Body & wellness activity
911 Hero: Calling for Help
Kids learn what 911 is, when to call, and how to say their name + address clearly.
Materials and setup
- toy phone or retired handset
- index cards for scenario drills
- fridge reference card
Parent note
Use an UNPLUGGED phone for practice so no accidental 911 call. Tell the child upfront: 'If you ever call 911 for real, you are NEVER in trouble — even if it turns out to be nothing.' False reassurance is worse than none; kids freeze when they worry about consequences.
How this changes by age
Pre-K (ages 3–4)
Kids learn what 911 is, when to call, and how to say their name + address clearly.
Steps
- Explain: 911 is a special phone number that brings police, firefighters, or an ambulance when someone is in big trouble.
- When to call: (1) a grown-up is hurt and can't talk, (2) there's a fire, (3) a stranger is trying to get in, (4) someone is very sick and can't wake up.
- When NOT to call: for fun, to ask questions, if you're bored, if you just have a small boo-boo.
- Practice saying your full name, your parent's full name, and your home address — slowly and clearly.
- Pretend-call game using a toy phone: parent plays dispatcher, kid reports the pretend emergency.
Learning objectives
- Recognize emergencies vs. non-emergencies
- State full name + address
- Practice calm phone communication
Kindergarten (ages 5–6)
Builds on pre-K with real-phone practice (unplugged) and the 'stay on the line' rule.
Steps
- Review 911 vs. non-911 scenarios with 5 yes/no cards.
- Rule: once you call, DON'T hang up — even if you're scared. The dispatcher needs to hear you.
- Practice the full script: 'My name is ___. My address is ___. The emergency is ___.'
- Teach: if you can't remember the address, tell them what you see out the window (street name, a store nearby, the color of the house).
- Role-play 3 scenarios: kitchen fire, grandma fell down and won't wake up, stranger knocking.
Learning objectives
- Execute a 3-part emergency script
- Stay on the line
- Use landmarks when address is forgotten
Early elementary (ages 6–8)
Adds texting 911 (where available), smart-home devices, and what information dispatch needs first.
Steps
- Most US counties now accept 'Text-to-911' — teach how to text location + emergency when you can't speak safely.
- Smart speakers: 'Alexa, call 911' / 'Hey Siri, call 911' — practice the wake phrase (make sure the device is set up for it).
- What dispatch asks in order: (1) Where is the emergency? (2) What is happening? (3) Who is involved? — location FIRST, always.
- If your phone is locked, most phones have an 'Emergency SOS' button (right side hold on iPhone; power-button-5x on Android). Practice finding it — do NOT actually press through.
- Discuss: what if the emergency is your parent? You are allowed to call. You will not get in trouble.
Learning objectives
- Use Text-to-911 and Emergency SOS
- Prioritize location in emergency reporting
- Know it's OK to call about a parent
Upper elementary (ages 8–10)
Comprehensive: 911 vs. poison control vs. non-emergency police line, staying calm under stress, reporting for others.
Steps
- Three numbers to know: 911 (emergency), 1-800-222-1222 (Poison Control), local non-emergency police number (lookup + save).
- When to use which: unconscious / bleeding badly / can't breathe / fire → 911. Swallowed something / chemical on skin / overdose → Poison Control. Suspicious activity not in progress / noise complaint → non-emergency.
- Staying calm: the dispatcher is trained. Their first job is to keep YOU calm. Take a breath, state location first.
- Reporting for others: if you see someone else's emergency (playground fall, car crash), you can call. Tell dispatch you're a witness, not the injured party.
- Add all three numbers to family phones as favorites. Print a reference card for the fridge.
Learning objectives
- Triage which emergency line to call
- Maintain calm under adrenaline
- Report as third-party witness
Safety and evidence note
Read the full activity before beginning. An adult should supervise tools, heat, food, outdoor work, movement, and experiments as appropriate. Completion records that the activity was done; the child’s explanation, work sample, photo, or demonstration is stronger evidence of learning than a completion check alone.
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