Natural calamities – a challenge for survival

Prachi Ranadive

There are few topics that are extremely relevant to all students irrespective of where they live, racial, gender, or economic disparities that exist and what they further want to do in their lives. One such topic is the study of natural calamities. It is related to a most fundamental aspect – survival. Hence this topic holds great importance and has to be dealt with in a way that gives students a comprehensive understanding of all its aspects. This project presents ideas for understanding natural calamities through different subjects. The target level is classes 6, 7, 8, and 9. Depending on the level and readiness of the students the complexity of activities and discussions can be modified.

Activity 1: Beginning the journey into an inquiry
Create a display of a few images of natural calamities. Students can be asked to take turns and observe the images. As a regular practice, students should be taught about the three levels of questions – factual, conceptual and debatable/provocative. Depending on the age group, the teacher can decide which category of questions to emphasize on and appreciate. The students can make three columns in their notebooks and as they look at the images and read the captions, note down the questions that come to their mind. The images that you select should pave the way for unfolding your topic and trigger curiosity in the students.

You can then collect the sheets and analyze the questions. A list of questions under all three categories can then be put up on display for everyone to see. The advantage of this activity is that students are engaged and involved in deciding what they will learn. They will therefore take more responsibility in the teaching-learning process.

Activity 2: Exploring all aspects of natural calamities (Geography/EVS)
Ask students to identify what theme connects the images shown in Activity 1. A list of all natural calamities can be elicited from the students. You can then make smaller groups of students and assign work based on one particular natural calamity to each group. The groups can be given three tasks:

Task 1 – Collect information regarding the natural calamity.
Task 2 – Explore a case study.
Task 3 – Make a model to depict the cause and effect of the calamity assigned to the group.

The following formats can be handed over to them to ensure that all necessary information is gathered and all tasks completed as per expectations. To help the group to function effectively and achieve expected outcomes in given time, group roles like facilitator, recorder, material coordinator, etc., can be assigned within each group. Group work norms/essential agreements also can be elicited and displayed in the work area to ensure that all students abide by the same. Students can be given reference websites and books from the library to help them do the activity. After the three tasks are done, each group can display the information gathered and demonstrate their models. You can give necessary inputs and add to the explanation wherever necessary. After checking thoroughly, the information sheet and case study can be typed and circulated to all students. This would mean that the students have generated their own learning material and the role of the teacher is that of a facilitator/mentor and information provider.

Activity 3: Sensitizing future citizens (Languages)
Natural Disasters?
The Angry Sea,
Bites the beach,
Hurricanes, crazy winds,
Rains of mortal reach,
It’s as if Nature wants
To wipe all away,
Cleanse what we have soiled,
Shattering all rules of decency.
Are we being punished for our sins?

For the disrespect to this Earth,
For the disrespect to human feelings?
Who can say?
All we know is that our behaviour
Does not give Hope much to say.
Sandra Feldman

Reference: https://www.poemhunter.com

Recite the poem and analyze it with the students. Discussions to sensitize students about the role of man in sustainable existence and the need for taking care of nature can be done. Thereafter, the students can work in pairs and write a Haiku to caution/sensitize people about their actions with regard to the natural environment. You can introduce what a Haiku is and the general rules of writing this particular type of poem after which students write the poem. Once you approve the poem draft, the students can make it fair on cutouts given. A display of all the cutouts with Haikus written on them can be made and students can take a walk and read the poems written by their classmates.

Activity 4: Disaster management (Life skills)
The activity can begin with understanding how different animals and birds predict natural calamities and react to them to survive. People who were rescued and volunteers from some agencies dealing with rescue work during natural calamities can be called for an interview with the students. The students can ask questions to learn from the experiences shared by the resource people invited. Students can also be given demonstration and explanation of
a) How to safeguard when warnings are received for any approaching natural calamity.
b) If stranded during any natural calamity, survival techniques to be used and how to seek help.
c) Overcoming physical and emotional trauma of experiencing a natural calamity.

Students can undergo a drill. They can then create a disaster management handbook including helpline numbers and agencies to contact in case of emergency and share with parents and neighbours.

Activity 5: Tracing major natural calamities and their impact (History)
Prolonged droughts or floods or seismic activities have led to the destruction of some places/civilizations in history. The Indus Valley, Mayan, Pompeii (Roman) civilizations, for instance. A discussion on such events along with the historical timeline and the archaeological remnants and their condition today can be done.

Conclusion
Understanding and learning about natural calamities is extremely important, for the knowledge can help safeguard the students and also recover from any trauma in case they experience any natural calamity. Such a project will also help caution them about their choices, lifestyle and attitudes and impress on them the need for a sustainable existence. We need to understand and accept that it is a give and take relationship with the natural environment. If we take care of nature, it will take care of us.

The author is the principal at Shishuvan School, Matunga, Mumbai. She has been in the field of education for more than two decades. She mentors her schoolteachers to implement inquiry-based teaching and integrate different subjects while teaching topics/concepts. She can be reached at info@shishuvan.com.