Elementary School Lesson Plan: What to Do in an Emergency

Teachers & homeschoolers · Lesson plan · Updated October 1, 2026 · LearnLife Editorial

What grade levels is this emergency lesson plan appropriate for?

This lesson plan is designed primarily for elementary students aged roughly 6 to 10 years old, covering grades 1 through 5. It can be adapted for younger children in kindergarten and preschool by simplifying language and focusing on basic safety steps. For example, preschoolers learn to identify emergencies and memorize a trusted adult’s phone number, while older elementary students practice calling 911 and understanding different types of emergencies.

Homeschoolers can tailor the timing and depth easily, adjusting activities based on their child’s readiness. The plan’s flexible structure fits both classroom and home settings, ensuring learners grasp the essentials of emergency preparedness at their developmental level.

What are the learning objectives and timing for the lesson?

This totals about 1.5 hours but can be split into shorter sessions. Each segment builds understanding progressively, mixing instruction with hands-on practice and reflection.

What materials are needed for the lesson?

Materials for this lesson are simple and commonly found in classrooms or homes, requiring no specialized printables:

• Whiteboard and markers or chalkboard
• Paper and pencils for students
• A toy phone or real phone for practice
• Safety posters or visual aids (optional, can be drawn during class)
• Props for role-playing, such as hats or badges to represent emergency responders
• A prepared list of emergency phone numbers (911, family contacts)
• Space to practice safety drills like “Stop, Drop, and Roll”

Keeping materials minimal supports easy lesson setup and adaptability for homeschooling.

How to start with a warm-up that engages students?

Begin with a quick group question session: “What is an emergency?” and “Have you ever seen or heard about an emergency?” Write answers on the board. Then, share a simple story or scenario about a common emergency (like a fire alarm at school). Ask students how they think they should respond.

This warm-up activates prior knowledge and curiosity. It sets a tone of safety and learning, encouraging students to share and listen.

What key points should be included in direct instruction?

Direct instruction should cover fundamental facts and actions about emergencies:

• Definition: An emergency is something unexpected that can hurt people or property.
• Examples: fire, earthquake, injury, someone feeling very sick.
• Stay calm: Explain why staying calm helps you think clearly.
• Safety steps:
• Stop what you’re doing.
• Drop down if there is smoke or fire.
• Cover your nose and mouth if there is smoke.
• Roll on the ground if clothes catch fire.
• Calling for help:
• When to call 911 (if someone is hurt, fire, or danger).
• How to call (stay calm, speak clearly, give your name, location, and what happened).
• Listening and following instructions from adults or emergency personnel.

Use clear, simple language and check for understanding by asking students to repeat key points.

How to structure the main activity for practice?

The main activity involves role-playing and practice to reinforce learning:

1. Emergency Scenario Role-Play: Prepare simple scripts or prompts (e.g., a classmate pretends to be hurt, or there is a “fire” in the room). Students take turns acting out what they should do, including calling 911 on a toy phone.
2. Safety Drill Practice: Practice “Stop, Drop, and Roll” together as a group.
3. Emergency Number Practice: Have students practice dialing 911 on a toy phone, stating their name, location, and emergency clearly.

This hands-on practice helps students internalize procedures and builds confidence for real emergencies.

What discussion questions help deepen understanding?

After activities, engage students with reflective and comprehension questions:

• Why is it important to stay calm in an emergency?
• What would you do if you saw someone hurt or in danger?
• Who are the safe adults you can ask for help?
• How does calling 911 help keep people safe?
• What feelings do you have about emergencies? Is it okay to be scared?

Encourage sharing to normalize emotions and reinforce safety knowledge.

How to assess understanding and provide an exit ticket?

Assessment should be simple and quick, such as:

• Have students write or draw one thing they learned about emergencies.
• Ask each student to say one safety step they will remember.
• Use a checklist to confirm students can explain how to call 911 or perform “Stop, Drop, and Roll.”

This confirms grasp of key points and identifies any areas needing review.

How can homeschoolers differentiate or extend the lesson?

Homeschoolers can adjust the lesson by:

• Spending more time on areas where the child shows interest or needs confidence.
• Incorporating family emergency planning, such as creating a home emergency contact list or practicing evacuation routes.
• Extending the lesson with reading books about safety or watching videos on emergency responders.
• Including siblings or other family members in role-plays to expand social learning.
• Teaching related skills like first aid basics or how to use a fire extinguisher when age-appropriate.

These options customize learning to meet individual needs.

Frequently asked questions

What should I teach preschoolers about emergencies?

For preschoolers, focus on basic concepts like recognizing emergencies, memorizing their home phone number, and knowing who safe adults are. Use simple language, songs, and games to teach rules like “stop and look for help” and practice staying calm.

How can I help kindergarteners understand emergency phone calls?

Teach kindergarteners to say their full name, address, and that 911 is for emergencies only. Practice with a pretend phone and role-play calling 911 calmly, emphasizing clear speaking and listening to the operator’s instructions.

How often should emergency drills be practiced in elementary school?

Emergency drills like fire drills or lockdowns should be practiced regularly, often once a month or as required by the school. This repetition helps students remember procedures and respond quickly in a real emergency.

What if a child is scared during emergency lessons?

It’s normal for children to feel scared. Validate their feelings, reassure them that learning how to stay safe helps protect them, and encourage questions. Keep the tone positive and empowering.

Can this lesson be adapted for virtual learning?

Yes, teachers and homeschoolers can adapt the lesson for virtual settings by using interactive videos, online role-play scenarios, and verbal practice of emergency steps during video calls.