What are the lines of communication during an emergency?
TEACHING CLUES AND CUES
What is the budget of this department or organization?
How much of this is dedicated for emergency preparedness and
actual emergencies?
If more than one class is
doing this activity, con-
sider sending a group for
each interview (for
May I call you again if I have additional questions?
Would you be willing to speak to my class?
example, one “mayor” from each
class to interview the mayor
together).
Encourage students to take notes, to review their notes after the
interview, and to make follow-up calls if they find they are missing any
information.
4. Assign students to write letters thanking their mentors for the
interviews. Review the format of a business letter, if necessary. Tell
students that each letter must include details from the notes taken
during the interview, so that both the recipient and you, the teacher,
will know the time was well spent. Collect the letters and mail them
from the school.
5. Fasten the large, sturdy sheet of paper to the wall and project the
map transparency onto the paper. Move the projector away from the
paper until the image reaches the desired size, then trace the image on
the paper.
6. With the class, work out a way to represent all of the following on
the large area map you have prepared:
Hospitals and nursing homes
Fire and police stations
Power, sewage, and water plants
Gas, water, electric, and sewage trunk lines
Railroads and other mass transit systems
Major roads and highways
Telephone systems and other communications systems
Schools
All of these are considered critical facilities or lifeline utility systems.
Schools are important both because they may house large populations
to be evacuated and because they frequently serve as centers for
emergency shelter and the distribution of supplies.
C. Conclusion
Display the local map prominently in the front of the classroom.
Students will add to this map, and to their role knowledge, as they gain
information throughout these lessons.
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F E M A
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