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This booklet encourages children to help protect their comm 
hazards. It features a range of community activities based on 
children in many countries. This booklet has been launched for 
International Day for Natural Disaster Reduction. 
Earthquakes, floods, severe storms and other ext 
always been a part of nature and history. Recently, 
become vulnerable to disasters than before, for reasons o 
growth, increasing environmental degradation and pove 
kill one million people and leave millions more homeless 
losses from natural disasters have tripled in the last thirty years. 
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Sustained community action can help reverse these paiterns, and children have 
two essential roles in this process. First, through school activities that involve their 
community, children can raise public awareness about risks and motivate others to 
take protective measures. Children are also the key to instilling a "culture of 
prevention" in our societies, for a safer world in the 21 st century. They can loam at 
an early age to respect our environment and understand development 
consequences, building habits that last a lifetime. 
The booklet is designed to be used by schools around the world, to complement 
existing materials about natural disasters in each country. Targeted for ages S-12, 
some parts can be tailored to both younger and older children. learning about 
natural disasters can be included in studies about: 
your community; 
other communities or countries; 
the ways people view disasters - through religion, folk tales and art; 
the ways people interact with their environment. 
the mayor, a meteorologist, a journalist 
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You may also wish to invite professionals in your 
community to visit your class, such as the fire chief, ... 
b can be shared with other 
interested people around the 
world (address on back cover). 
Reproduction in part or in 
whole for non-commercial 
purposes is encouraged; 
please credit the 
International Decade far 
Natural Disasbr Reduction 
secretariat; send 
information about 
publications, conferences 
or media where the 
booklet is a reference. If 
you are interested in 
producing a local language 
version or sponsoring 
reprints, please contact IDNDR. 
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We hope your class enjoys these 
h activities. Please write to the IDNDR 
secretariat about how you hmve 
used them, so that your activities Nature is a source of life 
Nature around us is a source of life. The sun makes flowers and trees grow. Soil 
along a river, or at the base of volcanoes, is fertile and good for crops. But too much sun 
or rain is bad for plants, and floods or volcano eruptions can destroy whole towns. 
Earthquakes, floods, fires, volcanic eruptions, tropical storms, landslides, drought and 
pest attacks are part of nature, like sun and rain. These events affect almost every part 
of the earth. Long ago, people only had folk tales to explain these 
and history help us understand more about them. But we still have 1 I 
What i5 a natural disaster? 
A natural disaster occurs when three things happen at the same 
b An extreme natural event occurs... 
b at a place where many people live ... 
b and people are surprised by the event, because its effects are sudde 
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that seem "natural" are caused by people. much or too little rain 
may cause floods or drought. But Roods and drought can also happen 
because we don't take proper care of the earth. If too many people take too 
much water, or cut trees faster than nature can replace them, the soil becomes poor 
and hard, and won't absorb water properly. 
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Are disaster5 caused& nature orpeople? 
Extreme natural events may cau3= disasters. But some events 
Too 
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If we destroy parts of nature like coral reefs, forests or fragile mountain plants, 
we take away natural barriers that protect us from tsunamis, drought, landslides or 
other events. 
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Don't be 5eare4 be prepared 
As you can see, nature affects people, and people affect nature. 
This means that safety is not just luck. You can reduce the effects of 
disasters, if you are aware, you share and you prepare. 
Be aware - Know your area's history. Ask your family and friends 
if they experienced disasters. Learn about weather patterns, 
movements within the earth, and how we affect the environment. 
Share - Use drawings, school events, even newspapers, radio 
or tv to tell your community what you learn. 
Prepare - Find out what warning announcements mean. Find 
safe places to go. Do drills. Make a survival kit ... Disasters can happen almost anywhere. Below are a kw ewtqdw of very big disasters 
of the I 990s. 6y copying the disaster symbols on h e pagefl c~lll you d m on the 
map where these disasters happened? Can you draw which 
big disasters happened in your country? 
What is a,.. 
Flood b Too much water in 
the wrong place 
1995, I 993 Netherlands, France, 
Germany, Belgium 
I 994, I997 China 
I993 Cambodia, Viet Nam 
I993 Central USA 
Drought b Much less water than 
people or crops need 
1992-93 Southern Africa 
I992 Peru 
landslide b Rocks and soil 
sliding rapidly downhill 
I993 Ecuador 
Earthquake b Sudden violent 
shaking of the earth 
I 995 Kobe, lapan 
7 994 10s Angeles, USA 
I993 Cairo, Egypt 
I992 Erinzcan, Turkey 
Volcanic Eruption b Burst of 
rock, ash, gases andlor flowing 
lava from deep inside the earth 
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I994 Rabaul, Papua New Guinea 
199 I Mt. Pinatubo, Philippines 
I994 Typhoon Fred: China, Taiwan 
I993 Cyclone Kina: Fiji 
I992 Hurricane Andrew: Caribbean 
States, USA 
I 99 I Chittagong, Bangladesh 
46ia 
Tropical cyclone b Heavy rain 
and strong winds over sea and 
coasts. They are also called 
hurricanes, cyclones and typhoons. 1 
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Tornado b Strong, funnel- 
shaped windstorm, spinning 
over land in a narrow path 
7 994 Midwestern USA 
Wildfire b A big fire which spreads 
over large areas and is out of control. 
7994 New South Wales, Australia !P 
1993 Mongolia Tsunami b Series of big sea I 
Pest Altacks b Large numbers of 
insects or animals that destroy crops 
waves that crash onto coasts 
7 992 Flores Island, Indonesia 
7 992 Western Nicaragua 7 990- I994 Tanzania 
7993 India, Pakistan, AFghanistan 
7992 Ethiopia 
I-- 5potting Danger and Taking Action! 
How can you keep yourself, your things, your family and friends safe 
in case of disaster? You can help your Community be aware and prepare 
by making a “Community Risk and Resource Map”. 
The Community Map is not the same as an official printed map of your 
area. The Community Map is a big drawing that you and your friends 
make to show what risks exist in your community, and what resources 
you can use to protect yourselves. In other words, your Community Map 
helps you spot danger and take action before a disaster happens. 
Spotting danger and taking early action is important. If a disaster 
strikes, you and your Community need to know what to do. Help may not 
reach you for hours, or even days. Here‘s how you can make a 
Community Map. 
i, 
Srandma, do you remembe r... 2 
0 First, gather information about disasters in your area. Ask your sy children of Giugliano, 
b 
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0 grandparents, parents, other relatives or older friends to tell you 
about the biggest disasters they or their parents remember. Here’s what 
you can ask: 
Do you remember disasters that happened in this area? What 
happened? When? 
b What did people do? 
What should be done if the same kind of disaster 
happened today? Who in the Community can help? 
Write down your answers, and discuss them in 
class. Your class should list common points so that 
everyone can see them. By the end of the discussion, 
you should have a list of dangers and what you 
can do about them. 
Draw R5k and K~ource 
With your class, invent symbols for the dangers 
and resources you listed. See the maps at right for 
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Take Action! - Share with your classmates and teacher what people in the neighbourhood told you 
during your visit. What steps could your community take for people to be safe? Who in 
the community can help you? 
Now, take action! Ask your teacher to invite people from the community - the mayor, 
firemen, police, journalists, doctors, the weatherperson, social workers - and discuss the 
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Hunt for Hazardsand Find Ways &Avoid 7hem 
Remembering the stories you just heard, visit possible areas at risk. Talk to people who 
live or work there about hazards and what to do about them. Draw a detailed map of 
each area, using your symbols to show risks and resources. 
Put all the maps together on one big community map. 
Remember, a good map is easy to read, and its symbols are 
clear. It will clearly mark risk areas and community resources. 
Along with the map, you may also wish to send 
written stories or photos of how you or your 
community used it. 
On the back of your map, please include: 
Name and address of your school 
Grade level and ages of students 
Your teacher’s name 
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CQPWIIU~~~~ Map section is adapted From materials The 
developed by the World Health Organizcition; the Pan 
Italian Ministry of Foreign 
General Directorate for Development Cooperation; he 
American Health Organization; the 
Affairs; 
WUO/DGCS Collaborating Cenfre for Emergencies. 
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0 Save Natalie! 7he Preparedness Game 
The game on the next two pages is about how to protect yourself from natural disasters. If you 
look at the middle square on the game board, you will find a 10-year old girl called Natalie 
sitting under a table. What is she doing? Why is she under the table? Play the game and you 
will find the answer to this question! 
RULES OF THE GAME 
2 or more 
Each player starts with a marker in square number 1. Follow the 
spiral in a clockwise direction by moving the number of squares 
shown on the dice. The youngest player starts. 
The first player to reach the center, and save Natalie, with the exact 
number shown on the dice is the winner. If the number on the 
does not put you directly in the winning square, move backwards the 
number your dice show. 
Number of players 
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and sponsored by UNKEF as a contribution to IDNDR Day 1995. 
- the game board Things you need 
. a different marker for each player 
2 dice 
. 1 stack of 10 supply cards. (You can make more cards if you have 
many players.) 
1 stack of 6 task cards (cut out from page 1 1 ) 
How to play 
Helptul Squares & Squares with Natalie: You can take a supply card or roll again. If 
there are no more supply cards left, roll again. 
Trouble Squares Squares with lightning: Go back to the beginning and start over. 9 
* 
Black Square 
two turns or give th 
Disaster Squares atural disasters: Take a task card. Follow the 
card on the bottom of the deck. 
a single natural disaster: Wai 
: : I unicef 
I United Nations Children’s Fund 
This section was prepared IDNDR 1990-2000 
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Clean water, food, flashlight 
and fresh botterier, first aid kit, 
shoes, dry clothes, blanket. 
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I I supply card 
children around the world use drawings 
to say what they think about disasters. 
Here are examples of how children are 
communicating through art, and some 
ideas for you and your friends. 
; 
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Through contests and public exhibits, 
supply card supply card 
1. Drawa Keeent Disaster 
I;. These two drawings show how people 
in the Philippines acted in disasters in the 
1990s. What do these pictures tell you? 4 k%=P 
supply card For you and your 
classmates 
Have you experienced a disaster 
recently? Draw what happened, and 
discuss with your classmates. 
supply card supply card 
supply card supply card 
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task card task card 
\ 
car task card 
- -- 
task card task card U L--. 
Katherine Mae H. Palles, Age 12, i? Burgos Elementary School, Metro Man..,, .'hilippines 
1 Shown at the World 
Conference on 
Natural Disaster 
Reduction, a 1 994 
United Nations 
conference in 
Yokohama, Japan. 
imona ivitro, Age 10, Mabini riemenmry acnooi, Manila, rnirippines - 2. Draw a Disaster mat Could Happen to Your Community 
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In April 1994, government officials of 
Petropavlosky (a city in eastern Russia) announced 
that Koryacksky Volcano, 25 km away, was about to 
erupt. Below are some paintings drawn by children 
from Petropavlosky, 10 days after the 
announcement. 
For you and your classmates 
Think of the maps you used earlier in this booklet. 
What kind of disaster may strike your area? Draw 
what might happen if 
you are not prepared. -7 
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Clockwise from top left: Disobedient Volcano Koryackscky - Svetlana Chekutova, 13 years old; Beautifdy and 
Unmercifully - Anna Kazantseva, 13 years old; Fiery River - Karina Pack, 10 years old; Angry Volcano - Katya 
Grechanyuck, 13 years old. Children's Art School Number 1, Petropavlosky, Russia. 
Shown at h e World Conference on Natural Disaster Reduction, Yokohama, lapan, 1994. 3. Draw How to Be 5afe 
, I 
In Australia in 1992, children drew pictures about how to keep themselves safe in 
case of fire. The pictures were part of a contest for the International Day for Natural 
Disaster Reduction, called 
for by the United Nations. 
Each year, on the second 
Wednesday of October, 
many schools hold art 
contests to raise public 
awareness about 
disasters. 
For you and your 
I classmates 
I 
‘ 
’ 
I draw a picture of what you 
could do to keep your house, 
yourself and your family safe 
from the disaster. 
Look at the drawing you 
made of a disaster that could 
happen in your area. Now 
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Other Ways You Can Talk About Disas.ters 7hrough Art 
1. Draw a legend showing a disaster. How did the disaster happen, and what did 
people do about it? What would you do? Tell your class. 
2. Draw a mural - one big drawing done by you and your friends. Discuss beforehand 
what should be in it. Then make sure it is in a place where many people can see it! 
3. Make a picture book with your classmates about a recent disaster. Show what 
people did before, during and after the disaster. 
Ask your teacher to show your pictures in a library, market, shop window, town 
square - or any place where your parents, friends and neighbours can see and talk 
a bout them. 
12 years old; Ben €wing, 9 years old. Burnside Primary School, Adelaide, Above left to right: Candice Davidson, 
South Australia 
i Raising A wareness in Your Community 
I Oe a Reporter! 
One way you can tell your Community about natural disasters is by being a reporter 
for community events. You can do reports or interviews for radio, tv, newspapers, 
magazines, books or even report “live” at a community event. 
Good reporting is about telling a story. For example, you can tell how your class 
made a community risk and resource map, places you visited, people you interviewed, 
what you learned, and if people then took action. 
Contact journalists or event organizers as soon as you start to plan your reporting 
project, so they can include your results and give you ideas on how to get started. 
Remember that the success of a reporting project depends very much on your 
firning. Plan with your teacher to do reporting for the anniversary of a major disaster, 
for the UN International Day for Natural Disaster Reduction (second Wednesday of 
October each year), or for a special day, week or month dedicated to protection 
against natural disasters in your country. 
U5e 000k5, Magazines or Newspaper5 
One way of reporting is to write about a local event. For example, the city of 
Yokohama, Japan invited 1 1 and 12 year olds in the city to attend part of a United 
Nations conference about reducing the effects of natural disasters. The mayor included 
their impressions in the official book that the city published about the conference. Here 
is an excerpt: 
Q 
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Radio is a good way to reach many people. Why not try... ... Songs. In Ecuador in 1993, children recently recorded a song about 
preparing for earthquakes and it was played on the radio. The song, based on 
salsa melodies and traditional Andean music, 
was also performed at community outdoor - events. 
... Talk Shows. For example, during the 
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5ha ke5" 
monthly children's programme on Radio 
Jovenia., "Dobro jutro" (Good Morning), 
children discussed questions such as: 
b What would you do if you were alone 
at home and the floor started to shake? 
b What would you do if someone 
dropped a burning match on the floor? 
There has been a disaster and you 
have to go to a shelter. What kind of 
food do you take with you? a 
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d ... Quiz Contests. In the British 
Virgin Islands, the radio 
station had a quiz 
contest each day for two 
c4 - 
p- 
weeks to celebrate IDN 
1995. Children telephoned the radio station with their answers. 
Prizes included sleeping bags, radios, lante 
first aid kits. 
Adapted from materials provided by the Administration for Civil 
Protection and Disaster Relief, Republic of Slovenia; Office of Disaster 
Preparedness, British Virgin Islands; Children's Television Workshop (CW), 
USA. The C7W octivities were part of its first international earthquake sakiy 
program, conducted through the Ministries of Education and Civil Defense of 
Ecuador, and which included radio programmes, radio and tv spots, a soccer ball 
with safe?. messages, a cassette with stories, and a colouring book. - I 
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Activities and photos by the International Institute of Earthquake Engineering and Seismology, Iran, with UNICEF and 
UNESCO, as part of the Internafional Decade for Natural Disaster Reduction. 
Putting I t All Together 
To celebrate the time dedicated to protection against natural disasters, communities 
hold many events at once. Children may participate in public art contests, drills and 
exercises, parades, make community risk and resource maps, hold performances, and 
report in local newspapers or on tv - all in the same week or month. 
For example, in Iran children exhibited drawings, held performances and played in 
a Shaking House as part of an "Earthquakes and Preparedness" campaign in 
November 1994. The Shaking House (below) 
was a wooden log cabin on strong springs 
that children played in so that they would 
learn to react quickly and properly in an 
earthquake. 
People there said that while they knew 
some safety measures, there were many more 
they didn't know. They also said they learned 
that earthquakes are part of nature like wind 
and rain. When it rains, people use umbrellas and 
coats to protect themselves. By learning safety 
measures and strengthening buildings, they can 
protect themselves during earthquakes too. 
This is another example of how children can help 
their community be aware and prepare. Or, as they 
say in Australia, "Don't be scared, be prepared!" - - 
Sources 
General information is found at the end of each section 
in the booklet. Additional materkils included: 
IDbkXN&nal Committee Reports, World 
Conference on Natural Disaster Reduction, 1994. 
Public informotion and education materials 
submitted by IDNDR National Committees of 
Chi/e, Colombia, Australia, British Virgin Islands, 
Peru, Portugal and Slovenia. 
Annual Reports. Munich Reinsurance, 1993, 1994, 
1995. 
Introduction to Hazards. Disaster Management 
Training Programme, DHA/UNDP, 1 991. 
Department of Public Info 
Natural Disasters - Acts of God 
Y 
Natural Hazards and Dims 
Manoaement Australia. 1 995. 
For full list of sources and con 
IDNDR secretariat. 
Published by STOP Disasters, 
for IDNDR. 
Make New Friends in Far-A way Places .., 
Creative Direction, Wri 
Art Direction, Design: Marilyn Langfeld 
Illustration: Janet Petitpierre 
Production Assistance: Debbi Berman 
Research Assistance: Rekha Gupta 
Printing/Translation Coordination: Armando Mauro 
Distribution: Nicole Appe/, N. Domeisen, R. Gupta 
Unicef game development: Kirsi Madi, Janet Petitpierre 
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The governments of the United Kingdom 
and Italy also contributed to this proiect. 
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