1. Thinking The student classifies the impact of threats on the basis of several categories: environmental, social, economic, political, to establish the connections between the common issues such as: natural hazards, risk man- and risks of technological accidents.
The student interprets the political and economic implications of establishing settlements illegally on land present a threat. The student explained by oral exposure, all the scenarios we are addressing the issue
The student population inferred from television news or the teacher cuts previously requested, on the various risk scenarios that may intervene to cause affectations health, life or property of certain population centers. The students delivered a written report to define the performance levels among the different policies in the resolution of issues (academic, political, social, etc.). The student compares
teams of up to three members of the measures implemented in Central school in which they study on the prevention of risks. Make a written report with copies to the head of the school, which explains the one hand, the security that the student has encountered and on the other hand, include areas for improvement with means to strengthen existing ones. The student team is committed to test the effectiveness of its proposals, implementing a simulation in school.
2. Teamwork and Self
The student demonstrates by appropriate use of leadership skills, the effectiveness of their proposals and coordinates the modifications or marking indicating the school community to act promptly to a contingency. Make a second report to the headmaster, with photographs showing the conditions before entering into force on student project and the changes that were implemented after the advice of the participating teams.
The student uses his skills of observation in the sense of critical reflection on own work and that of their peers
The student learns to behave with technical skills: classifying, documenting and critically evaluate information, using sketches, developing proposals, graphs, diagrams and models are explained first by the teachers and then are fed by the student.
The student demonstrates originality and insight with a research paper of high quality writing that is left in relation to the population problem in cities and in rural areas.
The student writes an essay that draws on the problems of flooding, to serve as a model to propose appropriate solutions have been suggested Mexico about this block.
3. ICT Management
The student examines the impact of a natural hazard. Uses information technology as a basis to propose solutions to problems detected. Use the tools available to SIGIRIS to represent environmental concerns.
The student relates the potential risks it is exposed in different environments where he lives and conducts its activities with the
security measures implemented in these places, provides judgments about the importance of signaling that alerts users in public buildings, on what must be done in case of contingency.
investigate the causes of a specific phenomenon contrasting what digital sources consulted in interviews with government officials and agencies involved in research.
The student respects the different perceptions that each one of those personal security, shares her concern about the fragility of some buildings were not built with official regulations to avoid the effects of earthquakes or other catastrophic events and measures the effects negative as an exercise in perspective: Why should I put the seat belt while traveling in a car ...? Why do some neighborhoods were flooded during heavy rain? Why are some edificiones were damaged during an earthquake?
The student lists the Web sites where they have content related to preventive measures of order international and what to do: before, during and after a catastrophic event. Developing its own website with the most relevant information and link other Web sites consulted. Formula a Decalogue on preventive measures for each particular type of risk.
