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Emergency batteries – Stage 2

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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.


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


Environment strand

  • ENS2.5 – describes places in the local area and other parts of Australia and explains their significance.

Personal Development, Health and Physical Education

Personal Health strand

  • PHS2.12 – discusses the factors influencing personal health choices.

Safe Living strand

  • SLS2.13 – discusses how safe practices promote personal wellbeing.


  • EN2-11D – responds to and composes a range of texts that express viewpoints of the world similar to and different from their own.

Learning outcomes

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

  • Students will discuss which items are necessary in an ‘Emergency Kit’.
  • Students will be able to list essential items needed in a bushfire emergency that require power to operate.
  • Students will identify items in their ‘Emergency Kit’ that require regular maintenance and checking to ensure they are in good working condition.


  • ‘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
  • completed ‘What Should I Pack?’ activity sheet (from ‘Preparing for an Emergency’ lesson)
  • ‘Emergency Energy’ 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 the items you might need in an emergency. Remind students that this is different to the items that have sentimental value and you want to save. Ask students to think about communication, clothing, food, water, etc. Record the items. Discuss and debate the merit of individual items as a class.

Explain that these are the items that should be considered for inclusion in an ‘Emergency Kit’. This kit is designed to help your family survive during (although reinforce the importance of leaving as early as possible) and in the days after a bushfire.

Provide small groups of students with a copy of the ‘Emergency Kit’ information sheet to read. Ask groups to discuss the items on the sheet. Which items surprise students? Are there any items that they are unfamiliar with? Discuss these. Students to take a copy of this sheet home and work with their family to complete the ‘Our Emergency Kit’ activity sheet. If a student’s family already has a kit, ask students to conduct an audit and decide if anything should be added or could be removed.

Using the ‘Emergency Kit’ information sheet, ask students to identify items that require energy to work. How do these items get their power supply? Ask students to think of what they could do if the power was out and they couldn’t run/recharge these items. It is important that someone in the family takes responsibility for checking the Emergency Kit and making sure that all items are charged or have a power source available (e.g. charged batteries).

Students to complete the ‘Emergency Energy’ activity sheet.

Further activities

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

  • Students to research different types of batteries (sizes, volts, etc.) and how they work.
  • Students to explore simple circuit systems found in torches.
  • Students to research different types of energy.
  • Students to conduct an internet search into using food as a battery alternative.
  • 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