Possible sources: People working/volunteering in Relief Organisations
in your country/region/town, academics doing related research, local
newspapers, journals, articles, similar documentaries created earlier.
Expected product: Prepare a poster/pamphlet/video explaining how to survive a natural
disaster. Make sure to include statistical data and rich visual materials.
The educational material should include the following sections:
(i) Natural Disaster Using the work done in Week 1, Sts are expected to give concise but
educational information about the natural disaster and its causes.
(ii) Survive a Natural Disaster Explain the steps and procedures that should be followed before, during
and after the natural disaster.
(iii) Relief Organisations for Natural Disaster List and shortly introduce the Relief Organisations in your region/city
that can help. Explain how they can be contacted and provide their
contact information (e.g., contact people, phones, emails, websites).
Formative assessment: Collaboration Group work and the other formative assessment activities in the last
three weeks aimed to cultivate partnership among Sts in the learning
process. Based on this trust and respect, the Sts present their finished
work to their group members and they together polish the format,
grammar, discourse, content etc., of the educational materials.
The environment is carefree, and the feedback is constructive, specific,
understandable and non-judgemental.
Week 4: Natural Disaster Survival Information Day (i) Presentation Day *Parents and other grade-level students are invited to the special day.
*Each student is given a space/stand where they display their maps,
reports, posters, PowerPoint presentations etc.
*Parents and other grade-level students walk around the hall and stop in
front of a poster and either just read the information on it or ask Sts
questions.
(ii) “Natural Disaster Survival Information Material” Portfolio After the “Natural Disaster Survival Information Day”, students
catalogue all the sources and materials they used to create their maps,
reports, pamphlets etc. as well as their final products in a portfolio that
they submit it to the teachers who evaluates students’ portfolios based
on pre-determined criteria.
