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Effective Education for Disaster Risk Reduction - Learning Matters.
Club/Society
There are a wide range of clubs and societies that do great work in
terms of preparing for and responding to hazard events or
emergencies. These include The Boys Scouts and Girls Guides and
their associations, St Johns Ambulance in the UK, etc. I will
attempt to source educational materials that are of a high quality
and engaging, but your own knowledge and contacts will far outweigh
mine!
There is a reply box at the bottom of this text in which you can tell me about such resources and if they are online, link to them or upload them!
For example:
1) Earn the First Aid merit badge
2) Do the following:
A) Discuss with your counselor these three aspects of emergency preparedness:
1) Recognition of a potential emergency situation
2) Prevention of an emergency situation
3) Reaction to an emergency situation Include in your discussion the kinds of questions that are important to ask yourself as you consider each of these.
B) Make a chart that demonstrates you understanding of each of the three aspects of emergency preparedness in requirement 2a (recognition, prevention, and reaction) with regard to 10 of the situations listed below. You must use situations 1, 2, 3, 4, and 5* but may choose any other five for a total of 10 situations. Discuss this chart with your counselor.
1) Home kitchen fire*
2) Home basement/storage room/garage fire*
3)Explosion in the home*
4) Automobile accident* 5)
Food-borne disease (food poisoning)*
6) Fire or explosion in a public place
7) Vehicle stalled in the desert
8) Vehicle trapped in a blizzard
9) Flash flooding in town or the country
10) Mountain/backcountry accident
11) Boating accident
12) Gas leak in a building
13) Tornado or hurricane
14) Major flood
15) Nuclear power plant emergency
16) Avalanche (snowslide or rockslide)
17) Violence in a public place
C) Meet with and teach your family how to recognize, prevent, and react to the situations on the chart you created for requirement 2b. Then meet with your counselor and report on your family meeting, discussing their responses.
3) Show how you could safely save a person from the following: A) Touching a live electric wire
B) A room with carbon monoxide
C) Clothes on fire
D) Drowning using non-swimming rescues (including accidents on ice)
4) Show three ways of attracting and communicating with rescue planes/aircraft.
5) With another person, show a good way to move an injured person out of a remote and/or rugged area, conserving the energy of the rescuers while ensuring the well-being and protection of the injured person.
6) Do the following:
A) Tell the things a group of Scouts should be prepared to do, the training needed, and the safety precautions they should take for the following emergency services:
1) Crowd or traffic control
2) Messenger service and communication
3) Collection and distribution services
4) Group feeding, shelter, and sanitation
B) Identify the government or community agencies that normally handle and prepare for the emergency services listed under 6a, and explain to your counselor how a group of Scouts could volunteer to help in the event of these types of emergencies.
C) Find out who is your community’s disaster/emergency response coordinator and learn what this person does to recognize, prevent and respond to emergency situations in your community. Discuss this information with your counselor and apply what you discover to the chart you created for requirement 2b.
7) Take part in an emergency service project, either a real one or a practice drill, with a Scouting unit or a community agency. Continued on next page….
8) Do the following: A) Prepare a written plan for mobilizing your troop when needed to do emergency service. If there is already a plan, explain it. Tell your part in making it work B) Take part in at least one troop mobilization. Before the exercise, describe your part to your counselor. Afterward, conduct and “after-action” lesson, discussing what you learned during the exercise that required changes or adjustments to the plan. C) Prepare a personal emergency service pack for a mobilization call. Prepare a family kit (suitcase or waterproof box) for use by your family in case an emergency evacuation is needed. Explain the needs and uses of the contents.
9) Do ONE of the following:
A) Using a safety checklist approved by your counselor, inspect your home for potential hazards. Explain the hazards you find and how they can be corrected.
B) Review or develop a plan of escape for your family in case of fire in your home.
C) Develop and accident prevention program for five family activities outside the home (such as taking a picnic or seeing a movie) that includes and analysis of the possible hazards, a proposed plan to correct those hazards, and the reasons for the corrections you propose.
Source: Boy Scout Requirements, 33215, revised 2004
Scout Emergency-Preparedness.pdf
There is a reply box at the bottom of this text in which you can tell me about such resources and if they are online, link to them or upload them!
For example:
1) Earn the First Aid merit badge
2) Do the following:
A) Discuss with your counselor these three aspects of emergency preparedness:
1) Recognition of a potential emergency situation
2) Prevention of an emergency situation
3) Reaction to an emergency situation Include in your discussion the kinds of questions that are important to ask yourself as you consider each of these.
B) Make a chart that demonstrates you understanding of each of the three aspects of emergency preparedness in requirement 2a (recognition, prevention, and reaction) with regard to 10 of the situations listed below. You must use situations 1, 2, 3, 4, and 5* but may choose any other five for a total of 10 situations. Discuss this chart with your counselor.
1) Home kitchen fire*
2) Home basement/storage room/garage fire*
3)Explosion in the home*
4) Automobile accident* 5)
Food-borne disease (food poisoning)*
6) Fire or explosion in a public place
7) Vehicle stalled in the desert
8) Vehicle trapped in a blizzard
9) Flash flooding in town or the country
10) Mountain/backcountry accident
11) Boating accident
12) Gas leak in a building
13) Tornado or hurricane
14) Major flood
15) Nuclear power plant emergency
16) Avalanche (snowslide or rockslide)
17) Violence in a public place
C) Meet with and teach your family how to recognize, prevent, and react to the situations on the chart you created for requirement 2b. Then meet with your counselor and report on your family meeting, discussing their responses.
3) Show how you could safely save a person from the following: A) Touching a live electric wire
B) A room with carbon monoxide
C) Clothes on fire
D) Drowning using non-swimming rescues (including accidents on ice)
4) Show three ways of attracting and communicating with rescue planes/aircraft.
5) With another person, show a good way to move an injured person out of a remote and/or rugged area, conserving the energy of the rescuers while ensuring the well-being and protection of the injured person.
6) Do the following:
A) Tell the things a group of Scouts should be prepared to do, the training needed, and the safety precautions they should take for the following emergency services:
1) Crowd or traffic control
2) Messenger service and communication
3) Collection and distribution services
4) Group feeding, shelter, and sanitation
B) Identify the government or community agencies that normally handle and prepare for the emergency services listed under 6a, and explain to your counselor how a group of Scouts could volunteer to help in the event of these types of emergencies.
C) Find out who is your community’s disaster/emergency response coordinator and learn what this person does to recognize, prevent and respond to emergency situations in your community. Discuss this information with your counselor and apply what you discover to the chart you created for requirement 2b.
7) Take part in an emergency service project, either a real one or a practice drill, with a Scouting unit or a community agency. Continued on next page….
8) Do the following: A) Prepare a written plan for mobilizing your troop when needed to do emergency service. If there is already a plan, explain it. Tell your part in making it work B) Take part in at least one troop mobilization. Before the exercise, describe your part to your counselor. Afterward, conduct and “after-action” lesson, discussing what you learned during the exercise that required changes or adjustments to the plan. C) Prepare a personal emergency service pack for a mobilization call. Prepare a family kit (suitcase or waterproof box) for use by your family in case an emergency evacuation is needed. Explain the needs and uses of the contents.
9) Do ONE of the following:
A) Using a safety checklist approved by your counselor, inspect your home for potential hazards. Explain the hazards you find and how they can be corrected.
B) Review or develop a plan of escape for your family in case of fire in your home.
C) Develop and accident prevention program for five family activities outside the home (such as taking a picnic or seeing a movie) that includes and analysis of the possible hazards, a proposed plan to correct those hazards, and the reasons for the corrections you propose.
Source: Boy Scout Requirements, 33215, revised 2004
Scout Emergency-Preparedness.pdf
Add a Comment
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Comment by Steve Harris on July 6, 2010 at 9:52
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Good morning Ed, there are many ways in which to engage young children into becoming more prepared for future emergency events. Here in Lincolnshire we’ve been working with both the Scouting and Guiding associations with great success. If you would like further info on how we achieve this please get in touch.
http://www.emergencymanagement.org.uk/news/Lincolnshire201009/tabid...
As well as this we are developing a web based application that discusses historic disaster, what caused it, how it affected people and what we can learn from their experiences. This subject will matter covers much of the curriculum from key stage 2 up.
Kind Regards
Steve
http://www.lincolnshireprepared.co.uk/section.asp?catid=24485
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Comment by Justin Sharpe on September 28, 2009 at 12:02
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A PDF kit for helping very young children understand about hygiene around flu (including H1N1) with ideas and links as well as what to look out for as an early years teacher or carer. Some useful information.
childtoolkit.pdf
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