Trust your peers

It is recommended to conduct this activity in a gym or open space.

The teacher begins by asking the class: “What are the elements of effective communication?”

To facilitate the discussion, the teacher can prompt students to consider aspects such as the content of the communication, the medium used, and how easily the message can be understood by the receiver.

Next, the activity will be introduced as a game played in pairs, where the goal is to navigate a path while avoiding obstacles. The participant who touches the fewest obstacles wins.

The path from point A to point B is set up as follows:

A line is created with paper tape from point A to point B, along which various obstacles (such as chairs, desks, and objects on the ground) are placed. One person will navigate the path while the other gives directions—only verbally and without physical contact. The navigator must face away from the path and is not allowed to turn around.

The path will be completed three times, each with a different variation:

1. The guide provides verbal directions, clearly indicating left and right and any other helpful information to avoid obstacles.

2. The guide can only use gestures to communicate directions.

3. The guide steps into the role of the navigator and moves along the path without giving any directions (hints like counting steps are allowed).

Each time an obstacle is touched, the navigator earns one Vulnerability Propensity to suffer damages from an event point. The winner is the one who scores the fewest points.

After the game, everyone sits in a circle to discuss the following stimulus questions:

1. How important is it to provide accurate information?

2. How did you feel navigating the path without the guide's help?

3. Did your knowledge and awareness of the path assist you?

In this phase, all pairs will conduct the activity simultaneously. The guides will stand beside their navigators, who will keep their eyes closed. The space will be filled with obstacles, including people, and everyone must trust their guide to navigate safely. The challenge increases as they must avoid both obstacles and other participants. After completing the route, the pairs will switch roles and repeat the exercise.

At the end of the discussion, the teacher can lead a conversation about the importance of effective communication at each stage of the disaster management cycle and the need to rely on official sources. To support this discussion, the teacher may use the document on Public Warning Systems (link) to provide information on how these systems function globally.