Topic: Procedures in Emergency Preparednessnicoleirmahatchportfolio.weebly.com/uploads/2/1/2/1/21211596/... · 5. Food borne disease (food poisoning) 6. Fire or explosion in a public

Topic: Procedures in Emergency Preparedness

Instructor’s Manual

November 29, 2010

Michele Kelmer

Mary Jane Cook

Nicole Hatch

Emergency Preparedness, 2

Table of Contents Introduction .................................................................................................................................................. 3

Prerequisites ................................................................................................................................................. 4

Background Materials for Instructor ............................................................................................................ 4

Online Resources ...................................................................................................................................... 4

Preview of Objectives ............................................................................................................................... 5

Summary of Lesson Activities ................................................................................................................... 5

Schedule .................................................................................................................................................... 5

Lesson Objectives .......................................................................................................................................... 6

Objective 1: Emergency Preparedness ..................................................................................................... 6

Instructional Materials .......................................................................................................................... 6

Lesson Activities .................................................................................................................................... 6

Enabling Objectives ............................................................................................................................... 7

Talking Points ........................................................................................................................................ 7

Additional Resources ............................................................................................................................ 8

Objective 2: Emergency Kit ........................................................................................................................... 9

Instructional Materials .......................................................................................................................... 9

Lesson Activities .................................................................................................................................... 9

Enabling Objectives ............................................................................................................................. 10

Talking Points ...................................................................................................................................... 10

Additional Resources .......................................................................................................................... 11

Objective 3: Evacuation Plan................................................................................................................... 12

Instructional Materials ........................................................................................................................ 12

Lesson Activities .................................................................................................................................. 12

Enabling Objectives ............................................................................................................................. 12

Talking Points ...................................................................................................................................... 12

Additional Resources .......................................................................................................................... 13

Appendix List ............................................................................................................................................... 14

Works Cited ................................................................................................................................................. 26


Introduction The Boy Scouts of America’s motto is “Be Prepared.” According to the Boy Scout Trail Web site, this

means that Scouts “are always ready to do what is necessary to help others” and that they “are ready,

willing, and able to do what is necessary in any situation that comes along.” (Boy Scout Aims and

Methods, 2010).

Preparing for emergencies has been a topic of nationwide discussion since the events of September 11,

2001. But, emergency preparedness means more than preparing for terrorist attacks. The unexpected

can include:

natural disasters such as fires, tornadoes, earthquakes, hurricanes, floods, extreme heat or cold

chemical emergencies (for example, toxic spills)

biological emergencies (from common seasonal diseases such as the flu to bioterrorism agents)

radiological emergencies (exposure to radiological or nuclear materials)

(Granholm, Disaster Preparedness in Michigan)

Many federal and state agencies, as well as the American Red Cross, provide the public with information

regarding how to prepare for the unexpected. Each organization asks families and communities to

create an emergency plan to suit their specific needs and environment.

Jennifer M. Granholm, Governor of Michigan, states, “When an emergency happens, your safety and the

safety of your family may depend on decisions made in a few seconds. Creating a plan and talking about

it ahead of time can make all the difference” (Granholm, Disaster Preparedness in Michigan).

More than any other merit badge, the learning objectives for Emergency Preparedness are directly

linked to the Boy Scout motto. The Boy Scouts of America places such importance on the concepts,

principles, and procedures taught through this merit badge that the organization requires it for the rank

of Eagle Scout. Outside of rank advancement, Boy Scouts will be better able to serve themselves as well

as their families, communities, and peers with knowledge of procedures in Emergency Preparedness.


Prerequisites Prior to the lesson, the Scouts should complete the following tasks:

read the current Emergency Preparedness merit badge booklet, which includes

o key terms for activity

o requirements for successful completion of the Emergency Preparedness merit badge

meet with their merit badge counselor regarding the overall requirements for the Emergency

Preparedness merit badge

complete a home inventory checklist (see Appendix A & B) or use checklist in Merit Badge

Workbook (p. 8‐9) at http://meritbadge.org/wiki/images/2/26/Emergency_Preparedness.pdf

complete a emergency contact card (see Appendix C & G for options)

A review of the main concepts covered in the prerequisites will be conducted at the beginning of the

meeting. This review will remind Scouts who have completed the pre‐lesson activities, as well as help

orient those Scouts who have not completed the prerequisites.

Key Terms The Scouts will need to know several terms and concepts, listed in the Emergency Preparedness merit badge booklet, prior to participating in the lesson on November 29. The most important concepts will be reviewed during the initial instruction:

Prepare Respond Recover Mitigate/Prevent Disaster Plan Disaster Supplies Kit

First Aid Kit Hygiene Neighborhood Perishable Survival

Background Materials for Instructor The instructor will obtain a copy of the current Boy Scouts of America Merit Badge booklet. In addition,

this instructor’s manual will provide background information, a lesson plan, samples of instructional

materials and a list of required materials for in‐class instruction. The required materials for each

objective are listed in the appropriate section. A full checklist of materials needed for the entire

workshop is provided in Appendix D.

Online Resources US Scouting Service Project – Emergency Preparedness

http://usscouts.org/usscouts/mb/mb006.asp

Ready.gov: http://www.ready.gov

American Red Cross > Preparing and Getting Trained: http://www.redcross.org

National Fire Protection Association: http://www.nfpa.org


Preview of Objectives The purpose of the lesson plan is to teach the following procedures related to Emergency Preparedness:

Objective 1: How to make a chart that demonstrates understanding of the four aspects of

emergency preparedness (prepare, respond, recover, mitigate/prevent) for emergency

situations listed in the Boy Scouts of America Emergency Preparedness merit badge book.

Objective 2: How to build an emergency kit for your home.

Objective 3: How to make an evacuation plan for your family.

Summary of Lesson Activities Objective 1 – Emergency Preparedness

1. Class discussion of Emergency Preparedness for a home kitchen fire

2. Individual/partner work addresses Emergency Preparedness for a home

basement/storage room/garage fire

Objective 2 – Emergency Kit

1. Class discussion covers questions to consider when planning for an emergency that may

force a household to evacuate

2. Class game addresses items to consider when building an emergency kit

Objective 3 – Evacuation Plan

1. Class project entails development of an evacuation plan for the Scout troop’s meeting

location (Scouts will use the same steps when developing their evacuation plan at

home)

2. Fire drill allows Scouts to implement the plan

Schedule The following timeline of activities should guide you in implementing the Emergency Preparedness

lesson. This timeline adheres to the typical 90‐minute Scout meeting format.

Time Objective Lesson/Activity

7 p.m. Welcome students to the meeting

7:05 p.m. 1 Review of background material (Prepare/Respond/Recover/Mitigate Class discussion of Emergency Preparedness for a home kitchen fire

7:15 p.m. 1 Individual/partner work addresses Emergency Preparedness for a home basement/storage room/garage fire

7:25 p.m. 1 Review and provide feedback regarding individual/partner work

7:35 p.m. 2 Class discussion covers questions to consider when planning for an emergency that may force a household to evacuate

7:42 p.m. 2 Class game addresses items to consider when building an emergency kit

7:55 p.m. 2 Review and provide feedback regarding Scouts’ emergency kit lists

8 p.m. 3 Class project entails development of an evacuation plan for the Scout troop’s meeting location

8:10 p.m. 3 Fire drill allows Scouts to implement the plan

8:20 p.m. 1‐3 Return to basement and debrief

8:25 p.m. Feedback forms to be completed by Scouts and instructor

8:30 p.m. Conclusion of Scout meeting


Lesson Objectives

Objective 1: Emergency Preparedness At the end of the lesson, the Scout will be able to:

Make a chart that demonstrates his understanding of each stage of emergency preparedness (i.e.,

Prepare, Respond, Recover, Mitigate/Prevent) for 10 of the emergency situations below. The first five

emergencies are required as components of the chart. The Scout may choose any other five

emergencies listed to complete the chart.

1. Home kitchen fire

2. Home basement/storage room/garage fire

3. Explosion in the home

4. Automobile crash

5. Food borne disease (food poisoning)

6. Fire or explosion in a public place

7. Vehicle stalled in the desert

8. Vehicle trapped in a blizzard

9. Flash flooding in town or in the country

10. Mountain/backcountry accident

11. Boating or water accident

12. Gas leak in a home or building

13. Tornado or hurricane

14. Major flood

15. Nuclear power plant emergency

16. Avalanche (snow slide or rockslide)

17. Violence in a public place

Instructional Materials The Scouts will need the following materials for Objective 1 activities:

Paper

Writing instruments

The instructor may use the following during discussion:

White board

Markers

Lesson Activities Class discussion of Emergency Preparedness for a home kitchen fire

Individual/partner work addresses Emergency Preparedness for a

home basement/storage room/garage fire


Enabling Objectives The Scout will:

1. Choose five additional emergencies to be included in the chart.

2. Design the chart (see examples in Appendix E & F).

3. Place the five required emergencies and the five additional emergencies on the chart.

4. Place the stages prepare, respond, recover, and mitigate/prevent on the chart.

5. Through research and discussion with the Scout’s troop and family, the Scout should decide

what must happen during each stage of the 10 emergencies.

6. Place information for prepare, respond, recover, and mitigate/prevent that corresponds to each

emergency on the chart.

Talking Points What can be done to prepare for a kitchen fire

1. Be aware of proper actions for a kitchen fire

2. Store a fire extinguisher within easy access

3. Potholders are readily accessible

Tell the story of a home kitchen fire such as “A pan with oil is left on the stove. Suddenly, the oil

catches fire. What should you do to respond?”

Solicit response actions from Scouts

o If the fire is confined to the pan;

1. Put on an oven mitt.

2. Place the lid that fits over the pan of flames

3. The safest way to extinguish an oil pan fire is by removing the oxygen.

4. Turn off the burner

5. Do not move the pan until it is completely cooled.

6. Never carry a burning pan to the sink or outside; it could fan the flames and the

oil can burn you and spread the fire.

o If the fire is spreading beyond the pan;

1. Evacuate everyone from the house.

2. Call 911 for help from outside the house.

Give an example of a poor response such as “A pan of oil bursts into flames. The responder

runs with the pan into the bathroom, places in the bathtub and turns on the shower. The

flames jump from the pan and set the shower curtain on fire and burn the responder.”

Ask the Scouts: What should be done to recover from a home kitchen fire?

o Clean up, if needed repaint or replaced damaged cabinets or counters

o Review the steps for action if a fire occurs again

Ask the Scouts: What should be done to prevent a home kitchen fire?

o Never leave pans on the stove unattended

o Keep flammable materials away from the stove


Break the Scouts into groups of two or three, ask the Scouts to list the four steps prevent,

respond, recover and prevent a house fire.

Allow the groups to report their steps by writing them on the white board o Prepare

1. Have a home evacuation plan 2. Exits kept clear and accessible 3. Store a fire extinguisher within easy access

o Respond 1. Crawl low under any smoke to your exit ‐ heavy smoke and poisonous gases

collect first along the ceiling. 2. Close doors behind you as you escape to delay the spread of the fire. 3. Stay out once you are safely outside. Do not reenter. Call 9‐1‐1.

o Recover 1. Meet the rest of the family at the pre‐established meeting place 2. Identify a safe place to stay

o Prevent 1. Smoke detectors in the home and properly maintained 2. Proper storage of combustibles outdoors. 3. Do not use frayed electrical cords. Fuses or circuit breakers should not be

overloaded. 4. Smoking only allowed outdoors.

The group with the best response steps wins an incentive prize.

Additional Resources American Red Cross > Preparing and Getting Trained > Prepare Your Home and Family

http://meritbadge.org/wiki/images/2/26/Emergency_Preparedness.pdf

Boy Scouts of America. (2010). Merit badge series: Emergency preparedness. Charlotte, NC: Boy Scouts of America.

Federal Emergency Management Agency. (2010). What to do during a fire. Retrieved from http://www.fema.gov/hazard/fire/fire_during.shtm

United States Fire Administration, Federal Emergency Management Agency. (2010). Know what to do if there is a fire [video]. Retrieved from http://www.usfa.dhs.gov/fireservice/research/other/cooking/index5.shtm


Objective 2: Emergency Kit

At the end of the lesson, the Scout will be able to build an emergency kit for his home.

Instructional Materials The instructor will need access to a white board and markers. In addition, the instructor will bring an

example of an emergency preparedness kit. A large plastic container will include the following items:

Flashlight (battery or crank operated)

Water (1 gallon per person per day) –

example can be an empty bottle

Medications (examples)

Eating Utensils

Nonperishable foods and non‐electric can

opener

Family first aid kit

Weather Radio (battery or crank

operated)

Tools (wrench, can opener, screwdriver,

hammer, pliers, knife, duct tape, plastic

sheeting, garbage bags and ties)

Matches in a waterproof container

Clothing (change of clothing for everyone)

Personal items such as glasses, copies of important papers (birth certificates or passports,

insurance papers) (See Appendix H & I)

Hygiene and sanitary items (toothbrush, tooth paste, soap, comb, facial tissues, towelettes,

needle, thread, shoelaces, toilet paper, bleach)

Money

Contact Information (See Appendix C & G)

Pet supplies, if applicable

Map & Compass & GPS

Whistle to signal for help

For the in‐class activity, the students will need the following:

Paper

Writing instruments

Lesson Activities Class discussion covers questions to consider when planning for an emergency that may force a

household to evacuate

Class game addresses items to consider when building an emergency kit

Figure 1. Emergency Kit Items



1. Determine the necessary components of the kit based on the specific needs of his family.

2. Gather all the components of the kit.

3. Choose a container for the kit to fit the contents.

4. Organize all the components of the kit in the container.

Talking Points Class Discussion

Describe this scene to the Scouts: The National Weather Service is predicting a hurricane for the

area. Everyone must evacuate to a safe location and be prepared for the possibility of several

days with no electricity, no running water, and stores and roads that are closed. The National

Weather Service warns that people should evacuate immediately.

Ask the Scouts: What are some Emergency Preparedness questions you should ask yourself in

this situation?

Call on individual Scouts to provide questions. Question may include:

o To what location should you evacuate?

o Do we have enough cash?

o What are we going to eat?

o What will we do about water?

o Where will we sleep?

o What will we do about our animals?

Write general categories on the board that relate to the questions the Scouts provide.

o Water and Food

o Medical Supplies

o Tools and General Supplies

o Supplies for Hygiene

o Special and Additional Supplies

Explain that these are the general categories that should be considered when building a

Family Emergency Kit.

Ask the Scouts: When is the right time to build a Family Emergency Kit?

Emphasize that right before an evacuation is not ideal. You should build a Family Emergency Kit

before the evacuation alert, so that you have enough time to think and gather appropriate

items.


Family Emergency Kit Game

Divide the Scouts into two teams. Each team will need paper and pencils.

Explain the game to the Scouts.

o Given the situation described in the previous scenario, they have ten minutes to outline

the contents of a Family Emergency Kit that would accommodate a family that includes

three adults, one of whom is older and needs special foods and medicine;

one child their own age;

two younger siblings, including an infant who is still in diapers; and

one German shepherd and one hamster.

o Each team will receive a point for any correct items. They will lose a point for any

unnecessary or impractical items.

Start the 10‐minute brainstorming session.

After ten minutes, allow each team to write their items on the white board.

Give each team the opportunity to explain why they included each item. Allow the opposing

team to refute items that they believe are unnecessary or impractical.

o If an item is refuted, the presenting team may disagree and keep the item on their list or

cross it out. (Crossed out items cannot earn points later.)

Open your sample Family Emergency Kit and show the Scouts the items you included and how

you organized the kit.

o As you go through the kit, give the Scouts a point for each item they thought to include

on their list. (Any items that were crossed out earlier cannot earn points.)

o Remove a point for any items that are unnecessary or impractical.

o If there are items that neither team thought to include, explain why the item is

important.

Declare the team with the most points at the end of this exercise the winner.

Explain to the Scouts that in order to fulfill this section of the Emergency Preparedness merit

badge requirements, they will need to go home and teach their families how to build a Family

Emergency Kit. Remind the Scouts that the kit should address the special needs of their family

members (i.e., elderly family members, very young members, pets, etc.)

Additional Resources Be Red Cross Ready online pamphlet at RedCross.org

http://www.redcross.org/www‐

files/Documents/pdf/Preparedness/checklists/Be_Red_Cross_Ready.pdf

Emergency Kit Checklist on MeritBadge.org

http://meritbadge.org/wiki/index.php/Emergency_Preparedness_Kit

Emergency Preparedness page on National Fire Protection Association

http://www.nfpa.org/displayContent.asp?categoryID=791


Objective 3: Evacuation Plan

At the end of the lesson, the Scout will be able to make an emergency evacuation plan for his home.

Instructional Materials The instructor may use the white board and markers for this portion of the lesson.

Students will need:

Paper

Writing instruments

Lesson Activities Evacuation Plan

Class project entails development of an emergency plan for the Scout troop’s meeting location

(Scouts will use the same steps when developing their emergency plan at home)

Fire drill allows Scouts to implement the plan


1. Review home emergencies 1, 2, 3 and 12 from the chart.

2. Develop a family evacuation plan.

a. Diagram the dwelling.

b. Identify exits.

c. Draw the exit routes from each room in the dwelling.

d. Identify any additional equipment needed to exit the house (examples: rope or ladder)

e. Choose a meeting place for the family outside of the dwelling

Talking Points Class Discussion

Discuss main points of creating an evacuation plan that apply to any building (homes, schools,

churches, etc.)

1. Think about each room in the structure: what are two ways to escape from every room?

2. Designate a meeting place outside of the structure – then you will know that everyone

has escaped safely.

3. Practice escaping from the building at least twice a year and at different times of the

day. For example, at home you could practice waking up to smoke alarms, low crawling

and meeting outside.

4. Make sure everyone knows how to call 9‐1‐1.

5. Practice STOP, DROP and ROLL if their clothes should catch on fire.

Describe this scene to the Scouts: During a regular Scout meeting, the alarm sounds for the

smoke detector. What should we do?


Activity

Keep the same teams as the last activity.

Scouts will create an evacuation plan for the meeting location by taking the following steps:

1. Diagram the building.

2. Identify at least two exits from each room (think about doors and windows – will any

special equipment be needed like a rope ladder to escape through a window?)

3. Draw the exit routes from each room in the dwelling.

4. Choose a meeting place for the Scouts outside of the dwelling.

When the plan is complete – practice the evacuation.

Debriefing

After all Scouts arrive at the designated meeting place outside, return to the Scouts’ meeting

room in the basement to discuss what went well and what could be improved.

Explain how this activity applies to creating a family evacuation plan at home.

Additional Resources Escape Planning section of the National Fire Protection Association Web site

http://www.nfpa.org/displayContent.asp?categoryID=393

Help Prevent Home Fires section of the American Red Cross Web site

http://www.redcross.org/homefires

Be Red Cross Ready handout from the American Red Cross

http://www.redcross.org/www‐

files/Documents/pdf/Preparedness/checklists/Be_Red_Cross_Ready.pdf


Appendix List

The following materials will assist the instructor of the Emergency Preparedness lessons. Appendix A – C

contain the Pre‐Workshop materials for the Scouts. Several appendices have been formatted for

distribution to the Scouts via printing or photocopying, if needed.

Appendix A: Pre‐Instruction Worksheet for Emergency Preparedness Session ........................................ 15

Appendix B: Example of Home Inventory Checklist ................................................................................... 16

Appendix C: Boy Scouts of America Emergency Contact Card .................................................................. 17

Appendix D: Complete List of Instructional Materials ............................................................................... 18

Appendix E: Example of Table Style Chart Organization ........................................................................... 19

Appendix F: Example of Cycle Style Chart Organization ........................................................................... 20

Appendix G: Sample Contact Cards (Adult and Child – supplemental) ...................................................... 21

Appendix H: Sample Birth Certificate ......................................................................................................... 23

Appendix I: US Passport Image ................................................................................................................. 24

Appendix J: Emergency Preparedness Kit Contents Handout (if needed) ................................................ 25

Worksheet For Emergency Preparedness Session On Monday, November 29, 2010

The Four Aspects of Emergency Preparedness1 Emergency personnel, such as Red Cross

and FEMA workers, use many of the same

terms when talking about emergency

management. That is just one reason it is a

good idea to become familiar with such

terms: if you find yourself working with

emergency personnel, you will understand

what your actions are helping to

accomplish.

1. Prepare. When you take actions to

prepare for emergencies, you

recognize the possible threats from natural and other disasters. Making a plan and

practicing it, assembling an emergency or disaster supplies kit, and installing warning

devices are all actions you can take to prepare for an emergency.

Example: You sign up for winter driving lessons at a local Skid School.

2. Respond. In this phase of emergency management, you may be called upon to help with

shelter, first aid, and other activities. On a personal level, your response to an emergency

can take many forms, such as evacuating an area. Your response can help reduce the

occurrence of secondary damage.

Example: You hit an icy patch while driving and use the techniques you learned in

Skid School to control the car.

3. Recover. After a disaster or other emergency, the goal is to try to get things back to

“normal.” In addition to rebuilding and repairing property, there is also work to be done to

try to bring physical and emotional health back to a stable condition.

Example: Once you have control of the car, you check to see if your passengers are

alright.

4. Mitigate and Prevent. The word “mitigate” means “to lessen in force or intensity,” and

“to make less severe.” Prevention goes hand‐in‐hand with mitigation, as do response and

recovery. It also can make the difference between inconvenience and tragedy. Mitigation

often involves managing risk—becoming aware of, and responding to, risks and hazards.

Mitigation efforts can even help prevent an emergency from happening.

Example: You buckle up and require that all passengers in your car do the same

(mitigate). You avoid driving in icy conditions unless absolutely necessary (prevent).

1 This section was adapted from the Boy Scouts of America Emergency Preparedness Merit Badge Book.

What you need to do before the Emergency Preparedness Session

Obtain an Emergency Preparedness Merit

Badge Book.

Read the overview of the merit badge

requirements.

Read about the Four Aspects of

Emergency Preparedness.

Complete the Home Inventory Checklist.

Home Inventory Checklist Use the checklist to check your family’s readiness for an emergency. Check the items that your family has completed.

P R E P A R E : R E C O G N I Z E T H E PO S S I B L E T H R E A T S F R O M DI S A S T E R S , M A K E A P L A N

F I R E EXT INGUISHER MOUNTED AND EAS I LY AVA I LABLE

S TA IRWAY AND HALLWAY HAVE ADEQUATE L IGHT ING , N IGHTL IGHT

FURN I TURE P LACED TO AL LOW EASY PASSAGE IN AN EMERGENCY

EMERGENCY MEET ING P LACE ESTABL I SHED FOR FAM I LY MEMBERS

BAK ING SODA I S KEPT HANDY TO NEUTRAL I Z E AC ID BURNS

POTHOLDERS IN EASY REACH IN THE K I TCHEN

S TURDY LADDER OR ROPE EAS I LY AVA I LABLE FOR ESCAPE FROM SECOND F LOOR

TOOLS STORED IN THE IR P LACE FOR EASY ACCESS

R E S P O N D : H ELP W IT H SH E LT ER , A D MI N IST E R F I RST A I D , R ED U C E S E C O N D A R Y D A M A G E

F I RST A ID K I T EAS I LY ACCESS IB LE ; KNOW BAS IC F IRST A ID PROCEDURES

KNOW HOW TO OPERATE A F I R E EXT INGU ISHER

KNOW HOW TO GET EMERGENCY HELP (911 , PO ISON CONTROL )

B E AB LE TO F IND WATER , GAS , & E L ECTR IC SHUTOFFS

KNOW HOW LOCAL AUTHOR I T I ES WI L L NOT I FY YOU DUR ING A D ISASTER

KNOW HOW TO ACCESS NOAA WEATHER RAD IO

MEANS OF TRANSPORTAT ION IDENT I F I ED FOR EVACUAT ION

R E C O V E R : G ET T H I N GS B A C K T O NO R M A L , RE B U I L D A N D R EP A I R P R O P E RT Y , R E S T O R E H E A L T H

EMERGENCY WATER SUPPLY AVA I LABLE (1 GALLON PER P ERSON PER DAY )

FAM I LY EMERGENCY K I T

HANDHELD F LASHL IGHTS READ I LY AVA I LABLE

EMERGENCY CONTACT L IS T

TOOLS TO REPA IR DAMAGE INCLUD ING WRENCH , HAMMER , SCREWDR IVER , SHOVEL

CAN OPENER AVA I LABLE

MATCHES EAS I LY ACCESSED

M IT I G AT E / P R EV E N T : L E SS E N T H E S E V E RI T Y O F A D I S A S T E R , M A NA G E R I S K , P R E V E N T E M E R G E N C I E S

SAFETY GATES ON STA IRS TO PREVENT FAL LS FOR SMALL CH I LDREN

D IS INFECTANT & CLEAN ING PRODUCTS STORED OUT OF THE R EACH OF CH I LDREN

TUB F LOOR HAS NON-SL IP SURFACE OR RUBBER MAT

GUNS ARE S TORED UNLOADED AND IN LOCKED CASE

SMOKE ALARM (BATTERY TESTED REGULARLY )

CARBON MONOXIDE DETECTOR (BATTERY REP LACED REGULARLY )

SMOKING INDOORS IS NOT PERM ITTED

APPL IANCES AND L IGHT ING FREE OF FRAYED OR WORN E LECTR ICAL CORDS

GASOL INE , PA INT TH INNERS , AND VOLAT I LE L IQU IDS STORED OUTS IDE

FUSES AND C IRCU I T BREAKERS ARE NOT OVERLOADED

F LAMMABLE MATER IALS KEPT AWAY FROM STOVES , BURNERS , AND FURNACES

PREPARE

RESPOND

RECOVER

MITIGATE/

PREVENT

Michele

Text Box

Source for Content: http://usscouts.org/usscouts/mb/worksheets/Emergency-Preparedness.pdf

Appendix C: Emergency Contact Card Distribute the following Emergency Preparedness Card to the Scouts with the pre‐instructional

materials. The cards are available from the Boy Scouts of America office. If you do not have access to

these cards, consider using the sample emergency contact cards in Appendix G.

Appendix D: Instructional Materials The following list represents the instructional materials needed for the entire lesson:

Paper Writing instruments White board Markers Sample Emergency Kit: A large plastic container will include the following items:

Flashlight (battery or crank operated) Water (1 gallon per person per day) – example can be an empty bottle Medications (examples) Eating Utensils Nonperishable foods and non‐electric can opener Family first aid kit Weather Radio (battery or crank operated) Tools (wrench, can opener, screwdriver, hammer, pliers, knife, duct tape, plastic

sheeting, garbage bags and ties) Matches in a waterproof container Clothing (change of clothing for everyone) Personal items such as glasses, copies of important papers (birth certificates or

passports, insurance papers) (See Appendix H & I) Hygiene and sanitary items (toothbrush, tooth paste, soap, comb, facial tissues,

towelettes, needle, thread, shoelaces, toilet paper, bleach) Money Contact Information (see Appendix C & G) Pet supplies, if applicable Map & Compass & GPS Whistle to signal for help

Example: Table Style Chart Organization Type of Emergency

1. Home Kitchen Fire

2. Home basement/storage room/garage fire

3. Explosion in the home

4. Automobile accident

5. Foodborne illness disease (Food poisoning)

6.

7.

8.

9.

10.

Example: Cycle Style Chart Organization

• Category

Actions Actions

ActionsActions

Appendix H: Sample Birth Certificate

Appendix I: U.S. Passport Image

Emergency Preparedness Kit Contents

Your Kit

What you have on hand when a disaster happens could make a big

difference. Plan to store enough supplies for everyone in your

household for at least three days.

Water. Have at least one gallon per person per day.

Food. Pack non‐perishable, high‐protein items, including

energy bars, ready‐to‐eat soup, peanut butter, etc. Select

foods that require no refrigeration, preparation or cooking,

and little or no water.

Flashlight. Include extra batteries.

First aid kit. Include a reference guide.

Medications. Don't forget both prescription and non‐prescription items.

Battery‐operated Weather radio. Include extra batteries.

Tools. Gather a wrench to turn off gas if necessary, a manual can opener, screwdriver, hammer,

pliers, knife, duct tape, plastic sheeting, and garbage bags and ties.

Clothing. Provide a change of clothes for everyone, including sturdy shoes and gloves.

Personal Items. Remember eyeglasses or contact lenses and solution; copies of important

papers, including identification cards, insurance policies, birth certificates, passports, etc.; and

comfort items such as toys and books.

Sanitary supplies. You'll want toilet paper, towelettes, feminine supplies, personal hygiene

items, bleach, etc.

Money. Have cash. (ATMs and credit cards won't work if the power is out.)

Contact information. Include a current list of family phone numbers and e‐mail addresses,

including someone out of the area who may be easier to reach by e‐mail if local phone lines are

overloaded.

Pet supplies. Include food, water, leash, litter box or plastic bags, tags, medications, and

vaccination information.

Map. Consider marking an evacuation route on it from your local area.

Source: Boy Scouts of America Scout Source Web site

http://www.scouting.org/scoutsource/Media/Publications/EmergencyPreparedness/kit.aspx


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