pets & disasters: personal planning · efforts for pets in disasters. remind participants that...

Lesson Plan

Pets & Disasters:Personal Planning

SART Training Media

Pets & Disasters: Personal PlanningLesson Plan

Prepared by: Laura Bevan, Director, the Humane Society of the United States, Southeast Regional Office, TallahasseeChris Eversole, University of Florida, GainesvilleCarol J. Lehtola, Associate Professor, University of Florida, Gainesville

Copyright by Florida Department of Agriculture and Consumer Services

Published February 2005

SART Training Media are available for download from the Florida SART Web site<www.flsart.org>.

Pets & Disasters: Personal Planning ! Lesson Plan 3

ContentsContentsContentsContentsContents

About Florida SART 4

Introduction 5

Session Outline 5

Options for Organizing the Committee 6

Specific Learning Objectives 7

Learning Environment/Aids 7

Before the Workshop 7

Part 1 — Beginning the Lesson 8

Part 2 — Overview 9

Part 3 — Preparing a Disaster Kit 12

Part 4 — Evacuate or Shelter in Place 15

Part 5 — Evacuation Planning 16

Part 6 — Recovery 19

Part 7 — Resources 22

Part 8 — Summary and Wrap-up 26

Participant Evaluation 27

Pre- and Post-Tests and Answer Key 28

PowerPoint Slides Summary Pages 32

PowerPoint Slides — Full-Size 46

PowerPoint Slides — Handout Pages 208

Pets & Disasters: Personal Planning ! Lesson Plan4

About Florida SART

SART is a group of governmental and private agencies dedicated to effectively communicating and planning foranimal and agriculture emergencies and disasters in Florida.

SART operates at the local level through county SART organizations.

SART combines the skills and resources of many agencies, organizations and individuals.

SART supports the county, regional and state emergency management efforts.

SART Mission

Empower Floridians through training and resources to enhance animal and agriculture disaster response.

SART Goals

• Promote the establishment of a coordinator in each county responsible for allagriculturally related incidents

• Provide assistance in the development and writing of county ESF-17 plans• Promote the establishment of a County SART for each county• Provide annual training for all SART and agriculturally-related personnel• Identify county resources available for an emergency or disaster• Promote counties to work at a regional level for mutual aid


Introduction

This lesson plan is designed to be part of the Pets & Disasters SART module. This lessonplan gives the instructor direction for the educational portion of the unit. The mechanics ofplanning, organizing and publicizing the entire training event are covered in the companionpiece, Toolkit for Implementing a State Agricultural Response Team Training Event. Forinformation on obtaining this publication, please refer to the Resources section at the endof this publication.

This lesson plan is structured to provide an overview of personal planning for pets indisasters.

A PowerPoint presentation has been created to accompany this lesson. Throughout thelesson plan, box-like symbols have been placed in the margins to indicate that aPowerPoint slide is available for that section.

Approximately one hour and 10 minutes should be allocated for this program.

Session Outline

Part 1 - Beginning the Lesson (10 minutes)Part 2 - Overview (10 minutes)Part 3 - Preparing a Disaster Kit (10 minutes)Part 4 - Evacuate or Shelter in Place? (5 minutes)Part 5 - Evacuation Planning (10 minutes)Part 6 - Recovery (10 minutes)Part 7 - Resources (5 minutes)Part 8 - Summary and Wrap-up (10 minutes)Total (1 hour, 10 minutes)

Subject: Ways to plan on a personal level for pets indisasters.

Mission: Share information on personal preparations forpets in disasters and encourage participants tomake plans.

Options for Community Planning for Pets & Disasters

Various options exist for organizing community planning for animals in disasters. Theparticipants’ community may be like many others: it has some organized effort to addressanimal concerns during disasters, but those efforts could be better organized and bettercoordinated.

The Pets & Disasters module is designed in the following sequence:

Identifying Community Needs and Resources

Preparing an Action Plan

Sheltering Options in Mass Evacuations

Personal Planning

This sequence progresses from the starting point of identifying a community’s needs andresources through reaching out to the public in helping people develop their own plans fortheir pets in disasters.

Leaders of SART in a community may choose to follow this sequence or adapt it to theircommunity’s needs.



Specific Learning Objectives

At the end of this training module, participants will be able to:

1. Describe the potential risks they face2. List and discuss ways they can reduce those risks3. Use the checklist to make plans for their pet disaster kit4. Name actions they can take to prepare for possible scenarios5. Identify key resources they can easily access for more information

Learning Environment/Aids

To complete this lesson plan, you will need the PowerPoint and workbooks for Pets &

Disasters: Personal Planning.

To conduct this training unit, you will need:

• A means to show the PowerPoint presentation: a computer with a projector. (Note:Master black and white copies of the slides are included at the end of this manual ifyou prefer to use an overhead projector.)

• Sufficient seating for all participants

Each participant will need:

• A pen or pencil• A participant workbook or paper for notes

Before the Workshop

On the day of the unit, check that all equipment needed is in place. Double-check thatelectronic media works on the equipment you have. Also, make certain that any materialssuch as paper, workbooks and pens/pencils for participants are available in sufficient num-bers to cover all participants.


Part 1: Beginning the Workshop

Time: 10 minutes

Focus: Helping participants appreciate theimportance of developing personal plans for pets indisasters

Once all participants have taken their seats and have settled down, welcomethem to the Pets & Disasters: Personal Planning unit. Thank them forattending and congratulate them on taking the time to learn about thisimportant topic. Remind them that the best way to respond to an emergencyinvolving animals is to have a foundation of knowledge from which to build.

At this point you may elect to have the participants take the Pre-Testprovided on Page 28 of this manual. This, together with the Post-Test,located on Page 29, can be used to gauge how much knowledgeparticipants gained during the session.

This unit is aimed at pet owners. However, people from organizationsinvolved with pets and people from agencies involved in disasters may alsowish to participate. Its objective is to spur people into action in developingtheir own plans for their pets in disasters. After this introductory glance,some participants may choose to become involved in community planningefforts for pets in disasters.

Remind participants that they are attending the workshop because theyrealize the value of being prepared by knowing their risks and taking actionsto reduce those risks. The workshop also will help them get ready forpossible scenarios and practice what they would do in a disaster.

This introduction should not extend past 10 minutes. This is a time whenmembers of the audience are getting comfortable with the unit they havedecided to attend, the surroundings and you, the presenter. At the sametime, you are getting comfortable with the audience and being a presenter.Pay close attention to time; you may find yourself a bit nervous gettingstarted. These “nerves” can make people ramble or talk faster or slower thannormal. And others forget the time and forget to move on. Even if youraudience is enjoying what it is doing, it will appreciate your discipline whenthe unit ends on time. As they say in show business, “Always leave ‘emwanting more!”

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Part 2: Overview

Time: 10 minutes

Focus: Empower participants with an understandingof their risks, keys to reducing those risks andsteps to take in planning for dealing with animals indisasters

Begin by talking about the importance of participants knowing their ownrisks. Ask participants to reflect on what has actually happened to themand people in their community. Then ask them to consider what couldhappen.

As they plan for dealing with animals in disasters, they should consider thefollowing: 1. What resources do they need, and which of these resourcesare available to them? 2. How can they mitigate damage? 3. Who shouldthey work with in planning?

Steps that participants should take include: 1. Developing a plan;2. Organizing their resources; 3. Mitigation, which includes fixing up theirhomes; 4. Preparing for possible scenarios; 5. Sheltering; and6. Evacuation. The more that participants practice their plans and traintheir families on what to do in disasters, the better they will do in an actualdisaster.

What is mitigation? It is reducing the potential damage of a disaster onhomes and families. The advantages of mitigation are: 1. Avoiding orsubstantially reducing the potential damage to property; 2. Possiblyreducing insurance costs; 3. Shortening recovery time after a disaster; and4. Helping keep homes in good shape, which is always a good idea.

Special considerations for animals in disasters include the risks of toxicsubstances, heavy items, loose and blowing items and debris that couldinflict cuts or punctures. Participants also need to factor into theirplanning the extra time it will take to get their pets ready to evacuate.

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Pets & Disasters: Personal Planning ! Lesson Plan

In planning how to handle their finances during disasters, participants needto make sure that their insurance policies are current and reflectreplacement costs of their property. They should keep extra cash availablesince credit and debit cards may not work. They need to keep copies ofimportant financial records and papers stored in an accessible location sothey can take these documents with them during an evacuation.

It’s important for participants to know their community’s warning systemsfor emergencies. This includes radio and television stations, NOAA weatherstations that they can pick up on weather radios, the Internet, localemergency officials or police and the local rumor control line.

The best early-warning system is people’s own alertness. Participantsshould always pay attention to the weather around them. They should takeaction when they think severe weather may be moving into their area, evenif no official warning has been given. Participants should bring theiranimals inside or confine them.

Understanding the difference between a watch and a warning is important.A watch indicates that conditions are ripe for severe weather to develop.People should stay alert. A warning is posted when severe weather hasbeen reported or is imminent. Everyone should seek safety immediately.

Ask participants to consider their special needs. Do they have lots ofanimals, large animals or exotic animals? Do they have very young, veryold, handicapped or mobility impaired family members or animals? Do theylive far off the main road? If they answer yes to any of these questions, theywill need to plan more carefully and take action sooner.

Do you need a generator?

If people have fish or reptiles, they may rely on electricity to maintain waterquality and provide heat.

If participants live in a rural area, their power may not be restored as soonas it is restored in urban areas. If they have horses or livestock, they mayrely on an electric pump for the water for the animals. A generator may bea worthwhile investment for people with fish, reptiles, horses or livestock.

[This a good time to get participants involved. Ask if anyone has specialneeds that they would like to share. This will help other participants reflecton their own special needs and keep participants involved in the workshop.]

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Background for Watch vs. Warning

Example of Watch

BULLETIN - IMMEDIATE BROADCAST REQUESTEDTORNADO WATCH NUMBER 547NATIONAL WEATHER SERVICE TALLAHASSEE, FL1229 PM EDT TUE JUL 1 2004

THE NATIONAL WEATHER SERVICE HAS ISSUED A TORNADO WATCH FORPORTIONS OF NORTH FLORIDA EFFECTIVE THIS TUESDAY AFTERNOON ANDEVENING FROM 100 PM UNTIL 700 PM EDT.

TORNADOES...THUNDERSTORM WIND GUSTS TO 75 MPH...AND DANGEROUSLIGHTNING ARE POSSIBLE IN THIS AREAS.

REMEMBER...A TORNADO WATCH MEANS CONDITIONS ARE FAVORABLE FORTORNADOES AND SEVERE THUNDERSTORMS IN AND CLOSE TO THE WATCHAREA.PERSONS IN THESE AREAS SHOULD BE ON THE LOOKOUT FORTHREATENING WEATHER CONDITIONS AND LISTEN FOR LATER STATEMENTSAND POSSIBLE WARNINGS.

WEISS

Example of Warning

URGENT – HIGH WINDS WARNINGNATIONAL WEATHER SERVICE TALLAHASSEE, FL1259 PM EST MON FEB 14 2005

...VERY STRONG WINDS ARE POSSIBLE FROM S OF ST GEORGE ISLANDEXTENDING OUT TO 60 NM...LOW PRESSURE TRACKING WILL BE BRINGING ASTRONG COLD FRONT ACROSS THE AREA BY MIDDAY TUESDAY. AHEAD OFTHIS FRONT...WINDS WILL INCREASE DRAMATICLY FROM THE SOUTH TO-NIGHT WITH DAMAGING WIND GUSTS POSSIBLE LATE TONIGHT INTO TUESDAYMORNING. WINDS SHOULD DIMINISH NOTABLY BY MIDDAY TUESDAY.

HEWITT


Preparing a Disaster Kit

Time: 10 minutes

Focus: Review the items that participants shouldinclude in their disaster kit

Participants should consider the following in preparing their disaster kits:1. See to their own specific pet and family needs. 2. Recognize that needsvary for evacuation or for sheltering at home. 3. Start simple, then augmentthe kit.

Clothing for participants and their family needs to be appropriate for specifichazards. For example, they will need heavy boots for walking through debrisand rain gear for storms. Their needs will vary depending on the season.Their clothing should be comfortable and easy to care for.

Recommend that participants plan for the food needs of both them and theirpets. Some of the stored food may be perishable. It’s best to use up itemsthat are becoming dated and replace them with fresh ones. Participantsshould plan food for evacuation as well as sheltering in place. It’s importantto have food that tastes good without cooking and dishes that don’t need tobe reconstituted with hot water.

Suggest that participants include generous amounts of water. They shouldhave one to two gallons for each member of their family per day. Theamount of water that pets need depends upon species. Participants shouldhave enough water to last three to five days. They should store their water inclean containers and rotate the supply to maintain freshness. Recommendincluding extra water for cleaning for both people and animals.

Participants should make sure that they store their disaster supplies inportable containers so they can take the supplies with them in anevacuation. Containers should be watertight and easily accessible. Everyonein a family should know where the family’s supplies are stored and what thefamily is going to use them for. Suggest keeping a basic kit in the car.

This car kit should include: 1. water in plastic bottles, food and dishes;2. extra leashes, collars and toys; 3. a familiar blanket or thick towel;4. a pet first-aid kit and normal medication; 5. an appropriate carrier;6. identification for owners and pets; and 7. pets’ records.

Part 3:

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Other supplies for a pet disaster kit include: 1. tools, 2. clothing andbedding, 3. sanitation supplies, 4. special items that are important to yourpets, 5. a radio and flashlights with batteries and 7. cell phones withchargers.

Options for identifying animals include tags on collars, tattoos andmicrochips. Participants may choose a combination of methods. Suggestthat members of the audience include a phone number of friends or familymembers outside of their area. It’s important to have a photograph ofthemselves with the animal to use for establishing ownership.

Here are the pros and cons of identification methods. A tag might fall off,but it can be read instantly, which could result in your pet being returnedimmediately. Microchipping is the most secure form of identification, but itcould be hard to read at a disaster shelter. A tattoo won’t fall off, butsometimes it is hard to read and no national registry exists to get theowner’s information.

[This a good time to get participants involved. Discuss Worksheet 1— Pet

Disaster Kit Checklist. Give participants five minutes to check what theyhave prepared. Ask them to share what they noticed in doing this exerciseand encourage them to work on their disaster kits over the next week. Thisparticipation will keep the audience connected to the presentation and givethem a practical way to take action immediately.]

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Worksheet 1Pets & Disasters

Pet Disaster Kit Checklist

Use this checklist as a guide to assembling your disaster kits for your pets. You mayneed to add items or subtract them. Store your disaster kits where you can placethem in your vehicle quickly.

Item In Kit Item In Kit

Pet carrier

Photos with you and your pet

Up-to-date health records

Emergency shelter contactlist

Extra collar with ID tagsand leash

Muzzle

Food for up to two weeks

Water for up to 3-5 days

Blankets/beds/pillows

Litter box with litter

Bandages

Cotton-tipped applicators

Antiseptic wipes

Antibacterial cream/ointment

Tweezers

Scissors

Pooper scooper and plasticbags, such as diaper bags

Instant cold pack

Latex disposable gloves

Waterproof container

Antiseptic, nonstinging woundwash

Medications

Handheld can opener

More information on pet disaster kits is available at:<http:www.fema.gov/kids/pets.htm><http://disaster.ifas.ufl.edu><http:www.flagsafe.ufl.edu>


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Evacuate or Shelter in Place

Time: 5 minutes

Focus: Help participants understand why sometimessheltering in place is the best option

What is sheltering in place? It is staying indoors where people are andmaking themselves as safe as possible until the emergency passes or theyare told to evacuate.

Why would participants need to shelter at home? The trend is more towardsheltering in place, which means that better mitigation measures areneeded. Sheltering at home is used during or after emergencies in whichpeople can be as safe or safer at home than on the road or in a remoteshelter. It is potentially less stressful for them and their animals.

What hazards lend themselves to sheltering in place? First, a hurricane, ifpeople are not in a vulnerable area and if their house is hurricane-resistant.Second, in a haz-mat emergency involving an inhalant substance that isnot explosive, it may be safer to be indoors than outdoors.

For an inhalant haz-mat incident, people should take the following action:1. Prepare as soon as possible. 2. Close all windows in your home. 3. Bringinto the house all animals that you can. 4. Close up any outbuildings thathouse animals. 5. Close off air intakes.

In preparing their animals for sheltering in place, people should put pets incarriers or cages and practice so they will get some idea about how theiranimals will react.

Last-minute preparations for participants should include: 1. taking disastersupplies, family and pets with them; 2. closing window shades, blinds orcurtains; 3. staying away from windows; 4. going to an above-ground roomif they are in a flood-prone area and 5. staying in the interior of theirhouses or a room with the fewest windows and doors.

Once people are sheltered listen to your radio, they should watch televisionor check the Internet and not come out until they are told all is safe or theyare told to evacuate.

Part 4:

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Evacuation Planning

Time: 10 minutes

Focus: Help participants focus on what’s involved inevacuation planning

Why prepare for evacuation? Encourage participants to not becomplacent; no one is immune from disasters. Animals take more time toevacuate. Also, planning helps people leave earlier and preserves theiroptions.

Will participants be ordered to evacuate? Evacuation orders depend upon:1. the speed of onset of the disaster, 2. the threat to life anticipated as aresult of the disaster, 3. the amount of damage caused or expected to becaused to dwellings, 4. the ability and availability of emergency servicesresources to support people’s needs at their location.

How will people know when to evacuate? They should: 1. keep checkinglocal warning systems, including radio, television and the Internet. 2.listen for information about evacuation plans in their area. They may notknow at first whether they should evacuate or shelter at home.

Where will they go? They should consider their support network of familyand friends. Suggest that they pre-arrange a place to stay with people whowill welcome them and their animals. Encourage participants to use theWeb sites and phone numbers for chambers of commerce and visitors andconvention bureaus in areas in which they intend to evacuate. Many ofthese organizations track hotel and motel availability. Recommend thatthey consider public shelters a last resort.

[This a good time to get participants involved. Discuss Worksheet 2—

Evacuation Options. Give participants five minutes to list the options thatcome to mind. Ask them to share what they noticed in doing this exerciseand encourage them to work on clarifying their options over the nextweek.]

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Family and friends

Worksheet 2Personal Planning

Evacuation Options


Types of Shelters Options and Contact Information

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Hotels and motels inother cities

Chambers ofcommerce and visitorsand conventionsbureaus

Public shelters


What should participants do to be safe in an evacuation? They shouldask local authorities for the best evacuation routes for their families. It’sa good idea to avoid potentially hazardous areas. They also should avoidcongested areas, especially near rush-hour travel routes. Suggest theytake routes they know and survey them in advance.

Other considerations include planning their routes to cover all familymembers if they were to evacuate from home, work, school or a petsitter. The time of day makes a difference.

Leaving pets in a parked vehicle is dangerous. The temperature inside aparked vehicle, even with the windows open, can rise to more than 120degrees Fahrenheit in a few minutes. Some people have left animals intheir vehicles with the engine running and the air conditioner on, only toreturn and find their vehicles or AC has quit and their pets have died.

Encourage participants to be good guests. They should have pet carriersor containers to use as dens. Remind them to respect household orshelter rules and to be prepared to clean up after their pets.

Suggest that participants practice their evacuation. They should get theirfamilies and animals used to the drill. They can make evacuationpractice fun by inviting several families to practice evacuating with them.

If they are ordered to evacuate, they should leave immediately after theorder is given. They should take their disaster supplies, lock their homesand follow their evacuation plans. Suggest that they listen to the radiofor weather, news and evacuation instructions. Emphasize theimportance of maintaining direct control of their animals.

If participants are not home when evacuation is ordered, they shouldnotify appropriate authorities so that animals can be evacuated by animalresponders. If possible, they should call a neighbor. It’s important tomake plans for helping each other in advance.

Waiting until the last minute might prevent people from being able totake their animals with them. Emergency responders are trained andrequired to save lives, not animals. People may be taking physical andlegal risks to help their animals. The bottom line is: Don’t wait!

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Recovery

Time: 10 minutes

Focus: Help participants anticipate the challengesthey may face in recovery and suggest how they canmeet those challenges

First steps in recovery after a disaster involve determining if it is safe tocome out. People need to identify injuries, hazards, damage and needs.

In determining if they should come out, people should stay tuned to theradio or television or check the Internet. They should remain sheltereduntil they know it is safe to leave. Recommend that participants not leavean evacuation shelter until they know where they will go.

During recovery, people should be prepared for a very different situation.They should be aware of particular dangers for their animals. Den animalsand small children are likely to try to hide in areas in which dangers mayalso be hiding.

Dangers after a disaster include shock, gas and other hazardous materials,standing and moving water, dangers after fires, injury from above andunderfoot and dangers from animals and disease.

Shock and electrical problems include downed power lines from highwinds, broken or twisted wiring and damaged fixtures and appliances.

In dealing with potential gas leaks, people should sniff the air to detect gasleaks, turn off the gas if it is still on, open windows and leave the house.It’s important to not cause sparks. If there is structural damage,participants should assume that gas lines could be broken.

Hazardous materials that participants may encounter in recovery includechemicals, sewage and other substances in flood waters or fromoverturned containers. Animals may attempt to drink from puddles,especially if the drinking water supply has been compromised and theanimals are thirsty.

Part 6:

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Dangerous household fluids that may be exposed include medications;automotive fluids, particularly antifreeze; and household cleaners. Anythingthat carries a warning label is a potential threat.Standing and moving water can conceal dangerous debris, storm drains,swimming pools, sinkholes or dangerous currents.

Dangers after fires include hot spots that might flare up and charred and hotmaterial from lingering and hidden fires. Smoldering fires may give off toxicfumes.

Objects falling from above may be caused by structural problems in homes,tree limbs and debris falling from trees.

Danger underfoot includes twisted debris with sharp edges and unstableporches and other structures. Animals’ feet are vulnerable. People shouldwear protective clothing and footwear.

In dealing with structural damage, participants should examine buildingsfrom all angles on the outside. They should realize that buildings may beweakened and could collapse. They should get an expert if they are unsure.

If participants encounter loose animals and exotics, they should anticipatethat normally calm animals may behave unexpectedly. This includes theirpets, if they are uncontrolled. Participants should be aware that exotics mayhave been released by the disaster.

Wildlife also will be affected by a disaster. It may be frightened anddisoriented and perhaps stranded. Generally, it is best to leave wildlife tofend for themselves.

Wildlife may be in houses, having sought refuge from flood waters in theupper levels of the houses. If people meet one face to face, they shouldn’tpanic. They should make sure that the animal can escape. It’s a good ideato open windows or doors. The animal will probably leave on its own.

Concerns about diseases include mosquitoes carrying West Nile Virus.Animal carcasses may pose disease problems.

Urge participants to report suspected diseases. They should keep in touch

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21Pets & Disasters: Personal Planning ! Lesson Plan

with their local public health and emergency management authorities forwarnings. Suggest that they report any problems that they encounter. Agood slogan is “use common sense and uncommon caution.”Suggest that participants watch for emotional and behavioral reactions.These include unexpected reactions in themselves and in their animals.Pets are especially vulnerable to humans’ moods. Also, sick or injuredanimals may behave unpredictably. Participants should handle sick orinjured animals only if they have special training.

Animals may be disorientated because they have lost marker cues that tellthem “this is home.” Suggest people keep their pets contained or onleashes and accompany them outside when they need to go. Participantsshould make sure that any damaged fences are repaired quickly.

If people get separated from their pets, they should use the followingapproach in looking for their pets. First, call and visit the local animalshelters. Second, call local animal control authorities. Third, distributeposters with a description or a picture of their animals, the area in whichthe animals were last seen and their contact information.

Encourage participants to be patient. Many animals will hide or flee.People should search their neighborhood and make posters withdescriptions of their animals. Also, they should use the Internet, includingservices such as the Missing Pet Network, <http://www.missingpet.net>.

If they find a lost animal, they should call the local animal shelter oranimal control authorities and describe it (including its color, breed andsex) and its location. People shouldn’t handle an injured animal unlessthey are professionals or are familiar with animal handling techniques.

Suggest that participants get their family members and pets back to theirnormal routines as soon as possible. This is as important for theparticipants’ animals and children as well as for themselves.

People should help their pets and remember that they will likely bedisoriented and can become easily confused. Recommend thatparticipants walk their pets around their house and yard on a leash toreassure them. Also, they should follow up with veterinary care, if needed.

Participants should find “normal” things to do. Some elements of theirroutines may be hard to resume. For example, if they don’t have electricpower yet, they can’t watch television. In that case, they should findsomething else to fill that space in their routine, such as reading out loud,playing catch with their dog or engaging in another recreational activity.

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Resources

Time: 5 minutes

Focus: Review the lesson’s learning objectives andencourage a commitment to SART

This publication and other materials for SART training programs areavailable on the World Wide Web at <www.flsart.org>, the Web site of theFlorida State Agricultural Response Team program. The material includes:

Make It Happen! Toolkit for Planning a Community-Based SART

Training Event

Training Module Topics Available:

• Introducing SART

• Introducing Florida Aquaculture

• Aquaculture: Emerging and Endemic Diseases

• Aquaculture: Quarantine Issues

• Aquaculture: Emergency Management of Aquaculture Facilities

Note: As new modules become available, they will be posted on theWeb site <www.flsart.org>.

The following is a source of additional information about thesubjects and agencies mentioned in this module.

Florida Department of Community Affairs, Division of EmergencyManagement Emergency Response Team<http:/www.floridadisaster.org>

Resources directly related to animals and disasters include:

American Red Cross<http://www.redcross.org/services/>Topics include Pets and Disaster — Be Prepared, First Aid for Pets

and Barnyard Animal Rescue Plan


Part 6:

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Animal Management in Disasters, Sebastian E. Heath, Mosby,11830 Westline Industrial Drive, St. Louis, MO 64164. Availablethrough many Internet booksellers.

Missing Pet Network<http://www.missingpet.net>

Triumph Over Tragedy, Disaster Handbook Video Series: Helping

Four-Legged Friends Survive the Storm (18 minutes).The video is to be available to view in its entirety at the NationalAg Safety Database Web site, <http://www.cdc.gov/nasd/>.

Humane Society of the United States Disaster Center<http://www.hsus.org/ace/18730>Links include Disaster Preparedness Brochures, Disaster

Preparedness for Pets, Disaster Preparedness for Horses and

HSUS Disaster Planning Manual for Animals.

Laura Bevan, director, The Humane Society of the United StatesSoutheast Regional Office, 1624 Metropolitan Circle, Suite B,Tallahassee, FL 32308, (850) 386-3435, [email protected]

The National Ag Safety Database has articles on handling horsesand livestock safely. Go to “animals” under “Locate by Topics” at<http://www.cdc.gov/nasd/>.

Hawkins Guide on Equine Emergencies and Horse Trailering on

the Road

Blue Green Publishing Co., PO Box 1255, Southern Pines, NC28388

Equine Trailer Rescue video, Horse Park of New Jersey,PO Box 548, Allentown, N.J. 08501

The following are sources of information on emergencymanagement in general.

Federal Emergency Management Agency<http://www.fema.gov>


IFAS Disaster Handbook, prepared by the University of Florida’sInstitute of Food and Agricultural Sciences.<http://disaster.ifas.ufl.edu>CHECK

Other parts of Triumph Over Tragedy, Disaster Handbook Video

Series are:• Surviving the Storm—Coordination, Communication and

Cooperation (30 minutes)• A Community Response to Managing Post-Disaster Stress

(45 minutes)The entire three-part video series is available at the IFAS Disaster

Handbook Web site, <http://disaster.ifas.ufl.edu>CHECK. Go tothe Other Disaster Products link. The series also is available atIFAS Publications, PO Box 110011, Gainesville, FL 32611,(800) 226-1764.

Extension Disaster Education Network (EDEN)<http://www.agctr.lsu.edu/eden/>

Occupational Safety & Health Administration’s (OSHA) EmergencyPreparedness and Response Page<http://www.osha.gov/SLTC/emergencypreparedness/index.html>

Other resources related to agricultural safety are listed below.

National Agricultural Safety Database (NASD)<http://www.cdc.gov/nasd>

Florida AgSafe network<http://www.flagsafe.ufl.edu/>

Online training courses from FEMA’s Emergency Management Insti-tute (EMI) are available at no cost at http://training.fema.gov. CEUcertificates are available.

Especially useful may be:

• Animals in Disaster: Module A, Awareness And Preparedness, IS10. Access this course at:<http://training.fema.gov/EMIWeb/IS/is10.asp>.


• Animals in Disaster: Module B, Community Planning, IS 11.

Access this course at <http://training.fema.gov/EMIWeb/IS/is11.asp>.

Other related EMI courses are:

• Introduction to CERT (Community Emergency Response Teams),

IS-317. It provides background information on the concept ofcommunity members being able to work together during a disaster.Access this course at: <http://training.fema.gov/EMIWeb/IS/is317.asp>.

• Basic Incident Command System, IS-195. Access this course at:<http://training.fema.gov/EMIWeb/IS/is195.asp>.

• Livestock in Disasters, IS-111. Access this course at:<http://training.fema.gov/EMIWeb/IS/is111.asp>.

Other courses that might be useful with this module include:

• Emergency Preparedness, IS-2. Access this course at: <http://training.fema.gov/EMIWeb/IS/is2.asp>.

• State Disaster Management (IS-208). Access this course at:<http://training.fema.gov/EMIWeb/IS/is208.asp>.

• The EOC’s Role in Community Preparedness, Response and

Recovery Activities (IS-275). Access this course at: <http://training.fema.gov/EMIWeb/IS/is275.asp>.

• The Role of Voluntary Agencies in Emergency Management (IS-288). Access this course at: <http://training.fema.gov/EMIWeb/IS/is288.asp>.

• Disaster Basics (IS-292). Access this course at: <http://training.fema.gov/EMIWeb/IS/is292.asp>.

A listing of all the IS courses offered by FEMA can be found at:<http://training.fema.gov/EMIWEB/IS/crslist.asp>.


Summary and Wrap-UpSummary and Wrap-UpSummary and Wrap-UpSummary and Wrap-UpSummary and Wrap-Up

Time: 10 minutes

Focus: Review the lesson’s learning objectives andencourage a commitment to SART

You and the participants have had a stimulating and practical session, butit is almost over. Prior to answering any audience questions or listening toany comments, summarize for the participants what they just learned:

• The potential risks they face• Ways they can reduce those risks• What they need in their pet disaster kits• Actions they can take to prepare for possible scenarios• Key resources they can easily access for more information

Thank participants for their attention and involvement. Congratulateparticipants on their commitment to the SART endeavor and on their desireto be part of the solution.

If your community has an active committee for animals in disasters, invitethe participants to become involved in it. Encourage them to get in touchwith local contacts.

At this point, you may elect to have the participants take the Post-Testprovided in the Resources section of this manual. Remember to review theanswers to the test questions after all participants complete the test.

A content-specific evaluation is provided on Page 27 of this manual. Amore generic evaluation is available in Make It Happen! Toolkit for

Planning a Community-Based SART Training Event. Please haveparticipants complete an evaluation at the conclusion of this module.Encourage participants to be as honest and forthright as possible because ithelps you, the presenter, make adjustments for future presentations, which,in turn, benefits future participants.

Part 8:

SLIDE

79


Participant’s Evaluation of Personal Planning

Please circle the number that best expresses your opinions about the following statements.

Fully Dis- Neutral Agree FullyDis- Agree AgreeAgree

1. The training module’s format was appropriate.

2 The information presented is useful to me.

3. The time it took to complete this module wasacceptable.

4. The reasons why personal planning for petsin disasters is important were explained fully.

5. The way to prepare a disaster kit wasexplained fully.

6. The things to consider in deciding whetherto evacuate or shelter in place wereexplained fully.

7. The steps in evacuation planning wereexplained fully.

8. What to do in recovery was explained fully.

10. Available up-to-date resources wereclearly outlined.

11. We welcome your comments about this program:

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________

Please use the back of this sheet for any further comments.

Thank you for your time!

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Pets & Disasters: Personal Planning Participant Pre-Test

This pre-test is intended to gauge the level of knowledge that you have before participating in the Pets &

Disasters: Personal Planning SART training. Please answer all the following questions to the best of your ability.

1. You should inspect areas where animals are kept for loose or dangling wiresduring which phase of the disaster process?________________________

2. During the disaster planning process, which of the following is NOT an importantstep?

a. Keep vaccinations currentb. Take photos and videotapes of your petsc. Confine animals to a small room in your homed. Adequately identify all pets

3. It is best to keep your disaster kit in which of the following places?a. The kitchen, where it is easily accessibleb. In a room that everyone in the family has access toc. In the garage, where it is not likely to be damaged in a house fired. On a high shelf, so rodents won’t eat the supplies

4. A warning indicates that conditions are ripe for severe weather to develop.True or False

5. What are three types of supplies that are essential in a pet disaster kit?1. ____________________ 2 . ____________________ 3. ___________________

6. You should allow more time to evacuate if you have pets.True or False

7. It is best to capture an animal that became trapped in your house during a disaster.True or False

8. If you smell gas, you should open the windows.True or False

9. Which action is the most important one to take if you find a lost animal?a. Call your animal shelter or animal control authoritiesb. Get control of the animal as soon as possiblec. Make posters indicating you have found a lost animald. Place an ad about the animal in the newspaper

10. During recovery, you should get family members and pets back into their normalroutines as soon as possible.

True or False

Pets & Disasters: Personal Planning Participant Post-Test

This post-test is intended to gauge the level of knowledge that you have after participating in the Pets &

Disasters: Personal Planning SART training. Please answer all the following questions to the best of your ability.

1. You should inspect areas where animals are kept for loose or dangling wiresduring which phase of the disaster process?________________________

2. During the disaster planning process, which of the following is NOT an importantstep?

a. Keep vaccinations currentb. Take photos and videotapes of your petsc. Confine animals to a small room in your homed. Adequately identify all pets

3. It is best to keep your disaster kit in which of the following places?a. The kitchen, where it is easily accessibleb. In a room that everyone in the family has access toc. In the garage, where it is not likely to be damaged in a house fired. On a high shelf, so rodents won’t eat the supplies

4. A warning indicates that conditions are ripe for severe weather to develop.True or False

5. What are three types of supplies that are essential in a pet disaster kit?1. ____________________ 2 . ____________________ 3. ___________________

6. You should allow more time to evacuate if you have pets.True or False

7. It is best to capture an animal that became trapped in your house during a disaster.True or False

8. If you smell gas, you should open the windows.True or False

9. Which action is the most important one to take if you find a lost animal?a. Call your animal shelter or animal control authoritiesb. Get control of the animal as soon as possiblec. Make posters indicating you have found a lost animald. Place an ad about the animal in the newspaper

10. During recovery, you should get family members and pets back into their normalroutines as soon as possible.

True or False


Answer Key to Pets & Disasters: Personal Planning Pre- andPost-Test

1. You should inspect areas where animals are kept for loose or dangling wiresduring which phase of the disaster process?

Recovery2 During the disaster planning process, which of the following is NOT an

important step?c. Confine animals to a small room in your home

3. It is best to keep your disaster kit in which of the following places?b. In a room that everyone in the family has access to

4. A warning indicates that conditions are ripe for severe weather to develop. True or False

b. False5. What are three types of supplies that are essential in a pet disaster kit?

Any of these answers are acceptable: Pet carrier, water, food, pet first aid kit,photos with you and your pets, up-to-date health records, medications

6. You should allow more time to evacuate if you have pets. True or FalseTrue

7. It is best to capture an animal that became trapped in your house during adisaster. True or False

False8. If you smell gas, you should open the windows. True or False

True9. Which action is the most important one to take if you find a lost animal?

a. Call your animal shelter or animal control authorities10. During recovery, you should get family members and pets back into their

normal routines as soon as possible. True or False

True



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PowerPoint Slides

The Identifying Community Needs & Re-

sources PowerPoint slides are reproduced full-size on the following pages. You can use thesepages as a display or photocopy them ontoplastic overhead sheets for use with an over-head projector.

Color versions of these slides can be down-loaded at the SART Web site:

<www.flsart.org>.

209

PowerPoint Slides — Handout Pages

The “Introducing SART” PowerPoint slides arereproduced on the following pages at reduced sizewith space for participant notes.

(Also included in Introducing SART, Workbook I-1,available on the SART Web site:

<www.flsart.org>


pets & disasters: personal planning · efforts for pets in disasters. remind participants that...

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