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Links with the Quebec school curriculum
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General
learning skills
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Cross-learning
skills
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Subject
curriculum
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Media – appropriateness of the material and of the media's communication codes.
Health and welfare – self-awareness of his fundamental needs awareness of the consequences on his health and welfare within his personal choices.
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Intellectual skills
- Exploiting information
- Using creative thought
Methodology skills
- Giving oneself efficient working methods
- Exploiting information and communication technologies.
Personal and social skills
- Structuring his identity
- Co-operation
Communication skills
- Communicating in an appropriate way.
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Morality teaching
Skills :
- Understanding life situations in order to build moral references.
Essential knowledges
- Living person, a person in an interdependent relationship, visions of the human being, social prescriptions, the demands of life within a group.
English
Skills :
- Reading a variety of texts.
- Writing a variety of texts.
- Oral communication.
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Learning situation scenario
1. Preparation of learning activities
- Ask the students if they've already lived through floods like the ones in that affected the Saguenay in 1996 and Manitoba in 1997 or whether they know anyone involved in such an event. Did they have to leave their home? Did they lose all their possessions? Have them express the emotions lived throughout these events.
- Ask them if they would know what to do if such an event occurred in their neighbourhood. Would they be ready to leave the house in a hurry?
- Invite the students to draw an outline representing their knowledge of what measures are to be taken in order to prepare for natural disasters.
- Ask them if they want to learn about the actions to take in order to be prepared for natural disasters.
- Show the challenge linked to the learning activity to the student which is the organisation of an awareness campaign in their area regarding the necessity to be well prepared to face any natural disaster.
- Tell them that, in order to live up to the challenge, they will be guided to achieve an information research and to share this information in a discussion group.
- To present the material necessary to the realisation of the task : Sheet 2 - Prepare yourself
2. Achieving the learning process
2.1 Documentary research
- Invite the students to form teams of 2 or 3 students. Hand out a copy of Sheet 2 - Prepare yourself to each one of them.
- Propose a research on the measures to take to be ready in case of a natural disaster and to put the information found down on the research sheet.
- Discuss the procedures they want to follow to carry out their research and the different information sources they have access to: Web sites, library, a person of resource, organisms1 and companies in the area, students and school personnel, family members, videos, CD-ROMs, etc.
2.2 Sharing activity
- Once their research completed, invite the students to show their results.
- Randomly question them on what one should do in order to be prepared if a natural disaster occurs. Ask them to express themselves in their own words.
- Bring to compare the shown information and to ask questions to their comrades.
- Ask them to justify why it is important to be prepared in case of the occurrence of a natural disaster.
- Summarise the information of the board.
2.3 Awareness campaign organisation
- Invite the student to organise an awareness campaign to incite people around them to be well prepared in case of a natural disaster.
- Discuss the different ways of communicating the information in an awareness campaign: oral or theatrical presentations in classes, making a poster or a radio show, inviting a Red-Cross official for a conference diner, setting up stands, writing articles in the school newspaper, organising a drawing contest at school, etc.
- Leave them enough time to organise the awareness campaign.
3. Integration and reinvestment of the learning activities
- Invite the students to discuss what they have learned in the present activity in comparing their previous knowledge with the newly acquired ones regarding the necessary actions they must take to be prepared in the instance of a natural disaster.
- Propose a discussion on team research: the efficiency of the research process, the quality of the information found, the skills that were developed, the contribution of each member of the team, the difficulties encountered, what improvements should be brought on to render the task with more efficiency, etc.
- Have them discuss the awareness campaign organisation: the efficiency of the process, the skills that were developed, the contribution of each member of the team, the difficulties encountered, the quality of the result, what improvements should be brought on to render the task with more efficiency, etc.
- From what they've discovered, propose the revision of their knowledge outline drawn up in 1.1 to the students.
- Discuss the utility of the learning activity in every day life.
(1) Take note that you can find information from the Canadian Red Cross which set up a learning curriculum intended for students in primary and secondary classes entitled : " Expect the Unexpected ".
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