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WORLD SCOUT ENVIRONMENT BADGEPROGRAMME ACTIVITY RESOURCE

SummaryA fun, drama based activity that exploreshow to cope when faced with a naturaldisaster.

AimTo gain an awareness of the importance ofpreparation and decision making in a naturaldisaster situation.

EquipmentScenarios, paper and pens, WOSM movie'Natural Disasters: Will You Be Prepared?'(optional)

PreparationPrint off the disaster scenarios from theresources section, or amend as appropriatefor your group

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A Natural Disaster Story

Aim 5Scouts are working towards a world where people are prepared to respond to environmentalhazards and natural disasters.

Educational objectivesBe able to recognise different types of environmental hazards and natural disasters andexplain why they occur.

Demonstrate how to help other people to be prepared to respond to environmental hazardsand natural disasters in the local area.Explain how changes to the environment can influence environmental hazards and naturaldisasters.

Age range15+

WSB Inc. / E. Maesepp

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DurationSixty minutes

SettingScout meeting place

BackgroundNatural disasters occur all around the worldand can have a devastating effect on thenatural environment and on human beings.There are lots of different types of naturaldisaster, for example, hurricane, tropicalcyclone, typhoon, tornado, drought, flood,volcano, landslide, tsunami, heat wave,wildfire, insect plague, famine, healthepidemic, avalanche and earthquake.

It is very important that we have anunderstanding of natural disasters. The

effect of a natural disaster can sometimesbe minimised with careful preparation,awareness of warning signs (if appropriate)and knowledge of what to do once thedisaster occurs. We need to be prepared torespond to them when they happen to usand to be able to provide support when theyhappen to others.

Step by step guide to activity1. Introduce the subject of naturaldisasters. Ask the Scouts to name differenttypes of natural disaster and write theiranswers on a large sheet of paper.

2. A short movie is available from the WorldScouting website (www.scout.org) tointroduce how various natural disastersaffect Scouts around the world, or haveinformation from recent natural disasters toshare with the Scouts.

3. Split the Scouts into groups and giveeach group a natural disaster scenario card.Use the examples provided or write yourown using natural disaster types that aremore applicable for your Scouts. Ensurethat the examples used show the differenttimescales that are associated with naturaldisasters. The card asks the group toprepare a short play about the situationdescribed on their card. You can providecostumes and props if appropriate. Allowapproximately twenty minutes forpreparation and rehearsal.

4. Ask each group to present their play tothe rest of the group.

Evaluation1. Gather the group together to discuss theactivity. Use the following questions to helpthe discussion.

What were the main differences in thenatural disaster scenarios?

How did the preparation for each disastervary?

Could all the disasters be prepared for?

How important was the decision making ineach scenario?

How pressured was the decision making ineach scenario?

Do they think this is how it might happen inreality?

2. Note to Leaders: Natural disasters canbe devastating experiences and impact onthe environment, infrastructure and peoplelong after the initial event. It is importantto provide ongoing support for young peopleto assist their recovery following a naturaldisaster.

Further activities1. Make an emergency response kit withthe Scouts. See 'Prepare for Disaster!'activity for example.

2. Having a knowledge of first aid is veryimportant when placed in an emergencysituation. Organise a first aid course for theScouts.

3. Visit an emergency response facility inyour local area, for example, the FireBrigade or the Police Station. How do theycope with emergency situations? Have theyever responded to a natural disaster?

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Example Disaster Scenarios

Scenario 1

Long Term Drought

InstructionsRead through the following story about howa long term drought affects a family.

The story is not complete. At each gap inthe story there is a question to help yourgroup think about how to decide whathappens next.

Make the story into a short play to show therest of the group.

The storyYour family live very happily on a farm inthe countryside near a small town. Youhave cattle, a vegetable garden and somefields growing crops. Your water supplycomes from the local reservoir and your ownrainwater tanks.

Your father regularly keeps up to date withinformation about weather, livestockmarkets and the agricultural industrythrough the internet and newspapers.

One evening, he asks the whole family toremain at the table after dinner. I amafraid I have some bad news, he says. The

weather reports on the television arewarning that we will be facing a drought thisyear. This could be very bad news for ourcrops and our cattle. We will have to startthinking about how we will cope.

QuestionWhat strategies are your family going to putin place to live through this drought?

It is now five months into the drought. Only40% of your usual rainfall has come, andthe crops havent grown so your animalshave little food. You have two options.

Firstly, purchase some food for them. Thissolution is not ideal as there is very littleavailable due to the drought and it is veryexpensive. The second option is to sellsome of your cattle. However, everyoneelse is trying to sell their animals too, andthe prices your family would receive arevery low.

The climate predictions say this drought willlast for another year. Your Mum's garden isstill beautiful, but your Dad does not seemvery happy these days.

QuestionWhat do you and your family do?

Scenario 2Hurricane Approaching

InstructionsRead through the following story about how

a hurricane affects a family.

The story is not complete. At each gap inthe story there is a question to help yourgroup think about how to decide whathappens next.

Make the story into a short play to show therest of the group.

The storyYour family live in a house on a hilloverlooking the ocean, near the equator.You have your own power supply from a

wind generator and solar panels. You live inan area that receives hurricanes and whenthe hurricane season is upon you, you knowto be prepared. Your family has anemergency kit ready permanently and youkeep an eye on the weather forecasts.

For the last few days, your family has beenwatching reports on the evening news of alow pressure system that has deepenedconsiderably, turned into a tropical cycloneand is travelling across the ocean headingyour way! The latest prediction is that it willhit the coast tomorrow morning. Everyone

is warned to be on high alert and preparefor hurricane damage immediately. Thehurricane is expected to bring severe windfor around 12 hours.

QuestionWhat do you and your family do to preparefor the hurricane?

Its 6.30 am on the day of the predictedhurricane. The winds are starting to pick upand rain is falling heavily. There are newwarnings of a major storm surge/ Oceanlevels could rise as much as 5 meters due tothe upward sucking of the cyclone system.

QuestionDoes this change any of the plans yourfamily made?

It is now 7.30 pm. The winds were terriblystrong this morning and coming from theeast pieces of buildings and tree brancheswas flying everywhere, trees were beingflattened and the rain kept coming down.Just after lunch, the eye of the stormcrossed over you it was strangely calmand the sun was shining. Then Bam!! Thewinds came howling again, this time from

the west, and more rain fell. More flyingmaterials, and the storm surge came in.Everything within 1 km of the coast flooded there were fish in the streets. Now the

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winds are dying down, but the rain is stillfalling.

QuestionWhat damage did your home suffer?

It is one week later and the hurricane hastotally gone but the damage to yourneighbourhood and the environment hasnt.

QuestionHow did you help after the hurricane?

Scenario 3Earthquake

InstructionsRead through the following story about howan earthquake affects a family.

The story is not complete. At each gap inthe story there is a question to help yourgroup think about how to decide whathappens next.

Make the story into a short play to show therest of the group.

The storyIt is a normal weekend morning and yourfamily are enjoying breakfast in yourapartment. You live in a big city on a PacificIsland. Your pet cat all of a sudden appears

really agitated and then suddenly a loudrumbling sound is heard and everythingstarts shaking violently. The TV goes off,things are falling off shelves, a light fittingcrashes from the ceiling and your Mumscreams earthquake!

QuestionWhat does the family do?

The shaking comes to a stop. Your home isa mess, your mum has burnt her arm whenthe hot water from the stove hit her skin,and youre all scared, but otherwise youreall okay, including the cat. However, youknow that there could be aftershocks.

QuestionWhat do you do now?

After a few minutes the power goes outsuddenly and you are all left in the dark.You can smell gas coming from the kitchen.

QuestionWhat can you do about the gas, and beingin the dark?

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