Resilient Comics

The teacher begins by asking the class:

What is the first image that comes to mind when you think of the word resilience?

After gathering responses, the teacher reads the official definition of resilience from the glossary:

Resilience - The ability to cope with calamitous events and overcome their effects.

The teacher divides the class into four groups and provides each group with three numbered sheets of paper. The teacher presents four scenarios, assigning one scenario to each group:

• Scenario 1: You are at school. You hear an alarm ringing. You are in the bathroom and know that the sound indicates a fire has broken out.

• Scenario 2: You are at home, feeling hungry. You want a snack from an overhead cabinet. As you climb onto a chair, your foot slips, and you hurt yourself.

• Scenario 3: You are at the beach, enjoying a swim with friends. Suddenly, the sky darkens, you hear loud thunder, and see bright flashes of lightning.

• Scenario 4: You are in the mountains, taking a walk away from the hut where you are staying, when it starts snowing heavily.

Each group is tasked with drawing their assigned scenario on Sheet 1 and reflecting on their feelings in that situation (e.g., fear, confusion). On Sheet 2, they will illustrate a positive outcome for the scenario, while on Sheet 3, they will depict a negative outcome. They should also include feelings for these drawings, which may be the same or different from those noted on Sheet 1.

The teacher may find it helpful to refer to the examples of behaviors provided (see attached "Resilient Comics - Behaviors" below) to guide the activity.

Once the drawings are complete, the teacher will display the sheets on the classroom wall in a specific order: Sheet 1 will be at the top, followed by Sheet 2 above it and Sheet 3 below.

At this stage, each group observes their own comic strip along with those created by the other groups. The class will then reflect on the common elements across all comics that contributed to either a positive or negative outcome in each scenario.

The teacher's role is to facilitate this discussion and help the class understand that the key element is the ability to find solutions and apply them constructively—essentially, it is resilience The ability to cope with calamitous events and overcome their effects .

At the end of the activity, the class collaborates to create a definition or title for the word resilience The ability to cope with calamitous events and overcome their effects , inspired by the solutions depicted in the different scenarios. This definition will be written on a larger sheet of paper, which will serve as a title for the comic strips.

Once the title is added to the four scenarios, the class will have a collection of short resilience comics that illustrate how this concept can make a difference in emergency situations.