4. 4
INTRODUCTION
PURPOSE
This module has been designed as a guide in
conducting a child-centered Disaster Risk
Reduction training, education classes and
school activities. The aim of the activities
in this module is to introduce the rights of
children before, during and after disasters,
the different roles of each family member
and who to call for help in case of disasters,
the use of early warning signals,importance
of hazard maps and evacuation routes to
ensure that children will be protected in
times of disasters.
5. 5
OBJECTIVES
At the end of this session, children and adults will
be able to:
• Know and understand about children’s rights
for them to be protected before, during and
after disasters;
• Identify the roles and responsibility of each
member of the family before,during and after
disasters;
• Identifytheearlywarningsignsandevacuation
routes; and
• Identify the risks present in their schools and
community.
6. 6
Children are one of the most vulnerable groups during
a disaster and it is a challenge to guarantee children
their absolute rights. Children and adults must be
aware of their rights and must take action so that
these will not be violated.
This session will help children learn to identify their
rights before,during,and after disasters.With the help
of the teachers, parents, peer facilitators, and other
caregivers, the children will be able to take actions to
keep themselves safe from harm and be protected.
The drawings, poems, quizzes, and other creative
activities will ensure that learning about protection is
clear, understood by children.This module provides a
learning by doing approach which will help children to
enjoy learning and remember the important aspects
of their rights.
This material was adapted from Save the Children’s
“My Little Book on Disaster Preparedness” and “I
am Safe. We are Safe Children’s Guidebook.” Some
of the activities were adapted and modified to fit the
context of the program implementation in Panay.Now
is the right time to be protected from the impact of
disasters. Let’s all learn how to be protected!
SESSION SUMMARY
7. 7
GETTING STARTED
The following are tips for the facilitator. Please
read on before you start the lecture.
Suggested Teaching Strategies: Group
Discussion, games and art of questioning
Duration: 1 hour
MATERIALS NEEDED:
• Legend pictures
(church, houses,
health center,
barangay hall,
school)
• Flaglets
• Masking tape
• Meta cards
• Warning bell
• Manila paper/
Bond paper
• Pentel pen/
Colored pens
• Pencils
• Crayons
• Ruler
• Erasers
• Scissors
8. 8
The facilitator should be able to discuss the following points during
the session:
• Explain that children have the right to adequate food, water,
shelter and education. They ought to be free from abuse,
neglect, sexual exploitation or trafficking, and should be able
to grow up in a safe and supportive environment.
• Ask the participants to call out examples of the rights of a child
before,during,and after disasters and the facilitator will write
on the board the answers given by the participants. Discuss
which they think are the ones that need to be prioritized the
most and underline these.
• Explain that although children are one of the most vulnerable
group of people, there are adults around them whom they
could ask help from during disasters like their family,teachers,
barangay officials and many more.
• Define the meaning of Hazard Mapping, EarlyWarning Signals,
and Evacuation Route and explain its importance so that
children will be protected before, during and after disaster.
• Ask the participants to give some examples of their role in
the family and after which, discuss the roles of each member
of the family are before, during and after disaster.
• After discussion, have students/participants play quick games
and various activities in order to assess their understanding
of the lesson and to add inputs and deepen their knowledge
regarding the topic through games and exercises.
PROCESS
9. 9
KNOWING MY RIGHTS
BEFORE, DURING, AND
AFTER DISASTERS.
DID YOU KNOW THAT?
The United Nations Convention on the
Rights of the Child stipulates that children
have the right to adequate food, water,
shelter and education.They ought to be free
from abuse, neglect, sexual exploitation or
trafficking, and should be able to grow up in
a safe and supportive environment.
Given their vulnerability, children require
special support and attention during disasters
to meet their basic needs and ensure that
their rights are not violated.
Do you know your rights as a child? Let’s
find out what they are!
10. 10
BEFORE THE
DISASTER
I HAVE THE RIGHT
TO KNOW THE
RISKS THAT MIGHT
AFFECT ME AND
MY FAMIL
Y
.
I HAVE THE RIGHT
TO BE INVOLVED
WHEN PREPARING
FOR EMERGENCIES
OR DISASTERS.
I HAVE THE RIGHT TO
BE COUNTED AND MAKE
SURE THAT OUR NEEDS
ARE CONSIDERED WHEN
PLANNING SUPPORT FOR
COMMUNITIES LIKEL
Y
TO BE AFFECTED BY
HAZARDS.
I HAVE THE RIGHT TO
LEARN WHAT WE AND
OUR FAMILIES, SCHOOL,
COMMUNITIES, AND
GOVERNMENT CAN DO TO
REDUCE OUR DANGERS AND
INCREASE OUR ABILITY TO
RECOVER QUICKL
Y
.
I HAVE THE
RIGHT TO BE
WARNED.
11. 11
DURING
DISASTER
I HAVE THE RIGHT
TO STAY WITH MY
FAMIL
Y
, RELATIVES
OR CAREGIVERS
AND NOT BE
SEPARATED FROM
THEM.
I HAVE THE RIGHT
TO CONTINUE
LEARNING AND
PLAYING IN THE
EVACUATION
CENTER.
I HAVE THE RIGHT
TO ASK QUESTIONS,
VOICE MY CONCERNS
AND SHARE MY IDEAS
WITH THE PEOPLE IN
CHARGE.
I HAVE THE RIGHT
TO HAVE SAFE WATER,
FOOD, CLOTHES, BEDDING,
MEDICINE AND ADEQUATE
SANITATION IN THE
EVACUATION CENTER.
I HAVE THE
RIGHT TO
INFORMATION
THAT CAN HELP
SAVE MY LIFE.
12. 12
AFTER THE
DISASTER
I HAVE THE RIGHT
TO SHARE MY
FEELINGS AND MY
EMOTIONS AND TO
RECEIVE PROPER
SUPPORT AS
NEEDED.
I HAVE THE RIGHT
TO CONTINUE MY
EDUCATION AND
TO LEARN FROM A
SAFE ENVIRONMENT.
I HAVE THE RIGHT TO
PARTICIPATE IN PREPARING
FOR FUTURE EMERGENCIES
SUCH AS EMERGENCY
DRILLS AND IN DISASTER
RISK REDUCTION AND
MANAGEMENT PLANNING.
I HAVE THE
RIGHT TO RETURN
TO MY USUAL
DAIL
Y ROUTINES
AS QUICKL
Y AS
POSSIBLE.
15. HAZARD
MAPPING
15
A risk map is a big drawing or model of your community that you
can draw or make with your schoolmates and friends, with the help
of your teacher, showing all the important buildings such as schools
and hospitals, farm land, roads, and any other things that could be
affected in the event of a disaster.It also shows potentially hazardous
elements or places such as nearby volcanoes, areas that might get
flooded,or very dry grasslands that can catch fire.It also shows all the
resources, such as people and things that can help your community
to get ready and protect itself, like the fire station, or a health care
center.To show all these things you can draw symbols on the map.
You can even invent your own symbols, as long as other people can
understand them. What symbol would you use for a hospital? Or a
volcano?
Risk maps help you to understand the hazards and risks in your
community and encourage everyone in the community to take action
to prevent a possible disaster or reduce its effects if it happens. For
example, they show schools or other important buildings that are
in high-risk area for landslides. It also helps you be better prepared
for a potential emergency. For example, they show you where the
safest buildings are, or which are the best routes to follow if you are
ordered to evacuate the area. This way,you and your community will
know what to do in case of an emergency. In this activity, children
will be able to know where to go in a safe place and become aware
of the different risks that may affect their everyday lives so that they
will be protected.
16. 16
PURPOSE
To allow participants to know and understand the importance of
identifying the different risks present in their community through
Hazard Mapping
MATERIALS
Manila paper/Bond paper, pentel pen/colored pens, pencils, crayons,
ruler, erasers, scissors, legend pictures (church, houses, health center,
barangay hall, school)
PROCEDURE
1. The Facilitator will discuss with the participants what a Hazard
Map is.
2. The facilitator will explain the following pictures from the
legend.
3. Participants will be given pictures in a blank sheet of bond
paper to place in legends based on their real community.
4. After that, they will be given a legend for different risks and
they will place the pictures based on their community scenario.
5. After that, they will explain their community Hazard Map to
the group.
6. The facilitator will display their output so that children will
have an idea about risk that are present in their community.
17. 17
Sample of community map; in this activity, children should be able to
come up with this Map, which includes the actual scenario from their
community and the presence of different hazards.
POINTS TO PONDER
It is very important to have a hazard map so that
the community is aware of different risks present
and will know how to mitigate those risks.
SAMPLE HAZARD MAP
18. EARL
Y WARNING
SIGNS AND
EVACUATION
ROUTE
18
ACTIVITY AND GAMES
Early warning signs and Evacuation route is part of a Disaster
Risk Reduction Plan in which children will become aware of
the warning signs in order for them to be safe. Children can
identify where to go whenever hazards. This would help them
to take themselves to a safer place and to be protected.
PURPOSE
• To allow participants to identify the appropriate things
to do according to the color of the flag or the sound
of an alarm bell.
MATERIALS
• Flaglets
• Masking tape
• Meta cards
• Warning bell
19. 19
ACTIVITY AND GAMES
PROCEDURE
1.The participants shall be divided into 2 groups with the
minimum of 5 members for each group.
2.The participants will identify the things to do according
to various flag colors and alarm bells.
3. They shall be given 10 minutes to analyze, think and
decide their answers before they paste it on a stick
together with the flag color and explanation.
4.Each group shall be given time (5 minutes) to share their
answers and time (5 minutes) for processing.
PROCESSING
1.What do you think are the correct things to do when
different flags are shown to represent different levels of
warning?
2. Check whether the things they paste on a stick are
correct.
Ask about warning bells or sirens. For example - How can
they distinguish between an alarm and a recess bell?
3. Discuss with the participants how they can influence
their family and community on the importance of
awareness about the early warning signs.
4.Why is it important to have a different flags or different
bells and alarms?
POINTS TO PONDER
Early warning signals are very helpful to keep people alert for
every hazards. Evacuation route is important to help people in
the community to go to a safe place.
20. 20
ACTIVITY AND GAMES
PURPOSE
• To allow the participants to identify basic roles
and responsibilities of family members in times of
emergency.
PAINT ME IN MOTION
In this activity, children should be able to know the role
of family members before, during and after disaster. Each
member has a role to address the needs and preparation
before, during and after disaster. It would be good practice
to teach responsibility and unity for families, the result of
which would be minimal casualties in a community.
WE ARE
FAMIL
Y
21. 21
ACTIVITY AND GAMES
PROCEDURE
1. Request the participants to group themselves with 5 members
in each group.
2. Each group should contain the following members of the
family
Father, Mother, Children (Eldest, Middle,Youngest)
Note: In case the number of group members exceed 5, assign them
to portray other member/s of the family.
Name
Name your Role
for Emergency
Preparedness
What to do
before
What to
do during
What to do after
Father Secure the safety
of the family
Fixed/fastened
the house
with ropes
tied to a
sturdy post.
Be alert.
Guard the
safety of
the family.
Check the
surrounding if it
is safe to go out.
Mother
Prepare
important
documents and
food
Prepare the
“Go Bag”
Be alert.
Keep the
children
calm.
Provide support
to the family.
Eldest
Child Assist mother in
preparation
Help out in
preparing the
Go Bag.
Be alert.
Look
after
the two
young
siblings.
Help the mother
in supporting the
siblings.
Middle
Child
Look after
the youngest
member of the
family
Tell to the
youngest
sibling what
to do.
Be alert.
Follow
instruction given
by parents and
elder sibling.
Youngest
Child
Cooperate with
the elder siblings
Listen.Ask
questions.
Be alert. Follow
instruction given
by parents and
elder sibling.
22. 22
ACTIVITY AND GAMES
3. The facilitator will ask them the roles of the family member
before the disaster.
4. Then the facilitator will say “pause” for a minute.
5. Then the facilitator will ask each group to explain their picture
in motion.
6. The facilitator will repeat the number 3 to 5 procedure; with
these questions: what are the roles of the family member
during the disaster and after the disaster?
PROCESSING
Guide processing questions
1.What is the importance of setting the specific tasks for each
family member?
2. How can your role help in the family preparedness plan?
3.What should you do if one of the family members is not present?
How can his/her role be covered? What is the backup plan?
4. As a child, what can you share in the creation of the family
preparedness plan?
5. What have you learned from the activity?
POINTS TO PONDER
Every member of a family should bear in mind that each of them
has an important role to play before, during and after disaster.
Adults especially, should help each other to avoid casualties in
their family.
23. 23
ACTIVITY AND GAMES
Proper handwashing is one of the most important steps we can
do to protect ourselves from sickness and spreading germs to
others. In this activity, children should be able to know the steps
and importance of proper handwashing.
PURPOSE
• To be able to incorporate new knowledge to participants
regarding hygiene promotion in schools;
• To be able to understand the concept of water sanitation
and hygiene;
• To be able to recognize behaviors that are linked to good
WASH habits and bad WASH habits; and
• To be able to practice the proper procedure for
handwashing.
PROPER
HANDWASHING
Duration: 20 minutes
24. 24
ACTIVITY AND GAMES
PROCEDURE
1. The facilitator will divide participants into two groups. This
game is called Word Association and children will learn the
proper way of handwashing.
MECHANICS
• Facilitator will give a certain word.
• Ask the participants to list down the things associatedwith
the word when they hear it.
• Give a 30-second time limit to the groups to jot down all the
answers.
• After that, ask group 1 to tell their answers to the group 2 or
vice versa.
• The group who has earned the most points will be declared
as the winner.
Note: No point given if each group provides the same answer.
2. Facilitator will discuss about water and basic water survival
needs and uses of water.
3. Facilitator will discuss the 5 key messagesof hygiene promotion.
4. The participants will be asked to demonstrate proper hand
washing.
MATERIALS
• Soap
• Water
• Jerry cans
• Pictures
• Metacards
25. 25
ACTIVITY AND GAMES
PROCESSING
Guide processing questions
• Why is water important? When do we use it?
• Why should we use the proper toilet and not to defecate
outside the field?
• Why do we need to wash our hands? When do we need to
wash hands?
• What have you learned from the activity?
TRAINER’S NOTES
• Discuss with the participants the basic concept of Water,
Sanitation and Hygiene Promotion.
• See Proper demonstration of proper Hand washing
