Overview

In this activity, students create a short performance in response to a prompt given by the teacher about how a group of people (i.e. a camping group or senior centre) would respond to an unexpected weather event (i.e. a snow storm or power failure).

The performance is structured around a newscast format, thus one student plays the interviewer, one the person in charge and the others act out the situation. In their performance students have to integrate all the response steps given by Read More +

In this activity, students create a short performance in response to a prompt given by the teacher about how a group of people (i.e. a camping group or senior centre) would respond to an unexpected weather event (i.e. a snow storm or power failure).

The performance is structured around a newscast format, thus one student plays the interviewer, one the person in charge and the others act out the situation. In their performance students have to integrate all the response steps given by Emergency Preparedness Canada, so that each skit teaches students the guidelines for how to respond to various weather events.

Skits are supposed to be short (1-3 min) and students are given around 20 minutes to prepare; they can then perform in front of the class or video their performance. If this is the case, then all videos will be watched at the beginning of the next class. This activity is not graded, but the content covered will be in the final exam and engagement counts towards the ‘participation’ grade.

Read Less -

Objectives

  • To learn Emergency Preparedness Canada’s guidelines to respond to weather events when in a leadership role;
  • To highlight the relationship between the materials they learn in class and how they relate to the real world;
  • To practice communication with the press and in front of others.

Context and requirements

Level CEGEP
Discipline Community Recreation and Leadership Training (CRLT) program
Course Health and Safety (391-110-DW)
Activity Content weather hazards | effective responses
Technological Requirements Phones (or similar equipment) if video option is chosen

Author’s Notes

Benefits

  • The performance aspect makes students both read the material and try to apply it to a ‘real-world’ scenario;
  • Students learn where to find material relevant to dealing with weather-related issues by having to look up resources;
  • Performing and watching the performances/videos makes most students engage and they learn from both enacting the situation and watching others;
  • It gives students an opportunity to practice speaking in front of others and build their confidence.

Challenges

  • Students might get a bit out of hand or not engage, especially if one student in the group is particularly resistant;
  • Students might not take the material very seriously, and do it more for the performance aspect, thus not really integrating the content the instructor would like them to cover.

Tips

  • It is important that the instructor walks around monitoring students’ work so as to answer questions, be sure that everyone is engaged and provide advice;
  • The instructor should also ask student to show a first draft/run-through to be sure that they are not putting incorrect information in their performance and ensure that they are covering the most important points;
  • It is also important to set a strict prep-time to be sure to do everything (either prep+presentations, or prep+video making) in one class.

Activity Pedagogical Components

Case Study

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