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Emergency batteries - Early stage 1 and stage 1

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Bush fire safety

Please note: You will need to complete the ‘Preparing for an Emergency’ lesson prior to undertaking this lesson.

Introduction

The ‘Emergency Batteries’ safety message explores the importance of being prepared and having spare, working batteries in the event of losing electricity in an emergency. This lesson also introduces the idea of an ‘Emergency Kit’ which is a pack that includes essential items that will be needed by a family during and in the days following a bushfire.

It is recommended that you view the background information for teachers before undertaking this lesson.

Links to NSW Curriculum

Geography

Environment strand

  • ENES1 – Gathers information about the natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments.
  • ENS1.5 – Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.
  • ENS1.6 – Demonstrates an understanding of the relationship between environments and people

Personal Development, Health and Physical Education

Personal Health strand

  • PHS1.12 – Recognises that positive health choices can promote wellbeing.

Safe Living strand

  • SLES1.13 – Demonstrates an emerging awareness of the concepts of safe and unsafe living.
  • SLS1.13 – Recognises that their safety depends on the environment and the behavior of themselves and others.

English

  • ENe-11D – responds to and composes simple text about familiar aspects of the world and their own experiences.
  • EN1-11D - responds to and composes simple text about familiar aspects of the world and their own experiences

Science

  • ST1-6PW – describes some of the sources of light and sound that they sense in their daily lives.

Learning outcomes

Participating in this lesson will help students to achieve the following learning outcomes:

  • Students will be able to list items that should be included in an Emergency Kit.
  • Students will identify items in their Emergency Kit that require an energy source to work.
  • Students will understand that items in the Emergency Kit should be checked regularly to ensure they are in good working condition.

Resources

  • ‘Emergency Batteries’ safety message video (running time: 30 sec)
  • interactive whiteboard (IWB) - optional
  • ‘Emergency Kit’ information sheet – one per student
  • ‘Our Emergency Kit’ activity sheet – one per student
  • items that require batteries or an alternative energy source (not electricity) to work (e.g. radio, torch, walkie talkies, mobile phone, GPS, etc.)
  • ‘Emergency Items’ activity sheet – one per student

Lesson steps

As a class, watch the ‘Emergency Batteries’ video. Discuss:

  • What were the key messages in the video?
  • What was Trev doing wrong?
  • Trev listed some important items that require batteries. What were they?
  • Why is it important to have emergency batteries?
  • What might happen if Trev uses the emergency batteries?

As a class, brainstorm and record items you might needin an emergency. Discuss the difference between need and want. Ask students to think about the items of sentimental value that they discussed in the ‘Preparing for an Emergency’ lesson. These were items that students wantedto take, but are not necessarily essential in an emergency situation.

Display the ‘Emergency Kit’ information sheet on an IWB. Discuss the items with students. Are there any that they are not familiar with or do not understand how they would be useful in an emergency?

Explain to students that many of the items on the list require a power source to operate them. Working as a class, identify these items. How would these items be used in an emergency? What source of energy do they need (electricity, battery, solar power, etc.)? What could happen if an energy source is not available?

Set up several stations around the room. Each station should have items from the list that require an energy source to operate (e.g. mobile phone, tablet, PC, various torches (battery, solar powered, wind up), battery operated radio etc.). In small groups students visit each station and complete the ‘Emergency Items’ activity sheet.

After this activity discuss how we can make sure these items have the power they need if there is an emergency (e.g. making sure batteries are charged, having spare charging devices in an emergency box, etc.).

Further activities

Here are some suggested extra activities to extend the students’ learning.

  • Provide each student with a copy of the ‘Emergency Kit’ information sheet to take home. Ask students to work with their family to prepare their own survival kit.
  • Students to research different types of batteries (sizes, volts, etc.) and how they work.
  • Students to research different types of energy.
  • Invite someone from your local bushfire service to speak to the class about ways to prepare for bushfire season.

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Australiasian Fire and Emergency Services Council