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.
Lori,
ReplyDeleteThis seems like a game I could also use with the ELL Shelter social studies class. Do you think a level 1 or 2 ELL student could handle it? I will be playing this game to see how else I could use it in the classroom. I was thinking for the 7th graders (are they too old for it?).
Maribel
Maribel,
DeleteI do think they could. It is so visual and the icons are very descriptive. You could perhaps pair your level 1s and 2s with a more proficient speaker at first for clarification purposes.
Lori
Lori,
ReplyDeleteThis was a great post. It looks like You, Maribel, and I have the same students population. I played the simulation and saved my island in the nick of time. But I think your ideas of scaffolding the learning with the preview of the disasters, reading about disasters, and then checking out the links on the site are all excellent and likely to make the simulation more meaningful. As a language learning piece, it would have been helped if some of the instructions had been oral. Then there would have been more demands on students language development--reading and listening.
Maribel and I do have similar populations. As a matter of fact, we received our ESL certification at the same time. Our schools are about 20 miles apart.
DeleteI appreciate your idea about having some oral instruction. That could be quite helpful to some students.
Lori
Lori,
ReplyDeleteI agree with Dianne because I think that the readings and introductions to disasters would really help the kids learn the material and be interested in the game. I was wondering how long this game takes? Would you play it in class or as homework, and are you able to break the game up or must it be completed all at once?
Great Job!
Lindsay
Lindsay,
DeleteIt said 25 minutes and I never really figured out what would happen if you went beyond that. The times I played took me from 15-20 minutes, but I only played the easiest levels of different disasters. I would have to have my students play at school because the majority of my students don't have computers.
Lori
Lindsay,
ReplyDeleteI was hoping someone else played Stop Disasters! I'm glad you did.
I can see where the different difficulty levels would be essential to student engagement at the 5th grade level. Without it they would undoubtedly lose interest. I think the easiest level would be challenging enough for first graders. I like how students would be required to learn about the natural disasters prior to playing the game. Could writing be included by asking students after they play the game to explain and give reasons for their decision making processess and how their processess impacted the game outcome? Included in their writing could be a discussion of what they would do differently if desired outcomes were not realized.
Awesome job! I like how you outlined it could be used in a social studies class I never thought about using it in that subject - I had a one track mind for science. Awesome job!
ReplyDelete