STOP DISASTERS!
General Information
- Background Information-This disaster simulation was created by playerthree but sponsored by ISDR (International Strategy for Disaster Reduction).
The FAQ bar contains useful information about
computer requirements and answers some ‘housekeeping’ questions that might be
helpful for teachers.
- Play features-In Stop Disasters! the player acts as the area planner and is given a budget to prepare the area for an impending disaster (approximately 25 minutes). There are five disasters from which to choose: a tsunami, a hurricane, an earthquake, a wild fire, and a flood. As the planner, the play must complete a couple of mandatory requirements (build a school, for example), and then establish defenses and build/improve housing conditions to ensure the safety of the inhabitants. When the city planner feels the city is ready for face the disaster, the disaster is launched, and the results are viewed.
- Representation-While playing, the city planner will click on any area of the location. The area is placed on a grid, so you can click on each small spot and use the information provided to make a decision about that particular area. Information that is included is population information and the percentage of risk for that spot. The player can gain more information and can choose to add a defense or build something on that spot. Demolishing what is on that spot is also an option. At the easier levels, a smaller map is given to protect. This simulation does a good job representing a real world situation. The decisions that the planner has to make under pressure are considerations that have to be made in the real world. Hopefully, real planners will have a longer time to consider all available options.
Analysis
- Learner’s styles and Teaching/Learning Objectives-As part of a 5th grade Social Studies/Science unit, students will choose one of the 5 disasters to study further. The 5th graders will choose the disaster based on interest. Based on Kolb’s learning styles, this task could be described as CONVERGING (doing/thinking). Students can analyze their options based on their background knowledge, as well as, information from the game’s interface to aid in their planning.
Students will use background knowledge to
make informed decisions concerning preparedness.
Students will use data from simulation to
make informed decisions concerning preparedness.
Students will use time-management skills in
order to use all available resources in a planned manner.
(ALL objectives were made based on the same
rationale. Students will be invested in
trying to save lives in their particular disaster. This investment will mean considerations will
be made when planning.)
- Game Components-My current game definition-A game is an interactive, rule-dependent, representative activity in which players experience motivation and obstacles along the way. Games are dynamic and cause emotional responses.
Stop Disasters! strongly supports my
current game definition. My only area of
concern is that I believe the game could be more dynamic. Currently the easy level for the disaster
has the same map, data, and requirements each time. Moving up difficulty levels is one way to
alleviate this problem.
- Application-This game could easily be implemented into my class. I mentioned earlier that I would use it as part of a disaster unit for Science/Social Studies. Reading groups would be reading fiction and nonfiction texts about disasters. I would use this game after exposing the class to an overview of all 5 disasters. At that point students would be able to concentrate their focus on one type of disaster. Prior to playing the game, I would have students visit the information sites provided by the game. (I find it hard to go to the information sites once I have begun the simulation. I get impatient) I feel that Stop Disasters! is well-suited to help students accomplish the learning objective.
