{"activityType":[{"id":38393,"name":"International activities"},{"id":38389,"name":"Social action"}],"activityCategory":"Activity","completionTime":"60","cost":"\u00A3","energy":"Focusing","equipmentList":[{"id":38358,"name":"Scrap paper","description":"","type":"general"},{"id":38295,"name":"Pens or pencils","description":"","type":"general"},{"id":38273,"name":"Access to the internet","description":"","type":"general"},{"id":38324,"name":"Access to a computer","description":"","type":"general"},{"id":38297,"name":"Balloons","description":"","type":"general"},{"id":0,"name":null,"description":"Felt-tips","type":"specific"},{"id":0,"name":null,"description":"Speaker or headphones, as needed","type":"specific"}],"adjustments":"\u003Cp\u003EMake the balloon juggling game more difficult by adding extra balloons, or not allowing players to touch the same balloon twice in succession.\u003C/p\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cp\u003EThe balloon juggling game can be made more accessible by removing certain actions and by having the juggler stick to one position.\u003C/p\u003E\n\u003Cp\u003EGroups could make collective pictures of aid workers, if they don\u2019t enjoy drawing or writing too much.\u003C/p\u003E\n\u003Cp\u003EDouble-check that no-one is allergic to balloons (latex), felt-tip ink or any other materials used in this activity.\u003C/p\u003E","groupSize":"Teams","guide":null,"meetsRequirements":[{"notes":"\u003Cp\u003EDecide in small groups what five things were needed to help people after the disaster. Decide as a Troop how best you can help when a natural disaster happens.\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":45428,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Global Issues","sections":["Scouts"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Scouts Global Issues Activity Badge","url":"/scouts/activity-badges/global-issues/","id":45426,"nodeName":"Global Issues","type":"badge","image":{"url":"/media/4403/activity-sc-global-issues.png","caption":"Activity Sc Global Issues","type":"png","size":10136,"width":347,"height":350,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Global Issues","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NTQyNiJ9","canonicalUrl":"https://www.scouts.org.uk/scouts/activity-badges/global-issues/"}],"outcome":[{"id":38451,"name":"Be a citizen","outcomeLabel":"Be a citizen","outcomeDescription":"Know that you\u2019re a local, national, and international citizen, and understand your responsibilities."},{"id":38368,"name":"Care","outcomeLabel":"Care","outcomeDescription":"Help other people, think about their feelings, and care about the impact of your actions."}],"preparation":null,"preparationTime":"15","reflection":"\u003Cp\u003EQualities like resilience and compassion are just as important as practical skills in helping those affected by extreme weather and seismic events. They\u2019re also important in our everyday lives when we\u2019re having a hard time with difficult situations. How did being resilient help you and how does being compassionate help others? These work the other way round too; it feels good and does good when we help others!\u003C/p\u003E\n\u003Cp\u003EDoes anyone have any coping skills they use to help with setbacks? Would anyone like to share these with the group? Being positive and accepting help from those around us can often be key in helping people and countries bounce back. As global citizens, we can all do something to help others cope when extreme weather and seismic hazards occur. Even something small can make a big difference.\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003EChallenge groups to think of a plan of action, once they\u2019ve decided what they can do to help. They could do activities to raise awareness in the community, or maybe they could organise some fundraisers to help the communities they learned about. This is great for anyone working towards their Scouts Fundraising Activity Badge.\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EIndividuals had the opportunity to consider their own qualities and skills alongside those of real-life aid workers. They could choose to research whichever extreme weather or seismic hazard they like, picking out case studies and images and other materials to present.\u003C/p\u003E","activityTags":[{"id":38502,"name":"Researching"},{"id":38506,"name":"Sharing"}],"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""},{"name":"Explorers","id":39276,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38440,"name":"Empathy"},{"id":38445,"name":"Global issues"}],"searchEngineDescription":"Look into a recent extreme weather event or seismic hazard and explore how people help put things back together again.","plannerTimeSlot":45.000000,"safetyAlerts":[{"title":"Active games","alert":"\u003Cp\u003E\u003Cspan\u003EThe game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed. Take a look at our guidance on \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/running-active-and-wide-games/\u0022 title=\u0022Running active and wide games\u0022\u003Erunning active games safely\u003C/a\u003E.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"},{"title":"Online safety","alert":"\u003Cp\u003E\u003Cspan\u003ESupervise young people when they\u2019re online and give them advice about staying safe. Take a look at our\u003C/span\u003E\u003Cspan\u003E\u00A0\u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safeguarding-in-the-programme/scouting-online-safely/\u0022 title=\u0022Staying safe online\u0022\u003Eonline safety\u003C/a\u003E\u003C/span\u003E\u003Cspan\u003E or \u003C/span\u003E\u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022http://nspcc.org.uk/bullying\u0022 target=\u0022_blank\u0022 title=\u0022Bullying (NSPCC)\u0022\u003Ebullying\u003C/a\u003E guidance. The \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.nspcc.org.uk\u0022 target=\u0022_blank\u0022\u003ENSPCC\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Eoffers more advice and guidance, too\u003C/span\u003E\u003Cspan\u003E. If you want to know more about specific social networks and games, \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.childnet.com/\u0022 target=\u0022_blank\u0022 title=\u0022Childnet\u0022\u003EChildnet\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Ehas information and safety tips for apps. \u003C/span\u003EYou can also report anything that\u2019s worried you online to the \u003Ca rel=\u0022noopener\u0022 tabindex=\u0022-1\u0022 href=\u0022https://www.ceop.police.uk/safety-centre/\u0022 target=\u0022_blank\u0022 title=\u0022Safety centre (CEOP)\u0022\u003EChild Exploitation and Online Protection Command\u003C/a\u003E\u003Cspan\u003E.\u00A0\u003C/span\u003E\u003Cspan\u003EAs always, if you\u2019ve got concerns about a young person\u2019s welfare, including their online experiences, follow the \u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Young People First - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E to make a report\u003C/span\u003E\u003Cspan\u003E.\u003C/span\u003E\u003C/p\u003E"},{"title":"Phones and cameras","alert":"\u003Cp\u003E\u003Cspan\u003EMake sure parents and carers are aware and have given consent for photography.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"},{"title":"Music and films","alert":"\u003Cp\u003E\u003Cspan\u003EMake sure music and films are age appropriate for the youngest person present.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":1,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":45,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EIf there\u2019s no internet access at your meeting place, print some resources for the group to use in advance. They could research a recent incident like the Australian bush fires (2019-2020). We\u2019ve included some web links in the \u2018Extreme weather and seismic hazard examples\u2019 below to help.\u003C/li\u003E\n\u003Cli\u003ETry to source news stories that are age-appropriate and that everyone has the ability to research. Some topics may make people uncomfortable as they may have been personally affected in the past, or have friends and family in countries prone to extreme weather and seismic hazards. Let everyone know that they can step away, talk to someone and have a break if they need to.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EAll extreme weather, seismic hazards\u200B and communities are different. Some countries are able to prepare for these events and hazards, while some rely on support from overseas governments and charities like Oxfam. Much of this support doesn\u2019t always help communities recover in the long term. For example, following the earthquake in Haiti in 2010, the Haitian government asked for food donations to stop so that the economy could recover. Donations had removed the need for producers in the country to make food. Learn more about issues like this by watching \u003Ca href=\u0022https://www.povertyinc.org/\u0022 title=\u0022Poverty Inc.\u0022\u003Ethis trailer\u003C/a\u003E for the 2004 documentary \u2018Poverty, Inc.\u2019\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EHere\u2019s \u003Ca href=\u0022https://www.bbc.co.uk/news/world-australia-50951043\u0022 title=\u0022BBC News\u0022\u003Esome information\u003C/a\u003E on the 2019/20 Australian bush fires, the \u003Ca href=\u0022https://www.nsw.scouts.com.au/chief-commissioners-emergency-relief-campaign/\u0022 title=\u0022Scouts New South Wales Emergency Relief Fund\u0022\u003Edisaster relief fund\u003C/a\u003E and some examples of \u003Ca href=\u0022https://scouts.com.au/blog/2020/01/12/supporting-our-communities-through-the-bushfire-crisis/\u0022 title=\u0022Scouts Australia Blog\u0022\u003Ewhat was done to support people\u003C/a\u003E.\u003C/li\u003E\n\u003Cli\u003EResources from the Red Cross on \u003Ca href=\u0022https://www.redcross.org.uk/get-involved/teaching-resources/hurricane-dorian\u0022 title=\u0022Red Cross Hurricane Dorian\u0022\u003EHurricane Dorian\u003C/a\u003E in 2019 or the \u003Ca href=\u0022https://www.redcross.org.uk/get-involved/teaching-resources/disasters-and-emergencies-teaching-resources?q=\u0026amp;amp;Category=secondary\u0022 title=\u0022Red Cross Indonesian Earthquake\u0022 data-anchor=\u0022?q=\u0026amp;amp;Category=secondary\u0022\u003Eearthquake in Indonesia\u003C/a\u003E in 2018.\u003C/li\u003E\n\u003Cli\u003EIn 2018, Kerala in southern India experienced its worst floods in over 100 years. Scouts from the National Scout Organisation in India (\u003Ca href=\u0022https://www.facebook.com/bsgnhq\u0022 title=\u0022Facebook Bharat Scouts and Guides\u0022\u003EThe Bharat Scouts and Guides\u003C/a\u003E) worked to support those affected. You can find more info and images on news websites or watch this \u003Ca href=\u0022https://www.youtube.com/watch?v=sJ5-HCYL2Hw\u0026amp;feature=youtu.be\u0022 title=\u0022YouTube BBC video\u0022 data-anchor=\u0022?v=sJ5-HCYL2Hw\u0026amp;feature=youtu.be\u0022\u003EBBC video\u003C/a\u003E for a summary.\u003C/li\u003E\n\u003Cli\u003EIn 2017, over 250 fires in northern California killed 44 people and caused around 90,000 people to evacuate their homes. More information can be found in this article from the \u003Ca href=\u0022https://www.independent.co.uk/news/world/americas/california-fires-latest-la-ventura-county-evacuations-damage-residents-return-home-605-a8100396.html\u0022 title=\u0022Independent\u0022\u003EIndependent\u003C/a\u003E.\u003C/li\u003E\n\u003Cli\u003EIn September 2017, an earthquake in Mexico of magnitude 7.1 killed hundreds of people. More information can be found in this article from the \u003Ca href=\u0022https://bit.ly/2w5Df2x\u0022 title=\u0022Guardian\u0022\u003EGuardian\u003C/a\u003E.\u003C/li\u003E\n\u003Cli\u003EIn April 2015 in Nepal, an earthquake near the city of Kathmandu of magnitude 8.1 killed nearly 9,000 people and injured nearly 22,000. WaterAid produced a video called Aftershock, about efforts to repair a community\u2019s water system after earthquakes. This is available on \u003Ca href=\u0022https://www.youtube.com/watch?v=nRhr_tILbOM\u0022 title=\u0022YouTube Aftershock\u0022 data-anchor=\u0022?v=nRhr_tILbOM\u0022\u003EYouTube\u003C/a\u003E\u003Cu\u003E,\u003C/u\u003E or with a headset, headphones and smartphone, you can use the \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.wateraid.org/au/articles/aftershock-nepals-untold-water-story-in-virtual-reality\u0022 target=\u0022_blank\u0022 title=\u0022AFTERSHOCK: Nepal\u2019s untold water story in virtual reality\u0022\u003EAftershock VR app\u003C/a\u003E. Scouts Nepal have a Scout centre in Kakani and used their skills and resources to help with the relief effort after the event.\u003C/li\u003E\n\u003Cli\u003EYou can also find some general information from sites like the \u003Ca href=\u0022https://www.who.int/environmental_health_emergencies/natural_events/en/\u0022 title=\u0022World Health Organisation\u0022\u003EWorld Health Organisation\u003C/a\u003E, \u003Ca href=\u0022https://ourworldindata.org/natural-disasters\u0022\u003EOur World in Data\u003C/a\u003E, the\u00A0\u003Ca href=\u0022https://disasterphilanthropy.org/our-approach/disasters/\u0022 title=\u0022US Center for Disaster Philanthropy\u0022\u003EUS Center for Disaster Philanthropy\u003C/a\u003E, the \u003Ca href=\u0022https://www.dec.org.uk/\u0022 title=\u0022Disaster Emergency Committee\u0022\u003EDisaster Emergency Committee\u003C/a\u003E, \u003Ca href=\u0022https://www.oxfam.org.uk/what-we-do/emergency-response\u0022 title=\u0022Oxfam\u0022\u003EOxfam\u003C/a\u003E, \u003Ca rel=\u0022noopener\u0022 href=\u0022https://msf.org.uk/issues/natural-disasters\u0022 target=\u0022_blank\u0022 title=\u0022Doctors without Borders\u0022\u003EDoctors without Borders\u003C/a\u003E or \u003Ca href=\u0022https://www.savethechildren.org.uk/how-you-can-help/emergencies\u0022 title=\u0022Save the Children\u0022\u003ESave the Children\u003C/a\u003E.\u003C/li\u003E\n\u003C/ul\u003E","label":"Extreme weather and seismic hazard examples"}]}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u0026nbsp;\u003C/p\u003E\n\u003Ch3\u003EDiscover a disaster\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003ESplit into groups of three or four people. Find a space to set up with paper, something to write with and a computer or smartphone connected to the internet.\u003C/li\u003E\n\u003Cli\u003ESpend some time researching an extreme weather or seismic event. Find photos, read articles and watch videos that show what happened, how it affected people and how they responded.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EHave a look through the \u2018Extreme weather and seismic hazard examples\u2019 we\u2019ve provided or find some of your own.\u003C/p\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EEach group should settle on a single event and consider the short-term needs of the people affected. Think about practical and emotional needs, priorities and risks. Fold a sheet of paper into quarters and write these down in the first quarter.\u003C/li\u003E\n\u003Cli\u003EConsider the longer-term needs of the people affected. Think about damage to roads and other infrastructure, and what might be needed to kickstart the local economy. Write down notes in the second quarter.\u003C/li\u003E\n\u003Cli\u003EConsider the location and country affected. Think about how developed it is, how able it is to recover and how its economy might be damaged. Write down notes in the third square.\u003C/li\u003E\n\u003Cli\u003EThen, choose three photos. One should represent short-term needs, one longer-term needs and one the location of the event.\u003C/li\u003E\n\u003Cli\u003EConsider the response of the country affected and others. Think about who could help with the clean-up, provide services, supplies or support. List these in the fourth square.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EThis support might include providing things like: water containers and water purification tablets to help people get safe drinking water, tents or equipment to build emergency shelters (like tarpaulins, ground sheets, ropes and nails), hygiene kits including things like soap, solar lights to provide light where there\u2019s no electricity, blankets to provide warmth, mosquito nets to prevent the spread of disease, educational materials so children can study or mental health support.\u003C/p\u003E\n\u003Col start=\u00228\u0022\u003E\n\u003Cli\u003EGroups should link up and share their findings. They should look at the photos and information and discuss what that particular event might be like to live through.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003EJuggle resources\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEach group should choose their top five things needed to help people affected by their event. Give each group five balloons. They should inflate them and write each means of support on a balloon in felt-tip. Explain that the aim of the game is for groups to take turns to keep their balloons off of the floor.\u003C/li\u003E\n\u003Cli\u003EOne volunteer from each group should stand in the middle. The others should stand around them holding the balloons. The person leading the activity should shout \u2018Go!\u2019 The balloons should be thrown into the middle. The person in the middle must keep them all in the air for 30 seconds without catching them. After 30 seconds, stop the game.\u003C/li\u003E\n\u003Cli\u003ESee if any groups dropped any balloons. See what was written on any dropped balloons. Groups should think about how this lost form of aid would affect the victims short and long term. Repeat the balloon juggling game with two people in the middle or more, if everyone enjoyed it.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003ESee if groups found it easier working together to keep the balloons in the air.\u003C/p\u003E\n\u003Ch3\u003EScout out some help\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should think about some people who do the kind of things that help out those affected by extreme weather and seismic events. They could think specifically about those who do the things they wrote on their balloons. Draw the outline of a person on a piece of paper and write down five actions around the outside of the page.\u003C/li\u003E\n\u003Cli\u003ENow, think about the qualities and skills a person would need to provide help in these ways. Remember that lots of aid workers are volunteers. If you found examples of aid workers in your research earlier, think about their qualities and skills. For instance, they might be kind and dedicated, able to perform first aid, or good at fixing things.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EEveryone could have some time here to research aid workers helping with their chosen extreme weather or seismic hazard.\u003C/p\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EIllustrate the qualities and skills on the person they drew. They could use words or drawings. Allow some time for each person to decorate their outline and give them clothes or equipment they might use when helping others.\u003C/li\u003E\n\u003Cli\u003EEveryone should now think about their own qualities and skills. Select three. Have everyone think about whether their qualities and skills would be useful if they were helping out after extreme weather or a seismic event. Consider whether there are any that are similar to the aid worker they\u2019ve drawn. Think about times when these qualities and skills have come in useful.\u003C/li\u003E\n\u003Cli\u003EThe groups should go back to the three pictures they found of short-term issues, long term issues and the locations affected. They should think of things they could do to help when the next disaster strikes in these three scenarios. Something to help people immediately, something to help people in the aftermath and something to help the country cope better as a whole.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003ECheck out our \u003Ca href=\u0022https://www.scouts.org.uk/about-us/help-others/community/kindness-in-every-community/\u0022 title=\u0022A Million Hands\u0022\u003EA Million Hands resources\u003C/a\u003E from the British Red Cross for some ideas. You could also look at the \u003Ca href=\u0022https://donate.scout.org/\u0022 title=\u0022Scouts Donation Platform\u0022\u003EScouts Donation Platform\u003C/a\u003E and \u003Ca href=\u0022https://sdgs.scout.org/\u0022 title=\u0022Scouts for SDGs\u0022\u003EScouts for SDGs\u003C/a\u003E to see what other people have been doing.\u003C/p\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":50085,"nodeName":"When disaster strikes","title":"When disaster strikes","type":"activity","image":null,"assets":[],"headerOptions":{"headerTitle":"When disaster strikes","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Look into a recent extreme weather event or seismic hazard and explore how people help put things back together again.","subHeader":"Look into a recent extreme weather event or seismic hazard and explore how people help put things back together again.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC81MDA4NSJ9","canonicalUrl":"https://www.scouts.org.uk/activities/when-disaster-strikes/"}