GRADE 10
Safety & Emergency Preparedness: Crisis Response/Natural Disasters
UNIT OVERVIEW
UNIT SUMMARY
Throughout this unit, students will recognize
various emergency situations and learn the
appropriate first aid procedures for each
situation.
Students will examine the many scenarios
associated with crisis management throughout
this unit to include:
Victim Rescue
Triage: What to Do with Multiple Victims
Moving Victims
Disaster Preparedness
Natural Disasters
Earthquake, Hurricane, Tornado,
Winter Storm
Technological Hazards
National Security Emergencies
Students will engage in a variety of cooperative
learning activities, classroom discussions, and
direct instruction. The learning scenario and
corresponding culminating activity are meant to
serve as an authentic assessment opportunity
that will incorporate the 21st Century skills of
creativity, critical thinking, communication, and
collaboration.
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Mathematics - comparison, predictions,
and inferences made in utilizing
information that is presented in graphs
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Physical Science - constructing and
interpreting frequency distributions,
scatter plots
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Language Arts/ English - using appropriate
verbal and nonverbal presentation skills;
analyze, develop, produce media
messages
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Social Studies - creating an informed,
carefully reasoned position on a
community issue
LEARNING SCENARIO TO KICK OFF UNIT
National and local associations (AHA, Red Cross,
ECSI, Virginia Department of Education) are
continuously looking for new ways to prepare
families and communities to prepare for
pandemic crises.
Prompt: The zombie
apocalypse threat is imminent. The mayor’s staff
has been compromised, and it is up to you to
write a speech for the mayor advising the
community about what actions to take. What do
you tell the community to do?
ASSESSMENT
In addition to the culminating activity that
creates an opportunity for authentic
assessment, students will be responsible for
summative cognitive knowledge.
Adapted from Healthy Choices, Fairfax County Public Schools
JMU-HPAI SOL Teacher Trainer Cadre
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How can we help prepare themselves and others
in cases of local community crisis?
CROSS-CURRICULAR STRATEGIES
Throughout the unit, health educators support
learning in additional content areas to include:
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ESSENTIAL QUESTIONS FOR THIS UNIT
Why should students prepare for a community
crisis?
Where do you tell people to go? Is
there a good place in the community
for shelter? Will they be protected
there? Should they evacuate? • What
service would break down first and
what would you do without them
(police, fire, internet, phones, power)?
• It’s time to use emergency kits, but
how long would it take for the
essentials to run out? What do you tell
the community to do next? • What is
your plan for evacuating/sheltering the
disabled? • What about pets? • How
will the mayor’s office communicate
with the citizens without electricity? •
How will you transport people without
vehicles? • What to do when they
encounter an infected individual? What
is the best way to prevent infection? •
It is important to convey a strong
warning to make people act, but not
too strong as to make people freeze or
panic. How would you alleviate fears?
Students should be provided choice when
presenting their speech/campaign such as:
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Dramatization
Poster/Pamphlet campaign
Slide Presentation
Debate with other classmates
Students will be assessed on the presentation
using the performance rubric included within the
unit plan. Rubric may be adapted at teacher’s
discretion.
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Adapted from Healthy Choices, Fairfax County Public Schools
JMU-HPAI SOL Teacher Trainer Cadre
Emergency Kits: Items needed for
personal survival for at least 3 days.
Emergency kits include: food and water,
a battery-powered or hand-crank radio,
flashlight, spare batteries, first aid kit,
can opener, local maps, sanitation and
personal hygiene items. [Based on the
specific family needs. Remember to plan
for medication, baby, and pet needs as
based on your individual needs.]
Evacuation: When conditions become so
severe as to threaten to your health that
you are ordered to leave your home or
disaster area.
Infection:
The
invasion
and
multiplication of microorganisms, such
as bacteria, viruses, and parasites, that
are not normally present within the
body.
Outbreak: The occurrence of a large
number of cases of a disease in a short
period of time.
Preparedness: Being able to prevent,
respond to, and rapidly recover from
threats and emergencies.
Prevention: Precautionary actions to
reduce damage and harm to your health
and the area around you.
Quarantine: applies to those who have
been exposed to a contagious disease
but who may or may not become ill.
Response: The actions taken postdisaster to react and recover from an
emergency. These should be steps
toward restoring a normal balance and
routine.
Shelter: A designated safe place.
Shelters may include basements or
interior rooms with reinforced masonry
construction. (The safest place to be
depends on the disaster you are facing.
A tornado requires shelter in an interior
or basement room, whereas a flood
shelter is on higher ground away from
rising water.)
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Key components to the authentic assessment
include:
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CULMINATING ACTIVITY FOR AUTHENTIC
ASSESSMENT
Write the speech in a logical, chronological order
discussing the steps citizens should take in this
emergency situation. Presentations should
include, but are not limited to:
KEY QUESTIONS/ISSUES
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Describe how to remain safe when
attempting a water rescue.
Describe how to remain safe at the
scene of an electrical emergency.
Describe what to do at the scene of a
hazardous materials incident and other
potentially unsafe environments.
Describe the concept of triage.
Explain situations in which a victim may
have to be moved, and the various types
of emergency moves that could be used.
CAREER CONNECTIONS
The following careers may be explored and
partnerships could be forged with professionals
in the following fields throughout this unit:
Center for Disease Control & Prevention
FEMA, including Urban Search and Rescue
Local/State Elected Official
Emergency Medical Technician
Paramedic
Firefighter
Police officer (SRO)
Armed Forces Medic, National Guard
Allied Health Professional
Nurse
Physician
o Emergency Room
o Neurologist (Brain)
o Cardiologist (Heart)
o Pulmonologist (Lungs)
o Internal Medicine
o Infectious Disease Specialist
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Adapted from Healthy Choices, Fairfax County Public Schools
JMU-HPAI SOL Teacher Trainer Cadre
Standards, Benchmarks, Indicators Addressed in This Unit
10.1.i – Identify behaviors that result in intentional and unintentional injury.
10.2 i – Explain the role of the environment, individual behavior, social norms, legislation, and
polices in preventing intentional and unintentional injuries.
10.2 u - Investigate the influence of the environment on the individual.
10.3 i – Practice administration of emergency care.
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10.3x – Design crisis-management strategies for natural disasters and emergency situations.
Adapted from Healthy Choices, Fairfax County Public Schools
JMU-HPAI SOL Teacher Trainer Cadre