ECO-UNESCO Young Environmentalist Awards Manual

ECO-UNECSO & ENFO

Back cover

Young Environmentalist Awards

MANUAL

( Affiliated to W.F.U.C.A )

ECO UNESCO

ECO UNESCO

INTRODUCTION FROM MARY MCALEESE

CONTENTS PAGE

The Young Environmentalist Awards have been set up to encourage young people all over Ireland to become environmentally aware and actively promote environmental conservation.

Introduction Who are ECO-UNESCO and what is the Young Environmentalist Awards (YEA) Key dates for the Project How to use the YEA manual

Over the years, the Awards have become a popular educational scheme within schools and youth clubs. The young people of Ireland have taken into consideration the importance of protecting the local environment through practical projects.

I am conďŹ dent that with the help of young people, hard work and the growing support from parents and teachers, the positive message of environment conservation will prevail.

Congratulations to last years winnersand best wishes to all new entrants.

Young Environmentalist Awards Manual

4-5 6 7

Section 1 - Step by step approach to the Young Environmentalist Awards Project Step 1: Decide on a team Step 2: Decide on an environmental issue Step 3: Decide on a plan Step 4: Decide on an action Step 5: Taking action Step 6: Raising awareness and communication

9 10-11 12 13 14-15 16

Section 2 - Information and case studies Waste information Waste case studies Energy / transport / climate change information Energy case studies Biodiversity Biodiversity case sudies Water information Water case studies Air information Air case studies Environmental organisations

18 19 20 21-22 23 23-24 25 25-26 27 27 28

Section 3 - Tool-kit and worksheets Team meeting worksheet information Team meeting worksheet Project planning worksheet Research record sheet Looking at causes and effects of an environmental issue, information and worksheet Some helpful communication hints!

Communication worksheet Inviting a guest speaker Guidelines for carrying out interviews and surveys Fieldwork worksheet Environmental auditing

30 31 32 33-34 35-36 37 38 39 40 41 42-44

Evaluation Sheets Teacher / youth leader evaluation sheet Student evaluation sheet

46-48 49-50

Introduction

Young Environmentalist Awards Manual

ECO UNESCO

ECO UNESCO

WHO ARE ECO-UNESCO? ECO-UNESCO is Ireland’s national environmental organisation for young people specialising in environmental education. The organisation aims to raise environmental awareness, promote the protection and conservation of the environment and promote the personal development of young people. ECO-UNESCO develops and delivers environmental training, workshops and also offers a consultancy service. ECO-UNESCO is affiliated to the World Federation of UNESCO Clubs, Centres and Associations (W.F.U.C.A).

Participating in a YEA develops knowledge, skills, attitudes, motivation…..

• Knowledge of environmental issues • Knowledge of skills to prevent and improve environmental issues

Young Environmentalist Awards Manual

Introduction

Introduction

Young Environmentalist Awards Manual

• Skill development – decision making, planning, research, problem solving, organisation, team working…

WHAT IS THE YOUNG ENVIRONMENTALIST AWARDS?

• Personal development – confidence, self – esteem, social skills, communication, participation, respect for self and others…

The Young Environmentalist Awards are an experiential and active environmental education learning experience where young people engage in a local environmental action project which will benefit themselves and their school, youth organisation and community. The Young Environmentalist Awards honours the actions of young people who protect, conserve and enhance our local and global environment.

• Positive attitude towards the environment • Motivation to act in future social and environmental projects

Young Environmentalist Awards projects are….. action projects on an environmental issue

An action project is… a project which engages young people in taking some specific actions as a component of a personal development or educational project. It comprises self-directed and inter-disciplinary learning.

An environmental issue is… an environmental issue is an issue related to any part of our environment. It should be noted that environmental issues have environmental, social and political cause and effect.

Benefits of doing a Young Environmentalist Award project: The emphasis in a Young Environmentalist Awards is the personal development of the learner or participant. The focus is on individual learning, working as part of a team to choose, plan, investigate, and implement a project on the environment. Through the Young Environmentalist Awards learners are given the opportunity to make a real difference to quality of life, of their own local community, as well as contributing to the future well being of the planet. Learners will begin to recognize their own abilities and develop new skills.

4

5

ECO UNESCO

KEY DATES FOR THE PROJECT: 1.

2.

Registration: Closing date for registration is generally at the end of November Between November and February teams should research, plan, carry out their project and raise awareness; See Section 1 for further instructions on these stages.

Project submission: Closing date for receipt of projects is generally the end of February.

At this stage teams should submit: • Summary Project Report form • Teacher/Leader evaluation sheet and Student evaluation sheet • Any worksheets used in this manual • A personal / visual record of the work they have done throughout the year – e.g. full written report, Video diary, Photo scrap book, CD-Rom, Project diary, Song/music, poetry, drama….

3.

Judging and judging criteria: Judged takes place between March and May. Criteria are listed below.

Research and development of project idea 30 marks • Evidence of deciding on an environmental issue • Evidence knowledge of the environmental issue (i.e. research and investigation) • Evidence of understanding cause and effect of environmental issue (i.e. human interaction with the environment) Project planning • Evidence of project planning • Evidence of project aims and objectives • Evidence of problem solving/ plan review

30 marks

Action • Evidence of action carried out • Relevance of action to project aims and objectives

30 marks

Awareness raising 30 marks • Evidence of awareness raising within school/youth group • Evidence of awareness raising through wider community • Evidence of contact made with external organizations

Young Environmentalist Awards Manual

ECO UNESCO

HOW TO USE THE YOUNG ENVIRONMENTALIST AWARDS MANUAL: This manual is designed to support teachers and youth leaders working with young people on environmental action projects. The manual will guide leaders through an environmental project in a step-by-step manner. Please note, that the manual should be used as needed, it is not prescriptive; any instructions, timelines or worksheets should be seen as suggestions or guidelines that you can use, if needed, or improve on with your groups. Any case studies or examples of projects should be viewed in the same manner.

These are provided as suggestions which you can bring to your group, to provide ideas and get your own projects started.

Introduction

Introduction

Young Environmentalist Awards Manual

This manual has three main functions: 1. To provide teachers and leaders with techniques carry out an Young Environmentalist Awards project 2. To provide an introduction to environmental issues 3. To provide tools for use with young people in recording the work that they carry out The manual is divided into three sections.

Section 1: How to do a Young Environmentalist Awards Project The six steps to complete a Young Environmentalist Awards project.

Step 1: Step 2: Step 3: Step 4: Step 5: Step 6:

Decide on a team Decide on an environmental issue Decide on a plan Decide on an action Take action Raise Awareness

Section 2: Environmental information and project ideas Details of previous projects, provides information on key environmental issues and details organisations and resources that may be useful to that topic.

Waste, Energy, Water, Biodiversity Section 3: YEA toolkit Useful worksheets to assist in groups recording their YEA work.

Personal development 30 marks • Evidence of team work • Evidence of learner development – environmental knowledge • Evidence of learner development – skills and future action 4.

6

Awards ceremony: The Awards ceremony takes place in May. Only short listed projects are invited to attend.

7

SECTION ONE

Step by step approach to a Young Environmentalist Awards project

ECO UNESCO

Young Environmentalist Awards Manual

ECO UNESCO

STEP 1: DECIDE ON A TEAM Teams can range from 2 to 25 individuals. This gives plenty of scope if you wish to spilt your group into individual teams or get the class to work together.

In either case, teams should establish someone as a ‘Group contract’. A ‘Group contract’ acts as a set of agreements that each group will keep.

They assist in cooperation and communication within teams. They also allow each individual member of the team to bring their own skills to the project, highlighting the diversity and benefits of all skills within the team.

Section 1

Section 1

Young Environmentalist Awards Manual

Suggestion: Ask teams to list answers to the following questions; write these on a chart or ask the team to record them and keep them for the course of the project.

• How would you like others within your team to treat you?

• What skills might your team need over the course of the project?

Here are some examples: Team treatment: Teams respect each other Teams co-operate Teams communicate Teams are respectful of each others ideas Teams are responsible for themselves, other team members and those outside the team Teams motivate each other Teams listen to each other

Team skills: Communication Research Organizational Photography / artwork Leadership Analyzing Thinking/ new ideas Talking / presenting Report writing Problem solving

If it is acceptable to the group, the names of individuals can be put next to the team skills, identifying which people have or would like to develop these skills through the course of the project.

8

9

STEP 2: DECIDE ON AN ENVIRONMENTAL ISSUE Once a team has been decided, the environmental issue should be addressed. This decision process acts as a starting point to a Young Environmentalist Awards project. Although environmental issues appear broad, very often they have a local cause and effect. The group should identify the particular aspect of an environmental issue that will become the groups goal or action.

Some hints: • Take your time with this phase • Develop the project from the groups personal experience • Projects should be broad enough to maintain interest • Projects should be specific enough to maintain focus • Projects should be achievable for the group and timescale involved Some suggestions: • Below are listed some questions which may assist you and your group to find a Young Environmentalist Awards project.

• Start from the learners’ personal experience • Creative recording of the brainstorm can be done through interview, video or tape; a photographic or artistic record is also possible.

• Revolving chart work may be good to use if you are working with a large class or group. It works on the basis of small teamwork and ensures that everyone has a voice and contributes to the discussion.

• Research work using invited guests, the internet, books or magazines will all be useful during this phase.

• For more information on environmental issues you can choose from visit Section 2 What is revolving chart work?

Revolving chart work is a good way of brainstorming with a large group.

The group is divided into teams of 3-5 people. The questions to be considered are put on sheets of flip chart paper, one question per sheet.

These are placed in different locations around the room. The group get 34 minutes at each flip chart to note their ideas and to make comments on what other groups have written.

All ideas should then be considered by the group as a whole and final decisions made and recorded on a new sheet of paper.

ECO UNESCO

ECO UNESCO

Questions for starting a brainstorm: ‘The advantages and disadvantages of going to school/ living in your area’ ‘The opportunities for our area… How would you like to see your area in the future?’

Young Environmentalist Awards Manual

Section 1

Section 1

Young Environmentalist Awards Manual

‘What changes would you make?’

‘From above what environmental issues are relevant to you/ concern you?’

Questions to help prioritse: Ask your team if they can identify…..

- the issue that effects them most?

- the issue they feel most passionate about?

Please note – this does not have to be the issue that they know most about at the moment! Research and investigation is an important part of the YEA process.

Questions to help fine tune: - What kind of action would they be able to take?

- Is this realistic within the timeframe of the project - Is this the best use of the skills within the team?

- What further information is needed?

- Where will the team get that information?

Go to….

Section 2

for information on environmental issues

Section 3

for the following tools:

-

10

Team meeting record sheet Causes and effects record sheet Research record sheet

11

ECO UNESCO

ECO UNESCO

STEP 3: DECIDE ON A PLAN

STEP 4: DECIDE ON AN ACTION

Planning will help the project to run smoothly. A plan is simply a guideline for the group; it is not set in stone. It can be reviewed and adjusted as needs be, as the project develops so will the plan. At this stage the group may still be uncertain of the finer detail of what they want to do, Steps 2, 3 and 4 will all contribute to a better understanding of the project and its planning.

At this point your team(s) will have a general idea of the environmental issue they wish to take action on, but may need some further information.

One important aspect to an environmental issue is to make links between cause and effect. In this way, an action can be taken on the cause, making a real impact.

Young Environmentalist Awards Manual

Section 1

Section 1

Young Environmentalist Awards Manual

The aim of this step: The aim of this step is: • To introduce young people to skills of project planning • To formalise the aims of the project • To give the teacher or leader a clearer idea of what kind of project the young people wish to take on Some suggested questions following on from initial brain storming: The Whats’ and Whys?

• What is the project about – an overview?

• What do they want to do in their project – specific aims?

• What do they want to achieve from this project personally and for the environment, community?

• Why do they want to carry out the project?

• Why are they doing their project on the particular issue chosen?

Hows, Whens and Who’s: • How will the group meet their aims – the objectives or specific tasks of the project?

• How will the group know when their aims have been achieved?

• What are the tasks the groups must set out?

• When should these tasks be completed by?

• Who is going to carry out the tasks?

• To help team(s) decide on an action • To help teams identify cause and effect for their issue • To identify further information needed • To provide teams opportunity for reflection and review of their plan in light of new information • To introduce tools for action research Some suggestions: • Identifying cause and effect: A useful place to start when deciding on an environmental action is to find out in more detail the cause and effect of an environmental issue. This will challenge the group to look at the interactions between humans and their environment and provide possible solutions to environmental issues.

• Action research techniques: Teams can investigate their issue further using an environmental audit. This provides baseline information on the state of an environmental issue. An environmental audit can be particularly effective in energy, waste and water projects. For any biodiversity project, such as wildlife gardening or habitat improvement, recording what is present in the field provides detailed information on the state of the natural environment. Other tools that can be used include carrying out interview or survey work and inviting a guest speaker to the class. The latter can be effective in maintaining motivation of the young people in the middle stages of the project.

Important planning dates – - Ceremony in May - Closing date for project submission - Project phase deadline dates - Days of team meetings - Completion dates for actions agreed at meetings and person responsible: Details of visits, interviews, and research.

Go to….

Section 2: For environmental information and ideas from previous projects Section 3: Toolkit Depending on the focus of your groups’ project the techniques used in this phase will vary. Provided with this manual are a range of tools which can be used directly or modified to meet the needs of the group. In addition Section 2 will provide environmental information and contacts for further information.

Suggested tools: Environmental cause and effect sheet, How to do an environmental audit sheet, How to carry out field work, How to carry out an interview / survey sheet, How to invite a guest speaker to your class, Team meeting record sheet, Research record sheet

12

13

STOP! REVIEW YOUR PLAN – REFLECT ON NEW INFORMATION Once you have gathered all your information consider if the focus of your project has changed?

Do you need to update your planning sheet?

What does the new information tell you about your project?

Does your action still tackle the cause or effect of the environmental issue?

ECO UNESCO

ECO UNESCO

Some guidelines on Health and Safety when undertaking action projects: Before undertaking outdoor or community work, please ensure your organisation is fully insured to do so. Provided below is a check list to assist you: ® ®

STEP 5: TAKING ACTION The way in which human society is developing and meeting our needs is causing increased environmental problems.

® ®

Why is this a problem – why should we take action for the environment?

Resources from the environment enable us to meet our needs. The raw materials for those everyday items we see around us have come from the earth. Every process we use to produce a commodity, from food and water to our clothes and transport, starts with a raw material and produces waste of some kind. How we view this ‘waste’ is important: damage to our environment is caused not only from what we take from the earth but also from what we put back. The earth works as a selfregulating system; that is, each part interacts. Changes or an addition in one part of the system can have effects in other areas.

Over the past 15 years Ireland has seen unprecedented economic growth. As a rule, economic growth leads to increased pressure on the environment. There is a need to breaking the link between (decouple) economic growth, environmental degradation and the use of natural resources. Finding this balance is a challenge. Young people of today should be equipped to manage these changes to better themselves and future generations.

Some suggestions… the action taken should be: • Visible – that is have a direct positive effect on the environment • Manageable – simple, well organised and effective • Concrete – the group should know how and why they are taking this action; how it relates to the rest of their project, how it will benefit the local community and their local environment • Sustainable – if possible the action should have long term prospects, i.e. can be carried on after the YEA project has been submitted or should have long term benefits • Involved – the action can involve other people from outside the group • There are a range of different approaches you can take and many ways to have fun while taking action for the environment.

• Your action may incorporate aspects of step 3 and 4 and step 6, that it is, it may involve action research tools and awareness raising which will have a positive effect on the environment.

14

® ® ® ®

® ® ®

Young Environmentalist Awards Manual

Section 1

Section 1

Young Environmentalist Awards Manual

Does the organisation’s insurance cover fieldwork projects?

Are there sufficient leaders/teachers present?

(Guidelines set out by the Department of Education and Science in Child Protection for Youth Work Sector – May 2003, the minimum adult/young person ratio should be one adult per group of eight plus one other adult and allowing an additional adult for each group of eight thereafter.)

Were consent forms for parents/ guardians obtained before undertaking a fieldwork project?

Are all leaders/ volunteers aware of the activities to be undertaken?

Is there a leader present training in first aid?

Do you have a first aid kit with you?

Has the site/ venue been checked before hand?

Have any possible hazards been identified and what steps were taken to eliminate/ reduce such risks? (i.e. water ways, slopes, steep embankments, clear and safe access paths to the area) Is any equipment needed and who is responsible for carrying this equipment?

Is there a local environmental warder/officer for the area and have you contacted this person?

Is the group behaviourally challenged and if so what precautions are you taking? (extra staff, lower risk areas/activities)

Go to….

Section 2: For environmental information, ideas from previous projects and contact details from other organisations who may be able to assist your action.

15

STEP 6: RAISING AWARENESS AND COMMUNICATION Raising awareness in a YEA project does not have to be seen as an end point to the project. Awareness raising can be on going throughout the life of the project. The purpose of this part of the YEA project is to develop communication skills and confidence in young people.

There are a number of ways in which people can be contacted. This will depend on the stage of the project, the objective behind the communication and the needs of the team involved.

ECO UNESCO

ECO UNESCO

SECTION TWO

Information and Case Studies

Young Environmentalist Awards Manual

Section 2

Section 1

Young Environmentalist Awards Manual

Some suggestions on awareness raising: • Contacting and interviewing relevant people for information • Carrying out surveys or competitions • Making presentations • Inviting guest speakers • Contacting local business for sponsorship • Contacting local authority / government officials • Contacting local media • Displaying the project in a range of venues (schools, community centres, library, town centres, shopping centres etc) • Hosting open days or ECO days which co-incide with national or international environment days such as: Earth Day, Buy Nothing Day, UN Environmental Day, Car Free Day, Energy Awareness Week , Heritage Week, Tree Week etc..

The team should be very clear why they are contacting certain individuals. It may be necessary for the team to think about this before they start to make contact. Some examples are given below.

Why raise awareness and what should groups raise awareness about?

• To tell people about the project – its aims and objectives • To give people information about the environmental issue • To get people actively involved and co-operating with the project • To highlight an environmental issue and ask people to take an action • To highlight the results of the project with officials • To network with other interested groups/ individuals Go to….

Section 2: For environmental information and ideas from previous projects Section 3: Toolkit There are various tools that can be used for awareness raising. These will vary according to the needs of the project and the team.

Tools for awareness raising: Communication worksheet How to carry out an interview / survey sheet How to invite a guest speaker to your class How to develop your visual display

16

17

ECO UNESCO

WASTE INFORMATION

WASTE CASE STUDIES

• The increased consumption of goods and services has lead directly to increased amounts of waste generation.

• Waste can be viewed in two ways – ‘waste generation’ and ‘resource use’.

• The items that we consider ‘waste’ have a life cycle – that is, they must be created; this process can produce its own waste causing environmental problems.

• The raw materials used to create our waste may have an environmental impact in the county of origin.

• All products and materials become waste at some point in their life cycle, which need to be disposed of.

• Recycling and disposing of waste has an environmental impact; it requires energy and in turn produces its own waste.

• The best environmental option overall is to prevent or reduce waste at source.

CREATIVE APPROACH:

Waste websites for further information: An Taisce – Green schools Race against waste REPAK Dublin Waste Waste watch Wake up to waste NI Tidy Northern Ireland People and Planet Zero Waste

www.antaisce.org www.raceagainstwaste.com www.repak.ie www.dublinwaste.ie www.wastewatch.org.uk www.wakeuptowaste.org www.tidynorthernireland.org www.peopleandplanet.org www.zerowaste.co.nz www.zerowasteamerica.org

For instructions on how to compost: IPCC IWT

http://www.ipcc.ie/compwildhowto.html http://www.iwt.ie

For issues regarding waste, recycling please contact your Environmental Awareness Officer in your local county council. They will be able to advice you of waste management in your area.

Young Environmentalist Awards Manual

ECO UNESCO

Project title - ‘Litter-ally Rubbish’

This group wrote, produced and recorded their own song ‘Litter-ally Rubbish’, to highlight the litter issue and encourage people not to litter.

The track received radio coverage on Clare FM and the group hope to hear their song on 2FM. To increase the reach of their song, the girls visited National Schools in their area, teaching their song to younger children and engaging them in an anti-litter sing along. In addition to their musical endeavours the group also ran a litter-focused, colouring and slogan competition sponsored by a local business.

SCIENTIFIC APPROACH:

Section 2

Section 2

Young Environmentalist Awards Manual

Project title - ‘No Ifs No Butts’

This group started with an observation of the increase in cigarette butt litter since the introduction of the smoking ban. This project researched the environmental impact of cigarettes, from chemical composition to disposal. The group compiled their research into an awareness raising information sheet ‘Facts about Butts’. Following their research, the group carried out two audits and collections of cigarette butts around their town square. They also carried out a feasibility study on the use of portable ashtrays. Awareness raising included a poster campaign, including one made from the collected cigarette butts. They also contacted the town council and succeeded in putting the issue on the agenda of a council meeting, which resulted in €500 being put towards the purchasing of portable ashtrays for the group to distribute.

SCIENTIFIC WHOLE SCHOOL APPROACH

Project title - ‘Waste in School’

The group set out to investigate and act on waste in their school. They researched waste production using a Waste Audit. They decided to split their class into teams, each team researching one category of waste.

This resulted in a set of aims and objectives for waste reduction for each category of waste. These were complied into a Waste Management and Recycling Proposal, which the class presented to the whole school. The group introduced recycling bins into every classroom, staff room, corridors and the canteen.

CREATIVE AND SCIENTIFIC APPROACH

Project title - ‘Charlie’

The team took some time to decide what environmental issue to address, but settled on a local issue of concern to all – litter. Their plan was to explore the causes of litter, to create a greater awareness of the issue, encourage people in the area to “reduce, reuse, recycle”, and carry out an action to help reduce the amount of litter in their area. They carried out a litter map investigation which found that every green space in their locality was littered and that there were few public bins. The group created a life-sized figure, Charlie, from litter collected, and put him on display for all in the community to see. The team wrote an article for the local newsletter, calling attention to the problem.

18

19

Young Environmentalist Awards Manual

ECO UNESCO

ENERGY INFORMATION

Energy information resources

• Ireland is critically and increasingly dependent on imported nonrenewable fossil fuels, especially oil.

• The residential sector is the least energy efficient • Use of renewable energy is increasing in Ireland, and growth of this sector would give indigenous, clean sources of energy providing investment opportunities and employment, often in rural areas.

• Industry and services sectors use over a third of Irelands energy (2002).

• Industry and agriculture account for over half of the greenhouse gases produced in Ireland. (Primarily carbon dioxide and nitrious oxide).

Sustainable Energy Ireland www.sei.ie Combat Climate Change www.combatclimatechange.ie Airtricity www.airtricity.ie Centre for Alternative Technology, Wales www.cat.org.uk Greenhouse Ireland Action Network www.grian.org Action Renewables NI www.actionrenewables.org Stop Climate Change Campaign www.stopclimatechaos.org Oxfam www.oxfam.org.uk/what_we_do/issues/climate_change/index.htm

TRANSPORT INFORMATION: • The rate of private car ownership and the volume of road traffic congestion in Irish cities has already reached levels predicted for 2010.

• The total number of private cars on the road increased by 82% between 1990 and 2002.

• 55% of persons in employment in Ireland drive to work, and a further 9% travel as passengers in cars.

• Road traffic is one of the most important sources of air pollutants and greenhouse gases • Energy consumption in the transport sector has doubled since 1990.

Making links: Transport is a social and planning issue: A policy of urban containment, high density residential development, mixed land uses and good public transport is crucial to curbing the trend of increasing hinterland to city travel.

CLIMATE CHANGE AND GREENHOUSE GAS INFORMATION: • Climate change is considered to be one of the most serious environmental issues of this century.

• Some common greenhouse gases (GHGs) are Carbon dioxide (CO2,) Methane (CH4), Nitrous oxide (N2O).

• Current atmospheric concentrations of CO2 and CH4 are higher now then they have been for the past 420,000 years.

• Approximately 50% of CH4 emissions are linked to anthropogenic activities, e.g. livestock, fossil fuels, rice production and landfills.

• Increase in CO2 is caused by combustion of fossil fuels, and land use change, especially deforestation* • International action to prevent dangerous human damage to the climate system has been enacted through the UN Framework Convention on Climate Change and its Kyoto Protocol • Irelands Kyoto target is to ‘limit increases in GHG emissions to 13% above 1990 level by 2008 – 2012’.

• In 2002 our national GHG emissions were 29% above 1990 levels. *Why deforestation contributes to climate change: Trees take in carbon dioxide from the atmosphere and store it over the course of the lives, i.e they act as carbon sinks. Trees are generally long lived and therefore better able to do this than grass.

20

ECO UNESCO

Section 2

Section 2

Young Environmentalist Awards Manual

ENERGY CASE STUDIES SCIENTIFIC APPROACH:

Project title - ‘Air pollution and transport’

This project identified the local environmental problem of pollution caused by traffic congestion, looked at ways of solving this problem and raising awareness within their local community. The group carried out a traffic audit on 2 occasions and produced fact sheets based on their findings.

They found that heavy goods vehicles were using their village as a through road, most car journeys were school related and that there were extremely low levels of bus and bicycle users. The group took action to alleviate some of the problems, setting up a weeklong ‘Walking Bus’ scheme with 3rd and 4th classes in a local National School. This was then taken over by the Parent Teacher Association in the school. They raised awareness contacting local media and produced a half hour radio programme for their local radio station.

SCIENTIFIC APPROACH:

Project title - ‘Project Energy’

The aim and purpose of this project was to create an understanding and highlight of energy waste and energy loss in their school. The group audited their school for phantom energy losses, such as leaving appliances on standby and overheating rooms. The data was then depicted on line graphs and displayed. The group developed a poster competition to raise awareness in their school and offered energy saving prizes to the winners.

They designed and distributed a pledge to the teachers adding interesting facts and figures about energy waste while reminder stickers were put on computers to remind everyone to switch off! The group researched their audit well and contacted a wide range of relevant individuals. They used creative and innovative methods to raising awareness of the problems of energy waste and global climate change.

SCIENTIFIC APPROACH:

Project title - ‘Our Way to Save the Planet’

This group wanted to show that young people have a voice on local issues with global effects. After networking with students in European schools to work together to promote awareness of alternative energy, they decided to study solar and biomass sources of energy. They carried out experiments using different types of solar cells to see which would be best suited to their school. They planted three different types of willow trees, comparing the growth rate of each to determine which would be best to use for biomass energy. The school installed solar panels, switched to ‘green’ energy, started paper recycling and participated in National Tree Week.

21

ECO UNESCO

Young Environmentalist Awards Manual

ECO UNESCO

ENERGY CASE STUDIES (CONTINUED)

BIODIVERSITY

ECO BUSINESS/ECO TECHNOLOGY APPROACH

• 25 species and 60 habitats in the Republic of Ireland are recognised by the EU to be in need of special protection.

• Irish biodiversity is under threat from agricultural practices, forestry plantation, peat extraction, eutrophication (enrichment of rivers and lakes leading to loss in oxygen) of waters, climate change, invasive alien species, land clearance and development which includes reclamation in coastal areas, the continuing spread of urban areas and roadways.

• Habitat fragmentation by roads and other developments has become a serious global threat to biological diversity. Roads divide natural habitats into smaller isolated areas and create barriers between the remaining patches. The reduces the ability of wildlife species to move around a landscape in search of food, shelter and mates, all key factors for survival • Changes in farm practices (intensification) has also put pressure on wildlife in recent years.

Project title – ‘Skoot to Skool’

This group conducted a survey on the modes of transport used by students in their town and found that the majority of local pupils travelled by car, adding to air pollution, traffic congestion and climate change.

They sought to combat this problem by designing a small electric scooter powered by rechargeable batteries powered by a solar or wind generator. The group secured sponsorship from two organisations who helped them buy the materials for their proto-type scooter. To promote the project, they visited all the primary schools in the town, and informed other schools in the wider area. They exhibited the project at the school’s Open Day. It was featured on the school’s CD Rom, website and prospectus. It was also the subject of an article in their local newspaper.

Section 2

Section 2

Young Environmentalist Awards Manual

Biodiversity information resources Irish Wildlife Trust Birdwatch Ireland Irish Whale and Dolphin Group Ulster Wildlife Trust EHS NI The National Trust The Organic Centre Wild fowl and wetlands trust Woodland Trust World Wildlife Fund The Colin Glen Trust Mourne Heritage Trust The Speedwell Trust Coastwatch Europe

www.iwt.ie www.birdwatchireland.ie www.iwdg.ie www.ulsterwildlifetrust.org www.ehsni.gov.uk/ www.ntni.org.uk www.theorganiccentre.ie www.wwt.org.uk www.woodland-trust.org.uk www.wwf.org.uk www.colinglentrust.org www.mournelive.com www.speedwell-trust.com www.coastwatcheurope.org

BIODIVERSITY CASE STUDIES: SCIENTIFIC/ECO ENTERPRISE APPROACH: Project title - Planting for the future The team brainstormed for months to decide on and plan their project. In 1990 750 trees were planted in their town. The team decided to carry out a survey of these trees and estimated that 10% had died, been removed or vandalised. Replacing these trees became the action for their project.

The girls looked for sponsorship from a number of sources and received help from AIB, NCT and Clare County Council. After this they drew up a plan to replant the trees, sourced native Irish trees and sold the trees to the people of Ennis on Valentines Day. This very visible event raised awareness within the local community about the importance of trees in their local area. In addition two of the team were featured on Clare FM advertising their tree selling event. They also carried out a tree planting event and invited the previous planters from 1990 back to the site to plant the new trees.

SCIENTIFIC/ECO ENTERPRISE/CREATIVE APPROACH: Project title – Irish Birds This project concentrated their attention on Irish birds. The team researched their topic on the Internet and contacted a list of experts to get information. The group decided to produce a CD-Rom on garden birds, detailing the identification features, habitats and ecology of each animal. To raise awareness and generate funding for their project the team ran a competition, held a cake sale and organised a public display.

At this they sold drinking glasses which they had hand painted pictures of garden birds. They have distributed their Bird ID CD-Rom to a number of

22

23

ECO UNESCO

BIODIVERSITY CASE STUDIES (CONTINUED)

WATER INFORMATION

National Schools in their area, have publicised their idea with their Local Authority and have been invited to present their project at a number of events.

• Municipal sewerage and agricultural discharges are the main causes of eutrophication* in Irish rivers and lakes • Eutrophication is the single most important problem effecting surface waters in Ireland • Deficiencies in livestock waste management and poor siting of onsite wastewater treatment systems (septic tanks) have lead to some groundwater’s having a high level of contamination.

• Between 1998-2000 70% of Irish rivers and 85% of Irish lakes surveyed were said to be in good condition • There are increasing pressures on estuaries and coastal waters due to human activities leading to eutrophication

SCIENTIFIC APPROACH: Project title – A study of the littoral zones of two sheltered rocky shorelines in Connemara’ The team investigated the effect of pollution on bio-diversity along the Connemara coastline. They chose two different areas of seashore: one with a high risk from pollution, near the town of Clifden and, the other, the Calla region, with a low-pollution risk. They compared and contrasted levels of biodiversity in both areas. They discovered that the water from the Calla region was of better quality and, correspondingly, the area showed a greater diversification of species. The Clifden region showed less diversification of species. From their investigation, the group attributed the pollution of the Clifden area to the growth of the town (which exceeds the capacity of the sewage system) and the fish farms. To raise awareness of their results, the group set up an exhibition in the school library. They were interviewed on local radio and sent reports to national and local newspapers. They also contacted the Local Chamber of Commerce, Galway Co. Council and their local politician informing them of their research results and expressing their concern. They also published an article in the Irish Times.

SCIENTIFIC APPROACH:

Project title – Operation House Sparrow

This project aimed to improve the habitat for bird species in their school, particularly the House sparrow, which is declining. The group first surveyed bird activity in their school grounds to identify species present and suitable locations for encouraging nesting by sparrows in particular.

They constructed bird boxes and tables in their technology classes and designed one of the boxes to house a miniature camera so that nesting activity could be viewed from a specially created bird viewing area inside the school. This generated interest and awareness amongst pupils about the bird species present in the school area. To raise awareness the team produced a display of their work, printed information leaflets on the bird species, distributed this to pupils and parents at the school’s open night, posted the story on the school website, and contacted their local newspaper, which published an article on the project. The group also gave a presentation to classes in their school and included details of their project in the school Newsletter, which is distributed to the families of all school pupils.

SCIENTIFIC APPROACH:

Project title – ‘Making room for wildlife’

This group noticed that their newly established school garden did not have native animals visiting it. The group were concerned that the number of wild animals may be falling over their area. The aim of their project was to make school grounds more attractive to native animals and help local primary schools do the same. They researched information into what habitats can be artificially created for wild animals, for example a log piles, insect boxes, bird and bat boxes and nesting pouches. The group organised to re-home a hedgehog. To monitor the health of their wildlife habitat the group established pitfall traps to see types and numbers of insects visiting the garden. The group raised awareness inside and outside the school. They also produced an information leaflet on each type of animal home they created. These were distributed to local primarily schools. Their local paper also published an article on the project.

24

ECO UNESCO

Young Environmentalist Awards Manual

Section 2

Section 2

Young Environmentalist Awards Manual

* Eutrophication is the enrichment of ecosystems by nutrients such as phosphorous and nitrogen. The increase in available nutrients promotes plant growth favouring certain species over others, and causing species composition to change. In aquatic environments this results in algal blooms.

Water resources websites: Environmental Protection Agency www.epa.ie Earth 911 www.earth911.org US EPA water resource www.epa.gov/reg5rcra/wptdiv/p2pages/water.pdf

WATER CASE STUDIES: SOCIAL SCIENCE / PLANNING: Project title – Farm Films: Reformation Required This project looked at the environmental effects arising from the waste management of farm plastics at Taughmaconnell in Roscommon. The group, while aware of the benefits of recycling farm plastics, were also keen to investigate a local plastics recycling plant that they suspected did not have full planning permission for the facility. The approach taken was to firstly utilise the community council who could in turn communicate the issue to the County Council, with whom the power lay to affect change.

The girls found the site did not have proper planning permission and they also noted a number of on-site safety issues regarding the use of heavy vehicles. From an environmental perspective the girls feared that the runoff from the plant could enter a local steam, contaminating it. Through hard work, careful investigation and termination, the unauthorised facility was closed down pending full planning permission. A job well done and a reminder that recycling if it is to be done must be done professionally and safely.

SOCIAL SCIENCE: Project title – ‘Could you be the solution to the water pollution?’

This project aimed to highlight the problem of the water pollution in the local area. The students’ first step was to investigate the level of pollution in the three rivers feeding into Lough Conn. Next they surveyed the local population to assess the level of awareness with regards to water pollution.

Finally they decided it was time to use their results to raise local concern about the Lough’s pollution. With surveys, exhibitions in the local library, posters on local supermarket billboards, an article in the Western People Newspaper and leaflets distributed in the streets, they got their message out; letting their community know about the level of water pollution and how to be proactive in dealing with this problem.

25

Section 2

SCIENTIFIC:

ECO UNESCO

Project title - ‘The quality of well water in South-West Sligo’

Young Environmentalist Awards Manual

ECO UNESCO

AIR INFORMATION:

This team were concerned about the possible effects of recent environmental changes on their drinking water. They identified that there was increased risk of pollutants seeping into wells and other water supplies from intensive farming, lack of adequate sewerage facilities and the regions porous soil. The students analysed nine water samples from wells in their area and two samples of tap water with the help of a laboratory.

Four of the nine wells sampled tested positive for bacterial contamination.

From their results the students recommended future and regular analysis.

To raise awareness of their project they entered it in the Young Scientist and Technology Exhibition 2003, created a website, gave a presentation to the school and to local county councillors.

• Most important pollutants are: sulphur dioxide (SO2), nitrogen oxides (NOx), particulate matter (PM), lead, ozone, benzene and carbon monoxide • Fossil fuel combustion is the principal source of classic primary air pollutants • Petrol is the most important source of benzene • Elevated concentrations of SO2, PM, NO2 and ozone affect the upper respiratory tract, typically acting as irritants and reducing lung function

SCIENTIFIC:

SOCIAL SCIENCE / TRANSPORT

Project title – ‘Water conservation’

Team decided to investigate the use and consumption of water in their school and how to reduce usage. After carrying out the appropriate research on water consumption, they installed a series of water conservation “hippos” in school toilets and distributed the same hippos to local people though appearances at local shopping malls. They also produced an information and promotion display in their school foyer on water consumption and conservation tips. To broaden out their work, they organised a competition to encourage participation in water conservation and promoted this through the local radio station.

Section 2

Young Environmentalist Awards Manual

AIR CASE STUDIES Project ‘How rare is fresh air?’

This group studied the quality of air around their school, this included the causes and effects of air pollution and ways of reducing air pollution.

Their investigations involved find out how pupils travel to school and how much air pollution is created by cars. Arising from this they involved primary school children in their awareness raising campaign by sending their results to local schools in the area and starting ‘walking bus’ scheme to their school. They also involved departments in their own schools, and displayed posters on the notice boards around their school and posted an article on their website. Lastly the group spoke to teachers involved in the ‘Healthy Promoting Schools group’, produced and dispersed a booklet to all Year 8 pupils.

SCIENTIFIC:

Project title ‘Lichens – An Indicator of Air Pollution’

This team used lichens to assess and raise awareness of air pollution in Dublin. Through research they discovered that different lichens could survive different levels of sulphur dioxide pollution in the air and that their presence or absence was an indication of pollution levels. The group surveyed 30 different sites around Dublin and compared their findings with that of research conducted in 1988; in 9 of the 30 areas lichen population indicated that pollution levels had remained high. They attributed this to increased traffic and exhaust fumes. To draw attention to the problem in their schools and in the wider community they entered the Esat/BT Young Scientist and Technology Exhibition 2003 and displayed the project in their school and in ENFO. They also wrote letters to all the local and national papers, gaining a good deal of media attention and met with the Minister for the Environment and Local Government, Martin Cullen.

26

27

ECO UNESCO

SECTION THREE

ENVIRONMENTAL ORGANISATIONS www.enfo.ie

Enfo

www.ehsni.gov.uk

EHS NI

www.sustainableni.org

Sustainable NI

www.doeni.gov.uk

Dept of Environment NI Environmental education: National Environmental Education Centre

www.knocksinkwood.org www.e4s.org.uk

Education for sustainability

www.earthviews.co.uk/

Earthviews

www.citizenship-global.org.uk/resources.html http://esd.rtpi.org.uk

Education for sustainable development network

www.comhladh.org

Comhlamh (development organisation)

www.ciwf.ie

Compassion in World Farming

www.cvi.ie

Conservation Volunteers Ireland

www.iol.ie/~cea

Cork Environmental Alliance

www.corkenviroforum.com

Cork Environmental Forum

www.crann.ie

Crann

www.energyaction.ie

Energy Action Ltd. Eol-Oidi na hEireann - Irish Science Teachers Association Feasta - sustainable economics Foxwatch Ireland Friends of the Irish Environment Global Action Plan (Gap Consultancy)

28

Tool-kit / Worksheets

Young Environmentalist Awards Manual

www.environ.ie

DOELG

Citizenship education

ECO UNESCO

Section 3

Section 2

Young Environmentalist Awards Manual

www.webpage.ca/enra www.feasta.org

http://homepage.eircom.net/~foxwatchireland www.friendsoftheirishenvironment.org www.compass.ie/gap

29

TEAM MEETING WORKSHEET Having regular meetings will help your team communicate and keep the project on track. It also helps to make sure everyone on the team is playing an equal part so if possible every member of the team should attend meetings.

Meeting preparation: What you might need for your meetings:

• Ground rules • Project planning sheet • Team meeting worksheet (of previous meetings) • Calendar of tasks • Information collected

What you might need to think about before you meet: • Why are you meeting?

• What do you want to get out of the meeting?

Carrying out a meeting and recording its outcomes - some suggestions:

• Give a specific start and finish time – stick to these • Have minutes or actions recorded from previous meeting • Check in with everyone to see how they are getting on/ welcome • Ask and record why the group want to meet • Ask and record progress on actions from last meeting • Ensure everyone has a chance to contribute • Assign one person to record actions to be taken, by whom and the deadline for completion of the actions.

• Add these actions to your calendar • Set a date for the next meeting

ECO UNESCO

Young Environmentalist Awards Manual

ECO UNESCO

TEAM MEETING WORKSHEET

Section 3

Section 3

Young Environmentalist Awards Manual

Date: People present: Time started:

Time finished:

Why the group want to meet: • • • • Update on last meeting: • • • • Actions to be taken from this meeting:

People involved

Deadline

• • • • • • • • • NOTES

30

31

ECO UNESCO

RESEARCH RECORD SHEET

PROJECT PLANNING WORKSHEET What are the aim(s) of your project?

BOX 2 The aim(s) of this project are to:

ECO UNESCO

What do you want to achieve for yorselves, your environment, your community?

BOX 3 In this project we want to:

Collecting information is part of any Young Environmentalist Awards Project.

Young Environmentalist Awards Manual

Section 3

Section 3

Young Environmentalist Awards Manual

There are a number of ways in which you can collect information in an environmental project. Collect information from a variety of sources if possible.

1. Direct - Internet, books, magazines, journals, newspapers etc. These sources are a good starting point for any project.They will provide you with broad information 2. People – Please see: Interviews and questionnaires, guest speakers worksheets Finding out what people know or asking individuals specific questions can be a great help in fine – tuning your knowledge and getting ideas.

Dates and deadlines to remember:

3. Environment – please see: Environmental audit and field work worksheet These sources of information will tell you what is happening in your environment now i.e. provide information on environmental conditions

BOX 1 What is your project about?

How are you going to meet your aims and goals you wish to achieve?

BOX 4 In this project we are going to do the following:

For any of these sources of information, it is important that you record: 1. The full details of the information source So that if you want to see that book, journal, person or visit that area again, you know where to find the information.

2. A summary of information that you got from that source Its useful to write everything down… over the course of the year its easy to forget facts and figures.

Do you need to break down your tasks further? Who is going to be responsible for their completion?

BOX 5 Task details

32

33

ECO UNESCO

It is very important that you record the details of all of the sources you use during the life of your project. You might find the template below useful.

Books, journals, newspapers, magazines

Date___/___/___

Title: .......� Author: ...� Date of publication: .............................................................................................................

LOOKING AT CAUSES AND EFFECTS OF AN ENVIRONMENTAL ISSUE How to use this sheet (see page 36): There are 5 boxes; each should be filled in order, 1 to 5.

Each box will encourage the user to examine their issue from a local and global perspective, identifying causes, effects and solutions.

To assist you the following provides some additional questions to help prompt the young people you work with and the example below using litter.

Box 1:

Write the environmental issue you wish to consider

Box 2:

Write down all the words you associate with the ‘cause’ of the issue What do humans do to cause this issue locally and globally?

Why do humans cause this issue?

Box 3:

Write down all the words you associate with the ‘effect’ of the issue What is the effect on people locally and globally?

What is the effect on the environment locally and globally?

Box 4:

Write down all the words you associate with the ‘impact’ of the issue What will happen to the environment locally and globally if this issue continues?

What will happen to people locally and globally if this issue continues?

Box 5:

Write down all the words you associate with the ‘solution’ What can you do personally?

What can the people around you do (family, friends, community)?

What can our government do?

What can be done globally?

Subject: .� Information found: .............................................................................................................. ..................� ..................� ..................�

Internet

Date___/___/___

Name of author/website: ..................................................................................................

Website address:.................................................................................................................

Subject: .�

Young Environmentalist Awards Manual

ECO UNESCO

Section 3

Section 3

Young Environmentalist Awards Manual

If you require further information on an environmental issue – go to Section 2.

Information found: .............................................................................................................. ..................� ..................� ..................� ..................�

34

35

Impact of the environmental issue on present and future generations

SOME HELPFUL COMMUNICATION HINTS! Before you contact anyone, decide why you are communicating with this person!

To be an good communicator:

Young Environmentalist Awards Manual

• Know about your project, and your role in it.

• Be very clear. Why are you doing this project, what do you hope to achieve?

• Keep it brief, give the facts • Be clear what you want from the person you have contacted - Press coverage? Attendance at an open day or ceremony? Their advice?

Display of YEA material • You want people to come and see your display, so how will you publicise it? Local media, Assemblies, Presentations?

4

Effect of environmantal issue - on the environment

GLOBAL

LOCAL

• Identify your local media – radio and press • Identify the correct person to contact on the newsdesk, photodesk, social, youth, environmental, education correspondents or programmes who might be interested in publicising your work • Introduce yourself – explain who you are and why you are calling • Explain what you would like the person to do • Ask them if they would be interested in getting more information on your project • Ask what would be the best way of sending further information - fax or e mail and give your name and contact number

Organising an event, open day or guest speaker: • Who are you going to invite to your event, open day or guest speaker?

How will you invite these people?

• Where do you get their contact their details?

• What is the best way of promoting your event with them?

• What other arrangements need to be made – for a room, equipment, refreshments?

Make sure you record who is doing what!

Make ‘to-do’ lists, with the names of the doers to make sure the jobs get done!

Record outcomes of calls, contact names and details… you never know when you might need them again!

5

What actions will solve this environmental issue?

1

GLOBAL

What is your environmental issue?

Local media:

LOCAL Cause of environmantal issue - who, what, where?

2

36

ECO UNESCO

Section 3

ECO UNESCO

3

Section 3

Young Environmentalist Awards Manual

37

ECO UNESCO

INVITING A GUEST SPEAKER

COMMUNICATION WORKSHEET

What do you want to tell people about?

What is your message?

How will you pass on your message?

Written Information Visual display Internet Presentation Open day Letter Other -

Young Environmentalist Awards Manual

ECO UNESCO

Who is your audience?

Do you have more than one?

Is your method of communication and language suitable for your audience?

Who is going to take on these tasks?

If you are going to contact the media? What type of media?

Section 3

Section 3

Young Environmentalist Awards Manual

Inviting a guest speaker to your class may be a way of generating enthusiasm and motivation in your teams.

Step 1: Planning the speaker Who to involve:

Make sure you check with your teacher or leader that it is possible to have someone come to the group.

Who to invite:

Teams will have to investigate and identify the correct person to invite. See Section 2 resources for the details of some organisations.

Why invite this person:

Teams should decide what this person is going to talk about, what information they would like to find out from the person and should contact the person beforehand to discuss this.

Step 2: Planning the talk Speaker needs?

Teams need to identify how the speaker will deliver the talk – do they need audio visual technology? A projector, or computer? What way should the room be set up? Is there a workshop type approach? Have a set time for the talk decide on a date.

Audience needs?

Once you have found out the speakers needs, you can assess the audience needs. Find out how many will be attending, book and set up the room in advance and organise any equipment necessary.

You will need:

An appropriate room and equipment, appropriate behaviour from your group.

Step 3: When the speaker arrives Remember:

Be courteous Ensure that some one ‘Welcomes’ and ‘Says Good bye’ to the speaker

Step 4: When the speaker leaves Identify:

!

38

Make sure you give yourself adequate time!

Any issues raised in their talk that will be useful to your project. Any further questions you might have.

When inviting a guest speaker, it may be useful to draw up a checklist for your group using some of the points raised above.

!

39

ECO UNESCO

Young Environmentalist Awards Manual

ECO UNESCO

GUIDELINES FOR CARRYING OUT INTERVIEWS AND SURVEYS

FIELDWORK WORKSHEET

When you are dealing with people remember:

When carrying out a project on biodiversity or habitat studies fieldwork offers a great opportunity to get outside to investigate local surroundings.

• Always be polite and courteous • Know your project - Explain why you are interviewing/ surveying • Remember to thank those who have helped you for their co-operation

Preparation and organisation • Explain your project and the reason for your questions.

• Who are you contacting – are they the right person to answer your questions?

• What exactly do you want to find out?

• Are your questions appropriate for the age of the person?

• Have a list of questions prepared – make sure they are straightforward • If detailed information is required let the person know of the questions in advance

Conducting and recording the interview • Decide on how you are going to record the interview – are you going to write down the answers, record on tape, video-tape?

• Let the person know in advance how you will record the interview or survey • Initial questions should be easy, moving on to more difficult as the survey/interview progresses

Collating and presenting the findings • What are you going to do with the information received?

• How are you going to present the details of your surveys or interviews in your project?

Types of questions: There are a number of ways of asking questions… bear these in mind 1. Closed where answers are provided; e.g. age groups, yes/no, true/false 2. Semi – closed where a there are a range of possible answers provided; e.g. multiple choice questions, where lists of answers are given 3. Open where there is a line given for the person to fill in their answer; e.g. when you wish to find some ones thoughts on a subject 4. Ranking where you provide a list of possible answers ranked on a scale e.g. questions are generally ranked ‘1to 5’ or from ‘poor to excellent’ 5. Attitudinal/opinion where you pose a statement and ask the persons opinion e.g. from strongly disagree to strongly agree

Animals and plants interact with each other and their environment. When carrying out any wildlife improvement initiative, it is first important to find out what you have to start with and then identify what you might need to improve the situation. Getting an overall picture will ensure that you don’t improve the environment for one plant or animal to the detriment of another, also, it will give you a picture of existing niches, (food and shelter resources) for animals and plants in your garden that you can improve upon.

Step Step Step Step

1: 2: 3: 4:

Section 3

Section 3

Young Environmentalist Awards Manual

What are you looking for – decide on the aims of your survey Decide on the techniques you will need to meet your aims Prepare any materials you might need Record and analyse your results

Techniques you can use: Map your area:

• Identify major structural features • Identify existing habitats (grassland, rocks, pond, trees, areas for hedgehogs, nesting places for birds, etc)

Investigate food chains and food webs:

• Quadrants: recording technique for plants • Pit – fall traps, Pooter, tree beating: recording techniques for insects • Observation of bird and mammal activity

Talk to person responsible for the area:

• How is the area being managed?

• What chemical fertilisers and pesticides are being used?

• How can that person help you make the area better for wildlife?

What to do with the information you have gathered:

It may be useful to talk to an external organisation/ carry out some research on improving areas for wildlife. Please see resources section for further information.

Types of survey: There are number of ways of getting people to answer your questions: Self – administered: Where the person fills in the questionnaire themselves Administered: Where an interviewer fills in the questionnaire

40

41

ECO UNESCO

ENVIRONMENTAL AUDITING:

Examples:

The type of audit you use, and what you audit will depend on the goal of your project. For example, if you wish to enhance your garden for wildlife, you must first get an idea of what wildlife is in your garden and how your current behavior it affecting it. Once these gaps and opportunities have been identified through the audit, you can take action to improve things.

What is being audited: Cigarette butt litter

Why carry out an environmental audit:

How will you measure your goal?

• An audit is an evaluation of an organisation, a system, process or product.

• An environmental audit measures the current state of an environmental issue.

• Audits are useful in investigating the cause and effect of an environmental issue.

• Audits allow you to monitor your progress towards a given goal.

• Audits are easy to carry out and provide information from which you can measure the success of your awareness raising or action over a given time frame.

Audit plan:

Count and collect cigarette butts

Record: Time frame: No. of people involved Area:

Direct count of cigarette butts 30mins 12.30 – 1 pm, Tuesday 20 people Town square

Repeat measure:

Count and collect cigarette butts one month later (on the same day, time and place, using the same number of people) after awareness raising was carried out.

What types of audit: Quantitative:

This type of audit provides a count or gives an amount to gauge an environment issue e.g. amount of waste created in a week, amount of energy used in a month.

Qualitative:

If you wish to have a general overview of environmental practices in your school or youth group. This type of audit will identify gaps and opportunities, e.g.a check list of energy losses to your house/ school, a check list of inputs to your garden.

How do you carry out an environmental audit: 1.

42

Young Environmentalist Awards Manual

ECO UNESCO

Decide on your goal; the reason you wish to carry out the audit, this will determine how you carry it out and what type of audit you use.

2.

Devise your audit and decide on how you are going to record the outcome.

3.

Carry out your audit and record your results.

4.

Now you will have information on how you relate to your environment; and possible action you could take.

5.

You can now take action to improve your situation.

6.

To test how well your action is going, carry out the audit again at regular time intervals.

Audit goal:

To measure the amount of cigarette butt litter in town square

Section 3

Section 3

Young Environmentalist Awards Manual

What is being audited: Litter audit Audit goal:

To map litter hotspots and measure quantities of different kinds of litter

How will you measure your goal?

Audit plan:

Map area, count and collect litter from hotspots

Record 1:

Using map (photocopied and enlarged), walk area. Record on map where large areas of litter accumulate. Record generally what type of litter – ie domestic, industrial?

Can it be recycled? Once collected how can it be disposed of?

Record 2:

Organise litter pick up from hot-spots (see health and safety instructions) Design litter audit sheets Separate litter into sections, plastics, metals etc.

Record amounts of different sections by volume weight, or direct count.

Repeat measure:

Carry out audit again (on the same day, time and place, using the same number of people) after awareness raising was carried out.

43

ECO UNESCO

Section 3

Examples (Continued): What is being audited: Energy consumption in school Audit goal:

To find out how a building could be made more energy efficient

ECO UNESCO

Evaluation Sheets

Young Environmentalist Awards Manual

Section 3

Young Environmentalist Awards Manual

How will you measure your goal?

Audit plan:

draw up energy loss check list and examine electricity bill before and after action and awareness raising

Record 1:

Record the costs of your electricity and heating bills before any action

But just looking at the heating bill will not tell you where and how you could make your building more energy efficient therefore….

Record 2:

A series of audit questions (Yes/ No answers) that will assess where the building could be made more energy efficient e.g. are the windows double glazed? are electrical appliances, heaters or radiators turned off when unused? are energy efficient light bulbs used?

Record 2 should give you a list of actions which you can take to reduce your energy budget; e.g. invest in some energy saving light bulbs ensure that computers, lights and radiators are turned off when not in use

Repeat measure:

44

Once energy saving measures have been implemented record costs in electricity and heating bills to see if there is a reduction in costs

45

ECO UNESCO

TEACHER/YOUTH LEADER EVALUATION SHEET Name Name and address of school or youth group as stated on registration form

Young Environmentalist Awards Manual

ECO UNESCO

Learner assessment – project ownership 1.

2.

3.

4.

Level of learner direction of project Level of assistance required Level of learner motivation Level of learner initiative shown

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

Section 3

Section 3

Young Environmentalist Awards Manual

Please outline your role in the development of the project: E-mail Contact no.

Title of project Names of teams members:

Information contained in this sheet will not be considered in the judging process Please complete and return to ECO-UNESCO by project submission deadline. Please be objective when answering questions; Please circle and rate your team on a scale of 1-5 where 1 = poor, 5 = excellent Aims of the project:

Learner assessment – knowledge development 5.

Level of research undertaken 1 6.

Ability to investigate issue 1 7.

Ability to relate research to action 1 8.

Level of understanding of issue 1 (ability to link cause and effect of the environmental issue)

Please summarise your teams’ level of understanding (linking cause and effect) of the environmental issue

Objectives of the project Learner assessment – skills development

Were the aims and objectives of the project fulfilled, please give details:

9.

10.

12.

13.

14.

15.

16.

17.

18.

Decision making Planning Managing material Research skills Action research skills Communication skills Organisation skills Reflection skills / critical thinking Problem solving skills

1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5

Please outline skills you feel your team developed over the course of the project: Please outline how useful undertaking this project was, how easy or difficult you found it, where did difficulties arise, where would you require further support.

46

47

ECO UNESCO

Section 3

Confidence Self - esteem Interpersonal skills Teamwork Social awareness Social responsibility Environmental awareness Environmental responsibility

Young Environmentalist Awards Manual

STUDENT EVALUATION SHEET

Learner assessment – personal development 19.

20.

21.

22.

23.

24.

25.

26.

ECO UNESCO

1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5

Please outline how your team developed personally over the life of the project:

Name Name and address of school or youth group as stated on registration form

Section 3

Young Environmentalist Awards Manual

E-mail Contact no.

Title of project Information contained in this sheet will not be considered in the judging process Please complete and return to ECO-UNESCO by project submission deadline. Please be objective when answering questions;

Making wider links

About your project: What environmental issue did you choose?

Please give examples of personal environmental actions/ behaviour of your team members on issues outside their project area.

Why did you choose this issue?

Please identify, if applicable, where the project contacted and affected those in the wider class/ school/ youth group/ community, and at what level of interest – social or environmental awareness raising, personal action etc?

Why is this issue important to you?

About you: What did you learn by going this project?

If you have any further comments:

What skills did you develop?

48

49

ECO UNESCO

About the team: What did you enjoy about working as part of a team?

ECO UNESCO

Young Environmentalist Awards Manual

Section 3

Section 3

Young Environmentalist Awards Manual

Describe one problem the team faced and how the team over came it

What was your favourite aspect of doing this project?

About the broader school/community: What beneďŹ ts do you think this project has brought to your friends, school/ youth group and community?

Do you do anything differently or think differently now than you did before the project?

Any other comments?

50

3