NATURAL HISTORY MUSEUM UNIVERSITY OF CRETE (NHMC)

1. NATURAL HISTORY MUSEUM UNIVERSITY OF CRETE(NHMC) Educational approach concerning Earthquakes for children with special needs • The case of the 1st School for Disabled • Children of Rethimno. • Project developed by MrsKaspiriand MrBouralexisfor earthquake prevention.

2. The educational steps focus on what should be done rather than on what should be avoided! MAIN PRINCIPAL OF THE EDUCATIONAL APPROACH

3. Experiential Learning • Structured Learning • Visual arts The approach is based on… Stirs the attention of the students and ensure their active participation by using - developing of senses: sight, touch, hearing, taste, smell

4. Presentation of Structure – teaching plan • Stimulation of attention: • Contact with natural phenomena (as an event/fact). • Natural events and disasters. • First contact with the earthquake - video. • Discussion-questioning-conclusions • First experimental phase – Action: • We become ... actors, journalists • Acquisition of experience: • Visit the Natural History Museum of Crete • Discussion-Questioning-Conclusions • Second experimental phase – Action: • We become ... graphic designers, actors, journalists • Enhancing acquired knowledge: • Jigsaw-Photos • Picture-story- School Newspaper • interdisciplinary approach • Drills spatial cognition • Conclusions

5. Contact with natural phenomena (not the concept of "natural phenomenon" but the fact) • Natural events and disasters. • First contact with the earthquake - video. • Discussion-questioning-conclusions Stimulation of attention:

6. Contact with natural phenomena (fact) Rainbow

7. Thunder

8. Flood Tsunami Fire Natural events and disasters

9. Flood Tsunami Fire Consolidation activity: identification of a natural phenomenon - consistency, disaster

10. Introducing the earthquake phenomenon

11. Watch the video clip with an earthquake song from a Greek band called Imiskoubria • Earthquake simulation video from EPPO… • Thales by himself at home! • Thales trained at the supermarket! First contact with the earthquake - video.

12. Discussion-questioning: What should we do in case we are at home? • Conclusions: Regarding our behavior at school During the lesson ► in case of an earthquake ► we get under the desks Discussion-questioning-conclusions

13. We become ... actors, journalists • We try to put into practice the conclusions of our discussion. • Earthquake drill • Before the earthquake… As normally we are taking our classes Earthquake occurs During the earthquake… We get under the desk Simultaneously we are taking photos of the entire action in each class. We create a jigsaw with the taken photos and the pieces have the same number as the students. (we use the "-chritschrats" to easily consolidate-education.) 2. First experimental phase – Action:

14. Example before the earthquake… Picture Watermark Jigsaw during the earthquake… Picture Watermark Jigsaw

15. Visit the Natural History Museum of Crete Use the seismic simulator • Discussion-questioning The earthquake frighten us Earthquakes are dangerous • Conclusions When the earthquake stops we get out of the building using the faster way out. 3. Acquisition of experience:

16. 4. Second experimental phase – Action: We become ... graphic designers… • Each teacher discuss with his students for the escape route of escape in case of earthquake. • Each teacher with the students who can decide to design the escape route on the floor using colored duct tape and spray color in order to create a line of their favorite color.

17. …actors, journalists… • We decide to shoot a new integrated moviewith our own script and us as actors: “During the lesson an earthquake occurs and we get under the desks. After the earthquake stops we follow the escape route we have designed”

18. before the earthquake… during the earthquake… Picture Watermark Jigsaw Picture Watermark Jigsaw after the earthquake… Escape route… …in the courtyard! 5. Enhancing acquired knowledge:

19. What do we need in case of an earthquake

20. Two-page picture story (upper level)

21. Children with movement disorders Earthquake... During the lesson Waiting. . . The exit !!

22. Interdisciplinary approach… Within the thematic course of grammar, depending on the cognition of the children, other activities can be realised... …linear expression! …writing with glitter - matching image with word! …visualisation of words …duplication ...consolidation of grammar Earthquake

23. Drills spatial cognition The concept of space… practicing the concepts “under” and “above” using toys and themselves… …the doll “under” the table …the student “under” the table …the doll “above” the table …the student “above” the table practicing the concepts “in” and “outside” using toys and themselves… …the doll “in” the dollhouse …the student “in” the dollhouse …the doll “outside” the dollhouse …the student “outside” the dollhouse

24. In the area of Special Needs Education can be taught and understoodearthquakes in order to properly deal with thewith the aid: • imagination • experiential learning • several repetitions • and of course creating the appropriate atmosphere!!! 6. Conclusions

25. Thank you!