1. Teaching Students Basic Preparations for a Major Earthquake and Molding Them to Become Risk Communicators Looking Beyond Disaster 7 (LBD7) Action Plan – Kathmandu, Nepal Giana Christelle C. Prado Inah Yessa T. Torrechillia The Philippines

2.  The Philippines is home to many natural disasters  Despite this fact, a culture of disaster preparedness and safety is not yet fostered among young children unlike some other countries, like Japan. Background

3.  Metro Manila is bound to be hit by a major earthquake within 50 years (sooner rather than later).  Many schools in the Saint Paul’s educational system lie in Metro Manila. Background

4.  Run by the Sisters of St. Paul of Chartres. Schools that are included in the system: - St. Paul University Philippines (Tuguegarao) - St. Paul University Dumaguete - St. Paul University Iloilo - St. Paul University Manila - St. Paul University Quezon City - St. Paul University Surigao - St. Paul College of Ilocos Sur - St. Paul College Pasig St. Paul University System

5.  St. Paul Quezon City  St. Paul College Pasig  St. Paul College of Makati  St. Paul College Paranaque St. Paul Schools in Metro Manila

6.  This project is designed to instill a culture of disaster preparedness among young children (aged 8-10 years) who are students of St. Paul’s education system in Metro Manila through child-centered activities. Secondarily, to evaluate the effectiveness of this education tool. Project Description

7.  Sensitizing a group of young children to earthquake and earthquake preparedness.  Teaching them and providing them information on how to deal with an earthquake and its aftermath.  Evaluation of the teaching method Objectives

8.  This project will help young children to learn what to do before, during and after an earthquake.

9. Students who are not yet sensitized to the effects of natural disasters and have not yet experienced strong earthquakes, typhoons, floods and natural disaster. (Primary target) (age groups: 8-10 yrs. old) (300+ students) Teachers who are role models for these young students, and will able to support this. Parents who indirectly are taught the importance of disaster preparedness and mitigation. Targets

10. In School Workshop (may be on a weekend, half a day)  Make model Earthquake and cyclone resistant paper houses  Earthquake school hazard hunt  Simulation and Mock Drills  Parent-student Activity  Assign students to interview parents and role play Activities

11. Earthquake and cyclone resistant paper houses (1.5-2 hrs.) In an earthquake or cyclone, a building is shaken back and forth by ground motion or strong winds. Strong walls and X braces can help buildings resist these forces without collapse. A shake table is fun way or allowing students to learn about strong and weak buildings through experimentations. A paper house can be built from 3-cm wide strips of paper, scissors, and tape, as shown in the figure. Students can insert their hands into the base of the building and slide the building back and forth to see how it sways and even collapses. Using extra sheet of paper, students can then experiment with methods of strengthening their building by cutting out and taping paper walls, paper X shaped braces, or interior columns to their building. Older students can try building houses of two or three stories to determine how height effects a building in an earthquake or cyclone. Activity 1

12. Earthquake school hazard hunt (30 mins.- 1.5 hours) During an earthquake, heavy furniture can tip over, glass can break, and electronics slide off of tables. These things can injure or even kill, and can be damaged or destroyed. Students can be hazard sleuths and go on a hazard hunt around their classroom or school. Using a clipboard, paper, and pencil, they can write down or draw items that might tip over, break, or block exits during an earthquake. Some common classroom hazards are bookshelves that are not secured to the wall, heavy or breakable items placed on high shelves, cupboards that can open, spilling chemicals or breakable items, unfastened light fixtures, unsecured pictures, electronics that can break, and anything that might tip or slide and block an exit route. Have students work with your School Safety Committee and maintenance personnel to make the school environment safer. Activity 2

13. ItemsCost FoodP5,000 ($100 USD) Transportation and Communication P10,000 ($200 USD) MaterialsP1,500 ($40 USD) TOTAL:P16,500 ($340 USD) Budget

14. Timeline (2016)

15.  It will be integrated into the Saint Paul’s educational system.  If effective, it will be replicated in the schools in Metro Manila. Recommendations

16. Giana Christelle C. Prado gianaprado@yahoo.com (+63)9771290906 Inah Yessa T. Torrechilla torrechillayessa@yahoo.com (+63)9052117344 Adviser Chadwick Tan cbtan@upd.edu.ph (+63)9228539331