Emergency Kit Plans

Overview

Students will use their earthquake emergency-kit conversations, family information, and prior writing work to create a clear, audience-appropriate plan for what should be in an emergency kit and why. They will build a short “product” piece using their data and reflect on how their writing supports emergency preparedness.

Learning intentions

• WALT identify and organise key information for an emergency kit and home earthquake plan.
• WALT write accurate sentences using information from our notes (items, locations, dangers, actions).
• WALT choose a suitable writing structure (news report, information facts, or personal recall) to match an intended purpose.
• WALT revise for clarity, using checklists to improve sentence details and organisation.

Success criteria

• I can include at least 6 emergency kit items and explain why each is needed.
• I can state where the kit is kept and how my family will find it quickly.
• I can describe actions to take before, during, and after an earthquake (including dangers).
• I can use my evidence from my notes to write clear, well-organised paragraphs.

Curriculum links

• Geography — Emergency preparedness for tectonic hazards: Families and communities should have strategies for preparing for tectonic hazards such as a household emergency kit.
• Geography — Emergency preparedness for tectonic hazards: Families and communities should have strategies for preparing for tectonic hazards such as emergency mobile alerts.
• Social Sciences writing connection: students produce texts that communicate ideas clearly for a purpose and audience (supported through revising and using success criteria).

Lesson structure (45 minutes)

1. 0–5 min · Hook (retrieval + purpose). Teacher displays the prompt on the board: “What are the most important 6 things your household should have in an earthquake kit—and what danger are they helping you prepare for?” Students do a quick think-write of 3 items they remember, then share with a partner.

2. 5–10 min · Model (structure + evidence). Teacher uses the emergency kit planning and writing deck to briefly model how to turn notes into writing:

• “Item” + “Why” + “Where it is” + “When we use it” Students highlight (with a pen) the parts of the model text that match their own homework categories.

3. 10–18 min · Data sorting (in groups of 2–3). Teacher sets groups and asks students to open their homework notes and organise them into four boxes:

• Kit items (6+)
• Locations
• Emergency actions (before/during/after)
• Dangers/risks after an earthquake Students sort and check that their list includes the required elements for an emergency plan.

4. 18–28 min · Writing task: choose a format (differentiated). Teacher explains that students will write one short “product” paragraph using their sorted data, selecting a format that fits what they used previously (information facts, news report, or personal recall). Teacher circulates, using the slide examples to remind students of purpose and audience.

• Support level: Sentence starters and a simple paragraph plan are provided on the worksheet task. Students focus on 6 items + location + one before/during/after action.
• Approaching level: Students write 6 items with “because/so” explanations, plus two actions (one during and one after).
• Extension level: Students add danger awareness (e.g., hazards after shaking) and a stronger reason for each item, with at least one “detail for readers” (who/where/when).

Teacher distributes emergency kit paragraph planning worksheet and students begin drafting using their own notes.

5. 28–37 min · Revise with success criteria (feedback loop). Teacher directs students to revise their draft for clarity and completeness using success criteria exit ticket slips as a quick checklist: items included, location stated, actions described, and evidence from notes used. Students do one peer check: “One thing I can clearly see is…” and “One question I still have is…”

6. 37–43 min · Share (oral rehearsal + quick improvement). Teacher returns to the emergency kit planning and writing deck for a sharing prompt: “Which item is most important and why?” Students share either their most convincing item justification or one after-earthquake danger/action they included.

7. 43–45 min · Exit ticket (assessment for next lesson). Students complete a short exit response on the slip: “My kit plan is strong because…” and “Next I will improve…” Teacher collects for quick review.

Resources

• the emergency kit planning and writing deck
• emergency kit paragraph planning worksheet
• success criteria exit ticket slips
• Student homework notes and family kit lists
• Highlighters/pens for code-marking evidence
• Display board and markers
• Timer for writing and revision phases
• Peer feedback sentence starters written on the board

Assessment

• Teacher observation during sorting and drafting: are students including 6 items, locations, and before/during/after actions?
• Peer feedback (check completeness and clarity of explanations).
• Exit ticket: identify which element students will improve next (items, locations, actions, or danger awareness).

Differentiation

• Support: Provide sentence starters on emergency kit paragraph planning worksheet (e.g., “We should have… because…”, “The kit is kept…”, “During an earthquake, we…”, “After the shaking, we must…”) and require fewer “because” details.
• Approaching: Require all four categories (items, location, actions, dangers) but allow shorter sentences and one detailed justification.
• Extension: Students add a more precise reason and one extra detail (e.g., how to access the kit quickly, or a specific after-earthquake risk and response).
• EAL/SEN: Offer a word bank of key verbs/actions (check, move, secure, stay, listen, turn off) and allow oral planning before writing.