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Package Learning Materialson Environment 4
PLANET4 PLANET4 NatuNaturral Dal Diissaasstter Per Prrepaeparreeddnenessss
Facilitators, Guide
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Asia/Pacific Cultural Centre for UNESCO (ACCU)
Package Learning Materialson Environment 4
PLANET4Natural Disaster Preparedness
Facilitators, Guide
Facilitators’ Guide, PLANET 4
(Package Learning Materials on Environment 4)
Natural Disaster Preparedness
Published by Asia/Pacific Cultural Centre for UNESCO (ACCU)
6 Fukuromachi, Shinjuku-ku, Tokyo 162-8484 JAPAN
Tel: +81-3-3269-4559/4435
Fax: +81-3-3269-4510
E-mail: [email protected]
ACCU website: http://www.accu.or.jp
Literacy Database: http://www.accu.or.jp/litdbase/
ESD website: http://www.accu.or.jp/esd/index.shtml
Print and design by Tokyo Colony, Tokyo JAPAN [1,300]
Asia/Pacific Cultural Centre for UNESCO 2009
What Is Disaster Prevention?Some disasters, such as fires or traffic accidents, can be prevented but many others cannot. In
particular, we have no way of preventing natural disasters such as earthquakes or typhoons. But we
can minimise damage by using thick wooden posts to support our houses against earthquakes or by
surrounding our homes with stonewalls to protect them from typhoons. Disaster prevention means
keeping the damage caused by a disaster to a minimum and being prepared so that reconstruction
and recovery can be accomplished as quickly and smoothly as possible.
About This Facilitators’GuideIn the past, people acted only after a disaster occurred. Now, however, we know that being
prepared before a disaster occurs is very important and there has been a shift from disaster
response to disaster preparedness. The PLANET 4 materials were developed to help communities
provide educational programmes on disaster preparedness. The Facilitators’Guide is designed to
support the use of these materials.
Chapter 1 explains PLANET 4 and how to use this guide. Chapter 2 summarises the basics of
planning and implementing the programme. Chapter 3 outlines the PLANET 4 materials and
describes how to apply them. You can use the examples as a reference when developing
programmes to suit the needs and situations of the participants. Chapter 4 presents examples that
demonstrate different ways of using the materials. Chapter 5 presents information sources for
disaster prevention education and the scenarios used in the materials. You can use the information
as a reference to arrange programmes that fit the social background and conditions of each area.
Disaster Prevention Education Protects Precious LivesDisaster prevention education must include not only the technical response to a disaster or
reconstruction methods but also opportunities to think deeply about life and living . The
purpose of disaster prevention is to protect and save lives, including our own. Make sure that the
educational programmes you plan encourage participants to think carefully about protecting
themselves and working together to help each other.
This Guide was not made to put away on the bookshelf. Keep it close at hand and add any
information you collect in the field. We hope that you will adapt it to the needs of the area, use it to
record your ideas and apply it in many creative ways.
The United Nations declared the ten-year period beginning in 2005 as the Decade of Education for
Sustainable Development (DESD). A variety of measures are now being promoted worldwide.
These include disaster prevention and many interrelated fields such as the environment, health,
development, peace, intercultural understanding and human rights. Our mission is to work together
to make a better world. Let’ s start by doing what we can.
1
Preface
Table of Contents
Chapter 1...........................................................................................................................................................................................................4What is PLANET 4?
1. What is Disaster Prevention Education and why is it necessary?
2. What is PLANET4?
3. How To Use this book
Chapter 2......................................................................................................................................................................................................... 9Programme Management Basics
1. Points in Making a Disaster Prevention Education Programme
2. Facilitation Points -Careful Listening-
3. Integrating the Programme into the School Curriculum and Promotion in the Community
Non-Formal Education Curriculum
Formal Education Curriculum
Community Activities
Chapter 3..................................................................................................................................................................................................... 20About the Teaching Materials
1. Animated Cartoon Film
Outline
Examples of Activities
2. Posters
Outline
Outline -Poster: Be Aware of Natural Disasters!
Outline -Poster: Natural Disaster When it Occurs...What to Do?
Outline -Poster: Let’s Protect Our Village against Natural Disasters!
Examples of Activities
3. Booklet
Overview
Themes
4. Combining Teaching Materials
Basic Discussion Style
Practical Applications: Role Playing
2
3
Chapter 4..................................................................................................................................................................................................... 44Activities and Adaptations (Methods)
1. Introduction Ideas
Greeting
Concentration Test
Check In, Check Out
2. Adapting to the Participants’Level of Understanding
Energy Check
Four Corners and Raising the Flag
3. Field Work Activities (Participatory Adaptations)
Disaster Hunters , Disaster Prevention Bingo
-Hunting for Disaster-Related Things
Worksheet Example (Make worksheets to suit the participants, the locality, the type of
disaster, etc.)
Making Hazard Maps (of the home, school or community)
Making a Disaster Prevention Newspaper
Making a Booklet
Cooperation with the Community
Talks by Disaster Victims and Experts
4. Cooperative Experience Activities
Hand Bucket Relay
Diamond Ranking
Tree Planting and Forest Conservation
5. Activities Relating to Daily Life
Preparing and Regularly Checking Emergency Supply Kit
6. Encouraging Self-Expression
Say What You Write
Asking Questions
7. Reflection Adaptations
Chapter 5..................................................................................................................................................................................................... 54Information Resources
1. Script of animation video Mina’s Village Weathers the Storm
2. References
Printed Materials
Website Information
Conclusion
4 Chapter 1
1Chapter
1-1. What is Disaster Prevention Education and whyis it necessary?
Nature provides us with all the resources to
survive - food, shelter, clothing, all the other
necessities of life. We know we must be in
harmony with nature in order to live
peacefully and sustainably, and we all
appreciate all the blessings by nature.
However, at the same time, human beings
are vulnerable to natural threats. Some
disasters are predictable and others are not,
but we cannot possibly prevent disasters from happening to us.
All we can do is to prepare for disasters to minimise the possible damages they
might cause. Also, please do not panic when a disaster strikes. The PLANET 4
package provides learners with basic information on how to prepare for and respond
to a disaster and how to reconstruct the community. If people keep in this disaster
management cycle in mind and act calmly with the spirit of cooperation, damage
should surely be decreased and many precious lives will be saved.
As shown in the picture, it is equally important to help yourself as well as others.
In peace time, people might think that they live by themselves. However, in reality,
all the human beings depend on each other, on the nature, and all the creatures. Our
web of life is ever so complicatedly connecting each and every one of us. Such
inter-connectedness of human and other creatures will become clear in the event of
disasters, and we all will know we cannot possibly live without existence of others.
Therefore, disaster preparedness education is not only about disasters. It is all about
how we live in harmony with nature and other beings and how we can collaborate
with each other to build a sustainable society. This is about yourself - how you can
help yourself, and about your beloved people and memorable things - how you can
protect them.
To live in harmony with nature does not only mean to decrease our footprint on
nature but to cope with possible events of such disastrous power of nature. Disaster
preparedness education is far more effective when put in such a wider picture of life
and society.
We hope this multimedia teaching-learning package of PLANET can help learners
to be self-sustainable with a spirit of cooperation, to build a disaster-resilient,
sustainable and peaceful community.
DisasterEmergency Response
Self Help
Preparation
Mutual Help
RestorationReconstruction
Chapter 1 5
PLANET stands for“Package Learning Materials on Environment”, and it covers various environmental issues through educational activities. The Asia/Pacific Cultural Centre for UNESCO (ACCU) has designed and devel-oped the series since 1997, in collaboration with experts in non-formal education, the environment, and anima-tion, as well as UNESCO.
PLANET aims at raising environmental awareness and generating a sense of connectedness between nature and humankind among learners at schools and in communities. It is hoped that PLANET serves as a motivator for such learners to take action on various societal and environmental issues.
As of 2008, three titles of the PLANET packages have been produced: PLANET 1 on water pollution; 2 on forest conservation; and 3 on waste management, and they are being localised and utilised in more than 20 countries beyond the Asia-Pacific region. This facilitators’ guide is part of PLANET 4 package, covering the issue of disaster preparedness.
The main characters are Mina and her family, who live in an imaginary village in Southeast Asia. The characters encounter various environmental problems and work together for the betterment of their village.
What is PLANET?
1-2. What is PLANET 4?The fourth title of PLANET is on disaster preparedness. The huge devastation caused
by the 2005 Tsunami and the proceeding earthquakes resulted in widespread and
intangible damage. The natural environment underlying our life sometimes threatens
our everyday existence. It is therefore important to be prepared for and cope with
such natural threats while appreciating nature’s blessings at the same time.
PLANET 4 covers different types of disasters commonly seen in the Asia-Pacific
region, immediate disaster responses, life in evacuation centres, and disaster-proof
community development. The packaged materials help learners to simulate the
experience of disaster-affected life, and encourage them to start preparing for
possible disasters in their own communities.
Objectives:- To increase learners’understanding of why disasters happen and the nature of
disasters
- To raise awareness about the importance of community’s role in disaster
preparedness and management
- To encourage people to protect themselves in case of disasters
- To build capacity of people in planning and preparing to minimise the impact of
disasters
- To encourage communities to become more self-reliant
6 Chapter 1
Components of PLANET 4
■Animated Cartoon Film: Mina’s Village Weathers the Storm (20 minutes)
Objective: To call learners’ attentions to potential occurrence of disasters and their impacts, and help them to draw upon the story of the film to reflect on their own preparedness for disasters
Summary: While Jai is away in his parents’ place, a big storm hits Mina’s village. Mina and her family manage to weather the storm by evacuating to her neighbour Nora’s house, but Jai’s parents’ village seems severely damaged. When Mina and her friends reach the village to help out, it turns out that Zac, Nora’s niece, is missing after the storm...After a few days, people in Mina’s village start taking action to be better prepared for disasters.
■Poster : Be Aware of Natural Disasters!
Objective: To promote awareness on various natural disasters that occurs across the Asia-Pacific region. It also calls learners’ attention to potential disasters they have never experienced before.
Summary: This poster introduces five major disasters which commonly occur in Asia and the Pacific.
The PLANET package is composed of the following. With these different media, it helps attract learners’ attention and deepen their understanding on the topic from various perspectives.- Animated cartoon film- A set of three posters- A booklet- A Facilitators’ GuideEach component of the package can be used independently, but it is designed to have a multiple effect when used in combination. Try to be creative in deciding the best possible usage for the purposes and activities of your teaching-learning sessions.
Target Learners:- Adult learners in non-formal education programmes
- School-attending and out-of-school children
- Those involved in disaster preparedness education, community development, etc.
Chapter 1 7
Components of PLANET 4
■Poster : Natural Disaster When it Occurs...What to Do?
Objective:To encourage learners to think about what proper actions to take when a disaster strikes
Summary: This poster illustrates different scenes soon after a disaster, on the way to an evacuation site, and cooperation for life in the shelter as well as for community rehabilitation.
■Poster : Let’s Protect Our Village Against Natural Disasters!
Objectives:To provide learners with examples of small actions to build a disaster-resistant community
Summary:In this poster, Mina, her family and neighbours are working on various activities to prepare for disasters. This poster conveys the message that day-to-day small steps in cooperation with neighbours can contribute to minimising risks and disaster damage.
■Booklet
Objectives:To help understand basics of disaster preparedness and concrete actions to be taken before, during and after disasters
Summary:The booklet can be used for both self- and group-learning. It explains various types of disasters, proper response for different disasters, impact of disasters, easy-to-do activities of disaster preparedness, etc.
8 Chapter 1
1-3 How To Use This BookThe purpose of this book is to help expand the facilitators’ideas and support the use
of PLANET 4 materials in educational programmes or classes.
Use All or Part of This BookYou can use the contents of this book just the way it is written or you can choose
parts of it and arrange them to suit your circumstances. The methods written in the
Facilitators’Guide are not the only methods that can be used. They are just an
example of what can be done. Feel free to rearrange the content to fit the people
who are participating in the programme as well as to fit the time and place.
About AdaptationThis material was designed for use in the Asia Pacific region. The story takes place
in an imaginary village. Participants can experience the terrible damage caused by a
natural disaster through the animation, the posters and the booklet. But because the
setting is an imaginary village, you will need to find ways to connect it to the reality
of the participants’daily life and society. You will therefore need to know about
where you live, the conditions in your country and local area, the types of disasters
that could happen, the methods for dealing with such disasters, the disaster
prevention system, etc., and then adapt the materials to make a suitable programme.
- Arrange your programme to suit the participants.- Integrate the concept of disaster prevention into regular programmes and lessons (See page 16). Use the
materials in schools and the community so that when a disaster occurs, the community can arise to help.- Think of ways to connect the contents to daily life so that the participants realise that disaster prevention
begins with them. (See page 51).- Make sure the programme stresses how precious life is.
Other Important Points
Chapter 2 9
This chapter summarises the basic points for programme management and
facilitation skills. Because programmes must be adapted to the participants, the
content of disaster prevention education will be different every time. However, even
if each programme is different, there are several common points in good disaster
prevention education. Once you understand those points, you can make any kind of
programme on this subject.
Programme ManagementBy using the Plan-Do-Check-Action (PDCA) cycle
for programme management, you can continuously
improve programme quality and polish your
facilitator skills to make better programmes. While
most of this book focuses on planning and doing,
this chapter summarises the points in managing
disaster prevention education programmes
following the PDCA cycle, including checking and
action.
Introduction, Content, Reflection and ConclusionEach programme consists of an introduction followed by the main content,
reflection and a conclusion.
Introduction: Creates a relaxed and comfortable atmosphere for the participants.
Main content: Gives the participants an opportunity to reach new understanding
through experience.
Reflection/conclusion: Gives the participants a chance to share and organise their
discoveries.
2Chapter
1) The programme should be adapted to the participants’ needs; listen carefully to what the participants say.2) The programme should be fun and make a lasting impression.3) Participants should realise through the programme that disaster prevention directly affects their lives.4) The programme should make participants respect life as precious.5) The programme should make participants aware of the need to change their way of thinking and acting in
daily life.
Important Points for Planning and Implementing Programmes
10 Chapter 2
2-1 Points in Making a Disaster Prevention EducationProgramme
Each disaster prevention education programme should have a clear purpose and be
designed to suit the participants.
The PurposeThe purpose of disaster prevention education is to develop the habit of being
prepared for such disasters as typhoons, earthquakes, tsunami, landslides and fires
in order to protect lives. Disasters occur so infrequently and unpredictably that it is
easy to forget. We need to consciously think about the possibility and stay prepared.
Different Approaches and GoalsDisaster prevention education can
include many different approaches
such as workshops at a fixed time
and place for clearly targeted
participants, exhibition events held
irregularly for an unspecified
number of the general public,
poster or sticker displays, etc.
These different approaches can also
be combined to magnify the
effects.
The discoveries participants make will differ depending on the approaches used.
The goal of disaster prevention education is for all participants to make some
discovery.
Disaster Prevention Education Programme StructureAs shown in the diagram, the facilitator and the participants are involved in the
programme. The facilitator follows the Plan-Do-Check-Action cycle when running
the programme. The programme consists of several activities and there is a flow to
the learning process. The participants gain insights through the programme. The
level of their discoveries and insights and the degree to which these lead to action
depend on each participant.
Facilitators tend to see changing
the behaviour of the participants
as the goal of the programme but it
is impossible to force other people
to change. Change only comes
about through individual choice.
All Participants
People who People who change the actionchange the action
People who want toPeople who want to "change action" "change action"
People who change the action
People who want to "change action"
People who want to "learn variously".
People who noticed what they didnot know
Participants' "Discovery level" after they took part in Environmental Education Programme.
Participate
Attitude/Skill
Knowledge
Discover
Num
ber of people
Discovery level
Programme
Introduction MainContent
Reflection/Conclusion
Activities (games, experiences, etc.)
Act
Check
Do
Plan
Facilitator
DiscoverChange action
Participate/Participate/ExperiencexperienceParticipate/Experience
Participant
Participate/experience
Differs for each participant
DiscoverChangeaction
Chapter 2 11
Even if the facilitator designs the programme to suit the participants, if the
participants do not reach a new understanding, the programme will be ineffective.
The awareness of both the facilitators and the participants is therefore extremely
important. That is why we encourage facilitators to make the programme fun and
interesting so that people will want to participate.
Disaster Education Programme ManagementDisaster education programmes follow the Plan-Do-Check-Action cycle.
Management points for each part of the cycle are presented below.
A. PlanningNo matter how good you are at facilitating, if you do not have a clear plan, it is
impossible to have a good programme. Planning begins with deciding the concept.
1) Decide the concept (aim)- Investigate the problems and issues that exist in the area where the programme
will be held. Choose an effective concept (aim) by carefully analysing the
lifestyle of the people, their cultural and social background as well as the
human, material, and financial resources available to them.
2) Make a plan- Set your goals. Decide what you want to achieve through this programme on
the basis of the concept.
- Clarify the conditions of the programme. These include time, place,
participants, staff, equipment, and budget. Organise them into those that can be
changed and those that cannot.
- Write up a programme sheet (See p12). Write the programme title,
concept/aims, conditions, programme proposal and programme organisers
data. Make the format one that can be used as a formal document when asking
for cooperation.
- Keep in mind that the programme should not be a lecture but rather should be
participatory in style so that the participants gain many insights through
various experiences.
1. Follow the programme concept consistently.2. Structure=Introduction →Main content →Reflection/Summary.3. Tailor the programme to meet the needs and level of participants.4. Use a participatory style because it is more effective.5. Go out into the field.6. Value connections.7. Pay attention to daily life (action).
Seven Points in Making a Disaster Prevention Education Programme
12 Chapter 2
Chapter 2 13
3) Preparing for the programme- Time management: Make a calendar up to the time the programme starts and
schedule all the meetings and tasks required to prepare for the programme.
- Refinement, resources, promotion: Following the above schedule, refine the
programme proposal, secure all necessary people, materials and financial
resources and, if necessary, advertise the programme.
+When implementing the programme in cooperation with others, gather your
staff members, clearly define each person’s roles and the group’s organisation.
Be sure to share information among all the members.
B. DoBe thoroughly prepared and when you implement the programme, identify the
discoveries the participants make through discussions and dialogue and
respond flexibly.
4) Final preparations and checkingFinal check: Check all programme arrangements, emergency procedures, and
attendance.
- Weather check: Plan for bad weather (have an optional programme for rainy
weather or plan for postponing, etc.)
- Final inspection: Investigate conditions in the programme location, check
safety and, if necessary, conduct a rehearsal. Make a checklist of items needed
for the programme such as teaching materials, handouts, reflection sheets, etc.
+When implementing the programme in cooperation with others, prepare a
staff manual that includes the overall schedule, staff activities, list of
participants, list of equipment, emergency contacts, etc.
14 Chapter 2
5) Programme facilitation From awareness to action: Disaster prevention education programmes value the
participants’ realisations and discoveries. The facilitator should check the level of
realisation of the participants and find ways to connect awareness to action. The
behaviour of the participants will not necessarily change immediately after just
one programme. Programmes should be offered regularly and designed so that
participants can easily remember the lessons learned.
- Facilitation means to draw out the opinions and experiences of the participants
during group work and to support them in achieving their goals. The facilitator
must always remain neutral and has no authority to decide for the participant (i.e.
the facilitator should not tell participants what they should do or try to teach them).
The facilitator’s role is to manage the programme, to encourage teamwork among
the participants and to support them to maximise this power.
6) Safety management- Adequate safety precautions must be taken when implementing the
programme. If such precautions have been taken, the individual participants
can be responsible for their own safety. First aid skills must be practised
regularly. Refresher courses could be given to the programme management
staff or included as part of the disaster prevention education programme. But
this does not guarantee safety. You must always be prepared. Safety
management in disaster education programmes includes not only physical
safety but also mental and emotional safety. When dealing with lives and with
the theme of life and death, some participants experience psychological stress.
This is an important discovery and a learning opportunity but the facilitator
must be careful to provide adequate support. During a real disaster, this kind of
psychological care is extremely important. While the programme only
simulates reality, the facilitator must be aware of the psychological factors
when implementing it. The facilitator should also strive to create an
environment in which participants feel safe to express their opinions and to
experience the programme. Be sure to implement the programme only when
you can ensure all of the above safety measures.
C. CheckingRemember to check that programme goals are being met. After implementing the
programme, the facilitator should reflect on and analyse the programme content,
identifying both the good and the bad from planning all the way through
implementation.
7) Self-assessment, 3rd party assessment, peer assessment- Self-assessment: When the programme is over, write
Name of Programme
Goal and % achieved
Good points
Points that need improvement
Other
Chapter 2 15
down what you thought and felt before you forget. The self- assessment sheet
provided as a sample in this booklet includes only basic items. Make an
evaluation sheet to suit the disaster education programme and approach that
you have used. Attach the sheet to the programme materials and file it so that
it can be used for future programmes.
- 3rd party assessment: A questionnaire completed by the participants is an
invaluable form of assessment. If there are any observers, make time after the
programme for them to fill out an assessment sheet. In Japan, teachers observe
and evaluate each other’s classes. Adopting this approach in disaster
prevention education can also lead to effective improvement.
D. Action8) Filing, data collection, collaboration, towards the next programme
After the programme is finished, the people who implemented the programme
should summarise the lessons learned from the assessment, gather more
information, participate in seminars to increase their programme management
skills and apply the insights gained through these activities to improving the
next programme. It is also helpful to strengthen collaboration with other
people in the community and to promote not only increased disaster
prevention awareness but also community building and a disaster response
system.
2-2 Facilitation Points -Careful Listening-Listen carefully to what the participants say. If you listen carefully, they will not
only report on their experiences and insights but also learn to organise and share
them with others, deepening their learning experience.
Four Basic Attitudes1) Observation: This includes observing not only verbal communication (such as
the strength or choice of words) but also non-verbal communication (such as
facial expressions and gestures).
2) Listening: This means listening from the viewpoint of the speaker. A
facilitator who clings to his or her own assumptions or values, or is thinking
about something else, cannot focus on the other person. The facilitator must
remove such blocks and open their heart and mind to the feelings and values
of the other person, following the changes in the other person’s emotions.
3) Confirmation: The facilitator can reassure the speaker by reflecting back
what they have said without cutting them off. This also helps the person to sort
out what is in their mind and become aware of subconscious feelings and
needs. The facilitator can also use expressions and gestures in addition to
words to effectively reflect back and can observe the response. If the other
16 Chapter 2
person’s expression is animated, it is a sign that the facilitator has understood.
But if the person’s expression is unnatural, the facilitator should listen again.
Through correction and re-confirmation, the facilitator and the other person
develop mutual trust and the point that the person wishes to make becomes
clear.
4) Empathy: After the facilitator has confirmed the other person’s feelings, he or
she should imagine what that would feel like. When he or she feels the same
thing, it is possible to re-express that person’s feelings accurately and
empathetically. Empathy helps to open up people’s hearts. When people feel
understood by others, it helps them to look at what is going on internally.
Source: Behavioral Science Method Structured Association Technique, Health
Counselling Text Volume 1 Basic & Advanced Course by Koji Munakata,
Mariko Kobayashi, Sayuri Hashimoto, Health Counselling Center
International, 2000.
2-3 Integrating the Programme into the SchoolCurriculum and Promotion in the Community
The PLANET materials, with different teaching-learning media, are designed to be
used flexibly and freely, to meet the needs of learners and facilitators. You do not
have to start from scratch. You can simply start with what you have been doing,
and try to incorporate small sessions of disaster preparedness in your regular work.
In this section, we will introduce some tips to use PLANET 4 Disaster Preparedness
in regular classes and community activities.
Non-Formal Education CurriculumThe PLANET package is best used in a non-formal education setting. If you already
cover the topic of disaster preparedness, PLANET 4 is a good set of materials to
use. Even if you do not have such topics in the curriculum, you can introduce the
important issue of disaster risk management in the existing curriculum. You will
find many topics in your NFE curriculum where education for disaster preparedness
can be incorporated, as it is intrinsic to community development and sustainable
development. Disasters are life-threatening events. Therefore, it is highly
recommended to grasp any opportunity to inform about them.
Below are some of the examples where you can use the PLANET4 materials.
Disasters and the Environment- Ecosystem sustainability
Chapter 2 17
- Environment
- Forest Conservation
- Landslides
- Sustainable use of resources and productivity
When you touch upon such issues, you can mention that human activities damaging
to the environment and the ecosystem cause devastating disasters, which, in turn,
threaten your life. Therefore, it is important to bear in mind the importance of a
sustainable life to reduce the burden on the ecosystem.
Your community, country and disasters- Knowledge of both local and national history
As part of the community’s and country’s history, it is good to know what disasters
have happened in the area before. Then you can bring the learners’ attention to
where there are disaster-prone areas and whether they are well prepared or not.
Rehabilitation, Reconstruction and Preparedness- Active participation in social activities
- Development of self and a sense of community
- Citizen’s rights and obligations
- Our Village City, Living in Harmony
- People’s Participation in Development
In many countries in the Asia-Pacific region, the NFE curriculum includes such
themes as community development, citizenship, mutual cooperation etc.
Cooperation among community members is of vital importance in every stage of
disaster management, starting from immediate response, through rehabilitation and
reconstruction, to preparedness. Mock disaster drills, disaster mapping, and other
activities that prepare for disasters are effective in building good teamwork among
the community people.
There is no one-size-fits-all type of disaster preparedness education. Try to make
the most of flexibility in non-formal education to meet the learners’ and local needs.
Formal Education CurriculumGeographyWhich disaster happens where?
What land features are associated with which disasters?
Do the disaster trail and mapping in your community
House structure and material and the disaster-resistant level
18 Chapter 2
Climate (change) and disasters
Urban-rural gaps and the implication of disasters
Natural ScienceClimate (change) and disasters
Weather and disaster
The chain of events and sequential disasters
Earthquake, landslide and layers of Earth
Fire, water, wind, earth and disasters
Social ScienceCommunity and disaster
Agriculture, industry, and disaster
Economy and disaster
Governance and disaster
LanguageView the PLANET 4 animated film and write an essay
Write a script and play the drama based on the Mina story
Read a story of a disaster and trace the emotional changes of the disaster-affected
people
HistoryLarge-scale disasters which happened in the past and their impacts
Heroic stories in history related to disasters
Health and Physical EducationMock disaster drill
First-aid
Community ActivitiesShow the animated cartoon film Mina’s Village Weathers the Storm through
mass media like national TV
Organise a travelling film festival to promote awareness in an enjoyable manner
Put up the posters where community people gather
Play a street drama on disaster preparedness in a public space
Disseminate the messages through radio, if it is commonly used in your
community
Organise a disaster drill in the community, showing the film and posters and
distributing the booklet
Organise a disaster management awareness campaign where a lot of activities
Chapter 2 19
can be introduced as explained in Chapter X of this guide
Integrate disaster management as part of youth leadership development
programme
Form a disaster management team among the community
Partner with other organisations, such as International Organisation (UNDP,
UNEP, UNICEF, UNESCO, ISDR, etc), and/or international, national and local
NGOs
20 Chapter 3
3Chapter
There are three types of PLANET 4 teaching materials: an animated feature, posters
and a booklet. Please select and use the materials that suit the participants and your
programme’s objectives. This chapter presents an outline of the materials and ways
to use them. It also introduces methods for combining the materials to make an
effective programme.
Animated Cartoon Film15 min42sec
Posters1. Disasters - Be Aware of Natural Disasters!
2. Emergency Response & Reconstruction - When It Occurs... What to Do.
3. Preparedness - Let’s Protect Our Village against Natural Disasters!
Booklet1. Different types of disasters
Different Types of ProgrammesMany different types of programmes can be arranged. For example, posters can be
displayed on a wall, a small group can have one-hour sessions every week, the
animation feature can be shown as part of a big event, or booklets can be distributed
for people to read on their own. The important point is to clearly identify the
message you want to convey through the programme. In a small-scale programme,
narrow down what you want to convey and present it in an easy-to-understand way.
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OutlineStorylineWhile Jai is away in his parents’ place, a big storm hits
Mina’s village. Mina’s house being rather fragile in such
a harsh storm, Mina and her children decide to evacuate
to Nora’s house, which is strongly built, with some
emergency items. Leela is also taking shelter at Nora’s
place. They all pay attention to the news on the radio,
as Nora has a younger sister in Jai’s parents’ village.
The storm has gone and the weather is fine next morning. Fortunately, Mina’s
house is not damaged that much. However, Jai’s parents’ village seems severely
damaged. Mina and her friends head for the village to help out, and witness huge
damage to bridges, roads, fields, etc. on the way. Upon arrival at Jai’s parents’
village, it turns out that Zac, Nora’s niece, is missing after the storm...
Thanks to concerted efforts of Jai and Min, Zac is found trapped under the debris,
and saved. The whole experience of the big storm shows how terrible disasters can
be, and motivates people in Mina’s village to take action to be better prepared for
disasters. After a few days, they hold a meeting at the Community Learning Centre
to share the experience and discuss what should be done in the village.
Points for discussionThe animated cartoon film can be largely divided into three parts. Important issues
in disaster management are depicted in each part as follows.
Try to relate the animated cartoon film to the learners’ everyday life in their
communities, and find similarities and differences. Take into consideration regional
differences and please consult experts in disaster management about anything what
you are not sure of.
Part 1: Scene 1-8 (Predictable disaster approaching)- Evacuation to a safe place (when and where to evacuate)
- Items to bring when evacuating
- Access to latest information on disaster
Part 2: Scene 9-16 (In the event of disaster)- Damages to infrastructure
- Life in a shelter (food, water, hygiene, injury, missing people, etc.)
3-1. Animated Cartoon Film
Part 3: Scene 17-18 (Preparedness)- Items to be stored for disasters
- Importance of information
- Safe and dangerous places in the village
- Evacuation point
- Strength of buildings
Encourage learners to pay attention to the characters’ changes in emotion as well. It
would also be good to ask each learner to pick out one character who is most similar
to him/her and to track emotional changes of the selected character. By doing this,
learners will be active audience rather than passive viewers, and their
comprehension of the story will be deepened.
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Mina family:
Villagers and others:
Main characters
Lita (Mina and Jai soldest daughter)
Min (Mina and Jai sson)
Lin (Mina and Jai ssecond daughter)
Pon (Mina and Jai ssecond son)
Ana (Mina and Jai sthird daughter)
Nora(Family friendof Mina and Jai)
Leela(Family friendof Mina and Jai)
Primary schoolteacher
Literacy classteacher
Nurse of anearby clinic
Village chief/village head
GrandpaGrandmaJai(Mina s husband)
Mina (a village woman)
Sal and Zak Jit Driver Motorbike Driver
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Examples of ActivitiesPurpose: To create opportunities to think about the different stages in disaster
prevention from the time a disaster occurs to emergency response, recovery,
reconstruction and preparedness.
A. Discussion & Reflection: The Whole FilmOrder: Introduction - icebreaking
Main content - watch the animation, Q&A, discussion
Reflection, summing up
Questions: Who was in the story?
What happened?
How did the characters feel? How did you feel?
What kind of disaster occurred?
How did the characters respond to the emergency?
What kind of reconstruction and restoration efforts did you see?
Discussion: What kinds of disasters could happen in this area?
What kinds of disasters have happened in the past?
What kind of emergency response is possible?
What preparations have been made? What is lacking?
If a disaster happens, how will you or the people around you feel?
What can you do to be prepared for a disaster?
B. Discussion & Reflection: Scene by Scene Order: Introduction - icebreaking
Main content - watch the animation, Q&A, discussion
Part 1: Scene 1-8
Sharing & Discussion
Part 2: Scene 9-16
Sharing & Discussion
Part 3: Scene 17-18
Sharing & Discussion
Reflection, summing up
The following are some exemplar questions for discussion.
By dividing the film into parts, learners can concentrate on each part for more
detailed discussion.
Before moving on to viewing the next part, ask learners to think about different
scenarios.
i.e. what would happen should the characters have taken alternative actions?
C. Questions & Discussion: Part 1: Why did Mina’s family visit Nora’s house?
Where do you think you would evacuate in case of the most common
disaster in your community?
*Note: The safety of buildings differs from disaster to disaster.What items did Mina’s family bring to Nora’s house?
What else do you think you would bring if you were Mina?
Why were Mina, Nora and Leela listening to the radio?
What sources of information do you have in your community?
What would Mina have done if she had had access to information at
home?
*Ideally, Mina should have left for Nora’s place before the storm got too strong.
Part 2: What did Mina and her friends see on the way to Jai’s parents’
village?
Are there any fragile buildings, bridges, roads, etc. in your
community?
Which trees are strong against the wind, that you can take shelter
under, and which are easily to fall down?
Why do you think Jai’s father fell down? Should old people be more
careful in the event of disasters?
*Jai doesn’t mention why his father fell down, but encouragelearners to think about those who need special care at a time ofdisaster.What if you cannot take care of the wounded in the evacuation
centre? Where is the closest clinic/hospital? How would you bring
the wounded there?
How would you treat the wounded when you do not have good
access to clean, safe water?
Part 3: What are the points discussed in the Community Learning Centre?
What items have you already stored in your house and the
community?
What would you like to have in your storage to prepare for disasters?
Are you familiar with how to use the tools and items stored for
disasters? If not, how would you learn how to use them?
What are safe places in your community, depending on which kind
of disaster?
What early-warning system (be it traditional or modern) do you have
in your community?
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Chapter 3 25
How would you share the warnings with those who do not have
access to such information?
Do you have a disaster management committee in your community?
Who would lead and direct you and your friends in the event of
disaster?
Would you be able to be a leader in case of disaster? What will you
need to know as a leader?
OutlineThe PLANET 4 package includes a set of three posters. Generally, an educational
poster can be used for brainstorming, discussion, etc., and to stimulate creative
thinking. Without any written explanation, it is suitable to develop learners’ thinking
skills. It can be used in pair work and small groups and even in individual work if
there are enough copies. Also, it can convey a message to the general public, just by
putting it up in public places such as community halls, learning centres, school
walls, etc.
In some cases, learners develop their own posters to spread their messages on the
same theme, in this case "disaster preparedness", after learning session(s) using the
educational poster. In other cases, learners come up with peaches which the
characters illustrated in the posters might be saying. This is one way to show the
level of comprehension of the learners as well as stimulating their creativity.
The PLANET 4 posters are designed to encourage learners to take action to prepare
for disasters, rather than provide them with fact-based knowledge. In this section,
we will look at the features and example usage of each poster.
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3-2. Posters
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Outline - Poster: Be Aware of Natural Disasters!Disaster Occurrence
Different types of natural disasters
. This poster is a motivational-kind of teaching-learning material, to raise awareness
about disasters which commonly occur in the Asia-Pacific region
. This poster illustrates five types of disasters: tsunami; typhoon; forest fire;
earthquake; and landslide.
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Outline - Poster: Natural Disaster When it Occurs...Whatto Do?Emergency Response & Reconstruction
How to respond to natural disasters
. This poster indicates how people should act in case of natural disasters, especially
earthquakes. The illustrations are divided into five columns chronologically from
left to right.
. Although this poster seems to be about earthquakes, the message can be applied to
any other natural disasters; protecting yourself and your family first when
disaster strikes; the first evacuation from a dangerous place to a shelter;
helping each other at the aid station; temporary schooling and recovery from
disasters.
. It aims to advise learners how to act when a disaster occurs.
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Outline - Poster: Let’s Protect Our Village against NaturalDisasters!Preparedness: How to prepare for natural disasters.
. This poster shows four types of disaster management activities for community
empowerment, including identification of natural disaster-prone areas,
reinforcement of buildings, necessary storage for emergencies disaster drills,
and formation of a disaster management team.
. It aims at building communities and families to be disaster-prepared and to protect
people’s lives from the huge damage caused by natural disasters.
Examples of ActivitiesPosters can be used to bring out many thoughts and feelings from the participants
depending on how they are used. Use them creatively to stimulate discussion, to act
out a scene from the disaster, etc.
Poster : Be Aware of Natural Disasters! (Green)What types of natural disasters are common in this area? Let’s find out what
disasters have happened here before. Look carefully at changes in the forest or
geography.
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Poster : Natural Disaster When it Occurs...What to Do? (Orange)- What are the people in this picture doing? What are they saying? Write down the
words they are saying on small slips of paper and stick them on the poster.
- Where are you in this picture? If you were in this picture, what would you be
doing?
- Let’s make a skit. Look at the characteristics of the people who are in the
animation feature. Using the poster, let’s act out the roles of the different people.
Poster : Let’s Protect Our village against Natural Disaster! (Blue)- How are the people in this poster preparing for a natural disaster? What kinds of
preparations have been made in your area?
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Chapter 3 31
OverviewThe booklet in the PLANET 4 package is meant to be used for an instructional
purpose, with many important issues of disaster management which may not clearly
appear in the other components, and is more structured to help learners’
understanding as well as teachers’/facilitators’ organisation of a session. The booklet
can also be used as a follow-up material, after a series of discussions and/or
activities, to support learners’ comprehension and reflection through fact-based
information. Written in simple texts with many illustrations, the booklet also targets
literacy learners. Being self-explanatory in nature, the booklet is also suitable for
neo-literates self-study to maintain their newly-gained literacy skills. In many
countries, the PLANET booklets, along with the other components, are used in
primary schools. In some cases, the prototype English versions are adopted in
English-medium schools up to the higher education level.
In short, the booklet aims to:
- enhance understanding of the basic concepts and skills related to disaster
preparedness
- stimulate learners’ thinking by providing food for thought
Overall, the PLANET 4 booklet deals with the following topics.
- Disaster in our world
- Different types of disasters
- Chain of events of disasters
- What can disasters do to us and to our communities?
- What can we do? : Preparation, Response, Recovery, Reconstruction
ThemesDisaster in Our World(p.2-3)
Objectives: To get an overview of what would happen in
the event of a disaster
Explanation:This is a post-disaster scene, a bird’s-eye view
of Mina’s village hit by a disaster.
This page is to focus learners’ attention on
disaster preparedness at the start of the session.
3-3. Booklet
Activities:Ask the learners to look at the illustration carefully.
Ask them to imagine what disaster hit Mina’s village.
Ask them what sort of damage can be identified.
Hold discussion on whether learners have experienced disaster in the past,
whether the learners’ communities are disaster-prone, etc.
What is a disaster?(p.4-5)
Objectives: To introduce a simple definition of a disaster and 8 types of disasters which
commonly occur in Asia and the Pacific
Explanation:Disasters (From up left to bottom right)
Flood
Drought
Tsunami
Earthquake
Typhoon/Storm/Cyclone
Forest Fire
Landslide
Volcanic eruption
Activities:1. Ask learners if they have ever experienced any of these disasters.
2. Ask learners if they can come up with other disasters which are not introduced
here.
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3. Ask learners to identify if there are any dangerous places in their communities.
4. (If in a literacy class) These pages are good to practise spelling.
What Disaster Can Do to Us (P.6-7)
Objectives: To illustrate the impact of a disaster at an individual level
Explanation:These pages show the possible impact of a disaster on Mina’s family. There are
physical and mental damage brought about by a disaster.
All those events lead to trauma.
Trauma is a very sensitive state of mind. Learners should have some idea what
might happen mentally when people face such great losses of their valued things.
(From top left to bottom right)
Loss of source of income (farm, livestock, assets of livelihood)
Loss of shelter
Physical injury
Family split
Trauma
Activities:1. Ask learners what else they can think of as having an impact on individuals.
2. Facilitate discussion among learners whether they are prepared for such
damages to their families now.
3. Ask them to think what they can do to reduce such damages.
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What Disaster Can Do to Our Community(p.8-9)
Objectives: To illustrate the impact of a disaster at community level
Explanation:These pages describe the impact of disaster on Mina’s village.
In addition to such individual damage as explained in the previous pages, people
face a larger scale impact, which affects the whole community. These explanations
lay a good foundation for showing the importance of communal action for
rehabilitation and reconstruction.
(From top left to bottom right)
Sanitation and health issues (epidemic)
Destruction of public facilities
Damage to infrastructure
Activities:1. Ask them to list any other possible damage.
2. Ask them to make a comparison between individual and communal damage
(the level of impact, necessary action, etc.).
3. Ask them to think how their communities might react to such damage, and
who would lead the community in the event of a disaster.
4. Encourage them to collect information on the existing disaster management
systems/services in their communities.
5. If there is no available system and/or services, encourage them to take action.
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Chain of Events (p.10) and Disaster Management Cycle (p.11)
Objectives: To explain how disasters occur in conjunction with other disasters,
and what disaster management cycle people have to do in case of disaster
Explanation:Page 10 shows natural disasters are interlinked with different events, taking heavy
rain, landslide and flood for examples. This section can serve as an introductory
part to explain natural disasters and human activities which are closely interlinked,
leading to the issue of sustainable development and their lifestyles.
Page 11 introduces a cycle of disaster management.
This page lays an important foundation for studying the booklet further, therefore it
is recommended to make sure your learners understand the disaster risk
management cycle, composed of:
Disaster
Emergency Response
Reconstruction
Preparedness
Activities(Game):1. Prepare pieces of paper (cardboard).
2. Draw illustrations or write sentences on each piece depicting different stages of
disaster risk management.
3. Divide the learners into small groups.
4. Ask the groups to work on categorising and putting them in order.
* This page (P.11) can be revisited once the learners have been through thefollowing pages and understood each stage of disaster management. This exemplargame can be introduced after that.
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On the Way to the Evacuation Centre (p.12-13)
Objectives: To inform learners what they should do when they hear any sort of alarm of a
disaster approaching
Explanation:Page 12 and 13 convey very important messages about reducing damages caused by
disaster, aiming to increase learners’ awareness as to what to do when they hear a
disaster alarm.
The illustrations on Page 12 indicate that those who first hear a disaster alarm
should start evacuating, while alerting as many people as possible.
The illustration at the bottom of the same page implies that special attention and
care should be paid to those with special needs such as pregnant women, infants and
small children, elderly and the physically and mentally challenged, on the way to
the evacuation site. Also please bring the learners’ attention to Mina’s backpack
which contains emergency items. Page 13 also shows the importance of
helping each other on the way to the evacuation cite.
Activities:1. Ask learners what they would do if you were the first to notice a disaster
approaching.
2. Ask learners what sort of disaster alarm system they have in their
communities.
3. Ask learners to imagine who in community might need special care in case of a
disaster. Imagine specific persons and think about what particular care learners
can provide for them. Any special preparation necessary for them before a
disaster strikes?
4. Point out a thinking that disasters are unpredictable.
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At the Evacuation Centre (p.14-15)
Objectives: To familiarise learners with life in an evacuation shelter
Explanation:Page 14 illustrates the layout of an evacuation site. Outside the evacuation
building, it is very important for water sources, animals, toilets and clinic
to be well away from each other to prevent any kind of situated disease from
spreading out of poor hygiene.
The notice board at bottom right shows the latest information at a time of
disaster. In the evacuation site, it is highly recommended to put up such a notice
board to help the exchange of CORRECT information. In this connection, also tell
the learners not to be misled by rumours, which confuse disaster-affected people
even more.
Emergency items would be rationed at an evacuation site . This could cause
much trouble among people. Encourage learners to stay cooperative even at such
difficult times, for the sake of quick recovery. In order to do so, it is very useful to
picture such a situation and imagine what we might be doing in our regular routines,
before a real disaster occurs.
Page 15 shows the scene inside the evacuation centre. Pay attention to those who
need good nutritious food, such as elderly, pregnant women, infants and babies
.
In the event of disaster, the number of beds and medicines in a clinic are not
sufficient. Thus it is very important to prioritise patients according to the degree of
injury and sickness. However, please be aware that the physical condition might
change all of a sudden, so keep an eye on patients.
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Due to poor hygiene, any kind of disease easily spreads at an evacuation site.
Considering the already limited number of medicines and beds, it is of critical
importance to keep the centre’s environment clean, both inside and outside the
building. Make sure to wash your hands, boil water, and drive off flies !
Activities:1. First, ask learners to list what they would want and need in an evacuation site.
2. Then, make a group of some learners and ask them to show the lists to each
other, to find similarities and differences among the individuals.
3. Ask them to prioritise as a group.
4. Ask each group to present the group work outputs to all the learners and
compare similarities and differences, and explain why they have chosen those
items.
5. Discuss in the whole group how they could live comfortably in harmony with
each other in an evacuation cite. What attitude, behaviour, knowledge and
skills are necessary for that?
6.Also ask the learners to reflect on the process in which they prioritise different
ideas and how they felt about the process. This helps learners draw on lessons
learnt on how to work effectively in a group of people.
* Please be aware that not only material but also mental comfort is very importantat a time of disaster. People tend to think they need water, food, money, etc. butprivacy is also what they would need in the evacuation site. Also, different groupsof people need different items. For example, women need to keep menstrualsanitary products. * Sad to say, but crimes commonly occur at an evacuation site, not only theft butalso violence against girls and women.
7. Ask the learners to think about the current status of disaster preparedness.
Where can they evacuate to? Who will lead people staying at the site? What
else do they need to store for the evacuation site?
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What Can We Do After a Disaster Happens? (p.16-17)
Objectives:To introduce some post-disaster activities with a view to rebuilding and improving
the disaster-affected community
Explanation:Pages 16 and 17 describe people’s life after a disaster.
It is true that this would be one of the most difficult times of their lives. However,
by working together with community people this could turn into an opportunity to
rebuild the community better than before. As shown in the illustrations, houses
should be reinforced when rebuilding, villagers can hold a meeting to
form/strengthen their disaster management team, schools and community
learning centres include education for disaster preparedness in their curriculum.
What is sometimes missing but is of critical importance, is mental healthcare .
Trauma cannot be clearly seen but has quite a strong impact on people. It would be
ideal if a temporary, drop-in centre were opened where trained personnel could be
stationed for those who were emotionally damaged for some time after a disaster.
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What Can We Do to Prepare for Disasters? (p.18-19)
Objectives: To encourage learners to take action for disaster preparedness by introducing simple
activities which can be done on a regular basis
Explanation:Page 18 and 19 introduce disaster preparedness activities in the community.
For predictable disasters, any sort of disaster alarming system should be well
publicised to all the community people.
Disaster mapping in the community is a good way to identify and stay aware of
disaster-prone areas in the community. This participatory method to draw a
community disaster map together will visualise and reveal various issues which
the community people face.
Ensure that people know where to evacuate to when a disaster strikes. Please
note that secure locations might differ from disaster to disaster.
A community disaster management team should be formed and regularly trained
in preparation for disaster. If necessary it is good to get support from well-trained
professional bodies to build the capacity of community people for self -help at a
time of disaster.
Both school-based and community-based disaster drills should be included in
annual community activities. The above-mentioned disaster management team
could take the lead.
Prepare an emergency bag in each household. As written in the list which Mina
shows in Page 19, the suggested items to store are:
. Flashlight or any source of light
. Portable radio or any source of information
. Extra batteries
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Chapter 3 41
. Preservative food
. Drinking water
. Cash
Besides, make sure you can bring important documents along with you to an
evacuation site. In some cases it is not easy to re-issue such official documents
once lost, especially in the aftermath of disaster. It is recommended that all the
family members take part in preparing this emergency bag.
Activities:Ask learners what they have and have not done, and encourage them to start taking
action.
Why Not Begin Now? (p.20-21)
Objectives: To show learners an image of Mina’s village which is now improved and disaster-
resilient, to encourage them to take action for their own communities
Explanation:The last facing pages illustrate Mina’s village, improved by community work after
all the experiences of a disaster, as learners have seen in the booklet.
The activities depicted in the booklet are as follows:
Building a reinforced house
Making a disaster mapping
Holding a meeting to prepare for disasters
Building access to information at an equipped community learning centre with
solar panels
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Planting palm and banana trees for protection against wind
The picture also shows that we have plenty of blessings from nature. In peace
time, the soil we have, the river we have, the trees, sunshine, and all nature’s
bounty, give us comfort and a means to survive. This implies that we should
appreciate nature while at the same time preparing for the threats and damage
caused by nature.
Activities:1. Ask learners the impression they get from this picture, having gone through all
the disastrous illustrations in the booklet up to this page.
2. Ask learners to identify what activities Mina’s neighbours are doing, and for
what purposes.
3. Ask learners to propose what else they can do to prepare for disasters.
4. Ask learners to draw a picture of, write an essay of, or a poem about their ideal
disaster-resilient, peaceful and sustainable village.
5. Ask learners what they can do to develop such a dream village.
3-4. Combining Teaching MaterialsVariations in the programme can be broadened by skilfully combining teaching
materials. Try increasing your repertoire gradually.
Basic Discussion StyleParticipants: People 6 years old and up (people old enough to give their own
opinion. The theme can be adjusted to the participants.
Time: About 3 sessions of 45 minutes each (time will vary depending on
the participants’ concentration span).
Number: 4-8 people per group (break into groups when there are many
participants).
Method: After icebreaking, split into groups if there are many people.
Answers can be given individually or as a group. Answers can be
written on a blackboard or on paper, etc.
Watch the animated feature (see p. 21). Follow with Q&A and discussion. What
kind of people were in the programme? What kind of disaster happened? How did
they respond? What were they doing to rebuild and restore?
Read the booklet. The teacher can read it to the class or it can be read in the group
or individually. Read each stage of the process - disaster, response, rebuilding, and
being prepared. The participants can discuss it while they are reading it or they can
be asked for their thoughts when they have finished reading.
Look at the posters (see p. 26). Follow with Q&A and discussion. What types of
natural disasters are there? How can we respond if a disaster occurs? Think about
how the people in the poster are feeling and imagine what they are saying. You can
write what they are saying on pieces of paper and stick them on the poster.
Chapter 3 43
What if a disaster occurred in your community? Q&A and discussion. What kinds
of natural disaster are common to this area? What disasters have occurred in the
past? How can you respond to a disaster? What preparations have been made and
what is lacking? How do people feel when a natural disaster occurs? How will you
be prepared? etc.
Reflection and summing up. Sum up the feelings, insights and experiences of the
participants. The booklet can be distributed.
More people can be involved in implementing a disaster education programme. Try
introducing the programme at local events and telling people you know. With more
staff members, you can divide up the tasks involved in preparing and implementing
the programme and gather more ideas. Keep experimenting with new approaches to
the programme.
Practical Applications: Role PlayingParticipants: 6 years old and up. (People who are old enough to give their own
opinion. The theme can be adjusted to the participants.)
Time: About 5 sessions of 45 minutes each (time will vary depending on the
participants’ concentration span).
Number: About 20 people (increase the number of roles for larger groups).
Method:
1) After icebreaking, split into groups of 4-6 people.
2) Watch the animated feature (see p. 21). Follow with Q&A and discussion.
What kind of people were in the programme? Describe their personalities and
characteristics. How did their feelings change?
3) Look at the posters (see p. 26). Follow with Q&A and discussion. What is the
situation in each poster? Think about what the people in the poster are saying.
4) What if a disaster occurred in your community? Q&A and discussion. What
kinds of natural disaster are common to this area? What disasters have
occurred in the past? How can you respond to a natural disaster? How would
you or other people feel if one occurred? How will you be prepared?
5) Make a skit. Pick some characters in the animated feature and think of a
scenario using the situations in the poster for ideas. Decide who will play
which characters. Plan props, costumes, music, etc. if you are performing at an
event.
6) Practise, rehearse and perform the skit.
7) Take time for reflection and summing up of what participants felt, discovered
and experienced. The audience can be asked to fill out a questionnaire. The
booklet can also be distributed.
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4Chapter
Once the overall content of the disaster education programme has been decided,
different activities and adaptations can help to improve the insights gained and
make implementation smoother. Even when dividing the participants into groups,
for example, a variety of methods can be used. The facilitator can say, Please split
into groups of 6. Alternatively, the facilitator can number off the participants so
that they end up in groups of 6, or play a game in which the participants have to
split into pairs, groups of 8, etc., ending up in groups of 6, or find out the
background of each participant and divide them up in advance so that they are with
different people.
Depending on the programme, there will be times when it makes no difference how
the participants are split up and other times when you may prefer to pick groups
randomly, make groups with participants who will open up to one another, or
distribute experienced participants evenly in each group. Although the number of
participants per group is still 6, different combinations of people can make the
programme more effective. A small adaptation like this can make it easier to
participate, facilitate better group work and make participation more fun.
The ability to come up with such adaptations is an important skill and one that you
can polish through practice. In this chapter, we present some helpful adaptation
ideas.
4-1 Introduction IdeasGreeting
Naturally you will start off by saying Hello but if you do it cheerfully with a big
smile and in a clear, loud voice, it will make the participants feel relaxed and happy.
Whether the participants know each other or not, greeting them is the key to
opening their hearts and is essential for the success of the programme.
- Introduction ideas (see p.44)- Adapting to the participants’ level of understanding (see p.45) - Movement adaptations- Adaptations using the 5 senses- Combining activities and teaching materials (see p.42)- Using materials available- Going out into the field- Ideas for exploring - Field Work Activities (participatory adaptations) (see p. 47)- Cooperative experience activities (see p.50)- Activities relating to daily life (p.51)- Encouraging self-expression (p.52)- Reflection adaptations (see p.53)- Making activities- Adaptations for achieving disaster prevention education goals
Various Adaptations
Chapter 4 45
Concentration TestThis game can be used even before greeting the participants. If the participants are
scattered about the room and talking noisily, it is easier to catch their attention by
starting with a game than by announcing, Quiet, please. We’re going to start.
First, tell the participants who are listening, I’d like to begin by testing your
concentration. The instant my right hand crosses my left hand, I want you to clap.
Slowly move one hand down and the other hand up in front of you. When one hand
comes in front of the other hand, the participants should clap. Once they understand,
increase the speed little by little. When the participants clap, those who are talking
will notice and begin to join in. Sometimes make it look as though your hands are
going to cross but then separate them again. Some people will clap by mistake and
laugh. Once everyone has joined in, get a rhythm going and increase the speed until
you finish with lots of clapping. Be sure to praise them. I see you have great
concentration! Now let’s start the programme.
Check In, Check OutPurpose: This activity creates a good atmosphere when used at the beginning
(introduction) and at the end (reflection) of the programme. It is also
useful when used for staff meetings, etc. It gives everyone an equal
chance to speak and helps people practice self-expression.
Participants: Anyone
Time: 30 seconds/person
Number: Up to about 20 people (depending on people’s concentration and the
amount of time)
Method: At check-in, share something recent. At check-out, share something good
from the programme, something you feel, think or hope for, something
that made you feel lucky or something you want everyone to know. Each
person has 30 seconds to share.
Note: When participants do not know each other, this game should be played after
making the participants comfortable with expressing themselves.
4-2 Adapting to the Participants’ Level ofUnderstanding
Energy CheckYou cannot predict the feelings or motivation of the participants when you are
planning the programme. This activity, however, is one way to check how the
participants are feeling and their level of motivation during the programme and
adapt the contents accordingly. It can be used with large groups and is helpful in
spotting participants who need special attention if you cannot talk to each person
individually.
Begin by saying, Let’s do an energy check. Stretch your left arm out to the side.
46 Chapter 4
When I give the signal, raise your arm up
high if your energy tank is full. If your
energy tank is empty put your arm down to
your side. Now, in your mind, check your
energy tank and when I say Go move your
arms.
Are you ready? Go . Ask those who
lowered their arms, Your tank seems to be
empty. What’s up? If they are not feeling
well, let them choose if they want to rest,
etc. In the same way, have the participants move their right arm to show their
motivation. At the end, ask, Does anyone have something that they would like to
tell me? If there is not enough room to raise their arms, ask the participants to raise
or lower their left and right thumbs.
Four Corners and Raising the FlagIn this game, participants are given four
choices and move to different corners of the
room depending on the choice they make. If
you are playing outside, you can mark four
different spots. This game is good for
working with large groups and allows the
facilitator to grasp general trends among the
participants.
Begin by giving them two choices and then
gradually increase the number of choices to four. For example, you could start by
asking people with an even number of letters in their name to move to one corner
and those with an odd number of letters to the other. Once they are used to
separating in response to your questions, you can use questions with 4 different
answers, such as yes, no, sometimes, and I don’t know, or ask such questions as
What preparations have you made? with multiple answers.
If the room is filled with desks and chairs making it difficult to move around, you
can give each participant a set of 4 colour cards and tell them to raise the flag
high in answer to the question. The cards should be coloured on both sides so that
people in front and behind can see. Raising the flag can be used even for random
questions during the programme to give you a quick assessment of the overall trend.
Collect the cards at the end of the programme to use again. If you do not have
colour cards, participants can raise 1, 2, 3 and 4 fingers instead.
Your Favourite Fruit
Mango Papaya
Banana Pinapple
100% Full tank
Meter
50% Normal
0% Empty
Chapter 4 47
4-3 Field Work Activities (Participatory Adaptations)Going out into the field of daily life makes it easier to apply what is learned to real
life. Therefore it is very useful to include activities that take the participant out into
the field where they can discover things that they did not notice before, compile
these individually or in a group, and prepare for a disaster.
Disaster Hunters , Disaster Prevention Bingo - Huntingfor Disaster-Related Things
It is easier to go out into the field if the participants search for disaster-related things
around them at the beginning of the programme. This can be done in a treasure-hunt
style, as a bingo game or as a race to borrow things. By using such activities at the
beginning of the programme, participants practise discovering things that they see
but don’t notice and increase their awareness.
Worksheet Example (Make worksheets to suit theparticipants, the locality, the type of disaster, etc.)
1) Hand out the worksheets, decide the time limit and send them out individually
or in pairs. The worksheet should include the date, name, items found,
location, and a space to write notes.
2) Pairs or groups report on what they found.
3) Reflect on the overall content and sum up.
4) Connect this to the next step.
Making Hazard Maps (of the home, school or community)The participants make a map showing what disasters could occur and think about
how to respond if they did.
Home Hazard Map (individual work)The participants draw the layout of their house and mark places that would be
hazards in a natural disaster. They also mark places that would be safe. It will be
useful to think about this for each type of disaster. For example, what places are fire
hazards, what places could collapse in an earthquake, what places might be
destroyed in a typhoon, etc.
48 Chapter 4
School or Community Hazard Map (group work)1) Make a map of the school building and grounds. The work can be divided up
among groups of 3 or 4 people.
2) Mark places that would be a hazard in a natural disaster. Mark places that
would be safe.
3) Ask each group to present their findings and combine all the findings into one
map.
4) Go out together and walk around the area using the maps.
5) Add any additional information found.
6) Maps can also be made of the area outside the school or the community in the
same way. Children can work with adults to make maps.
By making a map and writing information on it, participants gain a thorough
knowledge of where they live. The map can be ready-made. Information on each
type of disaster or for each season can also be added. This activity can also be
expanded to include the local community by having local community members
work with participants to make them or by distributing the maps to the community.
Making a Disaster Prevention NewspaperWorking as a group to make a newspaper is one good way to give participants a
sense of achievement through cooperative work. Of course, individuals can make
newspapers, too.
1) If the newspaper will be distributed, decide who the target readership is.
2) Decide the name.
3) Choose the theme. One theme can be assigned to each page.
4) Plan composition. Encourage participants to obtain information not only from
books, newspapers or the Internet but also through interviews in order to
convey as much local information as possible. They should also be encouraged
to draw pictures and include a hazard map, the current status of local disaster
prevention measures, and the latest news. If the participants plan to produce
more than one issue, they can try to connect with the readers through a quiz or
letters to the editor and think of ways to lead into the next issue.
5) Delegate tasks. For example, the work could be divided up into reporting
(contents) and editing (management).
6) Gather information. Identify such basic rules as writing accurate information
and clearly identifying information sources.
7) Each reporter writes the article they are responsible for.
8) Those who have finished writing help with editing or, if necessary, help other
reporters.
9) All participants help with proofreading and correction. If the participants are
children, adults should help them to complete the manuscript.
10)Print and distribute, or display on a wall so that many people will read it.
Chapter 4 49
Making a BookletThe procedure for making a booklet is the same as that for making a newspaper
(page 48). The purpose of the booklet is to provide information on disaster
prevention in the locality so that people can re-read it as a reminder of what to do
and how to be prepared.
- After deciding the target readership and the themes, decide the number of pages
and composition.
- Example of content composition:
Features of the locality: place name, map, population, history, environment, etc.
Common disasters in the area: information on past disasters, etc.
Disaster mechanisms: the types of places where they occur, how often, etc.
Emergency response: map of shelters, contact system, etc.
Recovery/reconstruction in the community: preparations such as emergency
response training, community building, etc.
Recovery/reconstruction in the family: setting aside emergency supplies, making
an emergency supply kit, securing shelves, etc. to the walls, deciding contact
methods, etc.
Memo page: for writing down useful contact numbers, etc.
- In addition to general information on how disasters happen, how to evacuate, etc.,
it is also useful to include a record of disasters that have occurred in the area in
the past, examples of successful recovery and reconstruction efforts in other
areas, and interviews with people who have experienced a disaster, which help
convey the importance of cooperation and of protecting lives when a disaster
occurs. When making the booklet, it is important to relate the information to local
daily life in order to maximise its usefulness.
Cooperation with the CommunityIt is very helpful to carry out disaster prevention education programmes in
cooperation with the local fire department, government, etc. People from such
organisations can be asked to talk about measures they are taking to prevent
disasters and can also provide opportunities to practise staying overnight or cooking
meals at disaster shelters.
Although when a disaster occurs most cooperation must take place at the
community level, it is important to gather information about disaster prevention
measures at the provincial and national level. It will also be useful to coordinate
your programme with other local disaster prevention education programmes.
Talks by Disaster Victims and ExpertsInviting disaster survivors or experts in disaster prevention and reconstruction to
speak provides a good opportunity for people to take disasters personally.
50 Chapter 4
4-4 Cooperative Experience ActivitiesHand Bucket Relay
Purpose: Experience working together cooperatively. Participants scoop water in
their hands and pass it along a chain of people like a bucket relay, trying
to fill a jar with water as quickly as possible.
Participants: Elementary school children and up (any age that can work
cooperatively).
Place: Outside (because water will be spilled).
Time: 20 to 30 min.
No. of participants: Small groups (4 to 10 people).
Method: Fill buckets half-full with water. Place an empty jar or other container
about 5 to 10 meters away. Participants cannot lift up the bucket or the jar.
Everyone must work together to carry water from the bucket to the
container and fill it with water as soon as possible. You can set a time
limit or have a competition between several groups.
Note: You can give the participants time to plan their strategy before they start or
you can start the game and let them experience how difficult it is to cooperate
first and then stop the game to give them time to plan. After the game, give
them time to reflect on what strategies they used to carry the water and on
how they cooperated with one another.
Diamond RankingPurpose: To consult as a group and to rank 9 subjects in order of priority within the
group. To practise reaching consensus within a group.
Participants: Elementary school children and up (any age that understands the
concept of cooperation).
Time: 30 to 40 min.
No. of participants: Several small groups of 4 to 6 people
Method: First have all the participants name things that are useful during a disaster.
Next, select 9 items from that list. Ask each group to rank the items in
order of priority. Place importance on the process of reaching a consensus.
Ask each group to present its ranking, compare the items that are the same
and those that are different, and look at the characteristics of each group.
Notes: Try to ensure that the final consensus is reached with everyone’s input and
does not just reflect the opinion of people who have leadership or seniority.
There is no correct ranking. Any ranking that is reached through the
consensus of every member of the group is correct.
Tree Planting and Forest ConservationIn communities with hills or mountains, tree planting to prevent landslides is a very
good activity for strengthening community bonds.
Chapter 4 51
4-5 Activities Relating to Daily LifeIf disaster prevention education programmes are not related to daily life, it will be
difficult to apply the lessons learned when a disaster occurs. Therefore, it is
important to consciously make efforts to relate your programmes to daily life. Many
factors will also vary from one location to another, such as the type of disasters that
occur and information gathering methods, and therefore you should also make sure
that the content matches local conditions.
Preparing and Regularly Checking Emergency Supply KitPurpose: To prepare an emergency supply kit that can actually be used when a
disaster occurs and to promote regular checks.
Participants: Families (children and adults)
Number: Anywhere from a few families to the entire community
Method:
1) As an introduction, play Disaster Prevention Bingo or Disaster Prevention
Mission (see p47) and think about disaster prevention. Prepare a sample
emergency supply kit and have the participants guess what is inside by putting
their hand in and feeling the contents. (The contents of this bag do not have to
be the same as the emergency supply kits.)
2) Ask the participants to think about and research what should be put in a kit.
3) Ask each family to list up what should go inside.
4) Have each family present their list.
5) Reflection and summary
Have the participants return to their homes and make an emergency supply kit. To
ensure that they are able to do it, you could prepare some of the items for the kit and
let the families take them home. Or, you could hold the programme twice and the
second time each family could bring their emergency supply kits and present them
to the group. If the participants already have emergency supply kits, ask them to
bring them to the workshop and make the activity a check-up of the contents.
Note: In Japan, emergency supplies include a flashlight, a radio, batteries,
emergency food, water, clothes, towel, valuables, first aid supplies and medicine.
These are kept in an easily identifiable knapsack or bag. The contents should be
checked regularly to see if the flashlight works, the food is still edible, etc. The
contents of emergency supply kits should be prepared according to the climate and
type of disaster likely to occur in each locality.
52 Chapter 4
4-6 Encouraging Self-ExpressionIt takes courage and experience to express your opinion in front of other people. In
some cultures, it can be very difficult to express what you think because of a
seniority system, etc. In addition, many people do not know how to express
themselves and feel quite embarrassed. Self-expression is very important in this
programme. If you can’t express your opinion, it is very hard to take action. The
facilitator needs to develop skills to draw out the participants’ opinions and support
them to express themselves. In order for participants to be able to express
themselves in daily life, we need to give them opportunities to practise and to feel
comfortable learning.
Say What You Write- Prepare paper and pencils.
- Ask the participants to write something, for example, a self-introduction, a word
for the day, a discovery, a reflection, etc.
- Have each participant pair up with the person beside them or get into small
groups and show and explain to each other what they have written.
- If the group is 20 people or less, each participant will have the same amount of
time to speak if they read what they have written.
- If the content is personal or difficult to talk about, do not push them. Instead, ask
for volunteers who wish to share.
- Tell the participants, Read what you have written so the person farthest away
from you can hear and encourage them to speak loud enough for everyone to
hear.
- If the content is not personal or private, you can gather the papers, shuffle them
and redistribute them among the participants, asking them to read the paper they
receive. When people read someone else’s words, they will be more likely to
speak up. Each person can write their name on the paper if the papers need to be
returned but the names do not need to be read out loud.
Asking Questions- Let the participants know that you welcome questions at any time.
- Always ask questions at the end of an activity, after explaining or at other natural
pauses in the programme. If you consistently ask questions at the same time, the
In addition to the above emergency supply kit activities, there are many activities that can be related to daily life.
These should follow the regular programme organisation of introduction, main content, reflection and summary.
The participation of families makes realistic practice easier. We recommend implementing this type of
programme every year because the situation of each family and community will change.
- First aid
- Finding one’s family during a disaster: have each person write down their schedule for one day. Ask them to
think about where they would take shelter in the morning, afternoon and evening.
- Make a list of contact numbers (ambulance, fire department, relatives, community)
- Emotional care, community work
Other Activities
Chapter 4 53
participants will become accustomed to the timing.
- Ask Are there any questions? and wait a little. It can be quite difficult for
participants to ask a question. In that case, say, Tell me what you felt or thought.
Sometimes questions arise naturally when people express their thoughts or
feelings.
- Ask participants to write down their questions before a break and then respond to
those questions in front of the group after the break.
- If someone asks an important question individually during a break, share the
content with all the participants after the break.
4-7 Reflection AdaptationsBy reflecting on their experiences and realisations at the end of the programme, the
participants can process the lessons they have learned and share those learned by
other participants. Be sure to understand the importance of reflection and manage
your time during the programme so that you leave adequate time at the end.
54 Chapter 5
5Chapter
Anyone can implement a disaster prevention education programme as long as they
have mastered the important points. It is easy to implement a programme but it is
important to keep brushing up your skills in order to make programmes that are
suitable for different types of disasters and conditions.
Just reading this manual is not enough. We hope this manual will encourage you to
gather more information and participate in workshops to continue improving your
skills. You can also improve programme content by exchanging information and
consulting with other facilitators and by making connections with many different
people. You will also find many hints in daily life that can be used in disaster
prevention education programmes.
Information GatheringBe conscious of bonds between people, timing and your knowledge of the locality.
Be curious, explore many different places and make many friends.
- Expand your network of friends and acquaintances. There are many types of
networks including those related to the community, family and workplace. You
are connected through your friends to their friends as well.
- Make a calendar of the year early so that you can plan activities at the best times
of year. Taking the bus, shopping, or going out for fun, every activity in daily life
is a chance to review your culture and customs.
- Make an activity map. Mark the locations of relevant people or places to visit on
an ordinary map of the area. You will be able to see how they are interconnected
from the map. In addition to information on your own area, information
concerning nearby areas or even other countries can also be useful.
In this chapter, we have summarised the animation scenarios so that you can use the
materials in many different ways. In addition to the reference materials we used in
making this facilitators guide, we also introduce books and websites concerning
disaster prevention education. Use the information in this chapter to help you make
disaster prevention education programmes that are appropriate for the time period in
which you live, the location where the programme will be held and the participants.
Chapter 5 55
(Scene 1) Dark sky. Aerial view of Mina’s village.
Strong gusts of wind, fast moving clouds, and flashes of
lightning. Palm trees bending in the wind, leaves shaking.
Leaves waving wildly. Lighting. It’s raining lightly.
00:37 (Scene 3) Inside the house.
Mina’s family all gather in front of Jit.
Jit: "The storm is going to get worse so we’re going to
stay at Nora’s place. My Mom says that you should all
come, too"
Mina: "Wow, Leela said that?
Jit: "Yes, and Auntie Nora, too"
Mina: "Thank you, thank you! Please tell them we’re
coming.
Entrance to Mina’s house. Jit leaves.
Mina: "Be careful!"
Jit: "See you later, then!"
inside the house
Mina: "Okay everyone! Let’s get ready to go to Auntie
Nora’s."
Min: "But what if Dad comes home? Shouldn’t somebody
stay here?"
Mina: "You’re right. We’d better leave him a note. Check
that all the windows and doors are locked."
Lita: "It sounds like it’s not raining so hard right now."
02:12
02:41
(Scene 4) Mina’s family walk through the storm to
Nora’s house, each carrying a bundle.
Mina: "Come on children, stay close. Hold on, we’ll be
there soon."
Nora opens the door.
03:00
(Scene 5)
Mina: "Nora!"
Nora: "Oh Mina! There you are! Come inside."
Mina and the children sit in front of Nora and Leela.
Mina: "Nora thanks! We feel much safer here."
Nora: "Oh good! You brought blankets."
Lin: "We brought matches and candles, too."
Lita: "And water." (She holds up her thermos.)
Nora: "Mina, you’re always so well prepared."
She glances at Leela.
03:20
(Scene 2) Mina’s house (inside)
Mina and Lita look outside the window.
Lita: "It’s starting to rain."
Thunder and lightning.
Mina: "I wonder if Jai will make it home."
Lin: "Poor Dad! What bad luck that he had to go to
Grandpa’s today."
Something hits the door with a bang.
Ana: "Arrgghh!"
Min: "I’ll go see what it was."
Min opens the door and looks out. Wind and rain blow in.
A bucket rolls past as lightning flashes. Min closes the
door with a bang.
Min: "It was just a bucket."
Lita: "Wow, it’s really pouring
now...isn’t it?"
Mina: "Jai won’t be able to come home like this."
Lin: "The house is shaking...will it be okay?"
There is a loud knock on the door.
Lin: "Maybe it’s Dad!"
Ana: "Daddy?"
Ana runs to the door.
Ana: "Daddy!"
Ana opens the door. The wind blows in. A silhouette
stands in the rain. Jit stands outside using a banana leaf to
keep off the rain.
Jit: "My mom told me to come."
Mina: "Oh, Jit. Come on inside."
Jit: "Thanks"
01:14
5-1 Script of Animation Video"Mina’s Village Weathers the Storm"
56 Chapter 5
Nora: "And you my dear, you should take pointers from
Mina."
Leela: "Yes, Nora."
(Scene 6) Radio reports that a large typhoon is
approaching.
Announcer: "A powerful typhoon packing high winds and
heavy rain is approaching. It’s expected to hit the
peninsula around ten o clock. Landslide and flood
warnings have been issued for the area. Take necessary
safety precautions and stay away from rivers and unstable
cliffs."
medicine for my village right now. We need lots
and lots of help. We really need all the help we can
get."
Min: "Let’s me go. Maybe there’s something I can do to
help Dad."
Mina: "All right, Min. You’d better take some food with
you, then."
Min: "Okay."
Mina goes inside the house.
Inside the house, Mina fills a knapsack with food.
Mina comes out of the house with the knapsack.
Mina hands the knapsack to Min. He already has a helmet
on.
Mina: "You be careful, Min."
Min: "Don’t worry, Mom."
Mina: "Thank you for taking Min with you."
Rider: "I have to stop by the clinic first, but after that, we’ll
go straight back to the village. Don’t worry."
Min: "Thanks!"
Rider: "Here we go."
Mina, Nora and Leela watch them drive off.
Nora: "There goes Min. They sure need all the help they
can get. Maybe we should go, too."
Mina: "Right. I’ll ask Lita to take care of the children
while we’re away."
06:02
06:12
03:49
(Scene 7) Nora, Leela and Mina listen to the radio.
Mina: "Jai’s parents live in that area. Jai went to visit them
last night and hasn’t come back yet."
Nora: "Well, at least you know Jai’s there to keep them
safe from the typhoon."
Mina: "Yes. I hope they’re okay."
Nora: "My younger sister Sal lives near there, too."
Leela: "You don’t need to worry about Sal!"
Nora: "What s that supposed to mean?"
Mina’s village in the raging typhoon. Thatched roofs fly off
and a building collapses.
04:03
(Scene 8) Next day, Nora’s house. The sky is clear. The
village is a mess after the typhoon. Nora comes outside.
Nora: "Oh, what a terrible storm last night! But you d
never guess it from today’s weather."
Mina: "Nora, thank you so much for yesterday night.
Luckily, our house wasn’t damaged."
Nora: "That’s great!"
Mina: "It looks like the other houses were okay, too."
A young man drives up on a motorbike.
Rider: "I’ve come from the other village. I have a message
for Mina. Is she around?"
Mina: "Mina? That’s me."
Rider: "Jai is safe and well. But our village suffered a lot
of damage...so he said to tell you that he’s going to
stay for a while to help. It’s going to take a while."
Mina: "Things must be pretty bad, then."
Rider: "Many houses blew down and a lot of people were
injured, too. I’m on my way to the clinic to get
04:34
(Scene 9) A small truck bounces down a bumpy road.
Nora : "My hairdo! It’ll be ruined!"
The truck is filled with blankets, water, food, rope
tarpaulins and other supplies. The teacher, nurse, Mina,
Nora, Leela and other people are also riding in it.
The truck moves along the road.
The scene shows trees and houses toppled by the typhoon.
Nora : "That typhoon sure did a lot of damage."
Mina: "oh, what a mess..."
A bridge washed away by the river.
06:44
Chapter 5 57
Driver: "Oh dear, oh wow, what are we going to do? Oh
boy, the bridge has been washed out. Let’s see, the
one upriver is made of concrete. Let’s go see if it’s
still there."
The truck backs up and turns around.
Driver "Okay "
(Scene 10) The truck enters the village. People are
cleaning up after the storm.
Driver: "All right."
Nora: "Look at this.."
Mina: "Wow! It looks really bad."
Truck pulls up in front of shelter. Mina, Nora, and Leela
climb down from the truck Jai and Min are sorting garbage
and debris. Min sees them arrive.
Min: "Dad! Mom’s here!"
Jai turns around.
Jai: "Really?! She’s here?"
"Mina, I’m so glad you came!"
Mina: "How’s grandma and grandpa?"
Jai: "Don’t worry. Father fell and scraped his arm but we’ve
already treated it. He’ll be all right. How about the
children?"
Mina: "They’re fine. Lita’s taking care of them for me."
Jai: "That’s great!" (Looking at Nora)
"Nora, thanks so much for letting my family stay with
you. I was so relieved when I heard they were at your
place."
Nora: "Don’t mention it! What are friends for?"
(Scene 12) At the temporary evacuation shelter.
Mina: "Hello, Doctor."
Doctor: "Oh hello, you’ve come to help? Thank you, that’s
wonderful!"
Mina: "I’ll do whatever that needs to be done."
Nora: "I’ll help, too."
Leela: "Me, too. I’ll help."
Nurse: "Mina, could you please clean this patient’s cuts, all
right?"
Mina: "Of course."
Nurse: "Nora and Leela, could you cover the patients with
blankets for me?"
Nora and Leela: "Mm-hmm."
Nora sees a woman come in to the shelter.
Nora: "Sal!"
Sal: "Nora, how did you get here?"
Nora: "I came with some people from the village."
Sal’s eyes fill with tears and she suddenly hugs Nora and
begins to cry.
Nora: (surprised) "Shal! What’s wrong, Sal? Why are you
crying, honey?"
Sal: "My daughter, Zak, she was staying at a friend’s house
when the typhoon hit and I haven’t seen her since. The
house was destroyed. I thought she might have come to
the shelter so I came to look for her."
Nora: "I don’t think she’s here."
Sal: (covering her face and sobbing) "Oh, Zak!"
08:53
(Scene 13) Jai searches through the remains of a
wooden house. He levers up some boards to peer
underneath.
Jai: "Hello? Hello? Is anyone here?"
Jai: "Min, Aren’t you tired? Shall we take a break?"
Min is searching under the debris.
Min: (in a loud voice) "Is anyone there? Is anybody down
there?"
A fait voice: "Help...Please..."
Min: "Oh!"
Min: "Dad! I heard someone!"
10:10
07:41
(Scene 11) One of the men working calls out to Jai.
Man: "Jai! I’m going to see how the people upriver are
doing. I’ll check back here later, all right?"
Jai: "Okay. I’ll go check on the people living downriver."
Mina: "We’ve come to help. What can we do?"
Jai: "Why don’t you go give them a hand at the shelter?"
Mina: "Sure. I’ll go see what they need."
Nora and Leela: "Why don’t we go too? I’ll go."
08:31
58 Chapter 5
Jai: "Where?"
Jai frantically starts removing the debris. Min helps.
Jai: "We’re almost there, we’re almost there!"
They keep digging until Jai is able to reach in and pull out
a child covered in mud.
(Scene 14) At the shelter. Jai rushes in holding the
muddy child and Min comes running after.
Min, Jai: "Doctor!"
Jai: "Doctor, doctor! We found this child buried in the
ruins. Please, can you help him?"
Doctor: "Oh, dear! Lay him down on that bed."
The doctor examines the child.
Doctor: "Phew! You made it in time. He’ll be all right."
Jai: "Did you hear that, little boy? You’re going to be all
right."
Min also covered in mud, looks at his father with deep
respect.
Min: (in a monologue) "Dad, you were amazing!! I’m so
impressed!"
10:42
Child (faintly): "Thank you. I got dirty. I was under all that
mud."
Mina: "We thought you were a boy, but you’re really a
girl!"
(Scene 16) The remains of the village. A person standing
in shock, people searching through the debris, people
sitting motionless in despair.
Narrator: "In a single night, the typhoon destroyed the
peaceful lives of many people, While the forces
of nature are sometimes beyond our control, we
can still take steps to minimise the damage and
danger they cause It s important to be prepared."
At the shelter. Nurse treating a patient. A patient trying to
walk with a cast. Nora helping her. Leela pulling a blanket
over a patient.
Mina feeding the little girl.
Narrator: "We must learn from this experience and apply
what we learn for the future."
Nora happens to pass by Mina and the girl.
Nora: "Zak?! Is that you?"
Mina: "What?"
Nora: "Sal!! Sal!! She’s here! Zak is here."
Sal: "What?"
Zak: "Mommy!"
Sal comes running, in tears.
Sal: "Zak! Zak!"
Nora holds Zack out to Sal.
Sal hugs Zak.
Sal: "Oh, Zak! How are you? Thank God you’re alive!!"
Sal: "I’m so happy!"
Nora watches tearfully and is joined by Mina and Leela.
Mina "It’s so wonderful!"
Sal: "I missed you so much"
12:14
12:49
11:03
(Scene 15) Mina is doing the washing-up.
Mina: "What?"
Jai: "Mina, could you wash that little boy, who’s just come
in? He’s covered in mud."
Mina: "Sure."
Mina enters with a bowl of water and a cloth.
Mina: "Oh, you poor thing!"
Mina soaks the cloth and wrings it out.
Mina: (wiping the child with the cloth) "You got yourself
all muddy."
The child’s face appears from under the mud.
Mina: "Oh! Wow..."
11:37
11:47
Chapter 5 59
(Scene 17) A moonlit night several days later. At the
community learning centre.
Village chief: "The typhoon did a lot of damage. How can
we reduce the damage of natural disasters like
typhoons, floods, landslides and forest fires?"
Literacy teacher: "I was taught to prepare for all kinds of
disasters... by keeping an emergency supply of
food, water and fuel, and so on. Things of this
kind."
Picture showing emergency supplies
Nora: "And... we also need batteries. For our radios and
flashlights."
Village chief: "Right. We need lights and accurate
information."
School teacher: "When it rains we should stay away from
walls that might collapse and from streams and
rivers that could overflow."
Leela: "It’s also important to remember where you can take
shelter."
Mina: "That’s true. Nora let us stay at her house during this
last typhoon. We felt much safer."
Doctor: "Yes, because a concrete house is much safer."
Jai: "It’s also important to help each other too."
Doctor: "The people in that village were really grateful for
your help, Jai. Let me tell you."
Leela: "I helped, too."
Nurse: "And now you know what a wonderful thing it is to
help other people; most importantly, during a
disaster."
Leela looks a little annoyed.
Leela: "Mu-hmm."
Nora: "I’m so grateful to everyone. Thanks to you, Sal’s
daughter Zak was saved."
Leela: "Why Nora, you’re crying! That’s not like you."
13:23 Then it won’t collapse even in a very strong wind."
Jai "Oh, I see."
Village chief "Good luck! Everybody’s pitching in to help.
Next time a typhoon comes, we’ll be ready. No
doubt about that."
Mina: "Look! It’s the village chief."
Leela: "Hello there Chief!"
The chief turns and see them.
Village chief: "Oh!"
The chief slips on a log...and falls.
Village chief: "Whoops!!"
Mina, Nora, and Leela "Oh-oh! Chief, are you okay?"
Village chief laughs, embarrassed.
Villager on roof:"Looks like you need some diagonal
braces, too!"
Village chief "Don’t be such a smart Aleck!"
All the villagers (Mina, Nora and Leela, too) laugh.
15:42
(Scene 18) Mina’s village. Damaged homes are being
repaired. Jai is helping, too.
Village chief: "Everyone’s hard at work!"
Jai "I’m working and helping, too."
The village chief is directing the work while looking at the
blueprints.
Village chief: "To make the house stronger...you need to
put diagonal braces in each wall to reinforce it.
15:01
The End
60 Chapter 5
5-2 References
Printed MaterialsAbarquez Imelda and Murshed Zubair Murshed (2004) Community-based Disaster
Risk Management: field practitioners’ handbook, Asian Disaster Preparedness Center: Thailand.
Asia/Pacific Cultural Centre for UNESCO (2005) Final Report Production Meeting on PLANET 4
"Natural Disaster Preparedness", Asia/Pacific Cultural Centre for UNESCO: Tokyo.
Asia/Pacific Cultural Centre for UNESCO (2006) "It’s Our Only PLANET!" Education for
Sustainable Development through PLANET in Asia and the Pacific, Asia/Pacific Cultural Centre for
UNESCO: Tokyo.
Asian Disaster Reduction Center (2005) Case Studies on Recovery and Reconstruction, Asian
Disaster Reduction Center: Tokyo.
Asian Disaster Reduction Center (2006) Summary Report Asian Conference on Disaster Reduction
2006: Towards the Realization of the Strategic Goals of the Hyogo Framework for Action 2005-
2015, Asian Disaster Reduction Centre: Kobe.
Asian Disaster Reduction Center (2007) Asian Disaster Reduction Center 2005 Annual report (in
Japanese and English), Asian Disaster Reduction Centre: Kobe.
Asian Disaster Reduction Center (2007) Summary Report Asian Conference on Disaster Reduction
2007: Working Together for a Safer World, Asian Disaster Reduction Centre: Kobe.
Asian Disaster Reduction Center (2002), Data Book on Asian Natural Disasters vol. 2, Asian
Disaster Reduction Centre: Kobe.
Asian Rural Institute and Asia/Pacific Cultural Centre for UNESCO (2007) Final Report on ACCU-
ARI Joint Workshop for Natural Disaster Preparedness at the Community Level through PLANET 4
Development, Asia/Pacific Cultural Centre for UNESCO: Tokyo.
Center for Environment Education (2001) Rebuilding Hope: An Educator’s Guide to Helping
Children Cope with Stressful Situations, Center for Environment Education: India.
Center for Environment Education (2003) Industrial Disasters: Are We Prepared? :
An Educator’s Manual on Preparedness and Response, Center for Environment Education: India.
Center for Environment Education (2004) Dealing with Disasters: Awareness, Preparedness,
Response, An Educators’ Manual, Center for Environment Education: India.
Tanhueco T. Ma. Renan and Velasquez Jerry (2005) Quantifying the Social Aspects of Disaster
Vulnerability: A Case Study in Metro Manila, United Nation
University: Tokyo.
The Sphere Project (2000) Humanitarian Charter and Minimum Standards in Disaster Response (in
Japanese), Oxfam Publishing: Switzerland.
UNESCO (2007) Natural Disaster Preparedness and Education for Sustainable Development,
UNESCO Asia and Pacific Regional Bureau for Education: Thailand.
Chapter 5 61
UNESCO Intergovernmental Oceanographic Commission, Teacher’s Guide for 4th to 6th Grade
TUNAMI (in English, Thai), Sarenprinting: Thailand.
UNESCO Intergovernmental Oceanographic Commission, Textbook for 4th to 6th
Grade TUNAMI (in English and Thai), Sarenprinting: Thailand.
Wisner Ben (2006) Let Our Children Teach Us! : A Review of the Role of Education and Knowledge
in Disaster Risk Reduction, Book of Change: India
Website Information<Organisations>International Strategy for Disaster Reduction (ISDR)
http://www.unisdr.org/
Inter-Agency Network for Education in Emergencies (INEE)
http://www.ineesite.org/
Asian Disaster Reduction Centre (ADRC)
http://www.adrc.asia/index.php
Asian Disaster Preparedness Centre (ADPC)
http://www.adpc.net/v2007/
Asian Disaster Reduction and Response Network
http://www.adrrn.net/
Global Alliance for Disaster Reduction
http://www.gadr.giees.uncc.edu/index.cfm
Children in a Changing Climate
http://www.childreninachangingclimate.org/
GeoHazards International
http://www.geohaz.org/index.htm
<Information and Knowledge Sharing>DRR Library
(DRRlibrary is an open resource for managing bookmarks for disaster risk
reduction resources. )
http://www.drrlibrary.org/
PROVENTION Consortium
http://www.proventionconsortium.org/?
62 Chapter 5
Climate Change Education.Org
http://www.climatechangeeducation.org/
Disaster Preparedness in the Himalayas
(This page is part of the main site of the International Centre for Integrated
Mountain Development, ICIMOD)
http://www.disasterpreparedness.icimod.org/
Disaster Prevention Praxis
http://disasterpreventionpraxis.blogspot.com/
DRR ED & Safe Schools Expert Review
http://drredexpertreview.wordpress.com/
Risk Reduction Education for Disasters
http://www.riskred.org/
<Online Learning Sources>Afete Hazirlik Egitin Programi (Turkish but English information available)
http://www.ahep.org/ev/indexe.htm#
Drop, Cover and Hold on
http://dropcoverholdon.org/
What’s the PLANSTAN? (a New Zealand site)
http://www.whatstheplanstan.govt.nz/mcdem/index.html
The Story of Stuff with Annie Leonard (about consumption, climate change,
etc.which leads to the issue of sustainability)
http://www.storyofstuff.com/
Stop Disasters! A Disaster Simulation Game from the UN/ISDR
http://www.stopdisastersgame.org/en/home.html
Chapter 5 63
There is no disaster prevention education programme that will eliminate disasters. However, if the
programme is well planned, it will help participants to be prepared if a disaster occurs, minimise
damage and work together to reconstruct their community.
We hope that you will use the PLANET 4 materials to implement educational programmes that
suit the participants. Don’t worry about whether you can do it or not. Go ahead and start a
programme. Even if it does not go the way you expect, you will learn many things in the process
and will be able to improve the programme each time to increase its effectiveness.
With disaster prevention education, everyone is a participant and everyone is an implementer.
Whether we are disaster prevention experts or not does not matter. In disaster prevention
education, we all learn together from our daily life and work. We hope you will take the essence of
disaster prevention education from this manual and combine it with your experience to make
effective programmes.