Safety Kits Writing

Overview

Students build on a family conversation completed for homework by writing and sharing a justified emergency preparedness plan for tectonic hazards. They will organise ideas for a clear writing structure and then present key details to the class, linking choices to reasons.

Learning intentions

• WALT write a clear, structured response about what would be in an emergency kit and why it matters during an earthquake.
• WALT include where the kit is kept, how often it is checked, and any emergency meeting spot.
• WALT explain what to do before, during, and after an earthquake using accurate, age-appropriate steps.
• WALT reflect on additional relevant points that came up in discussions with whānau.

Success criteria

• I can name the 6 main items in my family’s kit and justify each one.
• I can clearly explain kit location, when it gets checked, and my emergency meeting spot (if we have one).
• I can write what we should do before, during, and after an earthquake in the correct order.
• I can include at least one “extra” learning point from my family conversation.

Curriculum links

• Geography (Emergency preparedness for tectonic hazards): prepare for tectonic hazards using household emergency kit strategies and justification.
• Geography (Impacts of tectonic hazards): understand how communities plan for earthquakes, including preparation behaviours such as alerting and preparedness.
• Social sciences competencies: communicate ideas effectively and organise information for an audience; think critically about reasons for preparedness choices.
• Social sciences: make connections between lived experiences (family discussions) and community safety actions.

Lesson structure (43 minutes)

1. 0–5 min · Hook + sharing protocol. Teacher asks: “What is one item in your kit that you think is most important—and why?” and states respectful speaking norms. Students do a quick think-write (1 sentence) and then turn to a partner to share.

2. 5–10 min · Launch the writing task. Teacher displays the slide deck prompts and models how to organise information from the homework into paragraphs (items + reasons, kit location, checks, meeting spot, before/during/after, extra points). Students listen and identify which sections they will write first.

3. 10–28 min · Writing sprint (structured paragraphing). Teacher hands out earthquake emergency kit writing worksheet and walks through each required section while pointing to the slide deck checklist on the same topic (so students know what “done” looks like). Students write independently, using their homework notes to fill all boxes and ensuring each of the 6 items has a justification sentence.

4. 28–38 min · Small-group “author share” (oral rehearsal). Teacher forms two groups and reminds students to use “claim + reason” when sharing (e.g., item + justification). Students take turns reading their top two items to the group, including kit location and meeting spot; peers note one strong reason they heard.

5. 38–43 min · Whole-class share + exit. Teacher returns to earthquake emergency kit deck for the final prompt: “Share one step to do before/during/after that you will tell your family.” Students share one sentence with the class, then complete a brief teacher check of the success criteria (e.g., teacher collects 6-item list and before/during/after step are visible in books).

Resources

• earthquake emergency kit deck
• earthquake emergency kit writing worksheet
• Pencils and lined paper or writing books
• Homework conversation notes (from yesterday)
• Timer for writing sprint
• Grouping areas for two small groups
• Success reminder visible (on slide deck)

Assessment

• Teacher observes during writing sprint: check that students include 6 items with justifications and address location, checks, meeting spot, and before/during/after.
• During small-group sharing, teacher listens for “reasoning” language (claim + reason) and whether steps are correctly ordered and relevant.
• Quick final evidence at the end: students’ before/during/after sentence and at least one item justification recorded in their worksheet or book.

Differentiation

• Support: earthquake emergency kit writing worksheet includes sentence starters and prompts so students can practise “I chose… because…”. Allow students to draft using bullet points before rewriting into sentences.
• Support: provide a short word bank on the slide deck (e.g., kit, water, torch/lantern, batteries, meeting spot, check, practise, drop/cover/hold).
• Extension: challenge students to add one additional “why” link (e.g., “This helps if… because…”), and to include an emergency communication or alerting idea mentioned in their family conversation.
• EAL/SEN: accept bilingual support for planning notes; require the final response to be in English but allow one key word list in students’ first language next to their plan.