s) • Most people are aware that they should plan for emergencies, but either don’t know how to, or simply haven’t gotten around to

it. This unit addresses this problem by walking them through the process so they leave training with an actionable plan, Family Reference for Emergencies & Disasters (FRED) book, and list of supplies for preparedness kits.

• This sequence of lessons will ensure everyone has familiarity with they likelihood and risks of a variety of disasters so they can knowledgeably prepare themselves and their families. This is important because community resilience is dependent on the resilience of individuals and families, and preparedness is the key to resilience.

• This series of lessons will answer the questions of who should be involved in planning and preparedness actions; what actions people should take before, during and after a disaster; where people should store their kits and FRED books and where they should go during different disasters; when people should plan and prepare for disasters, why it is important to plan and practice for disaster situations, and how to complete the planning and preparedness process.

• Each family has unique needs and perceived risks, so each family’s preparedness kits and plans will be different, but the overall

process is the same and vital for everyone.

Essential Question(s) • How can I prepare for various disasters? • Where should I store my disaster kit and FRED books? • What are the disasters that are likely to impact me and my family? • Why is it important for me to plan and prepare for unlikely events? • When and how often should I practice my disaster planning actions? • What impacts will disasters have on me, my family, and my community? • Who should be involved in my disaster planning and preparedness efforts? • What information or documents should I have on hand to help me recover from a disasters?

Learning Goals As a result of this unit, my students will be able to:

Success criteria/Behavioral Objectives I will know that students are achieving my learning goals when they show that they can:

Identify the types of disasters that may occur and their associated risks, hazards, likelihood, family vulnerability, and likely impacts to the community

Answer 80% of the knowledge test questions about disaster types, risks, likelihood, and impacts correctly on the first try

List the steps they have already taken and the next steps necessary to prepare their families for disaster

Complete a family planning checklists that identifies actions taken and those that need to be completed

Describe a time their family wasn’t prepared for something and the impact it had on them

Fully complete the disaster event graphic organizer and share with a partner and small group for feedback

Conduct writing to learn in the form of a narrative description of a specific disaster type.

Use any of the disaster narrative worksheets to complete a narrative description of chosen disaster type

Perform public speaking in the form of a presentation of one’s disaster narrative

Working in small groups, give a 5-‐10 minute presentation of chosen disaster type to the “go” level, as evaluated by the presentation rubric

Explain the defining characteristics of a disaster/emergency During a class discussion, students will be able to contribute ideas in order to collaboratively come to consensus regarding the defining characteristics and definition of the terms disaster, emergency, hazard, vulnerability, and risk

Develop a disaster planning and preparedness checklist collaboratively

Using a template disaster planning and preparedness checklist, students will complete and share their personal checklists that actions to take before, during, and after a disaster

Identify and describe the standard items that should be in any preparedness kit, regardless of disaster type

Students will work in small groups to identify a list of agreed upon supplies that should be in a standard disaster preparedness kit and discuss the modifications necessary for different disaster types and kit types

Develop a personal FRED book containing the key information they deem necessary

Utilizing a template FRED book and a redacted example, students will create their own FRED book that will be evaluated using a rubric

When and How learning goals and success criteria will be shared with students: Learning goals, objective, and criteria for success will be shared at the beginning of each lesson.

Challenging Concepts and/or Misconceptions students are likely to have about this topic:

• People often overestimate the capacity and availability of disaster response services such as fire, medical, and law enforcement after a major disaster

• People must overcome their unconscious, psychological priming to believe that the likelihood and severity of disasters are based on their previous experiences and realize the importance of planning for disasters now

• Students often believe that they are more prepared than they really are and therefore do not make their plans explicit

How I will sequence the learning/instruction in this unit through activities that the students and I will carry out over the course of the unit: I will conduct my lessons in the following order: 1. Indirect lesson covering disaster impacts, specific disaster descriptions, defining characteristics of disasters, standard disaster planning checklist, and inventory items using writing to learn, small group work, in-‐class presentations, inductive and deductive reasoning, and

demonstration of samples from expert sources 2. Direct instruction beginning with a quiz regarding the terms and concepts associated with disasters, hazards, vulnerabilities, risks, likelihood, and need for preparedness that will demonstrate and correct misconceptions and further motivate students to begin their preparedness actions immediately 3. Cooperative/collaborative lesson where students will develop preparedness checklists and kit inventory lists in small groups and present them to the class for feedback and inclusion in individual FRED books 4. Independent/Self-‐Directed learning lesson during which students will build their personalized FRED book and explain/commit to how they will inform their families and conduct the necessary practice and build their actual kits At the beginning of the unit: Content/Procedures & Activities/Instructional Aids/Resources Content/Procedure Overview:

• Start with a Google Quiz • Go over results • Play a game covering key content • Discuss the importance of

preparedness knowledge and actions

• Conduct another quiz to determine knowledge gain

• Identify disaster types of concern • Complete a checklist indicating

preparedness progress and next steps

• Complete an exit ticket identifying clear/fuzzy content, what stands out, and action items

In the middle of the unit: Content/Procedures & Activities/Instructional Aids/Resources Content/Procedure Overview:

• Graphic organizer unpreparedness and discussion

• Narrative description and presentation of disaster type

• Determine defining characteristics of disaster

• Review sample disaster checklists • Review inventory kit lists • Determine standard disaster

checklist items • Determine standard kit items • Complete current preparedness level

checklist/confidence sheet • Exit ticket

At the end of the unit: Content/Procedures & Activities/Instructional Aids/Resources Content/Procedure Overview: Lesson 3

• Divide into groups based on disaster interests

• Develop checklist • Develop inventory list • Present checklists and inventory

lists • Evaluate and discuss presentations • Complete current preparedness

level checklist Lesson 4:

• Determine which checklists and inventories to include

• Complete family data portion • Discuss FRED book and next steps • Complete course survey • Complete exit ticket

Instructional Aids/Resources: • FRED Movie Trailer Attention Getter • Direct Instruction Lesson Plan • Quiz • Game • Checklist • Exit ticket • Urgent/Important matrix • Nuclear attack radius website

Instructional Aids/Resources: • Graphic organizer • Disaster narrative worksheets • Disaster narrative rubric • Disaster checklist samples • Kit inventory samples • Checklist rubric • Inventory rubric • Symbaloo website navigation page

Exit ticket

Instructional Aids/Resources: • Checklist rubric • Kit rubric • Checklist template • Kit template • Group work rubric • Current preparedness level checklist • Exit ticket • FRED sample

Course survey

How I will gather evidence of student learning à Classroom strategies, observations, assessments, etc. to elicit evidence. When will I use formative assessment tools and objective test or quiz questions? Collecting Evidence: Start of the Unit/Diagnostic What will you do?

• Before and After Quiz • Ask questions • Observe body language

Collecting Evidence: Middle of the Unit/Formative What will you do?

• Graphic organizer about unpreparedness

• Disaster narrative worksheets • Disaster presentation rubric • Verbal discussion of disaster

characteristics • Disaster plan rubric • Inventory kit rubric • Ask questions • Observe group work • Evaluate handed in assignments

Collecting Evidence: End of the Unit/Summative What will you do?

• Checklist evaluation rubric • Inventory evaluation rubric • Small group work evaluation rubric • FRED evaluation rubric • Ask questions • Observe group work • Evaluate work products

What will the students do to self-‐assess? • Exit ticket • Current preparedness actions

checklist • Written reflection • Review inventory and disaster plan

What will the students do to self-‐assess? • Graphic organizer about

unpreparedness • Exit ticket

What will the students do to self-‐assess? • Written reflection • Exit ticket

How will peers help to assess each other? • Discussion • Game

How will peers help to assess each other? • Discussion • Small group work • Presentation Evaluation/Feedback

How will peers help to assess each other? • Evaluate checklist • Evaluate kit • Discussion

When and how I will provide descriptive feedback to students: I will provide descriptive feedback frequently throughout the lessons either overhead to the whole class or directly to students in writing or verbally. I will use evaluation rubrics and include comments within them. I will also provide substantive feedback to the small groups during their work. List criteria used to ensure that students have mastered the material. How I will make use of formative assessment data to shift my instruction so that all learners have opportunities to meet my criteria for success. What I will do for students who have not met mastery. I will use a combination of formative and summative assessments to ensure students have achieved mastery at each stage of the class. Questions will be based on the objectives and standards provided in the beginning of each lesson with questions that aim to solicit the levels of learning associated with them. Exit tickets, verbal questioning, discussions, group work and other activities will provide insight into students’ levels of mastery. I will use this information to decide if we need to spend more time on certain concepts or topics. This particular course isn’t strictly set up to lead to mastery, but to lead to action. It is more focused on process than on final product, however the final products will be evaluated to provide additional feedback to further improve them products so that they are useful. The idea is to get students to perform preparedness actions and begin working with their families to be prepared. I will utilize group work as well as substantive feedback to help students who haven’t achieved mastery to increase their capacity.

CLASSROOM MANAGEMENT PLAN

Proactive Steps before Teaching

1. Organizational: how will you set up your room to allow for monitoring and to cut down on problems?

This will depend on the different locations where I teach. Since this class is a community event, I will be teaching in a variety of settings-‐ conference centers, libraries, churches, etc. depending on what is available. However, in general, I will set up the classroom in a fairly traditional set up with a podium and table near the front for me, with a screen to display visual aids. I will have all students facing forward and in a close enough arrangement that they can all hear (I will also verify that this is the case) and, but with enough space so that they can move about freely, even if there are students with motion disabilities, and so that I can circulate. By having students face forward, I will be able to read facial expressions, and they will be less likely to become disengaged or disruptive than if they were in small groups.

2. Social: how will you be prepared for and handle the forming, storming, norming, and performing stages of working with each class?

I will conduct a short activity at the beginning of the session, to attempt to foster the forming stage, to help students become a cohesive group. I will also outline the goals and objectives of the entire unit and how we will get there as a group and what their responsibilities are as well as what mine are so everyone can see how they fit into the group. In order to ease through the storming phase, we will do some whole group instruction, low-‐threat small group/pair activities like “think-‐pair-‐share” as well as some game-‐like, positive experiences before I ask them to get into the indirect, collaborative activities. I will also clearly outline what we are doing and exactly why we are doing each activity to ease the anxieties that often increase storming. I will also respond to distracting or distancing behavior using positive responses to bring them back into the fold. Once it feels like we hit the norming and performing stages, we will start doing more of the collaborative, cooperative, project-‐based instruction in order to capitalize on them beginning to appreciate each other’s strengths. I will also circulate to ensure that things don’t devolve into socializing. Once we get to the performing stage, we will be doing the project-‐based, problem-‐oriented part of the instruction.

Reference: https://www.mindtools.com/pages/article/newLDR_86.htm

3. Procedural How do you plan to handle each of the four problem areas in your classes? Monitoring

I will engage in a variety of strategies to determine how “with it” students are during whole group, small group, and individual instruction. When students are receiving information rather than actively participating, I will provide note-‐takers or other tools to ensure they are listening and observing. When we are engaged in discussion, I will ensure everyone gets the chance to speak through random questioning, direct questioning, allowing time to write and think, and by observing their body language. I will circulate through the classroom to use proximity to encourage participation. I will get on their level and make eye contact when interacting.

Transitions

I will use transition statements within my lesson that connect one part to the next and demonstrate how they go together. When we transition from one activity to the next, I will give a brief “who, what, where, when, why and how” to define the process. I will ensure that all supplies are available and set up ahead of time to minimize delays.

Giving assignments

I will give clear, concise instructions verbally and in writing. I will establish a process where I give the assignment and then allow questions as a group as well as circulating to answer instructions. Again, I will use a “who, what, where, when, why and how” approach when I give assignments. I will demonstrate what a completed assignment looks like and provide and explain the rubric as I give the assignment.

Bringing closure

I will use a transition statement to indicate that we are ending the lesson or activity. I will give a warning statement a few minutes before we end so they have time to finish their thoughts. I will use a transition, summary, conclusion format where I tie what they just did to the remainder of the lesson, summarize and review key points, allow for questions or concerns, and then formally close the activity or lesson, indicating that they can ask additional questions to me directly outside of the class.

Comment on how you will use techniques of Congruent Communication to help you address each of these components of effective classroom management. Express sane messages

Address the behavior with a statement like, “class begins at 9 AM, please be on time so we can all begin work together.”

Accept rather than deny feelings

Ask or state how I think a student is feeling and ask for clarification and then accept the feeling but not necessarily the behavior-‐ “I see you’re frustrated, but loud outbursts cannot happen because they upset others”

Avoid labels

Do not call students names, or apply labels to them or their behavior such as “bad, disrespectful, etc” Stick to facts

Use praise with caution

Be specific and use praise that is in line with the accomplishment rather than overpraising or being generic

Elicit cooperation

Establish a climate that is dependent on cooperation, focus on how the student can contribute to the group’s goals

Communicate anger

Understand that I will get angry sometimes and let them know individually that a certain behavior upset or angered me and explain why and look for a mutually agreeable resolution; use “I” statements

Thinking about your own style, how can you work effectively to achieve each of these important goals in your own classroom?

Establish positive relationships among all learners

Group students with people with whom they might not otherwise interact so they can see that everyone has value, encourage open dialogue as a class and provide positive reinforcement for idea sharing over being right, help students handle conflicts themselves

Prevent attention-‐seeking and work-‐avoidance behavior

Do not give attention to misbehavior in a way that encourages it, establish accountability protocols

Quickly and Make eye contact, get closer, shake head, speak individually to students so they know it is wrong

unobtrusively redirect misbehavior once it occurs

without making them feel shame; be brief

Stop persistent and chronic misbehavior with strategies that are simple enough to be used consistently

Establish the rules and consequences ahead of time and then enforce them

Teach self-‐control

Set firm rules and boundaries so that students learn to control their actions to meet the social/environmental mores of the classroom community

Respect cultural differences

Understand that different backgrounds lead to different communication styles, approaches to group work, competition versus cooperation, attitudes about authority and be open and honest about how these can impact the class environment

Give three steps you can take before school begins to ensure a positive learning environment for all your students. In order to establish a positive environment before the class begins, I will conduct a short session where we define our classroom contract collaboratively. I will ask the students to envision their perfect classroom environment or describe one that was great and why, and then we will build a short list (3-‐7 items) of expectations of students, instructor, peers, etc. that is mutually agreed upon. This will ensure the students have buy in to the rules and expectations of the class and that both the students and I are comfortable with how things will run and know exactly what we expect of one another to minimize misconceptions and possibly mitigate some future behavior problems. I will greet each student as they enter, be positive and welcoming, thank them for coming to the training and sacrificing their time in order to learn and accomplish something that will prove positive for their family as a way to set them at ease, compliment them, and establish a goal/objective for the program in such a way as to positively prime them for the event. I will provide light snacks, an organized arrangement within the class, study tools such as markers, sticky notes, notecards, pens, etc. at each seat so that the students are prepared to learn immediately and so that the pressure is off of them to have everything they need. This will also set the tone that I am prepared, organized, helpful, and invested in their learning. Describe two techniques or strategies you will use on the first day of school to ensure smooth classroom management I will earn their trust by demonstrating my confidence, competence, and knowledge by being poised, in command, but warm and friendly. I will utilize expert power, legitimate power, and hopefully referent power to earn respect and appropriate behavior. I have the advantage that people will be attending this training by choice and will be paying for it, so they should be intrinsically motivated to behave and learn. I will use clear, concise explanations of the assignments and ensure that my students know that I am available to help, and that this is a collaborative but not competitive environment. I will use praise in a manner that is not effusive but that recognizes and rewards students for participating and sharing ideas so that they understand that there is no right or wrong answer, but that the process is key. I will ensure that both the social and organizational climate are positive by allowing and facilitating group cohesion activities and by physically setting up my classroom to allow collaboration but also to encourage focus on the instructor when needed. I would like to seat everyone so they are facing front, but so they are sitting near one another, either in pairs or in a large “U” around the class.

Strategies While Teaching Describe in general how you will use a LOW PROFILE APPROACH through anticipation-‐deflection-‐reaction. I anticipate certain misbehaviors and classroom management difficulties such as talking off the topic in pairs or groups, getting off-‐task during transitions, being slow to get started on new projects, moving ahead in the content, and interpersonal problems during group work. As such, I will try to prevent the off-‐task talking by maintaining a high level of task orientation and by seating students so that they are facing the front of the room during direct instruction. In order to help ease transitions, I will provide quick but explicit instructions and expectations and not allow extra time during the transition. In order to get them started quickly, I will have all handouts and instructions ready. If students get ahead of me in the content, I will acknowledge and then deflect their comments and redirect them to the current material. If there are interpersonal problems, I will intercede only when needed. By anticipating problems, I can more quickly react in a low-‐profile manner such as getting closer to the student, making eye contact, etc. I will use cooperative language to try to deflect the misbehaviors and redirect them to a positive state. I will try to limit negative reactions to only the most necessary situations. Plans for Handling Persistent Misbehavior Anticipated Misbehaviors Choose some from p. 114 and Table 4-‐1 on 115

Strategies to Handle Them Off-‐topic conversations Ask overhead questions to return the class to focus, make eye contact with offending

students, use proximity, and as a last resort address them directly but without the whole class knowing so they don’t feel shame

Limit testing Set firm limits collaboratively as well as the consequences, recognize when there is a problem, address students directly

Interpersonal conflicts Sit with groups to help moderate discussions, allow re-‐grouping Difficulty transitioning Give clear instructions on how the transition will go and set expectations for how long it

will take Storming within large and small group

Recognize that it is happening and intervene only when needed

Lack of participation Ask direct questions to students to get them talking, allow them to think before writing or sharing, conduct games, handout worksheets or other tools; recognize that participation looks and feels different to different students

Self-‐Reflection Reflect on what you think will be the most difficult part of managing your classroom for you. Explain why you anticipate problems in this area, and tell what you will need to do to ensure a positive learning environment in your classroom. The most difficult thing for me is to come off as warm and inviting because I tend to come off as authoritative and cold in order to maintain my position as the authority figure in the classroom. I will make an effort to engage in genuine conversation and to establish a collaborative environment early where I position myself as the facilitator and not the dictator. What was the most important aspect of classroom management for you to read about and discuss? Why? It was very important for me to understand different elements of climate and how they are impacted by what role I choose to take because the climate can seriously impact the ease and degree of learning. It is difficult to balance being the authority and being in charge of rules and infractions as well as being a collaborator in learning. What was the most useful lesson about classroom management that you will take away from your classroom observations? Explain. That, even with adult students in a job environment or where they have paid to attend, I may face classroom management issues of the behavioral variety. I am used to having legitimate power and being seen as the ultimate authority, but need to modify that approach to some degree in order to earn their respect and admiration in order to develop a collaborative environment rather than a one-‐way street where I deliver content and they are expected to perform.

Synthesis and Application of Learning

Imagine that you are on a job interview for a position that you really want. The interviewing team, consisting of administrators, teachers, a parent, and a student has asked you to describe your classroom management style in a brief, concise written statement of no more than 500 words. Use all of the questions you have just answered to help you prepare to respond. My classroom management style balances the roles of commander, translator, and equal partner. I am the equal partner in that I help them establish the rules and climate that suit their unique needs, but that will still ensure I am able to prevent, mitigate, and manage behaviors. I will use the translator role to help them construct their own knowledge using their own and one another’s experiences because I respect that they all have knowledge, experience, opinions, and ideas that are far deeper and more important than just the content I intend to teach, and that fostering positive communication among students, and between the students and I will lead to deeper learning and mutual trust and cooperation. I use the commander in chief role to ensure that my lessons are clearly planned and I know what I want to occur and when so that I can guide the class through the content in order to achieve the

goals and objectives. Basically, I make it clear that this is THEIR class and that in order to accomplish our shared goals, we have to work together collaboratively and that my role is to ensure this happens by guiding our progress through the content and by helping them stay on track and stay productive.

LESSON PLAN 1

Lesson Plan –Direct Instruction; Knowing is Half the Battle Author: Kelley Lombardo Subject: Family Emergency Preparedness Grade/Level: Adult Standards




Topic or Unit of Study Family Emergency Preparedness Planning – Fundamentals of Disaster Preparedness Objectives

• Students will recall at least three likely hazards and situations that their family may face and state them as part of the process of developing their own family preparedness objectives

• Students will identify at least three hazards for which they would like to be prepared as a family during a group discussion • Students will list actions they have already accomplished for preparedness using a provided checklist • Students will identify and describe three vulnerabilities and risks based on their current level of preparedness using a risk and

preparedness matrix • Students will be prepared for the next lessons, during which they will develop a comprehensive family emergency plan,

create a record of emergency data, identify components of a 72-‐hour kit, and plan to conduct family drills

Assessments/Rubrics • Written reflection and verbal Q&A regarding family hazards • Family planning checklist demonstrating those actions completed and next steps

• Quiz activity covering vulnerabilities and risks: https://docs.google.com/forms/d/e/1FAIpQLSc_LjnVe4RG-‐7o5jtUtaLrlKzUhzmzYimd-‐isJDhSsDqEA7cg/viewform

• Exit ticket

Summary This portion of the training is a combination of review and basic knowledge that will form the foundation for further instruction and activities. It will serve as the foundation upon which the scaffolding and tiering can occur based on the different levels of knowledge and preparation the students bring with them. The students and instructor will discuss basic facts and information about preparedness in general, in order to prepare for more detailed activities. Direct instruction allows the instructor to get a good feel for the different knowledge levels and learning styles in the class and ensures that all students begin with a solid foundation before moving on. Implementation Learning Context This is the first in a four-part lesson that will result in each student leaving with a comprehensive family emergency plan. It assumes no previous knowledge level and therefore sets the foundation before moving on to more complex, detailed work. It will outline basic hazards, risks, and the concept of vulnerability in a straightforward manner.

Detailed Procedures and Time Allotment:

Module 1: Preparedness Knowledge Lesson Title: Knowing is Half the Battle Duration: 90 minutes Materials/Supplies: Templates, Computers for all students, internet access for quiz, rubrics, slideshow, RYG cards for questioning, Matrix handout, Whiteboard with markers, Flipchart with markers, sticky notes, notebooks, agendas, name cards, pens/pencils/highlighters, snacks and beverages Samples of Behavior:

• Correctly identify at least 80% of the preparedness facts and procedures on the quiz • Complete a current level of preparedness checklist and identify next steps desired • State at least three likely hazards and situations that their family may face • List at least 2 hazards for which they would like to prepare on an exit ticket • Be motivated to complete the next training sessions in order to get their families ready for disaster

To Say To Do Supplies Time Attention-‐ Welcome and thanks for taking time to attend

Show iMovie trailer IMovie trailer, projector, computer 2 min

Motivation-‐ This class will help you become aware of the hazards and threats to you and your family and provide concrete tools for survival because, as GI Joe said, “Knowing is Half the Battle”

Be energetic, make eye contact

1 min

Overview-‐ We will cover: Course contract/expectations Course Objectives Background knowledge Definition of terms Hazards The Risk Matrix Next Steps for Preparedness

Discuss the items covered and how you’ll accomplish each

2 min

Transition-‐ before we start, let’s establish some ground rules together

Course Contract -‐Envision best classroom environment -‐What you need/want -‐What teacher needs/wants

Using flip chart and in a discussion, establish 3-‐5 rules that will make this a positive learning experience for everyone

Flip chart, markers, sticky notes 10 min

Course Objectives Read objectives from above 1 min Transition-‐

Now that we know what we’re going to cover and what we should get out of this, let’s get started MP 1 Baseline knowledge assessment Have students complete the google

quiz to see what they know Correct it to 100% Determine how much depth to go into based on what they know

https://docs.google.com/forms/d/e/1FAIpQLSc_LjnVe4RG-

7o5jtUtaLrlKzUhzmzYimd-

isJDhSsDqEA7cg/viewform

10 min

Transition-‐ Now that we have our baseline, let’s cover some basic information to build the foundation for the rest of our course MP 2-‐ Key Definitions Hazard-‐ a danger or risk Risk-‐ a situation involving exposure to danger; likelihood of loss of life, injury or destruction and damage from a disaster in a given period of time Vulnerability-‐ capable of or susceptible to being wounded or hurt, as by a weapon Disaster-‐ a sudden event, such as an accident or a natural catastrophe, that causes great damage or loss of life Disaster Kit Disaster Plan FRED Book- Reference for Emergencies & Disasters (FRED) book

Create small groups and have each one develop a definition/image for one term and present it Correct any errors/misconceptions Show the websites at right

http://www.preventionweb.net/risk/disa

ster-‐risk

http://www.businessinsider.com/natural

-‐disaster-‐probability-‐by-‐state-‐

2014-‐11

15 min

Transition-‐ Let’s move on now to talk about some specific hazards you think you might want to prepare for

MP 3-‐ Hazards Fire, Flood, Earthquake, hurricane, tornado, forest fire, chemical spill, oil spill, car accident, civil unrest, EMP, Terrorist attack, plane crash, car break down

Have students list things they think might be hazards/disasters Write them on board (student volunteer) Show a couple vignettes Have each student write down hazards they personally want to prepare for

http://aratsg.com/public/vignettes/

15 min

Transition-‐ Now that we know what some of the hazards are, let’s look at their impacts and likelihood so you can prioritize your planning efforts MP 4-‐ Risk Matrix

Show risk matrix Explain how it is used Hand out a blank one and walk through one hazard then allow them to enter a couple

https://ahtrimble.com/2015/04/07/threats-risk-matrix-mitigation-part-1/

10 min

Transition-‐ You’ve begun the process of planning for your family’s readiness for disasters, and in the next sessions we will complete additional steps MP 5-‐ Next Steps Task Checklist Next classes

Complete the task checklist Briefly cover upcoming sessions 5 min

Transition-‐ How are you feeling about your family’s current preparedness? How motivated are you to continue?

Hold up a green, yellow, red card and ask for clarification from a couple people

RYG Cards 5 min

Summary/Review Cover topics discussed and ask review questions Ask if they have any questions

5 min

Closing Ask them to complete exit ticket 5 min

with 2-‐4 hazards, clearest point, fuzziest point

Classroom Management Considerations:

• Classroom will be arranged so that all students face front and can see and hear the instructor to help facilitate attention to instruction.

• Student seats will be set up with notebooks, pens, sticky notes, highlighters, a name card, marker, all handouts, an agenda, and copies of the slides with a note-‐taking space to ensure all students begin with the same level of preparedness and feel welcome and ready to begin learning. This will help students like John, Mary, and Zach who have financial difficulties.

• Name cards will be completed ahead of time and placed with the following considerations in mind: o Phoenix needs to be seated near the front so he can hear well o The soccer )moms) will be seated separately from on another o Kristen, Ted, and Mary will be seated at the end of rows or at tables where they can be alone

• Instructor will greet students as they enter and thank them for taking time out of their schedules to attend. • Light refreshments will be stocked in the back of the classroom to provide a welcoming environment and to ensure everyone

is emotionally able to learn by ensuring their basic needs are met. • The instructor and students will collaboratively develop a class contract to establish rules, guidelines, expectations,

consequences, outcomes, and social mores for the duration of the class as part of this session.

Differentiated Instruction: • Instructor will present all verbal information with accompanying text for hearing impaired and visual learners like Phoenix • All online content will be section 508 compliant • Instructor will provide clear instructions and outline procedures for how class will progress for people like Joe and those who

like clear directions • Instructor will present anxiety provoking content with appropriate trigger warnings and the explanation that understanding

hazards and risks helps people be prepared, which results in better outcomes-‐ this should help Kristen and Ted with their anxiety levels

• For the students with attention issues like Larry, Fred, and Claire, the instructor will present a variety of activities and content chunked into very short sessions and will provide gentle nudging to help all students stay on task

• Instructor will monitor the seating arrangement and attention of the group to prevent and manage the soccer (moms) from becoming a clique and being disruptive

• Group work will be assigned selectively and with sensitivity to those who prefer to work alone as much as possible • Instructor will give students time to think about and write down their answers before asking for verbal answers from the

group to help any cognitively disabled, shy, or generally quiet students to prepare for interactivity • All content will be written at, or below the 8th grade level to help reach students like Drew and Max with lower reading

levels; additionally, the instructor will not rely solely on material in any one domain, but will present information using visual, auditory, text-‐based and other modalities

• This course relies heavily on hands-‐on, guided activities, which will all be presented with clear instructions and assistance so that students of different ability levels and interests in activities can enjoy them and feel successful

Collaboration: Students will work as a whole group, small groups, and pairs/threes based on their self-assessed preparedness levels and interests Sample Questions:

• Regarding preparedness: • Describe a situation that you and your family feel prepared for. • What does preparedness look like in your house? • Why do you feel ready for this? • What specific actions have you taken to prepare? • How do you talk to your kids about preparedness? Who else is involved in your preparedness issues?

Author’s Comments and Reflections One key challenge of this lesson is psychologically priming the students for completion of the plan. The issue with emergency preparedness is that people know they should do it, but very few people actually have completed anything. Additionally, the challenge with most learning transfer, is that people forget up to 90% of what is learned in a classroom within 10 minutes. I need to

make this immediately relevant, get them to leave with a mostly completed product, and then provide immediate and long-term follow up support to make sure they finish writing the plan and conducting the drills. Additionally, each session of the course will essentially be a “choose your own adventure” setup based on the group’s experience levels and needs. Eventually, the basic, direct instruction portion will be completed entirely online so that it is completely customized based on each individual’s selections within the course. A hands-on, classroom session with collaborative and problem-oriented instruction where students complete and implement the plans will follow. The second-draft of this lesson was substantially revised from the first. The initial lesson did not include detailed procedures and time allotment, learning activities such as quizzes, support materials like the slide-show, classroom management considerations. Additionally, many of the learning activities and support materials were re-worked. Instructional Materials:

• FEMA, Red Cross, CDC, and other government sample products to include children’s versions to get everyone involved • Downloadable apps that assist such as AFEM Be Ready and others • Podcasts and ITunes University episodes outlining preparedness as supplemental information • ARA Hazard Vignettes • Imovie trailer • Preparedness Task Checklist • Exit Ticket • Risk Matrix • Completed family data spreadsheet with key information redacted • Sample emergency kits-‐ purchased and home-‐made to demonstrate simplicity • Photos or tour of car kit and set up • Videos of family conducting a fire or other evacuation drill • Completed family emergency plan, communication plan, data cards, ICE contacts in phones, etc.

Resources and References: https://www.osha.gov/Publications/osha3122.pdf https://www.fas.org/sgp/crs/homesec/RL32520.pdf http://www.nfpa.org/codes-and-standards/all-codes-and-standards/list-of-codes-and-standards?mode=code&code=1600

http://www.nfpa.org/public-education/by-topic/safety-in-the-home/emergency-preparedness https://www.ready.gov/make-a-plan https://www.in.gov/dhs/files/Emergency_Preparedness_for_Famlies_Revised.pdf https://www.fema.gov/media-library-data/1440449346150-1ff18127345615d8b7e1effb4752b668/Family_Comm_Plan_508_20150820.pdf https://www.fema.gov/pdf/areyouready/areyouready_full.pdf http://aratsg.com/public/vignettes/ AFEM Be Ready: http://www.beready.af.mil/ http://www.disastercenter.com/guide/family.htm http://www.redcross.org/prepare/location/home-family/plan http://www.redcross.org/prepare/location/home-family/preparedness https://www.travelers.com/resources/weather/emergency-preparedness/emergency-preparedness-quiz.aspx https://docs.google.com/forms/d/1t19-A8LmpsC39uLyDqnxg_LP-3K4ITPEw8G4X0vbI5A/edit Podcasts http://pdf.patriotpost.us/disaster/checklist.pdf http://pdf.patriotpost.us/disaster/kit.pdf http://pdf.patriotpost.us/disaster/family.pdf http://pdf.patriotpost.us/disaster/citizens.pdf https://ahtrimble.com/2015/04/07/threats-risk-matrix-mitigation-part-1/ Sample Student Products:

• Quiz completion • Task Checklist • Exit Ticket

Attachments:

• Imovie Trailer (separate file) • Task Checklist • Exit Ticket • Risk Matrix

Task Checklist

INSTRUCTIONS: Indicate which items you have already accomplished by placing a check or X in the box to the left of the item. Circle 3 things you’d like to accomplish next.

TASKS TO ACCOMPLISH TO BE PREPARED Hazards in your area Train family on hazards Know where shelters are Do they take pets, kids, elderly? Know notification methods How will you notify others? Know where to shelter in place Shelter-In-Place Kit Plan for pets Pet Kit Know where utility shut-offs are Utility shut off tools Utility Company contact information Family Communication Plan Key phone numbers list Household evacuation plan Train/practice evacuation 4X per year Evacuation Kit Long distance evacuation plans Routes Alternate location to stay 72 hour kit Roadside emergency plan Car emergency kit Basic First Aid Procedures Know how to dial 911; other emergency

contacts Have emergency lists in phone, posted in

house FRED Book created Stored safely with extra copy elsewhere

Knowing is Half the Battle 321 Exit Ticket

Name:___________________________________ Date:___________

3

Things I Learned Today …

2

Things I wll do next …

1

Question I Still Have …

LESSON PLAN 2

Lesson Plan-‐ Indirect Instruction; Characteristics of Disasters and Tools Author: Kelley Lombardo Subject: Family Emergency Preparedness Grade/Level: Adult Standards and Assessment Standards:




Topic or Unit of Study: Family Emergency Preparedness Planning Objectives:

• Students will complete a graphic organizer about a time their family was unprepared for a disaster, to answer the some of the 5W and H questions (Who wasn’t prepared, What would have made them prepared, Why weren’t they prepared, How will they fix it)

• Students will select a disaster and write a description of its effects, preparedness steps, classifying criteria, likelihood, etc. and present this in small groups

• Students will be able to explain the defining characteristics that make a situation a disaster or emergency • Students will collaboratively develop a checklist for a disaster of their choosing or a preparedness kit inventory list and

present it to the remainder of the class • Students will be able to identify the standard preparedness kit and plan elements regardless of disaster type

Assessments/Rubrics: • 5 W and H: This item will NOT be graded based on spelling, grammar, or mechanics. The process and the thinking are the

key outcomes, as this assignment is designed to get students thinking about the concept of emergencies and disasters and preparedness.

• Student presentations of the disaster will be evaluated collaboratively by the class as part of the priming process to develop an agreed upon definition of disasters and emergencies as well as the keep them thinking about the types of disasters they may face. Students will be allowed to convey the information in any manner they see fit-‐ writing, verbally, images, music, videos, skits, etc.

• Disaster plan and kit inventory rubrics will evaluate the completeness, relevance, and simplicity of student designs • A verbal quiz and exit tickets will evaluate student understanding of the key, standard elements in any good disaster plan and

this content will be reviewed during the next lesson

Student examples: Sample checklists, disaster plan inventories, and presentations on disaster types will be shared as part of the research and design process, but the majority of examples will not be shown until after students have created their initial drafts in order to prevent limiting their thinking or plagiarizing examples. Summary: This lesson will introduce the concepts of disasters and emergencies as a category of events and begin the process of student development of personalized disaster plans, checklists, preparedness kits and records of emergency data. It will serve as the framework upon which later lessons are built and help ensure all students have the necessary knowledge and skills to continue. Implementation Learning Context: Students should already have a basic familiarity with the concept of disasters and emergencies as well as an interest in planning and preparing their families. This lesson will serve as further motivation to set aside the time, money, and effort to build and practice family preparedness. It will help to assess and apply prior knowledge and get everyone on the same level.

Procedures and Time Allotment: This session will involve full class, individual, and small group instruction over the course of 2.5 hrs. Module 1: Characteristics and Classifications

Lesson Title: What is a Disaster and How Do I Prepare? Duration: 2.5 hrs Materials/Supplies: Computers, Internet access, class slides, flip chart, markers, sticky notes, large index cards, inventory template, checklist template, paper, pens/pencils, exit ticket, noise app Personnel Required: Primary Instructor Big Idea: To become familiar with the concept of disasters and emergencies as a category of events and to move from specific to general concepts in order to begin the preparedness process Samples of Behavior:

a) Explain the concept of emergency and disaster b) Relate an experience with lack of preparedness c) Differentiate between an emergency or disaster d) List actions to take in a disaster e) List items to keep in a basic preparedness kit

Slide/ Visual

To Say To Do Supplies Est. Time

Attention :Have you ever been caught unprepared for something?

Take about 10 minutes to think of a situation when you were unprepared and jot down some thoughts and then we will share them

Hand graphic organizer for unprepared event Have students share with a partner and have students write down 1 thing that was done right, 1 thing they think could be done better Have partners share their summaries with the class

Graphic organizer 20 min

Motivation: Now that we’ve established that we’ve all been caught unprepared at least once in our lives, let’s begin the task of becoming prepared.

Share a statistic about preparedness

Module 1: Characteristics and Classifications Lesson Title: What is a Disaster and How Do I Prepare? Duration: 2.5 hrs Materials/Supplies: Computers, Internet access, class slides, flip chart, markers, sticky notes, large index cards, inventory template, checklist template, paper, pens/pencils, exit ticket, noise app Personnel Required: Primary Instructor Big Idea: To become familiar with the concept of disasters and emergencies as a category of events and to move from specific to general concepts in order to begin the preparedness process Samples of Behavior:

a) Explain the concept of emergency and disaster b) Relate an experience with lack of preparedness c) Differentiate between an emergency or disaster d) List actions to take in a disaster e) List items to keep in a basic preparedness kit Overview:

In the previous session we determined our baseline knowledge and we outlined some foundational information We will look at a variety of disaster types of interest to you, determine the defining characteristics of disasters and emergencies, and begin to develop checklists and inventories for later refinement

Review terms like disaster, hazard, emergency, vulnerability, Ask some of them to list a couple hazards they want to prepare for

4 min

Objectives: By the end of this lesson, you will have a clear definition of what a disaster and emergency is, be able to identify specific characteristics of different disasters as well as general characteristics of all disasters, and create a basic checklist of disaster preparedness tasks or kit inventories that apply to all disasters

1 min


a) Explain the concept of emergency and disaster b) Relate an experience with lack of preparedness c) Differentiate between an emergency or disaster d) List actions to take in a disaster e) List items to keep in a basic preparedness kit Disaster Details: Let’s start by investigating a variety of disasters

and their characteristics, effects, likelihood, preparedness actions, etc. We will be working in small groups in preparation for presentations

Have students list “disaster” types Have students put a sticky under their top 3 disasters Count sticky notes and select the top 3-‐5 disasters Break the class into groups by counting off Hand out the worksheets and instruct the groups to work on them and prepare to present their findings in 3-‐5 minute presentations Allow students to present their findings

Index cards (hurricane, earthquake, fire, flood), sticky notes, markers, computers, internet, Disaster worksheet

45 min


a) Explain the concept of emergency and disaster b) Relate an experience with lack of preparedness c) Differentiate between an emergency or disaster d) List actions to take in a disaster e) List items to keep in a basic preparedness kit Disaster and Emergency:

*Instructor Note: These definitions are to guide the discussion Transition: Now that you’ve had a chance to look at specific disasters/emergencies, let’s develop our personalized description of this category of events What things did all of the different situations have in common?

Facilitate a whole group discussion about what they know about these events-‐ ask what words they know for these situations, characteristics the previous events had in common Determine consensus and as the group agrees on characteristics, do interactive writing to record them on a flip chart

Flip chart, markers 15 min

Disaster: a sudden event, such as an accident or a natural catastrophe, that causes great damage or loss of life. Emergency: a serious, unexpected, and often dangerous situation requiring immediate action. Catastrophe: an event causing great and often sudden damage or suffering; a disaster. Crisis: a time of intense difficulty, trouble, or danger; a time when a difficult or important decision must be made. Characteristics: Disruption of infrastructure, displacement, lack of security, evacuation or sheltering, biological reactions, confusion, fear, anger, chaos, unexpectedness, etc.

Checklists/Inventories Transition: We’ve looked at some specific disaster types and determined what characteristics make a situation a disaster, emergency, or crisis and now we will start preparing for them

Hand out blank templates (or have them at seats ahead of time)

Inventory template Checklist template

1 min


a) Explain the concept of emergency and disaster b) Relate an experience with lack of preparedness c) Differentiate between an emergency or disaster d) List actions to take in a disaster e) List items to keep in a basic preparedness kit Let’s start by seeing what you know about disaster kits and

Checklists Do online quiz https://www.travelers.co

m/resources/weather/emergency-‐preparedness/emergency-‐preparedness-‐quiz.aspx http://www.emergencyvolunteering.com.au/qld/disasterready/dri

5 min

Transition: Now, It’s your turn to make a kit or a checklist On your own, decide if you’d like to create a kit inventory or a

checklist Allow students to work independently to create initial checklists or inventory kit lists

10 min

Transition: Now that you’ve had a chance to start building, find a partner or two and see what they came up with Look up resources and develop what you think belongs in your

kit/checklist Direct students to get into groups of 2-‐3 by having them raise their hands to indicate what type they did and create a standard list

10 min

Now, find everyone else who completed the same item as you and determine what items were standard across them

then get together with everyone else who chose the same and compare their lists to enhance them

10 min


a) Explain the concept of emergency and disaster b) Relate an experience with lack of preparedness c) Differentiate between an emergency or disaster d) List actions to take in a disaster e) List items to keep in a basic preparedness kit Now let’s look at the common elements of each one Have students share the common items

across all participant’s lists and facilitate discussion about the idea that while all situations are different, there are some standard kit items/preparedness and response steps Handout a complete sample checklist and Kit list

https://www.fema.gov/media-‐library-‐data/1390846764394-‐dc08e309debe561d866b05ac84daf1ee/checklist_2014.pdf http://arcbrcr.org/get-‐a-‐kit/ https://www.wunderground.com/prepare/disaster-‐supply-‐kit

15 min

Transition: We’ve built a solid foundation for what characterizes an emergency or disaster, and started the process of preparing-‐ next time, we will further develop our preparedness, mitigation, and recovery plans, and family records of emergency data.

Ask if there are any pressing, vital questions

4 min


a) Explain the concept of emergency and disaster b) Relate an experience with lack of preparedness c) Differentiate between an emergency or disaster d) List actions to take in a disaster e) List items to keep in a basic preparedness kit Summary: We looked at situations where your family faced a

disaster or emergency and how that could have gone better, investigated several different emergency and disaster types, created our own definition of an emergency based on defining characteristics, started building preparedness checklists and determined some common steps and inventory items regardless of situation

Ask content questions to review

4 min

Conclusion: Great work! You’re well on your way to ensuring your family is ready to handle anything.

1 min

Next Steps: Before you leave, please complete the exit ticket. We will meet again XXXXX

Inform students of the next meeting time 1 min

Classroom Management Considerations: Students will be working in small groups quite a bit, so the instructor must walk the classroom to monitor behavior, ensure they are staying on task and following directions, clarify instructions, facilitate conversation, mediate disputers, and interact with students to check for understanding. Ensure you let students know they need to keep their voices low enough that they don’t disrupt others, and to write down their responses and complete the handouts. Run a noise app in the background that will provide visual indication of an excessive noise level. Ensure the classroom is arranged so that students of all abilities can easily move around to get into small groups and so that everyone can see and hear the instructor. Minimize physical exertion and movement where possible.

Differentiated Instruction: In order to help Kristen and Ted with their anxiety, I will give clear instructions, describe what we are doing at the beginning of the class and throughout, and ensure they all know that these events are not graded, but are collaborative opportunities for discovery where there are no right or wrong answers. This class is all about them and their preparedness needs. I will circulate throughout the class to look and listen and determine if there are any problems. Since Fred and Claire have attention issues, I will make sure that each classroom event is a relatively short one, so they are less likely to become disengaged. I will ask probing questions and provide gentle redirection if I see them begin to lose interest. Max is cognitively disabled and his main IEP goal is to work well with others. When the class is in groups I will purposely assign him with a group that I know will be a positive engagement experience for him. Kristen, Ted, and Mary all find it difficult to work with others. I will try not to assign them to the same group. Additionally, most activities will be conducted individually, and don’t require every single person to contribute, so the class as a whole will not suffer if they withdraw. I will encourage their participation by asking them direct questions during group work. I will work to keep the soccer (moms) separated to prevent off-‐topic discussions and exclusion of others. Since most students enjoy hands-‐on activities, most events involve the creation of a usable product for later. I will emphasize that this session is a building block for later and that this course is designed to help them create tools and products to prepare themselves and their families based on their interests. All activities are somewhat open-‐ended in that students direct them, but the directions for what to do and what is expected are clear to minimize stress. Collaboration: The students will work individually, in pairs, in small groups, and as a whole class. This lesson is largely collaborative and involves a large amount of communication. Sample Questions: What kinds of emergencies have you experienced? What made it an emergency? How were you prepared? What could you have done better? How did you feel during the event/after? What sort of supplies do you think you’ll need for that disaster type? Why? How would you use it? What characteristics did all emergencies share? What tools/supplies are standard? How ready do you feel for disaster? Why? How are emergencies, disasters, crises, and catastrophes different? Author’s Comments and Reflections: I have revised this document to include the rubric and worksheets, and have added detail and reorganized the actual instructional details. I also added resources, and revised the activities and order of the session.

Materials and Resources Instructional Materials: Computers, Internet access, class slides, flip chart, markers, sticky notes, large index cards, inventory template, checklist template, paper, pens/pencils, exit ticket, noise app Resources:

https://www.fema.gov/media-‐library-‐data/1390846764394-‐dc08e309debe561d866b05ac84daf1ee/checklist_2014.pdf http://arcbrcr.org/get-‐a-‐kit/ https://www.wunderground.com/prepare/disaster-‐supply-‐kit https://www.travelers.com/resources/weather/emergency-‐preparedness/emergency-‐preparedness-‐quiz.aspx http://www.emergencyvolunteering.com.au/qld/disasterready/dri https://www.ready.gov/

Attachments: • Graphic Organizer-‐ Hazard Mind Map • Graphic Organizer-‐ Hazard Details • Graphic Organizer-‐ Hazard Facts • Graphic Organizer-‐ Time I was unprepared • Hazard Fact Presentation Rubric • Exit Ticket

Name:____________________________________________________ Date: _____________________ Who was Involved? Who was unprepared?

Disaster Event (describe the event)

When did it happen?

What were the negative impacts?

Why were the impacts so bad?

Where did it happen? Where did you go?

How could you have been more prepared?

Disaster Presentation Rubric Item To Earn Satisfactory Rating,

Students Must: Sat Unsat Comments

Definition Provided a referenced definition and

description of the disaster

Description Listed at least 3 defining characteristics

Likelihood Provided a referenced statistical likelihood or average number of events

*Effects Listed at least 3 adverse effects

*Preparedness Steps

Listed at least 3 preparedness steps

Other Provided 1-3 additional details/facts about event

OVERALL RATING

*To earn an overall satisfactory rating, students must earn a satisfactory rating on at least 4 of the items. Effects and Preparedness steps are critical items, and failure to earn a satisfactory on either of these items automatically earns the student an overall rating of unsatisfactory.

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LESSON PLAN 3

Lesson Plan – Cooperative/Collaborative-‐ Specific Checklists and Kits Author: Kelley Lombardo Subject: Family Emergency Preparedness Grade/Level: Adult Standards and Assessment Standards:




Topic or Unit of Study: Family Emergency Preparedness Planning Objectives:

• Working in groups of 4-‐5, students will apply knowledge of various disaster types to the process of developing inventory kits and basic disaster plans.

• Given a checklist template, students will create and present a checklist that addresses actions to take before, during, and after a specific disaster.

• Given an inventory template, students will create and present an inventory kit that can be used for evacuation or shelter-‐in-‐place, and will defend why they chose their approach and items.

• Students will perform specified roles within their groups to ensure all students are involved and fully engaged in the process.

Assessments/Rubrics: • Collaboration and Cooperation rubric will be used to evaluate how well students competed their specific roles and for the

overall presentation of the checklist and inventory list • Disaster checklist rubric will evaluate content, format, applicability, and usability of checklists to ensure appropriate pre-‐

event, trans-‐event, and post-‐event actions are included, as well as a plan for practicing, implementing, and storing the checklist are addressed

• Inventory kit rubric will evaluate the list based on appropriateness of action, inclusion of key categories of items, sufficient quantities, readability, and usability

Sample Student Products: Student products will utilize standard templates such as those found on the FEMA, CDC, Red Cross, and other disaster preparedness websites and will be provided at the beginning of the class. Summary (brief overview): This session will begin with a brief review and transition from the previous lesson where students began to identify the similarities and differences in the approaches to different disaster types. Students will work in small groups to create two documents that demonstrate their knowledge of appropriate disaster preparedness planning activities and necessary items. The instructor will provide a list of potential emergencies for which to plan. At the completion of the sessions, students will present their checklists and inventory kits for feedback and analysis. Implementation Learning Context (putting lesson into framework of what came before and how it fits with the unit): Students have learned about the hazards their families are likely to face and their current preparedness levels as well as vulnerability to hazards and have begun to investigate the planning process and what similarities and differences exist based on the type of hazard for which they are preparing. In this lesson, they are extending that knowledge and actually building a series of checklists and inventory kits that they will incorporate into their individual, comprehensive Family Reference for Emergencies and Disasters (FRED) book in the final session.

Procedures and Time Allotment (1.5 hours): Module 3: Checklists and Inventories

Lesson Title: Build Your Book Duration: 1.5 hours Materials/Supplies: Templates, Computers for all students, internet access for research, rubrics, slideshow Samples of Behavior:

• Demonstrate effective communication and collaboration while performing specific roles in small groups • Develop an inventory list for a specific disaster type • Develop a basic checklist for a specific disaster type • Present your checklist and inventory for review and feedback • Provide substantive feedback on others products • Begin to build your FRED book using the inventories and checklists for the disaster types you consider your family vulnerable to

To Say To Do Supplies Time Attention-‐

Imovie trailer Imovie trailer 2 min

Motivation-‐ In the last session, we began identifying characteristics that different kits/checklists have in common across disasters and some of the unique elements different events necessitate. Now, you will use that to begin building actual plans and inventory lists to put in your FRED book. Having a written plan and inventory kit that you’ve shared with your family, practiced, and updated regularly can minimize the negative impacts of disaster.

Have students do the Do Now

Do Now Sheet 3 min

Overview-‐ Group Work Building Checklist Building Inventory Kit Presenting for Review Adding to your FRED toolkit

Show templates Assist them in accessing documents

Templates 3 min

Transition-‐ Are there any questions before we get Answer any questions 2 min

started? Assist people with getting to the documents online and saving copies

MP 1 Group Designations Now that you’re in your groups, you need to assign roles. They include: Scribe Facilitator Presenter Researcher EVERYONE must be actively involved!

Assign groups by allowing them to pick disaster types from a hat Show a slide with the different roles Slideshow 6 min

Transition

1 min

MP 3 Group Work Show redacted sample Walk through class to provide assistance

30 min

Transition 1 min MP 4 Presentations 20 min Transition-‐ We have now built the foundation for you and your family’s preparedness. However, these are only the first steps. The real challenge comes when you leave-‐ you’ll need to maintain your motivation and commitment to preparedness.

Show a visual with some sort of impact about keeping motivated *Note-‐ this is really a key element because according to the forgetting curve, people will forget up to 90% within 10

1 min

minutes unless information is practiced and applied regularly, so how do we deal with this? In this case, We are doing almost all the work in class

Summary/Review Summarize the ENTIRE Unit, asking key questions throughout to check for understanding Ask what final questions they have Outline how to contact instructor for additional concerns Emphasize the need to actually put this into practice through drills, annual reviews, sharing with a third party etc.

10 min

Closing Thank them and share your contact information, hand out the course evaluation

Course evaluation 10 min

Classroom Management Considerations (proactive steps, including room set-‐up and arrangement of materials; refer to Class List): Because I will be assigning groups randomly and won’t be able to control for it, I will need to monitor the groups closely in case the soccer moms end up in the same groups don’t become overly social and maintain their task orientation. Since there are students with attention problems (Fred, Claire, and Larry), I will rotate the room frequently to ensure everyone is on task. Having the groups assign specific tasks/roles to each person will help ensure that they are involved. This will also be helpful for the reticent students who don’t particularly like working in groups. In order to manage Ted, Mary, and Kristen’s anxiety, I will provide all templates and reassure them that there are no correct answers. Additionally, I will encourage the groups to assign roles that everyone in the group is comfortable with.

Differentiated Instruction: All scores will be group scores. The only individual scores will be based on participation. This will ensure that students who are cognitively impaired still have the likelihood of success without holding others back. Since the group tasks will be mutually agreed upon, they should be consistent with different students’ needs and interests. I will be available for individual assistance and to provide encouragement, direction, and management. Collaboration: Small group work, presentations, individual review and feedback Sample Questions:

• What categories of supplies have you addressed? • Have you checked out resources online from agreed upon experts like FEMA, CDC, etc? • How will this particular activity help with your family’s preparedness efforts? • What is missing? What is unnecessary in this item? • Is there a way you can constructively word that? • As facilitator, what are you doing to make sure your group succeeds?

Author’s Comments and Reflections: I added a rubric to evaluate the collaboration and cooperation of the group in order to encourage prosocial behavior as outlined in the Borich text and to help students think about their own attitudes and behaviors when collaborating and cooperating. I also created and added rubrics to evaluate the checklists and inventory kits. Materials and Resources Instructional Materials: Do Now Sheet Inventory Rubric Checklist Rubric Cooperation/Collaboration Rubric Inventory Template Checklist Template Exit Ticket

Resources: http://www.redcross.org/get-‐help/prepare-‐for-‐emergencies/be-‐red-‐cross-‐ready/get-‐a-‐kit https://www.ready.gov/build-‐a-‐kit http://www.redcross.org/images/MEDIA_CustomProductCatalog/m12140360_ARC_Family_Disaster_Plan_Template_r083012.pdf http://www.disastercenter.com/guide/kit.html http://www.myinnovative.com/page/12913~131874/Build-‐A-‐Disaster-‐Supplies-‐Kit https://templates.office.com/en-‐us/Family-‐emergency-‐plan-‐TM03934536 http://beprepared.com/preparedness-‐checklist.html https://emergency.cdc.gov/preparedness/kit/disasters/ http://disasterpreparedness-‐checklist.com/ http://www.redcross.org/prepare/disaster-‐safety-‐library

COLLABORATION AND COOPERATION SELF-‐ASSESSMENT RUBRIC

INSTRUCTIONS: Complete the following rubric to rate yourself on the quantity and quality of your group work. Indicate what level of achievement you believe you accomplished by circling the box you think represents your behavior. Include comments supporting your evaluation. Add up the scores at the bottom to determine your final score. This will be used by the instructor, in conjunction with instructor rating of your performance, to determine your score on the collaborative activity. A separate rubric will be used to determine the overall quality of your completed products.

RATING 4-‐Excellent 3-‐ Good 2-‐ Fair 1-‐ Needs Improvement

ITEM/SCORE Knowledge/Info Provides a great deal of

accurate, relevant, timely knowledge and actively moves group progress along through application of knowledge to activity

Participates regularly with mostly accurate, relevant information that helps group’s process

Occasionally contributes information or contributes somewhat incorrect information; unintentionally hinders process through lack of knowledge

Does not know or does not provide valid, correct info or actively hinders group process

Comments:

Open/Candid Always open/candid in appropriate manner with everyone

Mostly open/candid with most group members

Open/candid some of the time, or reserves many answers to yes/no

Extremely reserved, limiting responses to yes/no or to only some group members

Comments:

Assistance Offers and provides assistance and support in a sensitive manner to all group members

Supportive and provides assistance when directly asked

Provides some assistance, but only to some group members

Does not offer/provide assistance

Comments:

Evaluation Often provides thorough, objective, positively phrased evaluation of contributions

Provides mostly encouraging, supporting evaluation of contributions

Seldom provides evaluation or acknowledgement of contributions or can be harsh

Judgmental and non-‐constructive evaluation

Comments:

Sharing Very generous with resources Openly shares most resources

Shares some resources when asked

Hoards resources

Comments:

Restating Restates. Summarizes, or rephrases statements to provide greater understanding and to demonstrate support

Restates, summarizes, or rephrases statements often

Restates other statements incorrectly or incompletely sometimes

Does not acknowledge or restate others statements

Comments:

Recognition Positively and enthusiastically encourages and recognizes statements

Often acknowledges statements by most group members

Sometimes acknowledges contributions for some members

Does not acknowledge other contributions

Comments:

Accepts Differences Openly welcoming of differences and incorporates them into better product

Recognizes differences and appreciates their impact

Indifferent or uncomfortable with some differences

Hostile to differences

Comments:

Add Up Numbers from each column

TOTAL SCORE Comments:

DISASTER CHECKLIST RUBRIC This rubric will be used to evaluate the completeness, applicability, and readability of your Disaster Checklist

RATING 4-‐Excellent 3-‐ Good 2-‐ Fair 1-‐ Needs Improvement ITEM/SCORE Content Contains detailed and

complete pre, trans, post event items to complete

Contains some items for pre, trans, post event

Missing 1-‐2 components from pre, trans, or post event or missing key steps/activities

Missing many components from pre, trans, or post event or missing key steps/activities

Comments:

Format Go/No Go

Follows a logical sequence and is clear and easy to read and use

N/A N/A Does not follow a clear flow, is difficult to read or use

Comments:

Applicability All specific disaster items are clearly marked and contains key items applicable to all disasters

Most items are clearly marked and has at least a few items for both general and specific events

It is unclear which steps apply to all disasters and which are for specific ones

Includes many items that are only applicable to one specific disaster type; insufficient items to complete planning/response

Comments:

Plan Contains detailed information for how checklist will be communicated, practiced, and stored

Contains some information for how checklist will be communicated, practiced and stored

Information for communication, storage, and practice is largely incomplete

Doe not contain a plan for communication, practice, or storage

Comments:



INVENTORY KIT RUBRIC This rubric will be used to evaluate the completeness, applicability, and readability of your Disaster Kit Inventory List

RATING 4-‐Excellent 3-‐ Good 2-‐ Fair 1-‐ Needs Improvement ITEM/SCORE

Appropriateness Contains detailed and complete pre, trans, post event items and is appropriate to disaster event/kit purpose

Most items are appropriate to the kit’s purpose

Missing 1-‐2 components for the kit’s purpose

Missing many items that would help kit fulfill its purpose

Comments:

Readability/Usability Follows a logical sequence and is clear and easy to read and use

N/A N/A Does not follow a clear flow, is difficult to read or use

Comments:

Quantities Contains sufficient quantities of all items for the time period specified, but not excessive

Most quantities are correct for the kits purpose

Some item quantities are correct while several are over or underestimated

Quantities are grossly over or underestimated based on lists purpose

Comments:

Key Categories of Content

HAS MISSING

Food Water Shelter

Heat/Light Communication

Medicine Hygiene Clothing

Comfort/Entertainment

Pets/Elderly/Kids/Handicapped Comments:



LESSON PLAN 4

Lesson Plan 4-‐ Self-‐Directed, Build Your Book Author: Kelley Lombardo Subject: Family Emergency Preparedness Grade/Level: Adult Standards and Assessment Standards:




Topic or Unit of Study: Family Emergency Preparedness-‐ Building Your Family’s FRED Book Objectives:

• Using information learned in three previous lessons on the fundamentals of preparedness, disaster types, disaster checklists, and inventory kits, students will build their own Family Readiness for Disaster (FRED) book that includes all key information, plans, and inventories needed to respond to a potential disaster.

Assessments/Rubrics: I will systematically circulate around the room and frequently provide feedback while students work in groups. I will make sure all students are engaged and have a chance to participate during whole-‐class discussions. I will collect EXIT TICKETS to evaluate student progress and determine the reaction to, and application of, learning from class. I will also review FRED books before all personal information is entered to provide feedback.

Sample Student Products: Students will complete a FRED book using either WORD, EXCEL or PDF templates provided that will include sections for:

• Family member personal information • Family member medical information • Family member emergency cards • Key contacts and Communication Plan • Evacuation Plan • Shelter In-‐Place Plan • Insurance, Utilities, and Financial Account Information • Vehicle Information • Financial Obligations/Accounts • Legal Paperwork Annotations • Emergency Supply Kit • Optional Information-‐

o Passwords and logins o Valuables Inventory o Work and School Contacts o Death Planning o Hazard-‐Specific Plans

§ Earthquake § Hurricane/Flood § Fire

Summary: Students will use what they have learned in three previous emergency management and preparedness lessons to create a complete portfolio of preparedness documents and will discuss how to practice implementing these at home in order to be better prepared for any emergencies.

Implementation Learning Context: BEFORE LESSON: Students have already studied the fundamentals of emergency preparedness through direct instruction, begun making the connection between emergency types and the appropriate planning documents and started building those documents through indirect instruction, and collaboratively completed a basic emergency plan and kit inventory list. AFTER LESSON: Students will be able to access the instructor for additional support such as review of the overall FRED book, drills and implementation of the plan, or other assistance for a nominal fee. Supplemental training on specific hazard plans and kits can also be arranged based on interest. Procedures and Time Allotment (2 hours):

Module 4: Family Readiness for Disaster Lesson Title: Meet FRED Duration: 2 hours Materials/Supplies: Excel, Word, and PDF templates, Sample completed FRED book (with information redacted), Visual Aid Slides; computers for each student, internet access, Google drive documents, FRED Rubric Samples of Behavior:

• Review and analyze a completed FRED book • Determine which format works best for you and your family • Select appropriate supplemental items to include in your FRED book • Begin inputting key information into the FRED book • Discuss how to implement the procedures at home (drills, kit-‐building, etc.)

To Say To Do Supplies Time Attention-‐ Welcome back! We’re going to actually build your family’s plan now.

Do Now Activity-‐ [activity that highlights what has been accomplished so far] 4 min

Motivation-‐ This is it! We’re putting together everything we’ve done so far and making YOUR family’s FRED book so that you can be ready for anything life throws at you.

Show a motivating image/video/quote

1 min

Overview-‐ This will be a self-‐directed activity where you will have the opportunity to start piecing together YOUR book. Each person’s will look different because each family has different needs and different approaches. However, ALL of the books will have some sections in common.

Show redacted sample plans Show the different templates Demonstrate and briefly explain each portion Direct them to google docs link for different fillable versions

10 mins

Transition-‐ Are there any questions before we get started?

Answer any questions Assist people with getting to the documents online and saving copies

4 min

MP 1 Basic Planning-‐ Let’s begin with the sections without any sensitive, personal information. Please begin building the following segments of your FRED book

Cycle throughout for classroom management and to offer assistance. Allow students to take breaks as needed

20 min

• Key contacts and Communication Plan

• Evacuation Plan • Shelter In-‐Place Plan • Emergency Supply Kit

Transition: Ask how far they have gotten and if enough have completed the majority, move on. If only a handful have, then work with them directly on the next section Now that you have entered in some basic information, let’s talk about how you’ll use this at home. You’ll need to introduce the idea of preparedness to your family without

Think-‐Pair-‐Share-‐ have them think about how they will introduce this to their families, what concerns them, when they will have a preparedness night, and set up a drill/trial of it and choose an accountability partner (can

TPS worksheet introducing drills

at home 10 min

scaring them or causing anxiety if you haven’t already done so. Then, you need to make sure they all know the plan and you need to practice it with them.

be instructor)

MP 2-‐ Pertinent Personal Information-‐ Now that you have the basic plans in place, let’s begin entering personal data.. Please complete the following sections now:

Demonstrate a sample

20 min

• Family member personal information

• Family member medical information

• Family member emergency cards

Circulate to provide assistance, ask questions, and for classroom management purposes

Transition-‐Okay, you’ve got a great foundation built, now let’s add the stuff that will really help you recover after a disaster MP 3 Sensitive Information: You’ll only want to enter some of this electronically so you don’t compromise all your information. I suggest entering the basic info now and then adding account numbers, pins, etc. in ink later

Show redacted sample Walk through class to provide assistance

20 min

• Insurance, Utilities, and Financial Account Information

• Vehicle Information • Financial Obligations/Accounts • Legal Paperwork Annotations

Emphasize need for information security

Transition-‐ Now you’ve got a good, basic plan and support documents so you should be prepared to respond,

mitigate the negative impacts through your readiness, and begin the recovery by having access to the key information

MP 4-‐ Optional Information Hold a class discussion about these

next steps and what they should do with the documents once they are created

8 min

o Passwords and logins o Valuables Inventory o Work and School Contacts o Death Planning o Hazard-‐Specific Plans

Show a redacted sample Discuss how they should approach this and the procedure for assistance after class

2 min

Transition-‐ We have now built the foundation for you and your family’s preparedness. However, these are only the first steps. The real challenge comes when you leave-‐ you’ll need to maintain your motivation and commitment to preparedness.

Show a visual with some sort of impact about keeping motivated *Note-‐ this is really a key element because according to the forgetting curve, people will forget up to 90% within 10 minutes unless information is practiced and applied regularly, so how do we deal with this? In this case, We are doing almost all the work in class

2 min

Summary/Review Summarize the ENTIRE Unit, asking key questions throughout to check for understanding Ask what final questions they have Outline how to contact instructor for

12 min

additional concerns Emphasize the need to actually put this into practice through drills, annual reviews, sharing with a third party etc.

Closing Thank them and share your contact information, hand out the course evaluation

Course evaluation 2 min

Classroom Management Considerations: I will keep track of which students participate during whole-‐class discussions to make sure that everyone has an opportunity to contribute. I will also use proximity control and frequent feedback to make sure students stay on task while working independently. I will have computers available for all students and will test the internet connection and battery life to ensure everyone can begin working right away. Before class, I will make sure everyone has access to Google drive ahead of time. I will move about the room while students are working to monitor for and address issues that come up. I will address these issues through questioning and probing, rather than showing them how to fix the problem. Students will know ahead of time that multiple trials and revisions will most likely be required, so they should not be discouraged if their first attempt is unsuccessful. Students will also know ahead of time that more than one correct answer is possible because everyone’s situation is different. Differentiated Instruction:

1. This lesson will be really good for the hands-‐on learners because they will be actually creating their plans. 2. This should help ease anxiety for those students who suffer from it because it will help them be ready for disasters. If they

experience anxiety about getting the plan perfect, I will remind them that all plans are just a starting point and that the very act of planning helps people to be more prepared and calm in a disaster.

3. Despite her attendance issues, Tanya should be able to pick up the content covered in this lesson without much issue because this can almost be a stand-‐alone segment without the prior knowledge. If she struggles, I can pair her with someone who has been here throughout.

4. Those students with attention issues may require extra prodding and reminders to keep working. 5. For those students who complete the work quickly, I will allow access to the next segment so they don’t begin to chat

aimlessly.

Collaboration: Students will work independently for the majority of this session. We will do some Think-‐Pair-‐Share and whole-‐group discussions. Sample Questions:

• How do you see yourself introducing this plan to your family? • What disasters could this plan be helpful for? • What holes do you think exist in your/other’s plans? • How do you feel about your preparedness level after completing this? • What other situations can this kind of planning be applied to? • Where will you keep your plan?

Author’s Comments and Reflections: This lesson plan was pretty complete as it stood. I added the FRED files for reference. Materials and Resources Instructional Materials:

• Excel, Word, and PDF templates • Sample completed FRED book (with information redacted), • Visual Aid Slides; • Computers for each student • Internet access • Google drive • TPS worksheet, • FRED Rubric (See below)

FRED RUBRIC

CATEGORY Unsatisfactory Basic Above Average Exemplary

Basic Plan Contains only one the key components, or contains several but with largely incomplete information

Contains between 2 and 3 of the the major components in a mostly complete form

Contains all 4 components and all are explained

Contains extremely detailed information for each of the 4 components.

Pertinent Personal Information

Contains only 1 of the key components or little to no information within each section

Contains only 2 complete sections

Contains all 3 components and all are explained well

Contains all 3 key components in a complete manner, and includes individual emergency cards for wallets/cars

Sensitive Information Contains too little information or included all information electronically representing an INFOSEC hazard

Contains some information but not enough to allow a complete response and recovery

Contains all key components but could only be completed by a person with complete knowledge of family info

Contains all components in a very complete, detailed way that would allow a designated party to assist

Optional Information Contains too little information or included all information electronically representing an INFOSEC hazard

Contains some information but not enough to allow a complete response and recovery

Contains enough of the optional information to allow a concerned party to assist

Contains all optional information in a very detailed way

Organization and Ease of Use

Disorganized, many errors, difficult to use

Organized enough that the author could use it, but others may struggle

Organized and efficient so any family member with prior knowledge could use it

Easy enough to use that a concerned third party with no prior knowledge would be able to help

Implementation Plan Has not shared any information with family or made a copy available at a remote location

A second copy is made and placed elsewhere

All family members in the home know what it is and where it is stored

It is pre-‐stored in the emergency kit and a secondary location, all family members can use it, and a third party has practiced it

SAMPLE RED BOOK and PLANS

Emergency Plan Family Emergency Plan

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