of Disaster Education
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Team Members:
Rajib Shaw, Kyoto University
Yukiko Takeuchi, Kyoto University
Koichi Shiwaku, National Research Institute for
Earth Science and Disaster Prevention(NIED)
Glenn Fernandez , Kyoto University
Qi Ru Gwee, Kyoto University
Bruce Yang, Kyoto University

Production of this publication is funded by
the European Union“The European Union is made up of 27 Member States who havedecided to gradually link together their know-how, resources, anddestinies. Together, during a period of enlargement of 50 years, they
have built a zone of stability, democracy, and sustainable development
whilst maintaining cultural diversity, tolerance, and individual freedoms.
The European Union is committed to sharing its achievements and its
values with countries and peoples beyond its borders.”

Disclaimer“This publication has been produced with the assistance of theEuropean Union. The contents of this publication are the sole
responsibility of United Nations International Strategy for Disaster
Reduction(UN/ISDR) Secretariat and can in no way be taken to reflect
the views of the European Union.”

Acknowledgement
The support of UN/ISDR and SEEDS Technical Services is highly
appreciated.

Contact Details
Rajib Shaw

International Environment and Disaster Management Laboratory,
Graduate School of Global Environmental Studies
KYOTO UNIVERSITY
Yoshida Honmachi, Sakyo-ku, Kyoto 606-8501, JAPANTel/ Fax: 81-75-753-5708
E-mail: shaw@global.mbox.media.kyoto-u.ac.jp
Web: http://www.iedm.ges.kyoto-u.ac.jp/
Design&Layout
Takayuki Moriyama

Preface
Education is the key to development. When we talk about
mainstreaming disaster risk reduction into development practices,much has been discussed on how to bring this to national and local
development plans and policies. While development plans areimportant to disaster risk reduction, real mainstreaming begins witheducation. Disaster reduction is ultimately linked to human behavior.
The national planning, local government planning, civil society
participation, interventions of donors and international agencies are
all important to create the enabling atmosphere. However, withinthat enabling atmosphere, it is of utmost importance to generate
activities in the individual level, family level, and community level.
To do this, education is the first and foremost vehicle.
Two key issues in Disaster Risk Reduction Education (in thispublication, it is mentioned as Disaster Education) are important:
Disaster education should not be an event (like an evacuation drill),
it should be a process.Disaster education should break the schoolboundary, and be linked to the community and family.
The importance of linking school education with family andcommunity education is gradually recognized and currently practiced
in some countries, engaging students in more pro-active partnershipwith the neighborhood. However, there are few tools and workbooks
available for this type of disaster education. This workbook makes amodest attempt to provide a rather comprehensive disaster education
program linking the school, family, and community. The 1-2-3
Concept is innovative and original, which has been put forward by
a team of researchers in Kyoto University in cooperation with NIED/EDM (Earthquake Disaster Mitigation Research Center, National
Research Institute for Earth Science and Disaster Prevention).
Needless to say that the production of this workbook is not theultimate objective of our endeavor. The actual fruits will be throughactions, when the students and teachers of different countries will
use this workbook and take specific risk reduction measures. They
are the best judges, and we leave the evaluation of the workbook
to them. We will be pleased if this workbook makes some value
addition to the disaster education process, which is non-ending.
Rajib Shaw
Kyoto University

Contents
1. Read Me First

5

Introduction

6

Basic Concepts
KIDA Tree Model
PDCA Cycle
Elements of Disaster Preparedness
Stakeholder and Activity Sites

7
7
8
9
10

Linkages11

2. Workbook 1 :Prepare Before the Typhoon

25

Introduction
Level 1: Activities and Guidelines
Level 2: Activities and Guidelines

26
29
55

3. Workbook 2 :Prepare Before the Flood81

Introduction
Level 1: Activities and Guidelines
Level 2: Activities and Guidelines

85
88
107

4. Workbook 3 :Prepare Before the Earthquake

133

Introduction
Level 1: Activities and Guidelines
Level 2: Activities and Guidelines

134
137
157

1
Read MeFirst

Introduction
Are you living in a disaster prone area?
Have you taken disaster education in school, in your house, orin your community?
Do you know what a disaster is?
Do you know what you should do to contribute to disaster
reduction?
Disaster education is effective not only for you to save your own life,
but also for you and your community to live safely and comfortably.
The purpose of this book is to guide yourself in taking measures toreduce the impacts of future disasters as well as in getting knowledgeof disasters and disaster reduction. The concept of this book is 1-2-3
as shown below.

1 year education program.
This book provides 2 levels of one-year education program.
This book provides 3 kinds of disaster education programs.

This book provides

Hazards targeted in this book are Typhoon, Flood, and Earthquake.
Education programs are divided into priority programs and optional
programs. If you have time and interest, please do optional programs
in addition to priority programs. This book provides you with
opportunities of disaster education in school, house, and community.
Please start education programs and learn disaster managementwith your friends, teachers, family, and community. This workbook isbased on the following basic concepts.

6Basic Concepts
KIDA Tree Model
The ultimate goal of disaster education is that people takeappropriate measures before and when a disaster occurs. To
achieve it, this book propose the KIDA Tree model. KIDA wasdeveloped based on the AIDMA model. The AIDMA model has
been used in the field of advertising to consider the process fromconsumer giving attention to products to buying them. AIDMA
consists of Attention, Interest, Desire, Memory, and Action.
Disaster reduction requires people to have appropriate knowledge
and take action. KIDA is knowledge, interest, desire, and action.
Knowledge, interest, and desire are necessary to promote to takeaction and actions are significant outputs of disaster education.
The programs in this book are classified to K, I, D, or A, and you
can learn disaster management step-by-step.

ActionKnowledge

Interest

Desire7

PDCA Cycle
Plan, Do, Check, and Act (PDCA) are basic items ofmanagement. For planning, we need to understand our situationand to take some information. This 1-2-3 Disaster Education
Book starts with “Check”, and this book focuses on the “Check”
to “Act” process. The KIDA tree is the detailed process between“Check” and “Act”. Good/Serious “Check” and sustainable“Act” are fundamental items for planning. The goal of disastermanagement is making sustainable actions. Therefore planningis the most important part. In the KIDA tree, the actions are
the fruits. To produce fruits, the tree has to get much energy.
Knowledge, interest, and desire provide the energy for growing
fruits. For planning, we should have knowledge and interest on
disasters, and feel a desire for action.

PDCA cycle

8Elements ofDisaster Preparedness
For the prevention of disasters, we should understand disastermechanisms and locality. We can learn about locality from thecommunity and mechanism from school lectures.

Prevention
Soft/Hard measures
Government/
Community/ Household/Individual

Locality

Mechanism

Local early
Local history
warning system
Indigenous Knowledge
Disaster education
Types of local
Environmental
disasters
protection

KNOWLEDGE

INTERESTDESIREACTIONS

Becoming awareof hazards andrelated risks

Developing a
curiosity andwanting to know
more about

Actively wanting
to get ready for
hazards and needto know how thatcan be done

Taking the necessary
steps to prepare
for typhoons, floods,
and earthquakes

hazards andpreparedness9

Stakeholders andActivity Sites
The home and the community are important units of disastermanagement. Individual safety and household safety are
fundamental to community safety. 1-2-3 of Disaster Education’s
main users are the students. This book’s activity sites are theschool, home, and the community. The activities in the workbook
are supported by the school teacher, community people, andfamily members. Cross checks and comments are importantelements of the workbook.

10

Linkages

TYPHOON TREEFLOOD TREEEARTHQUAKE TREE

11

Typhoon
Preparedness
Level One
Activities
Short Lecture,
Film Showing, andOpen Forum

Mechanism

Prevention

Disaster
Education

Individual

Puppet Show: Roles
and Responsibilities of Disaster
Different Persons in
Education
Typhoon Preparedness

Individual

Locality

Local Early
Familiarization ofCommunity
Early Warning Systems Warning System

12

Identifying and Listing
Most Vulnerable
Households

Community

Family Meeting:
Creating an
Emergency Plan

HouseholdCollecting Indigenous
Disaster
Knowledge on
Education
Typhoon Preparedness

Individual +Community

Preparing andUpdating theEmergency Supply Kit

Household

Identifying Flooded
Areas and Marking
Flood Levels

Community

Indigenous
Knowledge

Local History
of Flooding

Typhoon
Preparedness
Level Two
Activities

Mechanism

Prevention

Play Acting: What to Do
in Different Typhoon
Scenarios

Disaster
Education

Individual

Photography, Drawing,
and Essay Contest

Disaster
Education

IndividualCollecting Typhoon
Stories: Listening to
Voices of Experience

Individual +Community

Identifying andFortifying the Safest
Room in the House

HouseholdEnhancing our Natural
Buffers Against
Typhoons

Environmental
Protection

Locality

Local History of
Typhoons

Community +Government

Community Mapping:
Identifying Hazard-prone
Areas, Evacuation Sites,
and Escape Routes

Community

Securing and Fastening
Things That can be
Blown Away

Household

Clearing Debris andTrash from Drainage
Areas

Community

Local History of
Typhoons13

Typhoon
Preparedness Tree
Level OneACTIONS
TL1-G. Preparing andUpdating the Emergency
Supply Kit
TL1-H. Identifying
Flooded Areas andMarking Flood Levels

KNOWLEDGE
TL1-A. Short Lecture,
Film Showing, andOpen Forum
TL1-B. Puppet
Show: Roles andResponsibilities ofDifferent Persons
in Typhoon
Preparedness
14

INTERESTDESIRE

TL1-C.
Familiarizationof Early Warning
Systems

TL1-E. Family
Meeting: Creating
an Emergency Plan

TL1-D. Identifying
and Listing
Most Vulnerable
Households

TL1-F. Collecting
Indigenous
Knowledge
on Typhoon
Preparedness

Typhoon
Preparedness Tree
Level TwoACTIONS
TL2-G. Securing andFastening Things That
Can be Blown Away
TL2-H. Clearing Debris
and Trash from Drainage
Areas

DESIRE
TL2-D. Identifying
and Fortifying theSafest Room in theHouse

KNOWLEDGE

INTERESTTL2-A. Play Acting:
What to Do in
Different Typhoon
Scenarios

TL2-B. Photography,
and Drawing, andEssay Contest

TL2-E. Enhancing
our Natural Buffers
Against Typhoons

TL2-C. Collecting
Typhoon Stories:
Listening to Voicesof Experience

TL2-F. Community
Mapping:
Identifying Hazardprone Areas,
Evacuation Sites,
and Escape Routes
15

FloodPreparedness
Level One
Activities

Mechanism

Understanding
the Local
Community

Geography ofCommunity

Home +
Community

IK, Past Flood
Incidents

Individual +Community

Familiarization
with Local
Warning System

Community Interaction

Individual +Community

Indigenous
Knowledge,
Past Flood
Incidents

Creating a Checklist
and Performing
Monthly Checks

Home

Family Chats on Past
Flood Experiences

Understanding the
Flood Prevention
Support in Your
Community

16

LocalityHome +
Community

Conducting First-Aid
Training

Conducting
Experiment Sessions

Prevention

Understanding
the Local Warning
SystemFloodPreparedness
Level Two
Activities
Short Lecture andVideo Watching

Mechanism

Prevention

Locality

Gaining Knowledge
Individualfrom Others
Experience

Participating in PostFlood Activities suchas Clearing of Debris

Community

Vulnerability ofLocal Community

Creating an
Emergency
Escape PlanHome

Geography,
Escape Routes
Near Home

Home +
Community

Community Mapping

Drawing or
Photography Contest

Ensuring that Family
Members, Neighbors
are Warned
Ensuring that Electrical
Appliances are
Unplugged

Understand
Local Warning
SystemIdentifying High Risk
as well as Safe Sites,
Understanding
Geography ofCommunity,
Discovering EscapeRoutesHome +
Community

Identifying Risks in
the Community.
Identifying Problems
or Strengths in theCommunity

Individual +Home +
Community

Familiarization with
Local Warning
SystemHome

17

FloodPreparedness Tree
Level OneACTIONS
FL1-F. Creating a Checklist
and Performing Monthly
Checks18

KNOWLEDGE

INTERESTDESIRE

FL1-A. Conducting First-Aid
Training

FL1-C. Family Chats on
Past Flood Experiences

FL1-E. Community
Interaction

FL1-B. Conducting
Experiment Sessions

FL1-D. Understanding
the Flood Prevention
Support in Your
Community

FloodPreparedness Tree
Level TwoACTIONS
FL2-F. Ensuring that Family
Members, Neighbors are
Warned
FL2-G. Ensuring that
Electrical Appliances are
Unplugged

KNOWLEDGE

INTERESTDESIRE

FL2-A. Short Lecture andVideo-Watching

FL2-B. Participating in
Post- Flood Activities
such as Clearing ofDebrisFL2-C. Creating an
Emergency Escape Plan
FL2-D. Community
Mapping
FL2-E. Drawing or
Photography Contest

19Earthquake
Preparedness
Level One20

Activities

Mechanism

Prevention

Short Lecture
andMovie Watching

Knowledge
from Others‘
Experience

Individual

Reading Newspapers
and Discussion with
Parents

Individual+
Home

Drawing andEssay Competition

Individual

Locality

Local History

Town Watching

Individual +Community

Geography ofCommunity

Group Diary

Individual

Local History

Neighborhood
Meeting

Individual +Community

Indigenous
Knowledge

Mapping YourHouse and Preparing
an Emergency
Supply Kit

HomeEarthquake
Preparedness
Level Two
Activities

Mechanism

Prevention

Locality

Earthquake
Evacuation Drill

Individual

Family Outdoor
Cooking

Individual+Home

Indigenous
knowledge

Survival / Disaster
Preparedness Sports
Meet

Individual +Community

Indigenous
knowledge

Organizing andActing in a Play

Individual +Community

Local history

Neighborhood
SurveyIndividual +Community

Local history +Indigenous
knowledge

Family Conversationand Household
Checklist

Individual+
Home

Arranging and
Securing
Furniture for Safety

Individual+
Home

21

Earthquake
Preparedness Tree
Level OneACTIONS
EL1-G. Mapping Your House
and Preparing an Emergency
Supply Kit

22

KNOWLEDGE

INTERESTDESIRE

EL1-A. Short Lecture andMovie Watching

EL1-C. Drawing andEssay Competition

EL1-F. Neighborhood
Meeting

EL1-B. Reading theNewspaper and Discussion
with Parents

EL1-D. Town Watching
EL1-E. Group Diary

Earthquake
Preparedness Tree
Level TwoACTIONS
EL2-F. Family Conversationand Household Checklist
EL2-G. Arranging and
Securing Furniture for
SafetyKNOWLEDGE

INTERESTDESIRE

EL2-A. Earthquake
Evacuation Drill

EL2-B. Family Outdoor
Cooking

EL2-D. Organizing
and Acting in a Play

EL2-C. Survival /Disaster Preparedness
Sports Meet

EL2-E. Neighborhood
Survey23

Introduction
Surviving a typhoon is everyone’s responsibility. Making sure ourhousehold members, our students and teachers, and our neighbors
will survive the storm is a year-round task. It is not a task that canbe done in just 24 hours, so we should start making preparationsin advance! Our strategy should be to maintain a state of constantpreparedness for typhoons.

1. What are typhoons?
Typhoons, also called tropical
cyclones and hurricanes, are powerfulstorms generated over tropical or
sub-tropical waters. Typhoons out at
sea cause large waves, heavy rain,
and high winds, disrupting maritime
travel and, at times, causing ships
to sink, like what happened to MV
Princess of the Stars in the Philippines
during Typhoon Fengshen (2008).
More than 800 people died in the
Introduction
26

accident. On land, strong winds candamage or destroy vehicles, buildings,
bridges, and other outside objects,
turning loose debris into deadly flying
projectiles. Typhoons can cause
catastrophic damages, like what wehave seen in the case of Hurricane
Katrina (2005) in the US and Cyclone
Nargis (2008) in Myanmar.

2. What is the purpose of this workbook?
This workbook describes theeducational program for typhoons.
It contains activities that students
can perform to help themselves, theirhousehold, their school, and theircommunity prepare for typhoons. It
includes information about typhoon
hazards and risks and safety tips. It
can be used by students to initiate
discussion on what to do before,
during, and after a typhoon.
The goal of this workbook is tomake students contribute to andactively take part in increasing
typhoon disaster awareness andreducing losses and suffering
caused by typhoons, thereby making
themselves and their communities
safer. Hopefully this workbook canhelp promote understanding of thefact that disaster preparedness is
not accomplished overnight, is nevercomplete, and is a combination ofindividual and collective efforts.

OUTLINE OF THE
COURSESSELECT COURSEQUESTIONNAIRE
MY TYPHOONCALENDARLEVEL TWO

Community

SchoolIntervals of activities:
・Quarterly
・Annually
・During the Typhoon Season
Type of activities:
・ Priority
・OptionalHome

One has to complete L1 before L2

LEVEL ONETo find out how much the students
know about their community and toplan their activities.

Program Structure

Introduction27

Before we begin, do you know...?
Q1. When is the typhoon season in your community? Shade themonths corresponding to Pre-Typhoon (PT) and Typhoon (T) period.
PT
J
F
M
A
M
J
J
A
S
O
N
D
T
J
F
M
A
M
J
J
A
S
O
N
D
Please use the information above in scheduling the activities in thisworkbook in the Activities Planner on page 31 and 57.
Q2. On the average, how many typhoons visit your community every year?
Q3. Where do you live?
______ On a mountain______ At the foot of a mountain______ Near a body of water or in a coastal area (sea, lake, river)______ Below a dam______ On an elevated plain (flat land)______ On a low-lying plain (frequently-flooded area)
Knowing the local conditions of where you live can help in identifying
appropriate responses to risks posed by typhoons. Customize yourworkbook answers to what is appropriate for your specific community.
Q4. Have you experienced the following before?

Before we begin, do you know...?

______ Destruction of property due to strong winds______ Flooding______ Temporary loss of electricity or water supply due to a typhoon______ Landslide______ Storm surge______ Tornado

If you already have first-hand experiences of typhoon-related disasters,then you will find it easy to think of ways on how to prevent disasters fromhappening again in the future. If you have no experience yet, be thankfulthat you have been lucky to avoid the inconveniences and hardships that
others have experienced. Listen to and read about stories of others so thatyou can learn from them.
Q5. Have you had any typhoon-preparedness training before?
______ YES ______ NO

If you answer YES, tell your teacher and maybe you can volunteer tolead your classmates in the group activities. Share what you had learned
from your training.

Date Completed
28

Comments

Checked by

L-1

Level One
Activities andGuidelines

Activities Matrix for Level One

30

Level One
TL1

Activities Planner for Level One★ Identify and mark the pre-typhoon and typhoon season in your community on
the calendar.
★ Plan your activities and mark them on the calendar.
Please consult your teacher and parents on the schedule. You may use theactivity codes (example: TL1-A for “Short Lecture, Film Showing, and Open
Forum”).

Activities Planner for Level One

TL1

31

TL1-A Short Lecture, Film Showing, and Open Forum
Level
1

SchoolFrequency

Activity Type

Annually

Priority

RATIONALE
Movies can be excellent educational
materials. If students watch films,
ask questions, and share their own
stories, then students will know how tohandle emergencies better. In a way,

TL1

A

PROCEDURE

Short Lecture, Film Showing, and Open Forum

Choose a movie that you would liketo watch. The teacher should preparea short lecture as an introduction
to the movie. The lecture can be
about the frequency and severity of
typhoons, places likely to be affectedby typhoons, length of the typhoonseason, cost of typhoon disasters,
recent typhoon disasters, etc.
After watching the movie or video
clips, discuss how students canhelp their household, school, andcommunity in preparing for typhoons.
Ask for volunteers who would like toshare to the class their own typhoon
experience.

DURATION
Around 1 to 2 hours per session.

32

students can prepare for typhoons
by seeing how movie stars survived
them (or perished in them).

Suggested movies:□Project Storm Story
Plot: This is about the oral historyof hurricane survivors in the US.
Experience is the greatest teacher.
Hear six first-hand accounts ofhurricane survivors and learn justhow bad hurricanes can truly be.
□The Day After Tomorrow
Plot: Across the world, violent
weather causes mass destruction
and chaos. There are hailstorms
and tornadoes.
□A Perfect Storm
Plot: After debating whether to sailthrough the building storm or to
wait it out, the crew of a fishing boat
decides to risk the storm.

Lessons Learned
MOVIE1

MOVIE2

MOVIE3

MOVIE4

Date
Movie Title
What is themovie about?
Where didthe story takeplace?
Who are thecharactersand how did
they survive
the typhoon?

eA

Can you suggest other typhoon-themed movies?
1.___________________________________
2.___________________________________
3.___________________________________

Comments

Checked by

Short Lecture, Film Showing, and Open ForumHow could thecharactershave
prevented
losses of
lives anddestruction ofproperties?
What isthe most
importantlesson you
learned fromthe movie?

Date Completed

TL1

33

TL1-B Puppet Show: Roles and Responsibilities ofLevel
1

SchoolFrequency

Activity Type

Annually

Optional

RATIONALE
Playing “Let’s pretend...” games withstudents helps them work out “whatif” situations. The focus question forthis activity is: Who are the people
most responsible for your community’s
preparedness and recovery?

TL1

B

Puppets can entertain and educate.
Similar to drama and storytelling,
puppets are art forms that can alsoteach and persuade. Lessons learnedin this way are more likely to beremembered and to become part ofour solid stock of knowledge.

PROCEDURE

Puppet Show: Roles and Responsibilities
of Different Persons

Determine which individuals
actively
participate
inthecommunity’s disaster preparedness
and emergency response. Add
individuals who might be missing
from the list on the next page.
Assign each student a characterby drawing lots. The students should
prepare a puppet using readily
available materials like socks, dolls,
etc. They should also prepare aspeech or dialogue for their assigned
puppet. They should work togetherin smaller groups to develop a plan

to respond to a scenario assigned
to their group.

DURATION
Around 1 hour to prepare the puppet and speech and another 1 hourfor all the students to present their assigned character

34

Different Persons

Puppets

Student Assigned

Responsibilities inDisaster Preparedness andEmergency Response

Community HeadHousehold Head
Weatherman
Newscaster
Teacher
Student
Doctor
Nurse
Road Engineer
Social Workere

Red Cross Volunteer

Neighbor

B

Rescue Worker

Comments

Puppet Show: Roles and Responsibilities
of Different Persons

Here are possible scenarios that students can act out:
□The weather bureau has just announced that a super typhoon iscoming in three days. What preparations are necessary?
□The community is flooded. People are forced to stay on the roof of
their house. They are running low on water and food. How do you
deliver relief goods?
□There are three people with injuries but the ambulance cannot passthrough the flooded streets. How do you alleviate the suffering ofthese individuals?
□ As many as 10 people are missing. What do you do?
□There is a landslide near the foot of a hill causing roads to be
impassable. Who should clear the road?
□Opportunistic looters are stealing from evacuated houses.

Date Completed

TL1

Checked by35

TL1-C Familiarization of Early Warning System
Level
1

Community

Frequency

Activity Type

Quarterly

Priority

RATIONALE

TL1

C

UN defines early warning as “theprovision of timely and effective
information, through identified
institutions, that allows individuals
exposed to a hazard to take action to
avoid or reduce their risk and prepare
for effective response”.
It is said that if an early warning
system (EWS) had been in placewhen the tsunami of December

PROCEDURE

Familiarization of Early Warning System

Early warning systems differ
at different locations. Let us now
examine the early warning system
employed by your community.

2. Does your community use anyof the following?

1. Who is in-charge of the early
warning system for typhoons
and floods in your area?

□ Church bells____________________________________________________________________________________________________________DURATION
36

2004 struck the Indian Ocean
region, many thousands of lives could
have been saved. That catastrophe
was a wake-up call about the role
early warning can play in avoiding
and reducing the human and physicalimpacts of natural hazards.

□ Siren□ Drums□ Loud voice coming from aspeaker□ Volunteers knocking on eachhouse
□ Radio or TV announcements□ Others:_____________________

Around 2 hours per session (conducting the survey and at the same timesharing information about the EWS).

3. Are people in the community aware of the early warning system?
How can you ensure that people know how to respond to warnings?
____________________________________________________________________________________________________________
Please conduct a survey for four quarters. Select respondents from different
areas in the community. Keep your list as you will be needing it the whole
year.
Q1

Q2

Q3

Q4

Total Numberof People
Surveyed (A)Number ofPeople Aware of
the EWS (B)

e

TL1

C

From Q1 to Q4, is there an improvement in the percentage of people
aware of the early warning system in your community?
____________________________________________________________________________________________________________________
4. How do you think your community’s early warning system can be
improved?
_______________________________________________________________

Familiarization of Early Warning System

Percentage of
People Aware of
the EWS (B/A)_________________________________________________________

Date CompletedComments

Checked by37

TL1-D

Identifying and Listing the Most Vulnerable

Level

Frequency

Activity Type

Annually

Priority1

Community

RATIONALE
Communities might haveto develop an action plan forhouseholds who would surely
need assistance whenever there
is a typhoon. Elderly people areespecially susceptible to theeffects of extreme weather. People
TL1

D
Identifying and Listing the Most vulnerable
Households in the Community
38

who are frail or disabled (either
mentally or physically) may needspecial assistance from family
members, friends, or neighbors.

PROCEDURE
Talk to your neighbors andhelp them conduct an ability selfassessment so they will know what
they can and cannot do during atyphoon. Make a list of households
that would require assistance during
a typhoon. Share your list with
community leaders.
Create a support network. Talk toother community members about

DURATION
Around half a day per session.

how you can work together during an
emergency. Decide who will checkon elderly or disabled neighbors.
Find out if anyone has specialized
equipment like a power generator, or
expertise such as medical knowledge,that might help in a crisis.

Households in the Community
List of Vulnerable Households
Household
Example: Family X

Why They Are Vulnerable
The household head is recently widowed; one of herchildren is chronically ill; she needs assistance during
evacuation

1
2
3
4
5
6
7
8
9

e

10

List of Available Assistance
How they can help
Their house is on the hill. They have an extra room They
are willing to accommodate another family during floods.

1
2
3
4
5
6
7
8
9
10

Date CompletedComments

D
Identifying and Listing the Most vulnerable
Households in the Community

Household
Example: Family Y

TL1

Checked by39

TL1-E Family Meeting: Creating an Emergency Plan
Level
1

Home

Frequency

Activity Type

Quarterly

Priority

RATIONALE
Your family may not be together whendisaster strikes, so it is important toplan in advance: how you will contact
one another; how you will get back
together; and what you will do in different
situations.

Before a typhoon, sit down together
and decide what you will do in an
emergency. Keep a copy of this plan inyour emergency supply kit or anothersafe place where you can access itin the event of a disaster.

TL1 PROCEDURE

E
Family Meeting: Creating an Emergency Plan
40

Hold the family meeting at a time
when everyone in the family can
attend. Set a date and time. Hereare some ideas of what to bring up
in the family meeting.
□Know what emergencies are most
likely to affect you and your family.
Educate yourself and your family on
the different ways to prepare for adisaster. Tell your parents about thisworkbook and inform them that you
will be consulting with them fromtime to time.
□Complete the Emergency Plan on
the next page (what to do, where togo, whom to call). Update it every
year.
□Making an Emergency Supply Kit(please see Activity TL1-G).
□Preparing pets for emergencies.
Your pet is an important member ofyour household. Plan in advance forshelter alternatives that will work forboth you and your pets.
□Practicing to evacuate yourhome. If you do not have a car,plan alternate means of evacuating.
When local authorities advise you
to evacuate, you have to leave
immediately.

DURATION
Around 30 minutes to 1 hour per meeting.

Family Emergency Plan
Household Size

□ Number of adults in your household:□ Number of children in your household:

Meeting Places□ Meeting Place Within the Neighborhood(A park, landmark, or community center near to the home.)_________________________________________________□ Meeting Place Near the Neighborhood(A place to meet when the neighborhood is inaccessible or being
evacuated, but still within a short distance.)_________________________________________________□ Out-of-Town Meeting Place:(A place to meet when your home town or city is inaccessible or being
evacuated.)
TL1e_________________________________________________
Mobile Numbers

Office/School Number

2
3
4
Other Important Phone Number
Hospital/ Ambulance
Rescue Team
PoliceRelatives

Date CompletedComments

E
Family Meeting: Creating an Emergency Plan

Contact Information:
Household member
1

Checked by41

TL1-F

Collecting Indigenous Knowledge on Typhoon

Level

Frequency

Activity Type

Annually

Optional

1

Community

RATIONALE
Indigenous knowledge (IK) refers
to the methods and practices
developed by a group of people
from an advanced understandingof the local environment, which hasformed over numerous generationsof habitation.
Even before we came up with hightechnology based early warning

PROCEDURE

F

Do you know of any Indigenous
Knowledge on typhoons in yourcommunity? Try to gather theseindigenous knowledge. Note down
how the people before detect thata typhoon is coming and how they
prepare for it. Also note how IK istransferred to younger generations.
List the IK in the table on the next
page. Compare notes with yourclassmates later.
Discuss what you found out withyour teacher and try to see if you canCollecting Indigenous Knowledge on
Typhoon Preparedness

TL1

42

systems or response procedures,
numerous local communities
worldwide have prepared, operated,
acted, and responded to typhoons
using indigenous methods passed
on from one generation to the next.

adapt these indigenous knowledge
to the present.

DURATION
Around 2 hours

REFERENCE: Shaw, R., Uy, N., and Baumwoll, J. (eds). Indigenous Knowledge forDisaster Risk Reduction. UN-ISDR, Kyoto University, 2008

Preparedness

Example of indigenous knowledge:Some elderly people could know
if rain is coming by observing the behavior of animals.
Indigenous
Knowledge (IK) on
Typhoons1

How is this IK
Has this IK been tested
transmitted?
in previous disasters?
(written form, orally, etc.) Explain.

2
3
4
5
6

e

7

TL1

F

8

10
What is the attitude of young people in your community toward
indigenous knowledge?
______________________________________________________________________________________________________________
What do you think are the advantages of preserving indigenous
knowledge?
______________________________________________________________________________________________________________

Date CompletedComments

Collecting Indigenous Knowledge on
Typhoon Preparedness

9

Checked by43

TL1-G Preparing and Updating the Emergency
Level
1

HouseholdFrequency

Activity Type

Quarterly

Optional

RATIONALE
During a disaster, you and yourfamily may need to survive on
your own. Local officials and relief
workers cannot reach everyone
immediately. This means you
must have your own food, water,and other supplies in sufficient

TL1

G
Preparing and Updating the Emergency
Supply Kit
44quantity to last for at least threedays. You may also have toevacuate at a moment’s noticeand take only essential items withyou. Remember the unique needsof your household members when
making your emergency supply kit.

PROCEDURE
A disaster supplies kit is acollection of basic items thatmembers of a household may needin the event of a disaster.
Just as important as putting yoursupplies together is maintaining
them so they are safe to use whenneeded. Here are some tips to keep
your supplies ready and in goodcondition:

2. Re-think your needs every
quarter and update your kit as yourfamily needs change.

1. Keep non-perishable food in adry place where the temperature
is cool, in tightly closed plastic or
metal containers to protect frompests and to extend its shelflife. Use the food before they gobad, and replace them with fresh
supplies.

DURATION
Around 3 hours the first time the kit is prepared and then around 30
minutes each time the kit is updated.

Supply Kit

Check List
Check

Item
Water, one gallon of water perperson per day for at least
three days, for drinking andsanitation
Food, at least a three-day
supply of non-perishable food.
Avoid salty food as they will
make you thirsty.
Battery-powered or hand crank
radio; Flashlight and extra
batteries
First aid kit with bandages,
antiseptic, tape, compresses,
pain reliever, anti-diarrhea
medication, antacid, etc.

Explanatione

Whistle to signal for help

G
Preparing and Updating the Emergency
Supply Kit

Necessary and hard-to-replace
documents (birth certificates,
licenses, insurance policies,etc.) in a waterproof bag; Listof contact names and phone
numbers“Special needs” items for family
members (infant formula, eyeglasses, medications, etc.)
A change of clothing per person
Waterproof matches and fuelfor cooking
Extra cash

Date CompletedComments

TL1

Checked by45

TL1-H

Identifying Flooded Areas and Marking

Level

Frequency

Activity Type

1

During the
Typhoon Season

Optional

Community

RATIONALE
Quickly marking floodwaterheights is important, especially inunderstanding the risks posed by
future flooding. High water markcollection assists a community byproviding vital knowledge needed
to avoid future damage to homes
and businesses. Capturing flood
TL1

H
Identifying Flooded Areas and Marking
Flood Levels
46

elevation information is useful forflood hazard mapping and longterm community planning. Moreoften than not, due to competing
response and recovery needs,
the task of collecting water heightdata is overlooked or delayed.

PROCEDURE
PRECAUTION: Do this activity
when floodwaters have alreadyreceded.
The flood will leave stain marks
on walls, poles, and tree trunks,
indicating how high the water
actually reached. Measure theelevation from the ground to thestain mark using a meter stick orother measuring devices available.

Once all the elevations in theflooded areas have been measured,
they can be compiled into a single
community map (please see TL2-F),
which will demonstrate the extent
and depth of the flooded areas.
Taking photos of or sketching theflood peak will assist in accurately
defining the location and heightof the flood. Photos of high watermarks are an excellent long-term
record.

DURATION
Around 2 hours or more depending on how wide the previously
inundated area is.

Flood Levels

Example:Flooded Area: Along Highway Z
Maximum flood height: 0.25 meters
Date of Flooding: July 13, 2009
Picture:/Sketch

Picture taken from http://photos.cleveland.com

H

Paste Picture Here

Date CompletedComments

TL1

Identifying Flooded Areas and Marking
Flood Levels

Flooded Area: _________________________
Maximum flood height: __________________
Date of Flooding: _______________________
Picture:/SketcheChecked by47

TL1-I

Developing Your Own Innovative Activity (1)Level
1
Now it’s your turn to create an
activity on typhoon-preparedness.
Divide a larger group into smallergroups of 4 to 5.
Designing your own activity
will require teamwork, creativity,communication, time management,
etc.

RATIONALE
TL1

I
Developing Your Own Innovative Activity (1)48

PROCEDURE

DURATION

Frequency

Activity TypePriority

The activity may involve physicalor mental challenges as well as
singing and dancing, inviting a
resource speaker, etc.
Make your activity educationaland fun. Have the other groups
try your activity and be sure to try
theirs, too.

Outcome of the Activity
Photos or picture could be attached or drawn as well.

e

TL1

I
Developing Your Own Innovative Activity (1)Date CompletedComments

Checked by49

TL1-J

Developing Your Own Innovative Activity (2)LevelFrequency1
Now it’s your turn to create an
activity on typhoon-preparedness.
Divide a larger group into smallergroups of 4 to 5.
Designing your own activity
will require teamwork, creativity,communication, time management,
etc.

RATIONALE
TL1

J
Developing Your Own Innovative Activity (2)50PROCEDURE

DURATION

Activity TypePriority

The activity may involve physicalor mental challenges as well as
singing and dancing, inviting a
resource speaker, etc.
Make your activity educationaland fun. Have the other groups
try your activity and be sure to try
theirs, too.

Outcome of the Activity
Photos or picture could be attached or drawn as well.

e

TL1

J
Developing Your Own Innovative Activity (2)Date CompletedComments

Checked by51

Level One Evaluation: A Poster of What Has

Level
1

SchoolFrequency

Activity Type

Annually

Priority

RATIONALE
Half-way through this workbook,let us pause for a moment andexamine what has been learned sofar. This is one way of assessing if
the student understood all theactivities he or she had performed
and if those activities have apositive impact on the attitudeof the student toward typhoons.

PROCEDURE
Using poster paper, make a

TL1 collage containing the following:

Level One Evaluation:
A Poster of What Has Been Learned So Far
52□ A comparison of how you see
typhoons before and after performing
the activities in Level 1□ New knowledge you had learned fromyour household, school, and community
on typhoon preparedness□ Things you plan to do, to enhance
the typhoon preparedness of yourfamily, school, and community

DURATION
Around 2 hours□ Drawings and pictures to makeyour collage more attractive andinteresting (like picture of thepuppet you made, snapshots ofthe movie you watched, picture ofyour emergency kit, picture of you
and your friends working on theactivities, etc.)□ Present your collage to theclass. See if you have space in theclassroom where you can display
your and your classmates’ collage
for a few days. Comment on eachother’s work.

Been Learned So Far
Poster Drafte

TL1

Level One Evaluation:
A Poster of What Has Been Learned So Far

Date CompletedComments

Checked by53

I`ve done it: Level One
Date CompletedComments, if any

Activities
Priority Activities

TL1

Activity Type

TL1-A. Short Lecture, Film
Showing, and Open Forum□

TL1-C. Familiarization of
Early Warning Systems□

TL1-D. Identifying andListing Most Vulnerable
Households□

TL1-E. Family Meeting:
Creating an Emergency
Plan□

TL1-I. Developing Your Own
Innovative Activity (1)□TL1-J. Developing Your
Own Innovative Activity (2)□Optional Activities
I've done it: Level One

TL1-B. Puppet Show:
Roles and Responsibilities
of Different Persons in
Typhoon Preparedness□

TL1-F. Collecting Indigenous
Knowledge on Typhoon
Preparedness□

TL1-G. Preparing andUpdating the Emergency
Supply Kit□

TL1-H. Identifying Flooded
Areas and Marking Flood
Levels□Level One Evaluation
Poster54

Reviewer's
Comments

L-2

Level Two
Activities andGuidelines

Activities Matrix for Level Two

56

Level Two
TL2

Activities Planner for Level Two★ Identify and mark the pre-typhoon and typhoon season in your community on
the calendar.
★ Plan your activities and mark them on the calendar.
Please consult your teacher and parents on the schedule. You may use theactivity codes (example: TL2-A for “Play Acting: What to Do in Different Typhoon
Scenarios”).

Activities Planner for Level Two

TL2

57

TL2-A

Play Acting: What to Do in Different

Level
2

SchoolFrequency

Activity Type

Annually

Priority

RATIONALE
As mentioned in Level 1, playing“Let’s pretend...” games withstudents helps them work out“what if” situations. Simulating

different situations will teach students
to learn when to act and what to dowhen a typhoon is on the way.

PROCEDURE
Divide the students to groups ofTL2 five. They should work together toAPlay Acting: What to Do in Different
Scenarios
Typhoon58

develop a plan on how to respondto the following scenarios:□You and your family must evacuate
your home for safety. Act out evacuation
using an escape route. Don’t forget
to include the early warning signal
in your dramatization.
□What should you do if you seea fallen power line? What should
you do if a tree or branches havefallen on a power line?

□What do you do if your windows
are broken by the strong winds ofthe typhoon?
□What should children do after thetyphoon is over? Should children
and pets be allowed to go outside?
What things can possibly cause
injury?
Create your own scenario:______________________________________________________DURATION
Around 1.5 hours, 30 minutes to prepare and 1 hour for all the groups topresent

Typhoon Scenarios
Assigned Scenario:__________________________________________________________________________________________________________________________

Groupmates

Character

TL2

A

Write your lines in the play here__________________________________________________________________________________________________________________________

Comments

Checked by

TyphoonDate Completed

Play Acting: What to Do in Different
Scenarios

Do you think simulating different typhoon scenarios are helpful?
Why?

59

TL2-B

Photography, Drawing, and Essay Contests

Level

Frequency

Activity Type

Quarterly

Optional

2

SchoolRATIONALE
Competitions, awards, andcommendations generate interest
and enthusiasm among students,
parents and the community. Contests
are an effective way of increasing
disaster awareness. Some of
the most common contests arephotography, drawing, and essaywriting contests.

Through these activities, we canengage the attention of students,
parents, and the community andmake them more aware of therisks they face, how to reduce theirvulnerability, and how to cope whendisaster strikes.

TL2

B

PROCEDURE

Drawing, Photography, and Essay Contests

For the Teacher:
1. Establish guidelines for thecontest. Include criteria for judging
and ranking the entries.
2. Determine a theme.
3. Assemble a judge's panel. If you
know any established writers, artists,and critics, approach them about
being a judge. The contest will draw
more entries if students are told
several well-known personalities aregoing to be reviewing their work.
4. Determine prizes. If you're
looking for a large turn-out, you'll
have to offer worthy incentives.

DURATION60

The contest can run for a week.

5.Advertise the winning entries.
For the Students:
Taking part in contests is a way of
improving yourself. Be confident
and do your best!

Put your entry (picture, drawing, essay) here:

TL2

B

Date CompletedComments

Drawing, Photography, and Essay Contests

How do you think you should improve your entry so that you will have ahigher chance of getting the prize?
__________________________________________________________________________________________________________________________

Checked by61

TL2-C Collecting Typhoon Stories: Listening to
Level
2Community

Frequency

Activity Type

Annually

Optional

RATIONALE
Most people can't understandthe force of the wind if you tellthem it’s at 200 kilometers an hour(super typhoon wind). But hearing
survivors tell their own stories will
hopefully bring home the harshrealities of typhoons to those who
haven't experienced them.
After years with no catastrophic
typhoons,
the horrors of previous
TL2disasters begin fading in memory.

Disaster preparedness officials
face the challenge of impressing
upon residents the importance oftaking typhoons seriously and being
prepared. Stories help get the point
across. Typhoons kill people. Want
to be dead? Stories are attentiongetting. Their fear factor usually has
the desired effect.

C
Collecting Typhoon Stories: Listening to Voicesof Experience
62

PROCEDURE
Solicit and catalog the memories oftyphoon survivors in your community.
Knowing that experience is the bestteacher, collecting personal accounts
is very important as the stories can beused in future typhoon educational
materials.
Picture taken fromhttp://www.oneinchpunch.net/

DURATION
1 hour (30 minutes per interviewee)

Voices of Experience

Story # 1
Name of Interviewee: ______________________________________
Year and name of the typhoon: _______________________________
Where were they during the storm: ____________________________A brief account of what happened (include photos, if they have any)

TL2

Date CompletedComments

Checked by

C
Collecting Typhoon Stories: Listening to Voicesof Experience

Story # 2
Name of Interviewee: ______________________________________
Year and name of the typhoon: _______________________________
Where were they during the storm: ____________________________A brief account of what happened (include photos, if they have any)

63

TL2-D Identifying and Fortifying the Safest
Level
2

HouseholdFrequency

Activity Type

Annually

Optional

RATIONALE
Staying in the safest room in thehouse while a typhoon is raging canhelp you protect yourself and yourfamily from injury or death causedby extremely dangerous winds.

TL2

Knowing that the chances of you
being harmed have been minimized
can relieve some of the anxiety
created by the threat of an ongoing
typhoon.

PROCEDURE
Identify the safest room of theD house. It is usually the room thathas the following features:

Identifying and Fortifying the Safest
Room in the House□It has walls, roof, and door that arestrong enough not to be penetrated
by flying objects.
□It has no glass windows.
□It is one of the interior rooms.
□It has no large and heavy hanging
light fixtures and other objects thatcan slide and fall.

□In low-lying areas, it is elevated(on upper floors) so that floodwatercannot reach it.
□In areas not affected by floods, it
is on the basement.
Make the safe room comfortableand equip it with emergency supplies.
Make sure that radio or TV signal canreach the room so you can listen to
updates on the typhoon.

DURATION
Identifying the safest room will take a very short time however doing thefortification of the room might take several days (a few hours at a time,throughout the year)

64

Room in the House

Sketch below the layout of the safest room in your house. Show thisto your parents, teachers, and classmates and listen to their feedback.

TL2

D__________________________________________________________________________________________________________________________

Date CompletedComments

Identifying and Fortifying the Safest
Room in the House

How can you make your safe room safer?

Checked by65

TL2-E

Enhancing Our Natural Buffers Against

Level

Frequency

Activity Type

Quarterly

Optional

2

Community

RATIONALE
Maintaining forests, mangroves
and other coastal vegetation, andcoral reefs as natural buffers canhelp to minimize the effects of
typhoons, landslides, floods, andother disasters. Forests, mangroves,and coral reefs are Nature’s “shock
absorbers”.
TL2

E
Enhancing Our Natural Buffers Against Typhoons
66

However, continued land andwater degradation due to industrial
development and unsustainableagricultural practices have been
destroying these natural resources.
We must do our best to protect themand help them to recover. Ultimately,
this will be for our own good.

PROCEDURE
Let us start by examining thecurrent condition of natural buffers
in your community. What natural
buffers are present depend on
where your community is located.
Go back to Q3 on page 28. Do youlive near a coastal area or near themountain? Please fill in the table on
the next page.
Discuss with your neighbors
ways of protecting existing vegetation
and ways of reforesting deforested
areas. This is going to be along-term project as trees taketime to grow. Use your quarterly
community meeting to plan how
to bring back the natural buffers.

DURATION
Around 2 hours or more per meeting. Ocular survey might be required toassess the condition of the natural buffers. This might take half a day toseveral days depending on the area covered by the community.

Typhoons

What is the condition of the natural buffers in your community?

NaturalBuffer

Uses

Forests

important forcontrolling erosion;
absorbs waterrunoff; prevents
landslides

Location in the
Present Condition
community

protective barrier

Mangroves against storm

surge

TL2

E
surge

What activities can residents perform to bring back the health of
the natural buffers in your community?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date CompletedComments

Checked byEnhancing Our Natural Buffers Against Typhoons

protective barrier

Coral Reefs against storm67

TL2-F Community Mapping: Identifying Hazard-prone
Level
2

Community

Frequency

Activity Type

Annually

Priority

RATIONALE
The community map is a graphic
representation of the layout of thecommunity. This activity allows
the students to look at local risks

and vulnerability and how theircommunity is preparing for possible
disasters.

PROCEDURE

Community Mapping: Identifying Hazard-prone
Areas, Evacuation Sites, and Escape Routes

Inquire if your community alreadyhas a Hazard Map. If one isTL2 available, start with the informationon the Hazard Map. Conduct anocular inspection of your community
F in order to prepare the Community
Map. You must personally walkaround the community to determine
what risks exist. Make sure you
perform a systematic survey, making
an inventory of all important items.
The following should be included in
the community map:

68

□Community boundary□Roads□Main water supply pipes,
reservoir, and dams
□Houses□Community buildings such as

schools, hospitals, markets,
churches, workplaces, evacuation
shelters, sports complex, ports, militaryand police outposts□Natural ecosystems likemangroves, rivers, forests, hills,
coasts□Farms and plantations□Slum areas□Large vacant lots and garbage
dumps□Flood plains and low-lying areas;
unstable steep slopes andlandslide-prone areas□Sea walls, raised walkways,
canals□Escape routes

DURATION
Around 1 day (walking around the community in the morning and thenpreparing the Community Map in the afternoon)

Areas, Evacuation Sites, and Escape Routes

Sketch a simpler version of your Community Map here. A detailed
version should be prepared using a poster paper.

TL2

F

Date CompletedComments

Update it every year

Checked by

Community Mapping: Identifying Hazard-prone
Areas, Evacuation Sites, and Escape Routes

Share your map with the community.

69

TL2-G Securing and Fastening Things That Can
Level

Frequency

Activity Type

2

During the
Typhoon Season

Priority

Household

RATIONALE
Getting your roof and yard readyfor the next typhoon can keep
you and your home safe. Highwinds can turn even the heaviest
items into deadly projectiles thatcan break through your windows,

doors, and even walls. Your home’s
roof is the first line of defence
against rain. It is very vulnerable toa typhoon’s fury. High wind can tearroofs off.

PROCEDURE
TL2

GSecuring and Fastening Things That Can
Be Blown Away

PRECAUTION:
To avoid injury, please seek
adult assistance in performing
this activity,
Way ahead of the typhoon season,
assess your structures. Take agood look at your roof. Is there
any damage that you might needto have repaired? Remember, any
leaks you may already have can bemade worse by wind-driven rain andthe impact of storm debris.
Before a typhoon threatens, keep
all trees and shrubs well trimmed sothey are more wind resistant.

Don't trim your trees at the lastminute. A pile of branches canbecome dangerous windborne debris.
Remove dead or rotting trees andbranches that could fall and cause
injury or damage during a severe
typhoon.
Decide who will go to make a final
check to ensure that all loose items
are stowed away. All outdoor objects
that can be blown away or cause
damage must be secured.

DURATION
Around 2 hours or more depending on how many loose items are in the
yard

70

Be Blown Away
When a typhoon warning is issued, bring in the following items:
Check

Item
Outdoor furniture
Toys
Decorations
Garbage cans
Clothes and hangers in the clothesline
Garden tools
Flags

TL2

G

□ Yes (Congratulate yourself and your family. You are prepared!)□ No (When will your household do this? Set a target date.)
Are there loose objects in the yard of your nearest neighbor?
□ Yes (You might want to remind them to do some housekeeping. These
objects might injure them or other neighbors when carried by strong winds.
Offer to help if you have time.)□ No (Good to know that they are ready as well.)Date CompletedComments

Securing and Fastening Things That Can
Be Blown Away

Has your roof been fixed? Are there no more leaks?

Checked by71

TL2-H Clearing Debris and Trash from Drainage
Level
2

Community

Frequency

Activity Type

Quarterly

Priority

RATIONALE
Every year clogged drains andcanals lead to flooding during atyphoon, causing serious damage
to property, structures, agriculture,roads, and utilities. The resulting
floods also increase commute times,
create health and safety hazards,
and, in aworst-case scenario, can
TL2

PROCEDURE

H PRECAUTION:
Clearing Debris and Trash from Drainage Areas
72

even lead to death. Therefore,
community clean-ups are necessary.
Before a typhoon, we need toclear the drains. After a typhoon,
piles of debris and tree branches
are everywhere. Another volunteer
clean-up activity is again necessary.

For sanitary reasons, wearing
protective gloves when cleaningout drains is advised.
□Make sure drains and canals
are free of leaves, litter, and otherdebris. Dispose of collected debris
and trash properly.
□Do not rake leaves or otherorganic refuse into the street or
into a nearby ditch when doing
yard work. The refuse will only
end up blocking the drainage
system. Furthermore, yard waste

reduces oxygen in the water andadds nutrients that would nototherwise get into the water system.
These nutrients can lead to algal
blooms in downstream water bodies
and cause further damage.
□Remove dead or rotting trees andbranches that could fall and cause
injury or damage during the next
severe typhoon.

DURATION
Around 2 hours depending on the amount of debris and trash to be collectedAreasWhat tools are needed for this activity?
1.
2.
3.
4.
5.
6.

Try joining clean-up activities in different areas in your community.
This will help you become familiar with your community.
Quarter

Area

1
TL2

2

H

3

What for you is the most challenging aspect of this activity?
__________________________________________________________________________________________________________________________How do you think attendance in clean-up activities can be increased?
__________________________________________________________________________________________________________________________
List down some observations you have:__________________________________________________________________________________________________________________________

Date CompletedComments

Checked by

Clearing Debris and Trash from Drainage Areas

473

TL2-I

Developing Your Own Innovative Activity (1)Level
2
Now it’s your turn to create an
activity on typhoon-preparedness.
Divide a larger group into smallergroups of 4 to 5.
Designing your own activity
will require teamwork, creativity,communication, time management,
etc.

RATIONALE
TL2I
Developing Your Own Innovative Activity (1)74PROCEDURE

DURATION

Frequency

Activity TypePriority

The activity may involve physicalor mental challenges as well as
singing and dancing, inviting a
resource speaker, etc.
Make your activity educationaland fun. Have the other groups
try your activity and be sure to try
theirs, too.

Outcome of the Activity
Photos or picture could be attached or drawn as well.

TL2

I
Developing Your Own Innovative Activity (1)Date CompletedComments

Checked by75

TL2-J

Developing Your Own Innovative Activity (2)LevelFrequency2
Now it’s your turn to create an
activity on typhoon-preparedness.
Divide a larger group into smallergroups of 4 to 5.
Designing your own activity
will require teamwork, creativity,communication, time management,
etc.

RATIONALE
TL2

JDeveloping Your Own Innovative Activity (2)76PROCEDURE

DURATION

Activity TypePriority

The activity may involve physicalor mental challenges as well as
singing and dancing, inviting a
resource speaker, etc.
Make your activity educationaland fun. Have the other groups
try your activity and be sure to try
theirs, too.

Outcome of the Activity
Photos or picture could be attached or drawn as well.

TL2

J
Developing Your Own Innovative Activity (2)Date CompletedComments

Checked by77

Level Two Evaluation: Helping Increase
Level
2

SchoolFrequency

Activity Type

Annually

Priority

RATIONALE
Now that we have finished theentire workbook, let us reflect
on what you have learned andsynthesize these new knowledge

and ideas into a final output that canbe long-lasting and meaningful toyou and which you can also sharewith other people.

PROCEDURE
TL2

Level Two Evaluation:
Helping Increase Public AwarenessAs a last activity, make ascrapbook using clippings, notes,
pictures, comments, sketches,maps, etc. can be pasted to a
sturdy album that you can passaround and show to classmates,
teachers, friends, family, andneighbors.
If you have access to the internet,
you may consider blogging about
your experiences doing the activities
in the workshop. This way you canhave a bigger audience. You canpost your outputs and ask visitors
to your blog to comment or to maketheir own. But so that you will always
have fresh contents in your blog, besure to study further on typhoon
preparedness!

We will be delighted to see yourscrapbook or blog! Do drop us aline at: glenn.fernandez@ax8.ecs.
kyoto-u.ac.jp
Thank you for persevering incompleting the workbook! We hopeyou, your classmates and teachers,
your family, and your community
had fun doing the activities!

DURATION
78

The student can spend a few minutes every week to update his scrapbook
and/or blog and to show it to other peoplePublic AwarenessWrite in the box below your plans on how you will make yourscrapbook and/or blog.

TL2

Level Two Evaluation:
Helping Increase Public Awareness

Date CompletedComments

Checked by79

I've done it: Level Two
Date CompletedComments, if any

Activities
Priority Activities

TL2

TL2-A. Play Acting: What
to Do in Different Typhoon
Scenarios□

TL2-F. Community
Mapping: Identifying
Hazard-prone Areas,
Evacuation Sites, andEscape Routes□

TL2-G. Securing andFastening Things that canbe Blown Away□

TL2-H. Clearing Debris
and Trash from Drainage
Areas

□

TL2-I. Developing Your
Own Innovative Activity (1)□TL2-J. Developing Your
Own Innovative Activity (2)□I've done it: Level Two

Optional Activities
TL2-B. Photography,
Drawing, and Essay
Contest□TL2-C. Collecting Typhoon
Stories: Listening to Voicesof Experience□

TL2-D. Identifying andFortifying the Safest Roomin the House□

TL2-E. Enhancing our
Natural Buffers Against
Typhoons□

Level Two Evaluation
Scrapbook /Blog
80

Reviewer's Comments

Introduction
Disasters can strike quickly and without warning. Activity TypeIn the case of an emergency, being prepared and knowing what to do
can save time, property and lives. Simple actions can make a differencein the survival of our family, our students and our neighbors. So let’s
start by getting ourselves prepared today.

1. What are floods?
Flood is an overflow of a large
amount of water beyond its normal
limits especially over normally dry
areas.
It could be due to prolonged rain
event, stream/river overflow, dam
failure, or climatic conditions suchas severe thunderstorms or tropical
cyclones.

Flooding is one of the deadliestof natural disasters, claiming
thousands of lives every year andrendering millions homeless.

2. What is the purpose of this workbook?
Introduction
82

This workbook describes theeducational program for floods. It
contains activities that students canperform to help themselves, theirhousehold, their school and theircommunity prepare for floods. It also
includes information of the disasteras well as safety tips.
The goal is to increase floodawareness and help the students
to be prepared and be able toprotect themselves during a flood.

Hopefully, this workbook can help
promote understanding that disaster
preparedness is not accomplishedovernight and it is never complete.

OUTLINE OF THE
COURSESSELECT COURSEQUESTIONNAIRE
MY FLOODCALENDARLEVEL TWO

Community

SchoolIntervals of activities:
・Monthly・Annually
・Quarterly
・During Flood
Type of activities:
・ Priority
・OptionalHome

One has to complete L1 before L2

LEVEL ONETo find out how much the students
know about their community and to plan
their activities.

Program Structure

Introduction83

Before we begin, do you know...?
Q1. Are there floods in your community?
YES

NO

Q2. Have you experienced a flood?
YES

NO

Q3. Do you know the difference between flood and flashflood?
※ Refer to pages 131-132 for more information.
YES

NO

Q4. Do you know the hazard mapping of your community?
YES

NO

Q5. Is there a local early warning system in your community?
Before we begin, do you know...?

YES

NO

Q6. Do you know the local warning system?
YESNO

Date Completed
84

Comments

Checked by

L-1

Level One
Activities andGuidelines

Activities Matrix for Level One

86

Level OneFL1

Activities Planner for Level One★ Identify and mark the pre-flood and flooding period in your community on thecalendar.
★ Plan your activities and mark them on the calendar.
Please consult your teacher and parents on the schedule. You may use theactivity codes (example: FL1-A for “Conducting First-Aid Training”).

Activities Planner for Level One

FL1

87

FL1-A

Conducting First-Aid Training

Level
1

Community

Frequency

Activity Type

Annually

Optional

RATIONALE
In an emergency, a family member,a neighbor, a friend or yourself
may be cut, burned, or suffer otherinjuries.
Many injuries are not life
threatening and do not require

immediate medical attention.
Having basic first-aid training
can help treat yourself and others
when they are hurt in case of an
emergency.

PROCEDURE
FL1

A
Conducting First-Aid Training

School may invite a qualified
instructor to conduct basic first-aid
training. Alternatively, students may
find out if there are such training
sessions at your local community

DURATION
Depending on the training content, it could take a few hours to a day.

BASIC FIRST-AID may include learning the following
conditions:
•

•

88

center. You may also approach local
hospital or the local chapter of Red
Cross.

Bleeding, treated by applying
pressure (manually and laterwith a pressure bandage) tothe wound site and elevating
the limb if possible
Hypothermia which occurs whena person’s core body temperature
falls below 33.7℃.

•
•
•
•

Insect and animal bites andstings.
Poisoning, which can occur by
injection, inhalation, absorption,or ingestion
Muscle strains and sprains
Cramps, bone facture, andburns

What was learned ( ____________,_____________________)

e

FL1

A
Conducting First-Aid Training

Date CompletedComments

Checked by89FL1-B

Conducting Experiment Sessions

Level
1

SchoolFrequency

Activity Type

Annually

Priority

SUGGESTED EXPERIMENT
www.redcross.org/disaster/masters

UNDERSTANDING THE SOILPURPOSETo help students understandwater infiltration into soil and how
infiltration speed differs with different
types of soil.
PROCEDURE
Mold the soil into the landscapeFL1 •in your community. (hills, rivers,
dry streambed etc..)•
Spray water to stimulate rain.
B
Conducting Experiment Sessions

MATERIALS
Very large pan/plastic box, soil,
water, spray bottle

THINGS TO OBSERVE
Which type of soil is saturated
first.
Flood progress (e.g. smaller•
streams flood first and progress
to low-lying areas)•

DURATION
2-3 hours
THINGS TO CONSIDER
What is the soil makeup at your•home or your neighborhood?
What is the risks in your•community based on the soil
status?

Photo taken from Shelby County Soil andWater Conservation District http://www.
shelbycountyswcd.org/soil%20survey%20
online.htm

90Experiment:

Date:※ Photos or picture can be attached or drawn as well.

e

FL1

B
Conducting Experiment Sessions

Date CompletedComments

Checked by91FL1-C

Family Chats On Past Flood Experiences

Level
1

Home

Frequency

Activity Type

Quarterly

Optional

RATIONALE
It is difficult to imagine the impactof a disaster without having actual
experience.
If you have not experienced aflood, perhaps someone in yourfamily had and listening to theirexperiences can help you better
understand the danger, the impact,
and the aftermath, which can help
you to be prepared when you are
faced with a flood.

PROCEDURE
FL1CFamily Chats on Past Flood Experiences
92

Chats can be held over dinner or
anytime at one’s convenience.
Parents can also explain more
about flood or share their experienceswith their children.

Students may make short memosof what has been discussed.

DURATION
Chats can take 30 minutes to 1 hour.

(Example)

MEMO (Date: 1 Oct, What I heard: Never to swim)
e.g. 1 Oct. Yesterday, we were watching TV when
we saw news of ﬂood happening in country X. Mom
reminded me never to swim in a flood as it is very
dangerous.

Date

FamilyMemberDetails of Discussion

Personal Thoughts

e

FL1

C
Family Chats on Past Flood Experiences

Date CompletedComments

Checked by93FL1-D

Understanding the Flood Prevention Support

Level

Frequency

Activity Type

Quarterly

Priority

1

SchoolRATIONALE
It is important to find out if an
early warning system is available
in your community. If there is awarning system, are you able torecognize it?
There had been cases when
warning systems were set off,FL1

how ever, t h e c i t i z e n s d i d n o t
understand and fail to respond.
Therefore, it is important andits our responsibility to find out
and understand the early warning
system in our community.

DURATION
Depending on the activity, it may take 30 minutes to a day.

D
Understanding the Flood Prevention Support
in Your Community
94

SUGGESTED ACTIVITES:••••

Learn about the information provided in pamphlets.
Learn about the information disseminated through the local radio
stations
Find out what kind of information are available at the local community.
If possible, visit the local authorities to find out more about the early
warning systems.
(Example)

MEMO (Date: 1 Oct, What was learned: Visit to local
authorities)
I attended a talk given by the local authorities andlearned about the different warning sirens as well as
where to go for shelter in case of emergency.

in Your Community

Date

Venues

Details of Activities

e

FL1

D
Understanding the Flood Prevention Support
in Your Community

Date CompletedComments

Checked by95FL1-E

Community Interaction

Level
1

Community

Frequency

Activity Type

Quarterly

Priority

RATIONALE
Understanding your community andbeing familiar with the people living
around you can help yourself as wellas others in case of emergency.
Being familiar with the area,
knowing your way around theneighborhood will help you in yourevacuation.
Neighbors are the ones whoare closest and often the ones
FL1 who provide immediate assistanceduring an emergency. Therefore,

having a good relationship is
important. At the same time, you canalso help the ‘vulnerable’ individuals
in your neighborhood and ensurethat they are not left alone but given
adequate assistance during an
emergency
Last but not least, it can serveas means of information exchange
where students can listen and learn
from the past experiences of the local
citizens.

E
Community Interaction

DURATION
Depending on the activity, it may take 15 minutes to a day.

SUGGESTED ACTIVITES:
•
•
•
•
•

Greet your neighbors
Community volunteering
Participate in the neighborhood gatherings
Participate in the festive events
Elderly home visits(Example)

MEMO (Date: 1 Oct, What was done: Met a neighbor)I meet this old lady who stays 2 blocks away from myhome.She stays alone and her children visits her oncea month.
96

DateVenues

Details of Activities

e

FL1

E
Community Interaction

Date CompletedComments

Checked by97FL1-F Creating a Checklist and Perform Monthly Checks
Level
1

Home

Frequency

Activity Type

Monthly

Priority

RATIONALE
During a disaster, you may needto pack and evacuate as soon as
possible upon short notice. As you
probably will not be able to think
about what should be brought alongor have time to shop or search
for the supplies you need, if will
be useful to prepare a checklist

which lists the things that you findimportant in case of an emergency.
An example is provided below.
Items differ between families,
hence, think of a checklist that best
suits your family’s needs.

FL1

DURATION

F

Depending on the items, checking may take 15-20 minutes.

Creating a Checklist and Perform Monthly Checks
98

Example of Checklist:

Are important documents and valuable items placed in asafe and easily accessible place.

□Is there an emergency kit for your family?

□

If yes, are the items in good condition?

□

For food items, are they within expiry dates?

□

Suggestions for home emergency kit□ Water□ Food□ Radio□ Flash light with extra batteries□ First-aid kit□ Whistles□ Local map□ MoneyMy Flood Checklist

□
□
□
□
□
□

e

□

□
□
Put a tick ( ) after checking
Jan

Feb

Mar

Apr

Date Completed

May

Jun

Comments

Jul

Aug

Sep

Oct

Checked by

Nov

Dec

F
Creating a Checklist and Perform Monthly Checks

□

FL1

99

FL1-G

Developing Your Own Innovative Activity (1)Level

Frequency

1

Priority

Now it’s your turn to create an
activity on flood-preparedness.
Divide a larger group into smallergroups of 4 to 5.

The activity may involve physicalor mental challenges as well as
singing and dancing, inviting a
resource speaker, etc.

Designing your own activity
will require teamwork, creativity,communication, time management,
etc.

Make your activity educationaland fun. Have the other groups
try your activity and be sure to try
theirs, too.

RATIONALE
FL1

G
Developing Your Own Innovative Activity (1)100

Activity TypePROCEDURE

DURATION

Outcome of the Activity
Photos or picture could be attached or drawn as well.

e

FL1

G
Developing Your Own Innovative Activity (1)Date CompletedComments

Checked by101FL1-H

Developing Your Own Innovative Activity (2)LevelFrequency

1

Priority

Now it’s your turn to create an
activity on flood-preparedness.
Divide a larger group into smallergroups of 4 to 5.

The activity may involve physicalor mental challenges as well as
singing and dancing, inviting a
resource speaker, etc.

Designing your own activity will require
teamwork, creativity, communication,
time management, etc.

Make your activity educationaland fun. Have the other groups
try your activity and be sure to try
theirs, too.

RATIONALE
FL1

H
Developing Your Own Innovative Activity (2)102Activity TypePROCEDURE

DURATION

Outcome of the Activity
Photos or picture could be attached or drawn as well.

e

FL1

H
Developing Your Own Innovative Activity (2)Date CompletedComments

Checked by103

Level One Evaluation: Poster Presentation
Level
1

SchoolFrequency

Activity Type

Annually

Priority

RATIONALE
After participating in the various
activities, by asking students topresent and show what they havelearned can trigger critical thinking
within the students as well as
sharing information about what they
have learned with other students.

It also allows the students toreview on their year’s work andhow it has affected themselves in
the process.

PROCEDURE
FL1

Level One Evaluation: Poster Presentation
104

Presentation could be done in a
scrap book or poster containing thefollowing:• Thoughts from community activities• Lessons learned from local citizens/ family members••

Personal experiences such aslearning about the local warning
system.
What has been learned inschools such as the experimentsessions.

Example of the poster
I’ve learned:•

How to recognize thewarning sirens•

About past flood eventsfrom Mr A and Mrs B
who have stayed in thecommunity for the past
20 years•

The importance ofbeing prepared. My
emergency kit isready in case of an
emergency

Drawing/
Photo 2
ing/
Draw
o1
Phot

Drawing/
Photo 4

Drawing/
Photo 3

Drawing/
Photo 5My thoughts
I’ve enjoyed the activities and have learned
a lot about flood through them. I am more
prepared for the next flood.

Poster Drafte

FL1

Level One Evaluation: Poster Presentation

Date CompletedComments

Checked by105

I've done it: Level One
Date CompletedComments, if any

Activities
Priority Activities
FL1-B. Conducting
Experiment Sessions□

FL1-D. Understanding
the Flood Prevention
Support in Your
Community□

FL1-E. Community
Interaction□

FL1-F. Creatinga Checklist and
FL1 Performing Monthly
Checks□I've done it: Level One
106

FL1-G. Developing Your
Own Innovative Activity(1)□

FL1-H. Developing Your
Own Innovative Activity(2)□

Optional Activities
FL1-A. Conducting FirstAid Training□

FL1-C. Family Chats on
Past Flood Experiences□

Level One Evaluation
Poster Presentation□

Reviewer's Comments

L-2

Level Two

Activities andGuidelines

Activities Matrix for Level Two108

Level TwoFL2

Activities Planner for Level Two★ Identify and mark the pre-flood and flooding period in your community on thecalendar.
★ Plan your activities and mark them on the calendar.
Please consult your teacher and parents on the schedule. You may use theactivity codes (example: FL2-A for “Short Lecture and Video Watching”).

Activities Planner for Level Two

FL2

109

FL2-A

Short Lecture and Video Watching

Level
2

SchoolFrequency

Activity Type

Quarterly

Optional

RATIONALE
Visual tools are often more
effective in creating an impact
or leaving an impression to the
one receiving it. Through video

watching, students have a clearer
image of what they can expect during
the actual situation.

PROCEDURE

FL2

To allow students to better
understand the contents, it would
be helpful if teachers prepare a

short lecture as an introduction to
the films and documentaries.

DURATION

A Lectures may take 30 minutes to an hour. Film would take 1-2 hours.
Short Lecture and Video Watching
110

SUGGESTED TOPICS••••

What are floods?
Why do floods occur?
Recent flood disasters.
Places likely to be affected

Students may write a short memo of their thoughts after the session.
(Example)

MEMO (Date: 1 Oct, What I saw: Documentary on ﬂood)
e.g. 1 Oct. Today, I saw a documentary about formationof ﬂood. It was very interesting. It showed the water
cycle and what leads to ﬂood. Before watching the
documentary, teacher gave us a simple explanation
to help us understand the content.

Date

What was shown

How I felt

e

FL2

A
Short Lecture and Video Watching

Date CompletedComments

Checked by111

FL2-B

Participating in Post-Flood Activities such as

Level

Frequency

Activity Type

Quarterly

Priority

2

Community

RATIONALE
A disaster causes serious
damage to property, structures,
agriculture, roads, and utilities.
Following a disaster such as floods,
clean-ups are often necessary. A

volunteer clean-up activity can help
your community recover from thedisaster. At the same time, it also
helps create a stronger, closer-knit
community.

DURATION
FL2

B
Participating in Post-Flood Activities such as
Clearing of Debris
112

Activities would take few hours to a day

SUGGESTED TOPICS••

Make sure drains, canals, and ditches are free of leaves, litter, andother debris that may inhibit proper flow of water
Dispose of collected debris and trash properly.

Students may take pictures of the conditions following the flood and of what
they did to help the community recover from the flood.

(Example)

MEMO (Date: 1 Oct, What I saw: A week after ﬂood)
A week after we returned home after the ﬂood, there
were broken tree branches, stones everywhere. The
community formed cleaning teams to help clear thedebris. I participated as well…

Clearing of Debris

Date

Details of Activities(WHEN and WHERE was the activity done? WHAT was done?)

e

FL2

B
Participating in Post-Flood Activities such as
Clearing of Debris

Date CompletedComments

Checked by113

FL2-C

Creating an Emergency Escape Plan

Level
2

Home

Frequency

Activity Type

Annually

Priority

RATIONALE
Disaster often strikes when you
least expect so it is important toplan in advance.

Make sure your family has a plan incase of an emergency.

PROCEDURE
Hold a family meeting at atime when everyone in the family
can attend. Adults will be theFL2

DURATIONC

1-2 hours

THINGS TO CONSIDER

Creating an Emergency Escape Plan•••

Ensure all family members
recognize the local emergency
warning systems
Practice to evacuate your home
Being informed. Monitor local
radio and television news forlatest updates••

Educate yourself and your familyon the different ways to prepare
for a disaster and to evacuate
promptly upon being warned by
the local authorities.
Ensure your emergency kit
has the essential supplies forsurvival.

Do you know the following emergency contact numbers?
PoliceFire
Ambulance

114

main facilitator, suggesting whatshould be noted or done during an
emergency.

Family Escape Plan
When was it held:

Who were present:

What were discussed?

e

FL2

C

Actions? What were done?

Creating an Emergency Escape Plan

Date CompletedComments

Checked by115

FL2-D

Community Mapping: Identifying the risk

Level

Frequency

Activity Type

Annually

Priority

2

SchoolRATIONALE
To understand and develop concrete images of your community throughfield survey.

PROCEDURE
•

FL2

D •
Community Mapping: Identifying the risk areas,evacuation sites and escape routes
116

An orientation or explanation
session should be given to thestudents prior to the field trip,
providing students an idea of
the impact of floods and what tolook for during their field survey.
Students to be divided into
groups (6-8/group).

•

At the end of the survey, students
would give a presentation basedon their observations (e.g., amap)

DURATION
Orientation will take 1-2 hours. Activity will take up to a day.

IDENTIFY THE FOLLOWING:••••

Potentially ‘dangerous’ place(soil type, low-lying areas)
Damaged areas by flood‘Safe’ places (higher grounds)
What may hinder escape during
a flood (e.g. waste dumped by
the roadside)areas, evacuation sites and escape routes

My Community (Date of activity:

)

e

FL2

D

Comments

Checked by

Community Mapping; Identifying the risk areas,evacuation sites and escape routes

Date Completed117

FL2-E

Drawing or Photography Contest

Level
2

Community

Frequency

Activity Type

Annually

Optional

RATIONALE
This activity is to promote children’s
participation in understanding andchanging risk factors in their
immediate surroundings.
The activity allows students toexpress their feelings, at the sametime, it gives teachers or the local
officials the opportunity to seefrom the students’ perspective andunderstand the impact that thedisaster have on the students.
A theme will be set and basedon the theme, students could either
draw or take photos to express theirthoughts.

SUGGESTED THEMES
FL2 •

E

•

Drawing or Photography Contest

Impact of the recent flood
experience
How has the local warning
systems helped in case of
emergency••

How have I contributed to thecommunity during a flood
The high risks areas in mycommunity

DURATION
Orientation would take 1-2hours. Activity will take up to a day.

EXAMPLE

Students drawings shown at the World Conference on Natural Disaster Reduction, a 1994
United Nations conference in Yokohama, Japan.

118

REFERENCES
http://www.eird.org/contest/
http://www.redcrosslv.org/drawing.html

Concept of Contest Entry

e

FL2

E
Drawing or Photography Contest

Date CompletedComments

Checked by119FL2-F

Ensuring that Family Members, Neighbors

Level

Frequency

Activity Type

During a Flood

Priority

2

Community

RATIONALE
Prior to the arrival of a flood, local
government will have warned the
local citizens through news/radio
broadcast or siren alarms.
However, there can be family
members who may have missed
the news or radio broadcast,

FL2

F
Ensuring that Family Members, Neighbors are
Warned120

or do not recognize the sirens(particularly the elderly). Therefore,
if you know of a flood warning, it isyour responsibility to inform yourloved ones and neighbors andensure that they are alerted as well.

PROCEDURE
Upon being alerted of a potential
flood and warned to evacuate:
Inform your family members tomake sure they are aware as well.
Start packing the important andvaluable items and be ready forevacuation.

Photo taken fromIf you know of anyone in yourneighborhood who may not beaware of the warning (for example,
the old lady who lives alone a few
blocks from your home), remember
to inform them as well.

http://www.nngov.com/city-manager/neighborhood_relations/faq

are Warned
What I did during the recent flood

Photos or picture can be attached or drawn as well.

e

FL2

F

Comments

Checked by

Ensuring that Family Members, Neighbors are
WarnedDate Completed121

FL2-G

Ensuring that Electrical Appliances are

Level

Frequency

Activity Type

During the Flood

Optional

2

Home

RATIONALE
When a flood occurs in yourcommunity and you are informedby the local authorities to evacuate,
secure your home, pack, and leave
as soon as possible.
If time permits, it may be goodto turn off all utilities at the main
switches or valves and disconnect

household electrical appliances toavoid occurrence of a short-circuit.
Keep in mind to avoid direct contact
with electrical equipment if you arewet or standing in water to avoid
electrocution.

THINGS TO CHECK
FL2 •
•
•

G

Ensuring that Electrical Appliances are Unplugged
122

Are the main switches turned off?
Are the plugs pulled out from the sockets?
Are there electrical appliances submerged in water.

If you do not have time, just evacuate as fast as you can.
However, remember to check that the sockets and plugs are dry before
switching on any electrical appliance after returning home.

Photo taken from http://teenhealth101.blogspot.com/

Unplugged
Electric appliances checked

MEMO

e

FL2

G

Comments

Checked by

Ensuring that Electrical Appliances are Unplugged

Date Completed123

FL2-H

Developing Your Own Innovative Activity (1)Level

Frequency

2

Priority

Now it’s your turn to create an
activity on flood-preparedness. Dividea larger group into smaller groupsof 4 to 5.

The activity may involve physicalor mental challenges as well as
singing and dancing, inviting a
resource speaker, etc.

Designing your own activity
will require teamwork, creativity,communication, time management,
etc.

Make your activity educationaland fun. Have the other groups
try your activity and be sure to try
theirs, too.

RATIONALE
FL2

H
Developing Your Own Innovative Activity (1)124Activity TypePROCEDURE

DURATION

Outcome of the Activity
Photos or picture could be attached or drawn as well.

e

FL2

H
Developing Your Own Innovative Activity (1)Date CompletedComments

Checked by125

FL2-I

Developing Your Own Innovative Activity (2)Level
2
Now it’s your turn to create an
activity on flood-preparedness.
Divide a larger group into smallergroups of 4 to 5.
Designing your own activity
will require teamwork, creativity,communication, time management,
etc.

RATIONALE
FL2

I
Developing Your Own Innovative Activity (2)126PROCEDURE

DURATION

Frequency

Activity TypePriority

The activity may involve physicalor mental challenges as well as
singing and dancing, inviting a
resource speaker, etc.
Make your activity educationaland fun. Have the other groups
try your activity and be sure to try
theirs, too.

Outcome of the Activity
Photos or picture could be attached or drawn as well.

e

FL2

I
Developing Your Own Innovative Activity (2)Date CompletedComments

Checked by127

Level Two Evaluation: Poster Presentation
Level
2

SchoolFrequency

Activity Type

Annually

Priority

RATIONALE
Having completed both levelsin the workbook, we hope thatit has helped increase the flood
preparedness in students.
Similar to Level One evaluation,
this poster presentation provides
the opportunity for students toshare with others what have beenlearned, what they found useful andwhether they were able to put what
have been learned into practiceduring an actual flood situation.

PROCEDURE
FL2

Presentation can be done in a
scrap book or poster containing thefollowing:

Level Two Evaluation: Poster Presentation••

Thoughts from community activities
What has been observed throughcommunity mapping.

•

Have the activities helped you
to respond during a flood?
Events participated (such as
drawing or photography contests),
if any.

Example of the poster
What I have done:
•

•

•
•

128

•

Participated in post flood
activity and helped cleared
debris in the community
Through community
mapping, I’ve found out
more about my community,
the risk areas as well as the
shelter places
Participated in drawing
contestI helped an old lady during
the flood this year.

Drawing/
Photo 2
ing/
Draw
o1
t
Pho

Drawing/
Photo 4

Drawing/
Photo 3

Drawing/
Photo 5My thoughts
The program helped increase myawareness about flood and I was able tobetter protect myself during a flood

Poster Drafte

FL2

Level Two Evaluation: Poster Presentation

Date CompletedComments

Checked by129

I've done it: Level Two

Date CompletedComments, if any

Activities
Priority Activities
FL2-B. Participating in
Post- Flood Activities
such as Clearing ofDebris□FL2-C. Creating an
Emergency Escape Plan□

FL2-D. Community
Mapping□

FL2 FL2-F. Ensuring that
Family Members,
Neighbors are Warned□

I've Done it: Level Two
130

FL2-H. Developing Your
Own Innovative Activity(1)
FL2-I. Developing Your
Own Innovative Activity
(2)

□
□

Optional Activities
FL2-A Short Lecture andVideo Watching□

FL2-E. Drawing or
Photography Contest□

FL2-G. Ensuring that
Electrical Appliances are
Unplugged□

Level Two Evaluation
Poster Presentation□

Reviewer's Comments

Information on Flood andFlash Flood
REFERENCES: http://www.disastercenter.com/guide/flood.html

Flood(or river flood)

Flash flood

An overflow of water onto
A flood caused by heavy or
normally dry land. The
excessive rainfall in a shortinundation of a normally dry period of time, generally lessarea caused by rising water than 6 hours. Flash floods
in an existing waterway,
are usually characterized
such as a river, stream, or by raging torrents afterdrainage ditch.
heavy rains that rip throughriver beds, urban streets, ormountain canyons sweeping
everything before them.

Possible Causes

Occurs as the result of
prolonged rain event,stream/river overflow,
or dam failure. It could
be caused by severe
thunderstorms or tropical
cyclones.

Occurs during heavy rain
events (~6hrs), levee ordam failure or after severe
typhoons or thunderstorm.
Could also be due to
breakage of undergroundpipes (particularly in cities)

Warning

Long warning period.
(Gradual onset)

Short warning period.
(Sudden onset)

Water velocity

Gradual rise in water
Usually low velocity

Sudden rise in water.
High velocity.

EffectRising waters flooding
riverbeds

Rapidly moving floodwaters.
Knockdown , uproot or carryaway trees, buildings andvehiclesDuration

Prolonged event

Short period of timeFL2

Information on Flood and Flash FloodDefinition131

★ General Safety Tips ★
Before Flood□ Start packing and LEAVE IMMEDIATELY when flood warning isannounced.
DO NOT wait till water flows into house or reaches your knee.

□Get out of areas subject to flooding (e.g. drains, low spots, nearriverbeds) and move to higher grounds.

During Flood□Avoid already flooded and high velocity flow areas.
□DO NOT attempt to swim across a flowing stream.
□DO NOT drive through flooded roadways in case the roadbed is nolonger intact.
□Stay away from power lines and electrical wires.
□If your vehicle stalls, leave immediately and seek higher ground.

After Flood□Turn off the electricity when you return home
□Make sure that electrical equipment are dry before switching them on□Watch out for snakes□Be careful of broken glasses□Be careful of gas leaks□Throw out any food that has come in contact with flood waters(in case of contamination).

□Boil drinking water before use.
□Do not visit flooded areas unless you are there to help
□Report broken utility lines to authorities

132

REFERENCES
www.floodsafety.noaa.gov
www.femagov/hazard/flood/index.shm

Introduction
Disasters can strike quickly and without warning. Activity TypeIn case of an emergency, being prepared and knowing what to do cansave time, property and lives. Simple actions can make a differencein the survival of our family, our students, and our neighbors. So let’s
start by getting ourselves prepared today.

1. What are Earthquakes?
An earthquake is a sudden, rapid
shaking of the earth caused by therelease of energy in the earth’s
crust. Earthquakes may cause lossof life and destruction of property.

During a strong earthquake theground shakes violently. Buildings
may fall or sink into the soil. Rocksand soil may move downhill at a
rapid rate. Such landslides can buryhouses and people.

2. What is the purpose of this workbook?
Introduction
134

This workbook describes theeducational program for earthquakes.
It contains activities that students canperform to help themselves, theirhousehold, their school and theircommunity prepare for earthquakes.
It also includes information of thedisaster as well as safety tips.
The goal is to increase earthquake
awareness and help the students tobe prepared and be able to protect
themselves during an earthquake.

Hopefully, this workbook can help
promote understanding that disaster
preparedness is not accomplishedovernight and it is never complete.

Program Structure

Introduction

135

Before we begin, do you know...?
Q1: Have you experienced an earthquake before?
YESNO

Q2: Do you know what are the effects or impacts of earthquakes?
YESNO

Q3: Does your school have earthquake drills ?
YESNO

Q4: Does your family have a disaster plan?
YES

NO

Before we begin, do you know...?

Q5: Do you know how to prepare an emergency supply kit?
YESNO

Q6: Do you know your community condition and residents well?

YES

NO

Date Completed
136

Comments

Checked by

L-1

Level One
Activities andGuidelines

Activities Matrix for Level One

138

Level One
EL1

Activities Planner for Level One★ Plan your activities and mark them on the calendar.
Please consult your teacher and parents on the schedule. You may use theactivity codes (example: EL1-A for “Short Lecture and Movie Watching”).

Activities Planner for Level One

EL1

139

EL1-A

Short Lecture and Movie Watching

Level
1

Frequency

SchoolActivity
Activity TypeType
Semi-Annually
Priority

RATIONALE
Children can visualize an actual
full-scale earthquake by watchingmovies. Visual tools are often more
effective in creating an impact orleaving an impression to the one
receiving it. Through movie watching,

students may have a clearer imageof what they can expect during theactual situation.

PROCEDURE
EL1

A
Short Lecture and Movie Watching
140

Discuss with your classmates
earthquake-related movies you
know. Which one attracts you best?
Exchange your ideas with othergroups of classmates and list the titlesof the films. Submit these titles to yourteachers for their final selection.

_________________________________________________________________________________________________________________________________________________________________DURATION
2 Hours
After selecting the movie, teachers should prepare a short lecture as an
introduction to the movie .

SUGGESTED TOPICS
What is an earthquake?
Why does an earthquake occur?
Recent earthquake disasters.
Places most likely to be destroyed by earthquakes.
The severe impacts of earthquakes.
Students may write a short memo of their thoughts after the session

MEMO (Date, What I saw)
e.g. 30 Sep,2009. Today, I saw a very impressive
earthquake disaster movie. It showed how anearthquake destroyed Los Angeles. Before watching the
documentary, the teacher gave us a simple explanation
to help us understand the movie.

EL1

A
Short Lecture and Movie Watching

Date CompletedComments

Checked by141EL1-B

Reading Newspapers and Discussion with

Level

Frequency

1

Home

Bi-Monthly

Activity
Activity TypeType
Optional

RATIONALE
It is difficult for school children
to imagine the impact of a disasterwithout having actual experience.
Considering the tight curriculum,children may not acquire adequate

earthquake knowledge. Families canplay a role in addressing this deficiency
teaching children at home.

PROCEDURE•

Children will be required to readnewspaper and magazines,
regularly. If daily is difficult,weekly will be fine. This helps toimprove reading ability as wellas to cultivate the habit of being
aware of public issues, especially
earthquakes.

•

Keep newspaper clippings.

•

Choose the most interesting
information and talk with family
members.

EL1

B
Reading Newspapers and Discussion with Family
Members
142

DURATION

Photo taken from http://image.baidu.com

At least 1 hour per session

SUGGESTED TOPICS••

The latest earthquake that happened in my country, surrounding regions,etc.
What’s the most famous earthquake in history and how many people were
killed? When and where did the most severe earthquake occur?

Family Members•

Generally, what kind of newspaper or magazine do you read?
____________________________________________________________________________________________________________•

Lately, are there any striking news that caught your attention?
__________________________________________________________________________________________________________________________

Paste your newspaper clippings in the box

EL1

B

Comments

Checked by

Reading Newspapers and Discussion with Family
Members

Date Completed143

EL1-C

Drawing and Essay Competition

Level
1

Frequency
SchoolAnnually

Activity
Activity TypeType
Priority

RATIONALE
Competitions can be used toraise earthquake awareness andpromote children’s understandingof earthquakes.
At the same time, it gives teachersor the local officials the opportunity

to see from the students’ perspective
and understand the impact that thedisaster have on the students.

PROCEDURE
EL1CStudents are free to use their imagination. Students can either draw or
write an essay to express their thoughts.

DURATION

Drawing and Essay Competition

1 WeekREFERENCES
http://www.unisdr.org/asiapacific/ap-whatnew/ASEAN-Regional-DrawingCompetition.pdf
http://drh.edm.bosai.go.jp/database/item/d05d1926adfacd28dbb3d8db132
75e1bf653877d

POSSIBLE THEMES:
•
•
•

144

Imagine and describe the situation before, during, and after an earthquake.
Depict what may happen to you and your family after an earthquake.
Think of how you can help to reduce the damage and mitigate the losses
due to an earthquake.

Brainstorming Time:

Do you have some good ideas to share with your friends?

EL1

C

All the students’ drawings and compositions can be exhibited in school andgood ones can be selected and published in the school journal. Meanwhile,
excellent ones can be recommended to be published in newspapers or
magazines to encourage the students and also heighten the interest of
the public.

Date CompletedComments

Drawing and Essay Competition•

Checked by145EL1-D
Level
1

Town Watching

Frequency

Activity
Activity TypeType
Community Semi-Annually
Priority

RATIONALE
To understand and develop concrete images of your community a fieldsurvey is necessary. This activity can help you prepare an evacuationroute. Be sure to involve as many community members as possible.

MATERIALS
Base map, Digital camera, Sticky notes, Double-sided tape.
If you don’t have digital camera, what can be use to take evidence?
___________________________________________________________________________________________________________________EL1 •D
Town Watching

Writing materials (pens, pencils, different colored marker pens), clip
board.
•
If needed, you may also bring snacks or lunch. What food and drink
will you prepare?
____________________________________________________________________________________________________________________PARTICIPANTS
In order to involve more stakeholders, who would you expect to invite?
List possible participants and ask your teachers for advice.
____________________________________________________________________________________________________________________PROCEDURE
Preparation (venue, equipment) where would you suggest to gather thepeople and equipment for the presentation? Why?
____________________________________________________________________________________________________________________DURATION

1 day

REFERENCE
146

Saijo Townwatching Handbook. Kyoto University, Saijo City. 2009

Orientation or explanation should be given to the participants before the fieldsurvey, providing students an idea of the survey site and what to look forduring their field survey. Such as:•

Potentially dangerous places and safe places. What may hinder escape(e.g., waste dumped by the roadside)?

•

Students to be divided into groups (approximately 6-8). A short meeting will
be carried out whereby students can allocate the tasks among themselves.
What else do you think should be discussed? Why?

______________________________________________________________________________________________________________________________________________________________________________
•
•
•
•
•

Field survey (observe the place, take pictures, keep notes)
Lunch
Mapping (mark the spots with explanation and pictures)
Presentation (explain your group’s map and answer questions)
Wrap up••

Identify potential problems in the community (e.g., narrow roads,
crumbling buildings, wire poles, dams, fire hydrants, etc.)
Concerning this town watching, what can be improved ?

D
Town Watching

THINGS TO CONSIDER

EL1_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date CompletedComments

Checked by147EL1-EGroup Diary

Level
1

Frequency

SchoolActivity
Activity TypeType
Semi-Annually
Optional

RATIONALE
This activity can be used to raise earthquake awareness. It is also agood way of enhancing cooperation and teamwork arrange the students.

PROCEDURE
•
•
EL1

E

•

•

Group Diary•

Group the students (5-10 students in a group)
Each group will make its own diary
Each group member will take turns to write one entry per day. They can beanything related to earthquake (e.g., paste pictures, newspaper clippings,
proverbs, stories, even songs)
Every 2 months students will select top 2 entries within their group andshare with other groups.
Teachers can ask all students to vote and select the best 3 among all theentries shared.

DURATION•

1 hourSuggested topics:
•
•
•
•

148

My plan to learn about seismology, the causes and effects of earthquakes.
What I have heard about earthquakes today.
What I did at home about earthquake preparedness.
What’s the news related to earthquakes in the newspaper or on TV.

MEMO (Date, What I saw, what I thought)
e.g. 12th May, 2009. Today is the anniversary of Wenchan, China
Earthquake, tens of thousands of people died due to the disaster andstill many people are homeless or living very poorly without proper
housing. I am in deep sympathy, especially to the children.

My diary entry________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

E
Group Diary_____________________________________________________________

EL1________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date CompletedComments

Checked by149EL1-F

Neighborhood Meeting

Level
1

Frequency

Community

Activity
Activity TypeType
Semi-Annually
Optional

RATIONALE
Students must know more about
the neighborhood and community.
Students must learn about historicalexperiences and lessons learned
from national or regional earthquakes.

PROCEDURE•

Assemble the neighborhood
to meet regularly (e.g., every
2 months). Do you know yourneighbors well? Who are they?
How many family members do they
have? List these information and try
to visit them one by one•

Acquire basic information
through a questionnaire. Keepthis data as a file in a portfolio.
(Please prepare a questionnairein advance. Think about what
information you want to know
about your neighbors. )EL1

FNeighborhood Meeting

My own Questionnaire (What kind of information are important and helpful?)

DURATION
150

1 hourKnow the health condition of your neighbors. Also, know who are
pregnant, who are handicapped, who are new to the area, and who would
need special assistance in case there is an earthquake.
Information box

Name:

Special Need

Name:Special Need

Name:Special Need

Name:Special Need

•
•

EL1

What would be your suggestions to help the community?
Establish sound and friendly relationship with your neighbors.

••

Identify potential problems in the community (e.g., narrow roads, crumblingbuildings, wire poles, dams, fire hydrants, etc). Discuss these with yourneighbors to seek solutions.
What else should be paid attention to and what can be improved from nowon?

Neighborhood Meeting

THINGS TO CONSIDER

F____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date CompletedComments

Checked by151EL1-G

MappingYour House and Preparing an

Level
1

Frequency
Home

Bi-Monthly

Activity
Activity TypeType
Priority

RATIONALE
Develop a concrete image ofyour house. Learn to work anddiscuss with family members toprotect you and your family in caseof an earthquake.

PROCEDURE
Know your house. When was it
built? If the building is old and run
down, escape right away when theearthquake strikes. If it is strong
EL1
enough, you can conduct the “drop,
cover and hold on” at home.

G

Mapping Your House and Preparing an Emergency
Supply Kit
152

Sketch our bedroom, living room,and layout of furniture.
Items include:
Hanging objects, heavy furniture,
breakable glass wares, electricalappliance, gas burners, etc.

•

When was our house built?

••

Do your parents consider yourhouse strong enough? If not,please work together to find asolution. What can you and yourparents do?

Note:
For the Emergency Kit, families should
prepare the most applicable and available
items according to the local situation

DURATION
2 hours

Others?

Emergency Supply Kit

Sketch your bed room and living room here••

Find safe place in your home ( e.g., bed, interior wall, sturdy table, etc.)
Mark them in Blue.
Identify potential dangerous places and objects near your house which may hinder yourevacuation. Mark them in Red

Example of disaster supply kit at home

EL1

Are important documents, list of contact names and phone
numbers, and valuable items placed in a safe and easily
accessible place.

□

If yes, are the items in good condition?

□

For food items, are they within expiry dates?

□

List the items most useful to your whole family.
Make sure you can get them locally.

□G

Suggestions for home emergency kit
Water ( ) Food ( ) Radio ( )Whistles ( ) Cash ( )Flash light & extra batteries ( ) First-aid kit ( )Put a tick ( ) after checking and updating your Emergency Kit
Jan

Feb

Mar

Date Completed

Apr

May

Jun

Comments

Jul

Aug

Sep

Oct

Checked by

Nov

Dec

Mapping Your House and Preparing an Emergency
Supply Kit

Is there an emergency kit for your family?

□

153

Level One Evaluation: Poster Presentation
Level
1

Frequency
SchoolAnnually

Activity
Activity TypeType
Priority

RATIONALE
In this whole year, students havelearned many useful earthquake
safety tips and conducted several
activities. Requiring students topresent and show what they havelearned can trigger critical thinking
among them as well as sharing

information about what they havelearned with other students.
It is a good chance for the students
to review on their whole year’s workand how it has helped them.

PROCEDURE
EL1 Presentation can be done in a scrap

book or poster with the following:

Level One Evaluation: Poster Presentation
154•

What I have learned (like newknowledge, safety tips, etc.)•

What I have done (like mapping
my house, etc.)•

Which is my favorite activity?
Why?

•

Which skill can help me, myfamily, and my friends the
most?

•

Paste your drawings andpictures to make your posters
more attractive and interesting(like picture of the activity you
conducted, snapshots of themovie you watched, picture ofyour emergency kit, picture of
you and your friends surveying
in the field, etc.)•

Present your poster to theclass. See if you have spacein the classroom where you
can display your and yourclassmates’ poster for a few
days. Comment on each other’swork.

Poster Draft

EL1

Level One Evaluation: Poster Presentation

Date CompletedComments

Checked by155

I've done it: Level One

Date ConpletedComments, if any

Activities
Priority Activities
EL1-A. Short Lectureand Movie Watching□

EL1-C. Drawing andEssay Competition□

EL1-D. Town Watching□

EL1-G. Mapping Your
EL1 House and Preparing an
Emergency Supply Kit□

Optional Activities
I've done it: Level One

FL2-G. Ensuring that
Electrical Appliances are
Unplugged□

EL1-E. Group Diary□

EL1-F. Neighborhood
Meeting□

Level One Evaluation
Poster Presentation□

Reviewer's Comments

L-2

Level Two
Activities andGuidelines

Activities Matrix for Level Two

158

Level TwoEL2

Activities Planner for Level Two★ Plan your activities and mark them on the calendar.
Please consult your teacher and parents on the schedule. You may use theactivity codes (example: EL2-A for “Earthquake Evacuation Drill”).

Activities Planner for Level Two

EL2

159

EL2-A

Earthquake Evacuation Drill

Level
2

Frequency

SchoolActivity
Activity TypeType
Semi-Annually
Priority

RATIONALE
Students need to learn skills tosurvive an earthquake. These skills
must be reinforced regularly so thatstudents will not panic when an
earthquake hits. Students can apply
the knowledge gained in Level 1 bydesigning their own evacuation plans

and conducting them. Everyone has
to be reminded of disasters so that
we don’t forget easily and become toolax.

PROCEDURE
EL2AEarthquake Evacuation Drill

1. If your place already has anearthquake memorial day and adate to conduct drills, please go
to step 3. Otherwise conduct agroup discussion and vote on anearthquake evacuation drill day.
Please consider 2dates. Theinterval should be half a year.
Your suggestions and reasons:____________________________________________________________________________________
2. Teachers can collect the suggested
dates and make the decision on thedates.Keep it in mind that school should
conduct this drill twice a year.

DURATION160

2 hours

What’s your Teacher’s decision?
What dates are they?
____________________________________________________________________________________
3. Based on the learning in Level
1, students should have knowledge
already about how to react when
an earthquake strikes. Assume thatan earthquake hits when you are indifferent locations (e.g., classroom,
play ground, public area, or home).
Based on your assumed location,
draft a drill plan on the next page.

Sketch a map of your evacuation route below:

EL2

A

Date CompletedComments

Earthquake Evacuation Drill

Which drills are decided to be conducted in your class?
Take notes about these drills.

Checked by161

EL2-B

Family Outdoor Cooking

Level
2

Frequency
Home

Annually

Activity
Activity TypeType
Priority

Let’s boil hot water with empty cans.
RATIONALE
People many have to face thesituation when there is no way toprepare food the usual way, like after
an earthquake. So students have tobe prepared for this situation.

Enjoy this good opportunity tolearn something with your family.

MATERIALS
EL2

B
Family Outdoor Cooking

Two aluminum cans, three empty
1L milk cartons or wood sticks,
aluminum foil, 180ml of water, work
gloves, lighter, scissors, a metal
cutter, and a can opener.

PROCEDURE•

Aluminum cans:•

1. STOVE: Take off the upper
lid and make 4 holes (3 x 2 cmeach).

•

2. KETTLE: Take off the upper
lid of another can.

•Milk carton box or wood sticks :FUEL: Cut them into 2 cm wide
rectangular strips as fuel

DURATION
162

What else can you prepare as
boiling container and fuel? Make
sure they are easy to get after anearthquake.

1 hours

Put water into the KETTLE can,cover the can firmly with the foil,
ignite the strips for 8-10 minutes andyou will have hot water for cooking
instant noodles, porridge, or rice.
Watch out
Burn the stripes one by one. Wear
thick gloves. Refer to http://www.
bousainavi.info/cat_500/510.html

International Saba-meshi Society (ISS)
http://www.sabameshi.com/flies/
20070731secret_of_saba.pdf

THINGS TO CONSIDER

Imagine your city is suffering from an earthquake. What would you eat?
How would you save water and make the best use of limited food?
____________________________________________________________________________________________________________________
Discuss with family members how to get local food after disasters?
____________________________________________________________________________________________________________________
Come up with another way of preparing food in case of disasters:

EL2

MATERIALS

B

PROCEDURE______________________________________________________________________________________________________________________________________________________Take some pictures

Date CompletedComments

Family Outdoor Cooking(Make sure they are easy to get after an earthquake.)____________________________________________________________________________________________________________________

Checked by
163

EL2-C

Survival / Disaster Preparedness Sports Meet

Level

Frequency

2

SchoolAnnually

Activity
Activity TypeType
Optional

RATIONALE
In order to conduct self-protection and mutual rescue, simple medical careknowledge and team work are necessary. Students can get education and fun
at the same time

EL2

C
Survival / Disaster Preparedness Sports
Meet
164

1. Stretcher Carrying Games: 9 students per team.
•
•
•
•
•

First, 4 students run for 20m and stop to make an emergency stretcher
using poles and blankets to carry an injured person.
They will carry the injured person and run for another 20m to their teammembers.
The 4 team members will make another emergency stretcher using poles
and clothes The injured person is transferred to the new stretcher
They run the last 20m to end the relay.
The time is noted.

2. Buckets Relay: 16 students per team.
•
8 people will pass the bucket that is full of water, crossing 3 hurdles, to put
out the fire•
The other 8 members pass the empty bucket back, crossing 2 obstacles.

EL2

C

DURATION: 2 hours
Date CompletedComments

Checked by

MeetRefer to http://www.city.himeji.lg.jp/syoubou/plaza/undoukai/index.html

Survival / Disaster Preparedness Sports

3. Common Sense Quiz:•
2 teachers hold a board with Circle (correct) and Cross (wrong) respectively .
•10 questions regarding earthquakes will be asked and students will
determine if its correct or wrong.
•
They will leave the game if they answered incorrectly.
•
At the end of the 10 questions, whoever is still in the game wins.

165

EL2-D

Organizing and Acting in a Play

Level
2

Frequency
Community

Annually

Activity
Activity TypeType
Priority

RATIONALE
After students are well prepared
and are proficient with earthquake
knowledge, they should try to sharewhat they know with their neighbors.
This way they can contribute toreinforce the social capacity against
future disasters .
This can be an opportunity to involvethe community more in earthquake
preparedness activities.

PROCEDURE
Each class has to organize a playwhich can be a drama, comedy,
EL2 thriller, musical, dance, etc. There isno limitation on the style but it has
D to relate to earthquake.
Organizing and Acting in a Play166

DURATION
1 MonthTopic:
Style:

Discuss with your classmates
your topic and preferable elements
to put into the play. Please outline
the story below.

Teachers may help create or select the play (e.g., what might happen
before, during, or after an earthquake) Conceive some good stories withthis topic.
Teacher's opinion

If you need to invite 2 persons in the community to watch the play, who do
you want to invite? Why?
__________________________________________________________ EL2__________________________________________________________

THINGS TO CONSIDER•

After the play, discuss with friends what they learned.
____________________________________________________________________________________________________________________•

Give your suggestions for improvement on how to incorporate disasterelements and procedures applicable to local condition in your class’splay.
______________________________________________________________________________________________________________________________________________________

Date CompletedComments

D
Organizing and Acting in a Play

Choose the public theater, school studio, or assembly room so you
will have enough room for a large audience. You can sell tickets and therevenue can be used as earthquake fund or to contribute in reinforcing
and retrofitting the school building or local cultural heritage sites.

Checked by167

EL2-E

Neighborhood Survey

Level
2

Frequency

Community

Activity
Activity TypeType
Semi-Annually
Optional

RATIONALE
Identifying structural and nonstructural risks can help the community
prepare for earthquakes.

Knowing about existing risks willallow residents to take the necessary
precautionary and corrective actions.

PROCEDURE
Develop a questionnaire to collectinformation from families in theneighborhood. You may consult
with your teachers, construction
EL2 engineers, architects, geologists,
rescue workers, etc. on what details
are important to know. Visit yourE neighbors and together you list
down the risks in your neighbors’
Neighborhood Survey

Survey Questionnaire

DURATION
168

1 day

house and discuss how they can beaddressed. Risks include things thatcan fall in an earthquake and hurt
someone, block an emergency exit,
or damage other belongings. Take
note of your neighbor’s proposed
measures and share also what you
have learned in school.

After surveying the neighborhood, hypothesize the effects of a major
earthquake based on the information you have gathered. Would a major
earthquake affect the entire community the same way, or would the effects bedifferent depending on the location of houses (type of soil in the area, whether
the area is hilly or flat, etc.), the construction materials used, the preparednessof household members, etc.?
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
Also, evaluate your neighbors on a scale of one to five, using these questions
as criteria:
Did the neighbor participate actively in the survey?
Does the neighbor know about earthquakes and their possible impacts?
Can the neighbor correctly identify earthquake risks inside and outside theirEL2house?
Do you think the neighbor is at risk to earthquakes?

E

Write your own criteria here:

What are the things you need to include in your next neighborhood survey?
Can you suggest ways on how you and your neighbors can better prepare forearthquakes?

Neighborhood Survey____________________________________________________________________＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date CompletedComments

Checked by169EL2-F

Family Conversation and Household Checklist

Level
2

Frequency
Home

Monthly

Activity
Activity TypeType
Priority

RATIONALE
Knowledge about earthquakes
and disaster education in schools
can be disseminated by students totheir family members.

PROCEDURE
1. Identify potential hazards in yourhome (e.g., hanging objects, objects
on open shelves and table tops,
EL2 furniture and electronic appliancesin the kitchen, water and gas pipes,
F storage areas, etc.)
Family Conversation and Household Checklist
170

2. Create a disaster-preparedness
plan. Decide on two places to meetafter a disaster. After determining
these meeting places, learn
lifesaving actions, stay informed,
considerbuyingearthquake
insurance, develop a businessrecovery plan if you have a familybusiness, keep separate copies ofimportant records, etc.
3. Protect yourself during anearthquake. What should you do(a) if you are indoors, (b) if you are
outdoors, (c) if you are commuting?

This can contribute in building
a culture of safety and disaster
resilience.

THINGS TO CONSIDER
Let’s try to make our own check list. For instance
1. Place beds so that they are not next to large windows, below hanging
lights, below heavy mirrors, below framed pictures, below shelves withlots of things that can fall, etc.
2. Replace heavy lamps on bed tables with light, non-breakable lamps.
3. Use closed hooks when hanging plants, lamps, etc.
4. Remove all heavy / breakable things from high shelves.
5. Take glass bottles out of medicine cabinets and put on lower shelves.
How many items can you think of? Please list them below thoroughly,
discuss them with your parents, and check them annually.

EL2

F

Date CompletedComments

Checked by

Family Conversation and Household Checklist

DURATION: 1 hour171EL2-G

Arranging and Securing Furniture for Safety

Level
2

Frequency
Home

Annually

Activity
Activity TypeType
Optional

RATIONALE
Students have gained basic safetyknowledge from Level One and thepriority activities in Level Two.

Let’s apply our knowledge to create asafer home.

PROCEDURE
Read home activities in Level One
and Two again.
First of all, identify the potential nonEL2 structural hazards in your own bed
room, according to the map of yourroom you sketched in Level One.

G

Arranging and Securing Furniture for Safety
172

・Attach or fasten furniture that falleasily, e.g., book shelves
・What else should be fastened?
____________________________________________________________________________________In the bedroom
・Notice the hanging objects suchas ceiling lamps, etc.
________________________________________________________________________________________________________________________・ Place beds so that they are notnext to large windows.
・What else should be moved?
________________________________________________________________________________________________________________________

・Transfer breakable things likemirrors to safer areas.
・What else should be transferred?
________________________________________________________________________________________________________________________
・Move materials that can easily
catch fire or explode so they
are not close to heat sources,
e.g., fireworks, etc.
・What else should be kept away?
____________________________________________________________________________________________

In the living room
・What should we pay attention to?
_________________________________________________________________________________________________________________________________________________________________________________________________________In the bath room
・What should we pay attention to?
_________________________________________________________________________________________________________________________________________________________________________________________________________

Re-sketch your bed room and living room after the rearrangement.
Compare it with the original one in LEVEL ONE

EL2

GArranging and Securing Furniture for Safety

DURATION: 1 hour
Date CompletedComments

Checked by173

Level Two Evaluation: Poster Presentation
Level
2

Frequency
SchoolAnnually

Activity
Activity TypeType
Priority

RATIONALE
In this whole year, students havelearned many useful earthquakesafety tips and conducted several
activities. Requiring students topresent and show what they havelearned can trigger critical thinking
among them as well as sharing

information about what they havelearned with other students.
It is a good chance for the students
to review on their whole year’s workand how it has helped them .

PROCEDURE
EL2 □Presentation can be done in a scrap

book or poster with the following:•

Level Two Evaluation: Poster Presentation
174

•

•
•

What I have learned in Level Two(like new knowledge, safety tips,etc) Please tell us something
different from what you learned in
Level One.
What was I able to do? (Forexample, the home conversationand coming up with household
checklist)
Which is my favorite activity?
Why?
Which skill can help me, my family,
and friends the most?

□Paste your drawings and pictures
to make your posters more attractive
and interesting (like picture of theactivity you conducted, snapshots,
picture of your emergency kit, pictureof you and your friends doing theneighborhood survey, comments fromyour teacher and neighbors, etc.)□Present your poster to the class.
See if you have space in the classroom
where you can display your and yourclassmates’ poster for a few days.
Comment on each other’s work.
You may select good posters to be
exhibited in other schools or in thecommunity’s hall. The students whose
product received best comments may
be selected to give a speech to otherstudents in school.

Poster Draft

EL2

Level Two Evaluation: Poster Presentation

Date CompletedComments

Checked by175

I've done it: Level Two

Date CompletedComments, if any

Activities
Priority Activities
EL2-A. Earthquake
Evacuation Drill□

EL2-B. Family Outdoor
Cooking□

EL2-D. Organizing andActing in a Play□

EL2-F. Family
EL2 Conversation andHousehold Checklist□

Optional Activities
I've Done It: Level Two
176

EL2-C. Survival /Disaster Preparedness
Sports Meet□

EL2-E. Neighborhood
Survey□EL2-G. Arranging and
Securing Furniture for
Safety□Level Two Evaluation
Poster Presentation□

Reviewer's Comments