Volcanofest: Outreach Fair Demonstrations Handbook

In this context, the Civil Protection, whose mandate includes raising awareness about disaster risks,
has introduced HAZAGORA in 65 secondary schools of Goma (DR Congo). Together with scientists and
an NGO working on Disaster Risk Reduction (DRR), they have sensitized the school directors to raise
awareness on DRR; they have then trained the geography teachers, who themselves have played
HAZAGORA with several groups of students.
The learning outcomes of the game were tested using pre- and post-questionnaires. Based on the
feedback of the trained students compared to students who had not benefit from playing the game,
HAZAGORA appears to positively enhance the players’ insights into processes involved in disasters, as
well as their risk perception, while being fun to play and generating the active engagement of the
player.
As such, HAZAGORA is an efficient learning tool to introduce participants to the concepts of hazards,
risks and disasters, including volcanic eruptions. Moreover, HAZAGORA aims to induce a better
understanding and implementation of appropriate protective measures against natural hazards they
might face in their daily life.
The Kid who cried Supervolcano
Sriparna Saha 1,2 Ben Kennedy 1 , Sara Tolbert 2 , Elizabeth Mordensky 3
1
School of Earth and the environment, University of Canterbury
2
School of Teacher Education, University of Canterbury
3
United States Geological Survey (USGS)
Keywords
Caldera volcanoes, earthquakes, ground shaking, primary and secondary schools
Summary of the activity
The kid who cried super volcano is a short story that uses storytelling elements to teach students
about different aspects of caldera volcanoes. The book is accompanied by an activity sheet that can
be used by the teachers to guide the lesson. The activity can start with a brief warm up where
students are asked to draw the personality of their local volcano. Then the students read the kid
who cried supervolcano book. The different storytelling elements address each of the learning goals
that are listed below. For example, in the story the main character Ash did not listen to signs about
dangers when she was young but learned to read and respect the signs later as she grew up.
The activity comes with a teacher resource page that explains how different storytelling elements
were used. After reading the book, students fill out the activity sheet which can be modified
depending on the age group.
Target Audience Primary and Secondary students
Learning Goal(s)
1. Caldera volcanoes are beautiful but can be dangerous- when visiting, follow signs to stay safe
2. Steam, smells, boiling water, and earthquake (unrest) activity is normal for caldera volcanoes.
3. Caldera volcanoes although often called supervolcanoes, usually have small eruptions which can
be dangerous in our lifetimes.
4. Very big eruptions (super eruptions) are unlikely in our lifetimes.
5. Anyone can be a scientist and better outcomes are achieved when science considers people and
their cultures.
6. Understand your relationships with your local caldera volcano.
Required Materials
A3 sheets; Colored pens
Instructions
1. Draw the personality of your local volcano
2. Read the kid who cried supervolcano story.
3. Revisit your drawing and reconsider how the story changed your understanding.
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