BERT-prepare to respond Feb2020 LT.pdf

B.E.R.T.
Batang Empowered Resilient Team
MODULES
PREPARE TO RESPOND
VOLUME NO. III

This Training Manual was produced by Save the Children with support from
Prudence Foundation.This was repackaged under the Strengthening
Child-Centered Disaster Risk Reduction and Emergency Response.
Copyright © Save the Children February 2018
All rights reserved.Any part of this publication may be
reproduced without fee of prior permission from the publisher
solely for awareness raising purposes, but not for sale. For
commercial and other purposes, prior written permission from
the publisher must be obtained and a fee may be incurred.
Published by:
Save the Children Philippines
Sunnymede IT Center
1614 Quezon Avenue
1103 Quezon City, Philippines

3
INTRODUCTION
PURPOSE
These activities will help children learn what
to do and how to avoid dangers before,
during and after a disaster.They will also
learn how to prepare the Emergency
Backpack which is an essential survival
tool by playing games. By playing a
game, pupils will know the most
basic survival responses. When
earthquake/tsunami strikes in any
place, they should demonstrate
their ability to react immediately
and appropriately. Allow pupils to
demonstrate the key activities that will
help them to be better prepared and
to respond in times of disasters and
emergencies.

4
OBJECTIVES
At the end of this session, children and adults will
be able to:
• Identify how to be prepared before disaster,
what to do during disaster and how to
recover after disaster; and
• To learn about key life-saving skills which
include assessing the safety of the situation,
calling for assistance, and basic first aid.

5
Disasters happen in the most unexpected
times. Whatever actions you take before,
during and after a disaster could either save
lives or do more harm.Now,how ready are
you to face the risks?
This session will help children learn what
to do and what to avoid before, during
and after a disaster. They will also learn
how to prepare the Emergency Backpack.
The drawings, poems, quizzes, and other
creative activities will ensure that learning
is enjoyable.
This material was adapted from Save the
Children’s “My Little Book on Disaster
Preparedness.” Some of the activities were
changed to fit the context of the program
implementation in Panay.
Now is the right time to prepare for
disasters. Let’s all learn how to response
and be prepared!
SESSION SUMMARY

6
GETTING STARTED
The following are tips for the facilitator. Please read
on before you start the session.
SuggestedTeaching Strategies: Group Discussion and
Questioning
Participants:10-12 children ages 6-12,in teams of 2-3
Capacity:Approximately 50 children per hour
Facilitators: 2
Duration: 15 minutes per group
MATERIALS NEEDED:
Real or photos of objects
• 4 empty backpacks
• 4 battery-operated radios
• 4 t-shirts/shirts (various sizes)
• 1 set women’s daily clothing
• 1 set baby clothing
• 1 set men’s daily clothing
• 1 pair of shoes
• 2 blankets

7
• small games, deck of cards or small child’s toy
• 4 flashlights with batteries
• 4 first aid kits
• 2 pairs of trousers (various sizes)
• 4 trash bags
• 2 plastic sheets
• 2 pairs working gloves
• 8 bottles of water (1 liter size)
• 4 plastic bags with soap, hand towel,
toothbrush/toothpaste
• Some sealed plastic bags of long-lasting,
nutritious food (e.g. cans of beans, sealed
crackers, dried fruit, jerky, energy bars)
• 4 sealed plastic bags with paper, marking pens,
and card with headings:“Name,” “Address,”
“Telephone,” and “Out of Area Contacts.”
• Several other times that are attractive to
children, but do not belong in a “go-bag” (e.g.
fresh fruit or vegetables, a large stuffed animal,
a large toy or game, slippers, an egg carton,
battery-operated toys)
• Family Disaster Plan handout for each
participant

8
PROCESS
1. Cordon off an area, or set aside a small room
of approximately 100-150 square feet or 10-13
square meters for this activity.
2. SpreadALLoftheabovematerialsout(exceptfor
the backpacks, handouts and sweets) randomly
all over the contained activity area.
3. Gather 10-12 children together for this 15
minute activity.Parents are encouraged to stand
around and enjoy watching the activity.
4. Ask the children to form 4 groups of 2 or 3.
Ask them what kinds of hazards they face in
their community and, in case of emergency,
to think about what would they need to have
with them? Explain that each group will have an
empty backpack.
5. They are to work in their team and they have
5 minutes to select 10 items to put in their
“Emergency Go-Bag.” This is not a competition.
They just have to work as a team,think carefully,
and put their selections in the bag. Hand them
their bags and give them the signal to begin.
6. After 4 minutes announce to the children that
they have 1 minute left.
7. After one more minute ask the children to come
forward, outside of the activity area. Gather the
children around, sitting down on the ground if
possible.

9
8. Ask each group to pass you their bag in turn.
Remove each item one by one, asking the
children why they included each particular item.
9. Repeat and recognize all of their good choices
and reasons.If there are items that don’t belong
(e.g. baby clothes, but no little baby sister or
brother,fresh food,too large toys) discuss these
too.
10. After you have looked through each of the bags
and used the opportunity to discuss with them,
congratulate and thank each participant and
offer them a treat.
11. Also give them a copy of the Family Disaster
Plan handout, and tell them that you hope that
they will go home with their family and prepare
- and share what they have learned with their
friends and neighbors.
12. A complementary activity is to provide a single
page with outline drawing of an empty backpack,
and give children crayons to draw the things
they think they’ll need in the backpack.
13. Display the children’s drawings or make it a
competition with a flashlight or similar useful
item for top prizes.

10
WHAT IS AN EMERGENCY
BACKPACK?
An Emergency Backpack is a package of basic tools and supplies
prepared in advance as an aid to survival in an emergency. The
contents of the Emergency Backpack are as follows:
READY
-TO-EAT FOOD
AND DRINKING WATER
FIRST AID KIT
CLOTHES
PERSONAL HYGIENE
KIT
IMPORTANT
DOCUMENTS
LIGHT AND FIRE FOR
COOKING

11
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
FIRE
HOW TO PREPARE BEFORE THE FIRE
• Participate in fire drills, know all the fire exits,
and keep a list of emergency hotlines
WHAT TO DO DURING FIRE
1. Ask help and make some noise to be noticed.
2. Look for a fire extinguisher and help put out
the fire.

PULL THE PIN
SQUEEZE HANDLE SWEEP SIDE TO SIDE
AIM A
T THE BASE OF FIRE
12
HOW TO USE FIRE
EXTINGUISHER:
1.Pull
2.Aim
3.Squeeze
4.Sweep

13
3. Go out of the building
as quickly as possible.
4. If trapped, cover your
nose and mouth with a
wet cloth as you crawl
out of the room.
5. Use the stairs instead
of elevators, if you’re
inside a multi-storey
building
6. Call the fire station for
help.
7. Exit burning building
immediately.
8. Do not walk through
the fire without a wet
cloth to cover your
body.
9. Do not jump from the
burning building.

14
TYPHOON
WHAT TO DO BEFORE THE TYPHOON
1. Listen to the radio and watch TV for
more information about the coming
typhoon.
2. Find out where the nearest evacuation
center is and evacuate as necessary.
3. Prepare an emergency backpack and
keep copies of all important documents.
DO’S AND DON’TS DURING A TYPHOON
1. Stay indoors. Do not play outside.
2. Do not go outdoors unless the news
announces that the typhoon has passed.

15
FLOOD
WHAT TO DO BEFORE THE
TYPHOON THAT MAY CAUSE FLOOD
1. Prepare an emergency backpack and
secure all important documents.
2. Clean and rehabilitate clogged drainage
system.
3. Observe proper waste disposal.
4. Plant trees.

16
DO’S AND DON’TS DURING A FLOOD
1. Sandbag to keep water channelled away from
your home. If that’s not possible, then leave
the doors open to allow floodwaters to pass
through.
2. Turn off main switch and unplug all the
appliances.
HOW TO PREVENT
OR REDUCE FLOODING
1. Dispose of your solid waste, responsibly.
Do not throw garbage into the river and on
drainage systems.
2. Do not cut down trees.

LANDSLIDE
17
DO’S AND DON’TS DURING A LANDSLIDE
1. Be alert and move as quickly as possible away
from the scene.
2. Do not enter the building if you smell gas, if
there is flood around the building, or if there
is fire.
3. If there isn’t time to get out,curl up into a ball,
next to a low sturdy object.
4. Do not touch the debris.
WHAT TO DO AFTER THE LANDSLIDE
1. Check yourself and those nearby for wounds
and apply first aid.
2. Clean up surroundings carefully, with adult
supervision.

EARTHQUAKE
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DO’S AND DON’TS DURING AN
EARTHQUAKE?
1. Drop, cover, and hold on until the shaking of the
ground stops.
2. If you are trapped,make some noise to be noticed.
3. Move away from hanging objects.
4. Move away from building or a post.
5. Keep your cover until the shaking stops.
6. Then exit carefully.

19
WHAT TO DO AFTER AN EARTHQUAKE?
1.Stay with your teacher or other adults that could
help.
2. Protect your head with your arm while walking
fast towards the exit.
3.Proceed to a safe and open area and be ready in
case of an aftershock.

EMERGENCY
BACKPACK
Duration: 10 minutes
20
PREPARE TO RESPOND ACTIVITY
MATERIALS:
(ANNEX: GO BAG CONTENTS)
• 13 pairs of cards with items from a disaster supplies kit
printed on them and tape.
PROCEDURE:
• Describe the rules.
a. Pupils must be able to identify two matching pairs of cards.
b. The game is played by having one participant come up to
the board and flip over one card.The student then tries to
find its pair by flipping another card.

21
c. If the person finds a pair, they can hold on to them and bring
it back to their seat.The next student then tries to find the
next pair.Try to remember the location of the cards for when
it is your turn! We will do this until all the cards have been
matched.
• Show and tell
a. The pupils show what items they have. Everyone that found a
pair will come up to the front one by one and show everyone
what he/she has and tell why the item is important.
• Instruct students to copy down the list and
emphasize the importance of having these
items in case of a disaster.
CONTENT BACKGROUND
Bottled Water:
Tap water may stop flowing if strong ground shaking
breaks old, brittle water pipes and connectors. It is
important to have enough water to provide for one
gallon per person, per day after a major earthquake
to last at least 3 days and ideally for 2 weeks.Water
should be replaced every year.
Canned Goods:
In addition to providing sustenance, canned fruits
and vegetables retain water that can supplement the
bottled supply.
Can Opener:
While some cans have a metal tab available for
opening, most do not, and require the use of a can
opener.

22
Contact List:
A list of emergency contacts including an out-of-town contact that
can be reached in case local phone lines are busy.The numbers should
be kept in a waterproof container.
Copies of Important Documents:
Copies of important documents such as identification, insurance
policies, and financial records should be kept in a secure, waterproof
container in case anything happens to the originals or they become
unreachable.
Dried Snack Foods:
Food items such as energy bars and dried fruit are more nutritious
and less perishable than other foods, and unlike the water in the kit,
do not need to be replaced yearly. Best if they are not too salty, and
not too sugary.
Emergency Cash:
Power may be disrupted in large regions, making people unable to
withdraw cash or use credit cards to purchase needed goods.
First Aid Kit:
Small tools, alcohol swabs, and medicines will allow you to handle
minor injuries immediately in the likely case that outside help takes
time to arrive.
Flashlight:
Crank-powered or shake-powered flashlights are ideal to set aside
for use during emergencies when the power is out and batteries are
unavailable or drained.
Medicines:
Medicines vital to any member of the household – including babies,
the elderly, or pets – are important.There should be have an extra
supply of unexpired medications stored together with the rest of the
emergency kit for emergency use.

23
Radio:
Radios are important for receiving information and announcements
about the development of post-disaster directions, activities, and
warnings, particularly when all other forms of communication are
either down due to loss of power (internet, television) or busy from
a system overload (phone).Crank-powered radios are also preferable
to battery-operated radios because they can function continuously
without extra supplies.
Toiletries:
Items that aid in maintaining hygiene are important to have after
any devastating disaster not only for personal reasons, but also for
people to avoid falling ill due to unsanitary practices at a time when
little medical treatment will be available.
Whistle:
Emergency rescuers are trained to be alert to whistles and knocking
coming from people who are trapped in rubble. Using a whistle
instead of yelling also helps conserve energy in case it takes a while
for the rubble to be cleared.
PROCESSING:
• Why is it important to prepare emergency items?
• What have you learned from the activity?
FACILITATOR’S NOTES
Encourage pupils to take part in the school’s and community’s
disaster preparedness programs helps them learn more information
by preparing and practicing for an emergency situation.

24
DROP COVER
AND HOLD
(Earthquake/Tsunami Survival)
MATERIALS:
Printed copies of earthquake and tsunami short comic story
(Annex: Comics).
PROCEDURE:
• Instruct children to drop, cover, hold on when the
caregiver shouts ‘earthquake.’
• As the children hear earthquake they should drop,
cover, hold on.
• Askthechildrentocounttoten3timesconsecutively.
• All the children are supposed to shout ‘tsunami’ and
run out the room.

25
Note: the children are asked to count to ten 3 times as the children
in this age group may find it difficult to count to 30. In an earthquake
drill we are supposed to drop, cover and hold until the shaking stops.
If the counting ends at greater than 30 seconds the pupils will expect
to stay in position until the shaking stops,and then,because of possible
tsunami will evacuate immediately to higher places like mountain.
Guide processing questions:
• What is your first instinct? How do you react?
• What did you do once the earthquake stops?
• Why is it important to prepare for earthquakes?
• How do you prevent future earthquake damage?
• Encourage pupils to reflect on anything they might do
differently next time to better prepare.
• Encourage pupils to take part in the school’s and community’s
disaster preparedness programs, it helps them learn more
information by preparing and practicing for emergency
situations.

26
ADDITIONAL POINTS FOR DISCUSSION:
DURING AN EARTHQUAKE/TSUNAMI
If inside:
• DROP to the ground.
• Take COVER under a sturdy table or other heavy furniture. If
there is nothing to get under, cover your face and head with
your arms and crouch near an inside wall.
• HOLD ON until the shaking stops.
• STAYAWAY from windows,glass,lighting fixtures,or furniture
that could fall – like bookcases.
• STAY INSIDE!
• Do not use elevators!
If outside:
• Stay there. Move away from buildings, streetlights, and wires.
• Stay out in the open until the shaking stops. Buildings could
collapse and hurt you.
If trapped under debris:
• Cover your mouth with your shirt.
• Do not scream – you could breathe in dust.
• Tap on a pipe or wall so rescuers can find you.
If extra time exists then pupils can read some of the short comics
stories on Earthquake (shown in the annexes) and answer the
questions provided in some pages that can be found in the booklet.
(The story was translated from English to Hiligaynon)

STOP, DROP
AND ROLL
(Fire Survival)
27
MATERIALS:
• Music player
• Printed copies of fire short comic story (Annex:
Comics)
PROCEDURE:
Teach children to say “When on fire: Stop, Drop and Roll”
• Instruct the children that they have to stop, Drop and
Roll over and over when the caregiver shouts ‘you are
on fire’.
• Play music or have the children walk around the room.
• The caregiver should unexpectedly shout ‘you are on
fire’.
• The children are to stop, drop and roll sideways and
the last child to complete it is out.
• Teach children to help each other if they forget.

28
Note: the caregiver can make it more difficult by shouting ‘you are
on fire, and you need to do complete roll, etc.
GUIDE PROCESSING QUESTIONS:
• How do you prevent future fire damage?
• Encourage pupils to reflect on anything they might do
differently next time to better prepare.
• Encourage pupils to take part in the school’s and community’s
disaster preparedness programs, it helps them learn more
information by preparing and practicing for emergency
situations.

29
ADDITIONAL POINTS FOR DISCUSSION:
DURING
• Get low and go! Crawl under smoke to an exit. Heavy smoke
and deadly gases collect along the ceiling.
• If you hear a smoke alarm, get out fast! You may only have a
few seconds to escape.
• If smoke is blocking the door, use your second way out of the
room or house.
• Feel the doorknob and door before opening it.If either is hot,
leave the door closed and use the second way out.
• If you see smoke coming around the door, use the second
way out.
• If you do open a door, open it slowly and be ready to shut it
quick if there’s smoke.
• Don’t hide from firefighters! They may look scary with all of
their equipment, but they are there to help you.
• Tell firefighters if there are any pets trapped in the house.
Don’t try to get them yourself!
• If your clothes catch on fire, stop-drop-roll! Stop, drop to the
ground, and cover your face with your hands.Then roll over
and over or back and forth until the fire is out.
• If extra time exists then pupils can read the short comics story
on Fire (shown in the annexes) and answer the questions
provided in some pages that can be found in the booklet.(The
story translated from English to Hiligaynon)

BASIC
FIRST AID
(Bandaging and Splinting)
30
MATERIALS:
• Splints
• Elastic bandage
• Triangular bandage
PROCEDURE:
• Facilitator will have a short discussion or recap
about Basic First Aid.
• Participants will look for his/her partner.
• Facilitator will demonstrate first the proper way
of applying bandaging and splinting in a particular
wounds and fractures.
• The participants shall be asked to perform
bandaging and splinting.
• The Facilitator will critique whether the
participants have done the right thing or not.

31
PROCESSING:
• Can you recall the learnings from your previous First Aid
Training? What are they?
• How do you find the activity?
• What is the importance of first aid? As a child, why is it also
essential for you to know the basic of first aid?
• Have you already applied your learnings from the trainings? If
yes, then share his/her experience.
• What will you feel if you have been able to help your fellows
who have been hurt, wounded or broken a bone?
TRAINER’S NOTE:
• Have a recap to discuss about the things the peer facilitators
or participants have learned during these activities.
• Ask the participants about the learnings that they could
remember during their training.
• Emphasize to the participants the various roles and
responsibilities.

32
BUILDING EVACUATION RULES:
Don’t talk so you can hear the teacher)
Don’t run so you don’t get hurt
Don’t push so no one else gets hurt
Don’t go back so you stay safe
One adult at the front and one at the back. Check that exit is safe as
you go.Exit with a buddy.Look to be sure everyone is with you.Move
directly away from the building when exiting.
RULES FOR SAFETY

33
EARTHQUAKE SHAKING RULES:
When you feel the shaking, move away from things that can fall or
slide.
DROP to you knees, on the floor
COVER your head and neck
HOLD ON to your cover
• If in a wheelchair, Duck, Cover your head and neck and Hold
on to your cover.
• If outdoors, avoid overhead hazards.
• If in a vehicle, stop and pull over in a safe place, and lie down
on the seat.
• After the shaking stops move outside to an Assemble and
Shelter Outside.
TSUNAMI RULES:
IF YOU ARE IN A TSUNAMI RISK AREA: Start counting
out loud,when you feel the earthquake shaking begin.If the earthquake
is LONG or STRONG, then evacuate immediately, away from water,
to higher ground. Stay there until you are sure that all danger is past.
Heed any early warning announcement received.

34
FIRE SAFETY RULES:
IF YOU SEE A FIRE:
• If it is small,put it out with a blanket,a bucket of sand,
or a fire extinguisher, by covering the fuel.
• If it is as big as a bucket, sound the alarm, close doors
and windows, and get out!
IF YOU ARE CAUGHT IN SMOKE:
• Get down low, and go go go!
• Feel and do not open an interior door, if it is hot.
IF YOU ARE ON FIRE:
• Stop, drop to the ground, and roll! (to break the fire
triangle)
If SOMEONE ELSE IS ON FIRE:
• Stop them. Cover them with a blanket and/or roll
them on the ground.

35
FLOOD SAFETY RULES:
SLOW RISE FLOODING: Follow early-warning instructions.
Evacuate to higher ground or Shelter-In-Place. Protect records and
electronic equipment. Evacuate to Safe Haven.
SUDDEN SEVERE FLOODING: Evacuate affected spaces
and Shelter-in-Place (esp. vertical evacuation). Take “Go Bag” with
supplies with you. Do not enter floodwaters. If you must evacuate,
use flotation devices prepared in advance.
HAZARDOUS MATERIALS RULES:
Evacuate upwind to Safe Haven or Shelter-in-Place. If possible, limit
release at source.
STORM SAFETY RULES:
STAY INFORMED OF CYCLONETRACKING INFORMATION and
follow any early warning instructions and advisories.
WHEN THUNDER ROARS, GO INDOORS! Stay off telephones.
Unplug anything electrical. Stay away from and out of water. Listen to
weather advisories on battery-powered radio.

36
THE 30/30 RULE:
1. 1. Count the seconds between seeing lightning and hearing
thunder. If this time is less than 30 seconds, lightning is still a
potential threat. Seek shelter immediately.
2. 2. After the last lightning flash, wait 30 minutes before leaving
shelter. Half of all lightning deaths occur after a storm passes.
Stay in a safe area until you are sure the threat has passed.
THE LIGHTNING CROUCH:
If you are caught outside during a lightning storm, if your hair stands
up on-end or your skin tingles, light metal objects start to vibrate, or
if there is only a second or two between the flash and the bang, do
the lightning crouch leaving 3 body lengths between you and the next
person!
• SQUAT
DOWN
• BALANCE
ONYOUR
TOES
• TOUCH
YOUR HEELS
TOGETHER!
• COVERYOUR
EARS

37
ANNEXES:
Comic and Emergency Backpack contents
REFERENCES:
file:///D:/PSDM%20Toolkit%202016%2005%20Ltr.pdf PSDM Toolkit 2016 05 Ltr
http://www.shakeout.org/downloads/ShakeOut_P3_DisasterSuppliesKit.pdf
https://www.ready.gov/kids/games/data/dm-english/wildfire.html

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