Goal flag Learning intentions

  • KNOW: How young people can help reduce the impacts of a disaster.
  • UNDERSTAND: Community action can be effective in increasing disaster resilience.
  • DO: Identify community safety activities to influence other people’s preparedness behaviours.

Success criteria

I can – Identify how I am more disaster resilient.

Throughout the past four lessons you have investigated the natural hazard risks presented by fire, flood and storm to our homes, local school and community. You have discussed ways to increase your capacity to become more disaster resilient and have carefully considered the factors that may contribute to your community being vulnerable to hazards. You have also acquired the knowledge and skills that will help you to take positive action to help you plan, prepare and respond to a disaster.

In this lesson you will explore how children and youth are agents of change and can be given the space and support to contribute to disaster risk reduction in their community and at home.

Vocabulary and concept cards: Use this list to develop your understanding of key concepts and vocabulary in this lesson.

If you prefer to answer the quiz questions in your hand writing then you can print and use one of these worksheets:

1
Sharing our household emergency plan

Making a household emergency plan is one of the most important things you can do to increase your disaster resilience.

If you had a go at this activity perhaps you can share your experience with the class on how writing a plan with your family went.

  • Did you have a go at writing an emergency plan with your family?
  • What do you think is the most important part of your plan?
  • Do you think writing a plan has increased your households disaster resilience? How?

2
Disaster resilience project

Here are two examples of how children and youth are agents of change. They have contributed to disaster risk reduction in their community.

View one of these disaster resilience projects undertaken by students and respond to the questions in the quiz.

Strathewen Primary School – ‘Survive and Thrive’ is a Victorian students claymation video made by the students of Strathewen Primary School.

Invermay Primary School – Floodscapes – ‘Pet Wise’  Tasmania students from Invermay Primary School, meenah neenah Aboriginal Cultural Education Program and Launceston Big Picture School animation video with flood footage.

Go to quiz

3
Our disaster resilience project

Here is the chance for you to think about a project that could increase awareness of hazards in your community.

Use this project plan template to write down your ideas then think-pair-share with your class.

  • Share your project idea with your group and/or class.
  • Have a class vote on the project idea that might have the most impact in your community.
  • Is there anything else you can do as class to make your school and community more aware of the local hazards?

4
Disaster resilience quiz

Complete the same disaster resilience quiz from lesson 1. Once you have completed and printed your answers compare your answers from the lesson 1 disaster resilience quiz.

  • Are there any changes or differences in your answers?
  • Do you think your disaster knowledge and levels of preparedness have increased?
Go to quiz

5
Exit pass

What are the characteristics that make you disaster resilient?