Situative Lesson Plan

GOALS Students in this lesson will demonstrate proficiency in the fundamentals of implementing a scenario-based natural disaster in the context of emergency management. Students will be divided into teams of four and asked to assume specific roles in scenario (Chief of Police, City Manager, Public Works Director, and Fire/EMS Chief). Building off of prior knowledge related to the design, development, and implementation of a tabletop exercise in the field of emergency management, students will respond, in simulation, to a natural disaster scenario described to them by their instructor. This scenario will have two phases; 1) the initial assessment phase and, 2) the demonstration and immediate action phase. OBJECTIVES 1. Students will demonstrate prior knowledge of formulating a tabletop exercise (design, development, and implementation) by assessing a scenario presented to them by their instructor. a. There are two learning groups in this lesson plan. The first is the group performing or responding to the scenario presented to them by the instructor. The second is the remainder of the class observing the group responding to the scenario and information being fed to them by the instructor. 2. Students will demonstrate critical thinking skills and on-the-spot decision making abilities by responding to the scenario information being fed to them by the instructor. This includes asking questions regarding resources, casualties, level of destruction, additional outside agency availability and other affected nearby cities and towns. a. Other observing students will be able to learn from the actions of each group as they conduct their simulated exercise scenario. Additionally, students responding to the scenario information will learn from each others successful decisions and mistakes. 3. Students will successfully address all aspects of the scenario presented to them by the instructor while mitigating damage to existing and nearby buildings, houses, utility structures, and most importantly the loss of human life. a. As a group, this objective promotes critical thinking, immediate action, and important decision making. Students will have the opportunity to challenge each others decisions if they believe a more appropriate action could be taken. PROCEDURE Phase I 1. In this phase, students will assess the physical materials provided to them in the exercise (pens, pencils, paper, maps, internet capability, power, food, whiteboard, etc.) and determine if they need additional resources to perform the exercise. a. Approximately 3 5 minutes

Phase II 2. Each group of students will be presented with a different natural disaster scenario. The scenario is simulated and interactive with the instructor acting as the facilitator and information hub. For example, As top leadership of your departments in a city of 35,000 people, your community has just experienced a severe wind storm. You have been called to the Command Post to assess the damage and mitigate additional damage and loss of life. Upon your arrival to the Command Post you have been informed that the city water tower is severely damaged and is in danger of collapse; approximately 5,000 of your citizens are without power; roads are sporadically blocked by downed trees and branches; and five people have been reported dead. Additional information is presented to the group as the exercise plays out and decisions are made. a. Approximately 15 minutes ASSESSMENT Student performance will be assessed by both the instructor and observing students. Observing students will be given the same rubric as the instructor. Additionally, the first group will be given a copy of the rubric to review prior to the beginning of the scenario. This will allow everyone the opportunity to see what they will be graded on before performing their exercise. Furthermore, grading will be group-based not based off of individual performance. Peer assessments will be taken into consideration by the instructor but are not necessarily a deciding factor of the groups final grade. After all of the groups have gone through their scenario, feedback will be provided by the instructor and other students will have the opportunity to ask questions and/or provide feedback.