What to Do in a Medium Emergency: Calling for Help

Safety and Awareness

Pre-K, Elementary, Middle School, High School

Learning Objectives

Recognize what a medium emergency is and how it is different from a big emergency
Identify common examples of medium emergencies, such as missing the bus or getting locked out
Demonstrate how to stay calm when something goes wrong
Understand the purpose of an emergency contact list
Name trusted adults who can help in a medium emergency
Explain a problem clearly to a trusted adult or emergency contact
Practice appropriate steps to take when a medium emergency happens
Build confidence in knowing what to do when help is needed but 911 is not required

Aligned Common Core Standards

Kindergarten
CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations with diverse partners about kindergarten topics and texts
CCSS.ELA-LITERACY.SL.K.2 – Confirm understanding of a text read aloud or information presented orally
CCSS.ELA-LITERACY.SL.K.4 – Describe familiar people, places, things, and events with detail
CCSS.ELA-LITERACY.L.K.6 – Use words and phrases acquired through conversations and being read to

Grade 1
CCSS.ELA-LITERACY.SL.1.1 – Participate in collaborative conversations with diverse partners
CCSS.ELA-LITERACY.SL.1.2 – Ask and answer questions about key details in a text read aloud or information presented orally
CCSS.ELA-LITERACY.SL.1.4 – Describe people, places, things, and events with relevant details, expressing ideas clearly
CCSS.ELA-LITERACY.L.1.6 – Use acquired vocabulary in speaking and listening activities

Grade 2
CCSS.ELA-LITERACY.SL.2.1 – Participate in collaborative conversations with peers and adults in small and larger groups
CCSS.ELA-LITERACY.SL.2.3 – Ask and answer questions about what a speaker says to clarify understanding
CCSS.ELA-LITERACY.SL.2.4 – Tell a story or recount an experience with appropriate facts and descriptive details

Grade 3
CCSS.ELA-LITERACY.SL.3.1 – Engage effectively in a range of collaborative discussions
CCSS.ELA-LITERACY.SL.3.4 – Report on a topic or text, tell a story, or recount an experience with appropriate facts and details
CCSS.ELA-LITERACY.L.3.6 – Acquire and use grade-appropriate conversational and academic vocabulary

Grade 4
CCSS.ELA-LITERACY.SL.4.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner
CCSS.ELA-LITERACY.L.4.6 – Use language to express ideas precisely and effectively

Grade 5
CCSS.ELA-LITERACY.SL.5.1 – Participate in collaborative discussions, building on others’ ideas
CCSS.ELA-LITERACY.SL.5.4 – Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and details
CCSS.ELA-LITERACY.L.5.6 – Use language acquired through reading and discussions

Grade 6
CCSS.ELA-LITERACY.SL.6.1 – Engage effectively in collaborative discussions with diverse partners
CCSS.ELA-LITERACY.SL.6.4 – Present claims and findings with relevant evidence, organized clearly
CCSS.ELA-LITERACY.L.6.6 – Use grade-appropriate vocabulary to express ideas

Grade 7
CCSS.ELA-LITERACY.SL.7.1 – Participate in collaborative discussions, expressing ideas clearly and building on others’ ideas
CCSS.ELA-LITERACY.SL.7.4 – Present claims and findings with logical sequencing and appropriate details
CCSS.ELA-LITERACY.L.7.6 – Use academic and domain-specific words to communicate effectively

Grade 8
CCSS.ELA-LITERACY.SL.8.1 – Engage in discussions, posing questions and responding to others
CCSS.ELA-LITERACY.SL.8.4 – Present ideas and findings in a focused and coherent manner
CCSS.ELA-LITERACY.L.8.6 – Use precise language and vocabulary to convey meaning effectively

SMART Goal Ideas Bank

The student will identify at least three examples of medium-size emergencies (e.g., missed bus, locked out, not picked up) with 80% accuracy during structured activities by [date].
The student will state two differences between a big emergency and a medium emergency in a small-group discussion by [date].
The student will name at least two trusted adults they can contact for help in a medium-size emergency by [date].
The student will demonstrate how to use an emergency contact card or list by selecting the correct person to call in 4 out of 5 role-play scenarios by [date].
The student will use complete sentences to explain a problem clearly to a peer or adult in 4 out of 5 role-play situations by [date].
The student will demonstrate calm behavior (e.g., deep breathing, waiting quietly) when presented with a medium-emergency scenario in 3 out of 4 trials by [date].
The student will answer wh-questions (who, what, where) about what to do in a medium-size emergency with 80% accuracy by [date].
The student will follow 2-step directions to access and use their emergency contact list in 4 out of 5 trials by [date].
The student will express a need for help by initiating a request or making a choice using verbal or AAC communication in response to a medium-size emergency prompt in 3 out of 4 opportunities by [date].
The student will match common emergency situations with the appropriate response (call 911 or use emergency contacts) with 90% accuracy by [date].