StartNow+ Teach and Learn About Health

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Teach StartNOW+ and learn

about health 1

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education.


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Title: StartNow+ Teach and learn about health

This publication has been created by multiple authors and some rights to specific parts belong to their respectful owners. Authors: Max Myklagard, Håkon Ege, Jaros Martyna, Agnieszka Zawiślak Cover design, interior design and book implementation author: Aleksandra Kołodziej

ISBN: 978-83-952044-1-8 License: CC-BY 4.0


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Table of Contents : CHAPTER 1



About modules...............................................................................14


StartNow+ Modules.......................................................................17

ONCE UPON A TIME…THE STORY OF THE VACCINE Energizer Vaccines timeline...............................................................18 Main activity Decoding VACCINE .......................................................19 Evaluation Vaccines Personas............................................................20 Dissemination Activity „Vaccinations around the world”......................20 TECHNOLOGY - YOUR FRIEND OR ENEMY Energizer +/-......................................................................................28 Main activity An art critic - Society observer.......................................29 Evaluation What’s on my phone?.......................................................30 Dissemination Activity „Give technology a break”...............................30 MINDFULNESS IN TIMES OF PANDEMIC Energizer S.T.O.P................................................................................34 Main activity Where am I......................................................................35 Evaluation Mindful pandemic .............................................................36 Dissemination Activity „Terapeutic nature”...........................................36 OTC MEDICINE - THE MORE THE MERRIER? Energizer Risky pills............................................................................40 Main activity Mix and Match = Polypharmacy.....................................42 Evaluation Instead…...........................................................................42 Dissemination Activity „Let’s get clean”................................................43


YOUNG, BOLD & ADDICTED Energizer Bubble gum.......................................................................46 Main activity Get to know the enemy..................................................47 Evaluation What do you know about addiction?...............................48 Dissemination Activity „Get some perspective - a movie evening”.....49 BOOST OR NOT TO BOOST Be honest.........................................................................50 Main activity Energizers......................................................................51 Evaluation I am stronger without.......................................................52 Dissemination Home activity “Investigate the power of natural energy” .....................................................................................52 Energizer

CHUNKY AND CRUNCHY! Energizer Eating habits.....................................................................54 Main activity Be careful with your choice ...........................................55 Evaluation Good digestion.................................................................56 Dissemination Home activity “Nurture good”......................................56 TOO MUCH E’S

Check what you eat..........................................................60 Main activity How food additives affect health...................................61 Evaluation Stay up-to-date................................................................61 Dissemination Home activity “Let’s take care of ourselves”...............62 Energizer

WASH YOUR HANDS! Energizer Dirt is invisible..................................................................64 Main activity Why we must wash our hands......................................65 Evaluation Good hygiene can save our lives.....................................66 Dissemination Home activity “Keep hygiene rules”.............................67 GEEKY HEALTH Energizer Beats..................................................................................70 Main activity Stay active......................................................................71 Evaluation Pros and Cons..................................................................71 Dissemination Home activity “Track your health”.................................72



Updated StartNOW+.....................................................................74

ALL YOU NEED IS WATER Energizer Water is everywhere...........................................................76 Main activity Why we need water.........................................................76 Evaluation Protect the water................................................................77 Dissemination Home activity “Help the others in the world” ...............77 DON’T TAKE THAT RISK II 10 Proposals for a Healthy Life.....................................80 Main activity Cause-Effect Relations..............................................80 Evaluation Make a plan for the future.............................................81 Dissemination Home activity “Mapping on Sport” ..........................81 Energizer


Human Body Imitation...................................................84 Main activity Let’s talk about a healthy lifestyle ..............................84 Evaluation Reflection on healthy lifestyle........................................85 Dissemination Online activity “Healthier me!”...................................85 Energizer

I’M SICK OF DISEASE II Energizer Dance it out....................................................................88 Main activity Disease detectives......................................................88 Evaluation Covid-19 - facts & myths...............................................89 Dissemination Activity „ The Gallery of Inspiring Protection”............89 LET’S TALK ABOUT SEX II Energizer Stand up for who you are...............................................92 Main activity Dance with me............................................................92 Evaluation I 2 U...............................................................................93 Dissemination Healthy relationship - React. Act. Prevent.................93 NO, U DO NOT NEED THAT II Energizer Overwhelmed...................................................................96 Main activity Depression - not so trivia(l)..........................................97 Evaluation Picture of depression.....................................................97 Dissemination Mood tracking test......................................................97


SAVE THE WORLD II Energizer The sounds of rain in forest.............................................100 Main activity De-coding terms ..........................................................100 Evaluation What can I do to help achieving SDG.............................101 Dissemination Online activity „#Week4Earth”....................................101 SHALL WE SOCIALIZE II Energizer Touch Me........................................................................104 Main activity Visualize Benefits of Connecting.................................104 Evaluation Socialization Idea...........................................................105 Dissemination Online activity “Be More Social!”...............................105 STRESS LESS II Energizer Take it easy...................................................................108 Main activity Stress and Me: who wins?........................................108 Evaluation What can I do to fight the stress..................................109 Dissemination Classroom activity “I won the stress” .....................109 TRAIN YOUR BRAIN II Energizer 1,2,3 - Think and Do......................................................112 Main activity Neurodegenerative Diseases Box.............................112 Evaluation In their shoes...............................................................113 Dissemination TED session..............................................................113


Partners and Qnec..................................................................120



Chapter 1




Introduction The Startnow + project, the publication of which you are just browsing, is about health education of young people, but the direct recipients of our activities were teachers, educators and other people working with this age group. Together with our partners from Norway, we have been developing innovative tools for public health education for over the past 2 years. Our base was the lesson modules created as part of the previous START NOW! project in 2018. We have developed some of them in Polish and Norwegian language versions, adapted them to the school education format, and updated them with the latest trends in health education and the social context. In addition, we have created 10 new lesson scenarios that meet the educational needs of the pandemic and are based on many interesting and engaging methods that can also be used in the distance learning mode. An important element of our cooperation was also the definition of the basic principles of Child Welfare in education, which we shared with the participants of our meetings promoting the project in Opole and Oslo, and with participants of the training for educators from Poland and Norway in Milówka. We can also boast of the QNEC (Quality of Non formal Education Certifcate) certification of organizations that implement the rules we have developed. A foretaste of the module-based classes could also get to know children and young people who took part in city games organized in both partner countries this autumn. The Startnow + project was an opportunity to exchange knowledge and educational practices used in Poland and Norway, it was also a process of creative cooperation, which resulted in the creation of solutions and tools that allow for the acquisition of practical knowledge and „health skills” of young people participating in the classes in an interesting way, but also adults who facilitate this process. Enjoy reading and using the modules! HOPP & FURIM teams

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Chapter 2

About modules


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Modules the main tool of education in Startnow+

What is module? Module is an educational script which helps teachers, trainers and educators to conduct well planned, creative and informative classes and activities. It can be used as a base for an individual lesson, or some of its parts can be introduced as lesson’s complement. With modules you can mix and match, which means, that the general idea of each activity can be implemented no matter what the topic is. The educators, who want to facilitate the class do not have to be experts on a specific subject to conduct any of the workshops based on the module. Each module is accompanied by infographics and work sheets which complement the module content. All of them consist a collection of knowledge or curiosities which can help in non-formal education process.

20 educational tools 10 Startnow+ modules are built upon scripts that have already been created by international educators collaborating with us on the project Startnow. We shortened and updated them, adding new health, educational and cultural context - since the world and people have changed a lot since 2018. As an addition to 10 pre-existing scripts, we created brand new, interesting and responding to the current health issues, modules. All together the topics of them are very wide and various, such as: history of vaccines, importance of water, addictions (technology, drugs, alcohol, sugar), mindfulness, how to prevent contagious diseases, how to strengthen mental and social health, how to deal with stress, healthy diet, OTC medicine and many more.


How the module is built? Each and everyone of the modules lasts 60 minutes and contains 4 parts: energizer - short, theme introductory, usually very active exercise; main activity - the essence of each class, where the participants get to know the most important information about the topic; evaluation - an activity which checks the participants knowledge on the topic or/and makes them to reflect upon what has happened during the classes; dissemination - a part that is supposed to be done individually or in a group, but after the class had taken place. It is usually dedicated to promote the results/knowledge/skills or attitudes gained through participating in the classes. Its time is not counted in the total duration of each module.

Modules levels Modules have been adapted to specific age of beneficiaries (topics, methods, knowledge). Each module holds a number of stars, dividing the level of difficulty: one star module (*) is dedicated to the youngest - children from 6-12 y.o., two star modules (**) to teenagers (13-18 y.o) and three star modules (***) to students and even adults (18+ y.o).

Why this method? Finally, it is believed that the modules can help young people understand the importance of being aware of health related issues, which may influence their point of view and help build pro-healthy attitudes by experiencing good practices in an interactive workshops, where they can learn by doing, not only because scholars say so, but because they want and seek that change.

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Chapter 3

StartNow+ Modules


List of modules

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Estimated duration: 60 min. without dissemination

Aims of this module to learn what is vaccine and what are the types of it; to discover and follow long history of creating and introducing vaccines; to be aware of the vaccines effects; to connect scientists with their discoveries; to get to know what vaccination policy is and how foes it work in different countries of the world; to boost creativity and group work



Vaccines timeline

Duration: 20 min. Group size: around 20 - 28 people Materials: big room, pieces of paper with year glued to the floor, Infographic 1 (cut out into pieces according to the numbers of participants), bowl/hat to use for withdrawing

Before the start of the activity, the facilitator prepares the room - on separated pieces of paper they write down year (appendix 1) and stick them to the floor chronologically. Next the facilitator cuts out the description of the events (eliminating the year) and puts all the paper in the bowl to be withdrawn by participants. Once the exercise starts the participants take one piece of paper and their task is to find correct year of their withdrawn event, where they place themselves next to. The participants can talk, read their „story” out loud and help each other finding the right spot. When the facilitator makes sure the group is ready, they check out the result with the appendix 1.

Hints for The Facilitator

- Prepare the dates and the „events” from Infographic 1 beforehand. - Make sure you have a big room, so the 28 dates on the floor create a timeline. - Announce the amount of time allocated to this exercise before the participants start. -You can decrease the number of the dates/events and adjust them to the number of participants (if they are less than the dates) - In case of more participants, another alternation to this exercise can be connecting year with the event, meaning that half of the participants withdraw a paper with year and the second part with a description of an event and they have to pair up. - You can ask follow up questions such as: How was this activity for you?; Are you happy with the result?; What helped/disturbed with accomplishing it?; What surprised you? What fact did you remember the most?


Decoding VACCINE

Duration: around 30 min. (including presentation time) Group size: around 30 people Materials: Flip charts, colourful cardboards, markers, colourful paper, glue, scissors, devices with Internet access, graphic apps or programs Hints for The Facilitator

- Remember to remind groups to work together, make their work aesthetic and based on reliable informations. - It’s up to the facilitator to decide wether they prepare infographics manual or using the graphic apps or programs - They can use following sources: html PMC4024226/ en/

The Facilitator divides participants into smaller teams of 4-5 people, asking them to prepare poster/ infographic on following topics: - Explain what the vaccine is and why we call it so? - Positive effects of vaccinations - Adverse effects of vaccinations - Types of vaccine: inactivated, attenuated, viral vector - provide examples - Types of vaccine: toxoid, subunit, conjugate provide examples - Types of vaccine: heterotypic, RNA, experiential provide examples - Anti - vaccine movement - what is it, what caused it, its goals After all the posters are ready, each group presents their work. The Facilitator makes sure all the info are fact based and in case of any doubt or question clarifies it. 19 19


Vaccines Personas

Duration: 10 min. Group size: Any Materials: Infographic 2 printed out for each of the participants or computer with internet and projector to play the quiz:

After all the activities The Facilitator presents the participants the quiz (infographic 2 or link) , where they have to connect a person with a disease they created a vaccine against. At the end the facilitator shows/gives the correct answers. Hints for The Facilitator - You can choose the form of this activity - individually on the paper of together using the given link - You can ask following questions: Are you familiar with the diseases and the scientists who helped to fight them by creating the vaccines? What moments in the history of vaccines you consider the most important? What is your personal opinion about vaccines and vaccination?


Activity „Vaccinations around the world” Duration: around 40 min. Group size: Any Materials: Pieces of paper, pens, paints, crayons, markers/ devices with Internet access, graphic programs or apps


The Facilitator starts with explaining to the group what vaccination policy is: „Vaccination policy is the health policy a government adopts in relation to vaccination. Vaccination policies have been developed over the approximately two centuries since the invention of vaccination with the purpose of eradicating disease from, or creating a herd immunity for, the population the government aims to protect. Vaccination advisory committees within each country are usually responsible for providing information to governments that is used to make evidence-based decisions regarding vaccine and immunization policy. Vaccinations are voluntary in some countries and mandatory in others, with mandatory vaccination policies sometimes leading to opposition. Some governments pay for all or part of the costs of vaccinations in a national vaccination schedule.

Cost-benefit analyses of vaccinations have shown that there is an economic incentive to implement vaccination policies as vaccinations can save a significant number of lives and costs.”* Next, the facilitator divides the participants into smaller groups (of 4 people) and asks them to choose one country of the world and prepare a thorough research on the vaccination process in that country. The research should involve: general information about vaccination policy, which vaccines are mandatory or recommended, what is the vaccine schedule. The results of the research should be presented in a graphic way of the participants choice, but preferably using the IT tools. The research and its presentation can be creative, but at the same time it should be based on facts. Once the work is done, it can be used as an educative material to be posted on your organisation’s social media or shared on the educational portals or groups. *Source:

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Early Chinese Inoculation


Colonial Epidemic



1759 1767

That method involved grinding up smallpox scabs and blowing the matter into nostril. Inoculation may also have been practiced by scratching matter from a smallpox sore into the skin.

A smallpox epidemic hit Massachusetts, affecting settlers and Native Americans; among the casualties were 20 settlers from the Mayflower, including their only physician.

African Use of Variolation Cotton Mather, a Boston minister received a gift of a Libyan-born slave named Onesimus, who bore a scar from smallpox variolation in Africa. Mather inquired among other slaves and found that many had been variolated and thought themselves immune to the disease. Later, Mather would read of variolation in English medical journals and promote the practice in Massachusetts.

Boston Smallpox Epidemic Smallpox raged through Boston, ending in 844 deaths. During this epidemic, physician Zabdiel Boylston, at Cotton Mather's urging, variolated 248 people, thereby introducing variolation to the Americas. Of those variolated, six died. The case fatality for variolation was about 3%, and the disease case fatality was 14%. About 900 people left town for fear of catching the disease.

Spreading Word of Inoculation

Inoculation, process of producing immunity, that consists of introduction of the infectious agent onto an abraded or absorptive skin surface instead of inserting the substance in the tissues by means of a hollow needle, as in injection.

Chickenpox: Disease Distinguished from Smallpox English physician William Heberden was the first to give a detailed description that distinguished chickenpox from smallpox. He encouraged parents to inoculate their children against smallpox, detailing how they could do so themselves.



First Compulsory Vaccination Attempt


Cholera: The Pandemics Begin

1853 1879

Marianne Elisa of Lucca (Napoleon’s sister) became the first ruler to try making vaccination compulsory. She was unable, however, to determine a practical method of enforcement.

This year a series of deadly cholera pandemics swept over India, Asia, and the rest of the world.

Mandatory Vaccination in UK The United Kingdom Vaccination Act made smallpox vaccination mandatory in the first three months of an infant's life. A parent's penalty for not complying was a fine or imprisonment.

First Laboratory Vaccine Louis Pasteur produced the first laboratory-developed vaccine: the vaccine for chicken cholera (Pasteurella multocida).


Loeffler's Contributions


Cholera: Ferrán's Vaccine


Friedrich Loeffler, a German bacteriologist, was the first to cultivate Corynebacterium diphtheriae. Loeffler showed that C. diphtheriae produces a toxin. This was the first description of a bacterial exotoxin. (An exotoxin is a toxin excreted into the surrounding environment by a microbe.) When C. diphtheriae colonizes the upper respiratory tract, the bacteria secrete a toxin that injures and then destroys cells. Waste products and proteins form a thick gray substance called a pseudomembrane over the pharynx. The pseudomembrane sticks to tissues and may obstruct breathing. Meanwhile, the toxin may travel to the heart, muscle, kidneys, liver, and other areas.

Spanish physician Jaime Ferrán developed a live, attenuated cholera vaccine. His vaccine was the first to immunize humans against a bacterial disease. Ferrán had worked on veterinary vaccines in Spain following Pasteur’s publications on the attenuation of microbes. He created the cholera vaccine by cultivating bacteria taken from the waste of a person ill with cholera and growing the bacteria on nutrient culture at room temperature. The material was then administered to subjects via one to three injections in the arm.

Rabies Vaccine Used in Human Pasteur successfully prevented rabies in nine-year-old Joseph Meister by post-exposure vaccination.

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Influenza: Spanish Influenza Pandemic and Vaccines


School Vaccination Requirements


1945 1947 1952


In the deadly Spanish influenza pandemic, investigators attempted to develop vaccines to prevent influenza, though they had not yet correctly identified the causative pathogen. These vaccines would certainly not have prevented influenza infection--as we know now, the pandemic was caused by a new strain of the influenza A virus. Influenza viruses would not be isolated and identified until the 1930s, and the first commercial influenza vaccines were not licensed in the United States until the 1940s.

By this time, many United States schools required smallpox vaccination before children could attend. Some students and their families, however, sought the help of the courts to avoid the requirement.

The Iron Lung

Philip Drinker, and Charles McKhann, at Boston Children’s Hospital and Harvard published a paper describing successful use of an artificial respirator for patients suffering from paralytic polio. The machine, first known as the Drinker respirator and later as the iron lung, would provide temporary and in some cases, permanent breathing support for people suffering paralysis of the diaphragm and intracostal muscles, which are essential for respiration.

Influenza Vaccine Approved

The first influenza vaccine was approved for military use in the United States. This whole-virus, inactivated influenza A and B vaccine had been tested in military recruits and college students before approval. Thomas Francis Jr., and Jonas Salk who would become closely associated with the poliovirus vaccine, were key investigators on much of the influenza vaccine research.

Tuberculosis: The International Campaign

A total of 8 million babies and nearly 14 million people were given the BCG vaccine in the International Tuberculosis Campaign, which ran till 1951. The project initially began in Europe in the aftermath of World War II. However, the program extended beyond Europe when UNICEF contributed $2 million to expand the program to other continents.

Salk Begins Early Polio Vaccine Tests Salk and team, with the support of the National Foundation for Infantile Paralysis, began its first tests on humans of their killed-virus polio vaccine. The subjects were resident children in institutions for the physically and intellectually disabled. Salk tested vaccine for all three strains of polio, some in combination, and some on their own. Their findings showed that vaccine recipients produced antibodies to the virus type in the vaccine they were given. Salk’s results provided some evidence on which to base larger trials.


Mumpsvax Licensed


Global Polio Eradication Initiative


1998 2006 2014 2016

The Merck's mumps vaccine was licensed, developed by Maurice Hilleman,in the same year. Within five years, more than 11 million doses of Mumpsvax would be distributed.

At its annual meeting, the World Health Assembly voted to launch a global polio eradication initiative. At the time, polio was endemic in 125 countries. The initiative called for the eradication of the disease by the year 2000.

Hepatitis A: Vaccine Licensed The Maurice Hilleman’s hepatitis A vaccine was licensed. Hilleman had been working on hepatitis A for decades. He was one of the first scientists to detect the hepatitis A virus and its antibodies. Tests in 1992 showed that the vaccine was 100% effective in preventing the disease. Hepatitis A vaccine would later be added to the recommended vaccination schedule for children, and its incidence subsequently decreased by about 75%.

Lyme Disease Vaccine Lyme Disease Vaccine (Recombinant OspA), was licensed for use in persons ages 15 to 70 years.

Rotavirus vaccine Rotavirus vaccine,l ive, oral, pentavalent (RotaTeq by Merck) was licensed for use in infants ages 6 to 32 weeks.

West African Ebola Epidemic Ebola virus disease (EVD) emerged at unprecedented epidemic levels. Whereas previous outbreaks had occurred in remote areas and were contained fairly quickly, this epidemic spread to crowded urban areas where long transmission chains occurred.

WHO Declares Zika Virus Emergency The WHO announced that the spread of Zika virus was a public health emergency of international concern. At the time, the WHO's Emergency Committee had sufficient information to announce that a strong association existed between Zika virus infection in pregnant women and microcephaly and other birth defects in their infants. Zika virus was first detected in the Americas, and it quickly spread to many countries in South, Central, and to a smaller degree, North America. Zika virus is transmitted mainly via the bite of infected mosquitoes, but it can also be spread sexually.

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First Covid-19 vaccine EMA has recommended granting a conditional marketing authorisation for the vaccine Comirnaty, developed by BioNTech and Pfizer, to prevent coronavirus disease 2019 (COVID-19) in people from 16 years of age. EMA’s scientific opinion paves the way for the first marketing authorisation of a COVID-19 vaccine in the EU by the European Commission, with all the safeguards, controls and obligations this entails.



Edward Jenner „ I developed this vaccine after observing milkmaids in the late 1700s and tested it on a young boy. Which disease did I create vaccine against?”






Wiliam Park „I was always interested in the field of bacteriology, but the disease I was most interested in, creates a toxin that causes a thick, grey membrane to form in the throat. Which disease did I help prevent?”


yellow fever


Jonas Salk „Albert Sabin also developed a vaccine for this disease that causes paralysis. His replaced mine in the 1960s, but an improved version of my vaccine is used exclusively in the US today. Which disease did I create vaccine against?”




Louis Pasteur „I often had to handle dangerous, infected animals to gather samples for my studies. Which disease did I create a vaccine against?”




Max Theiler „I developed the 17D vaccine. Even though the virus this vaccine protects against is typically transmitted by mosquitoes, I first infected mice to study its effects and virulence. Which tropical disease did I create a vaccine against?




Maurice Hilleman „I developed more than 3 dozen vaccines in the 20th century, but developing this vaccine was a crowning moment for me. Cases of this highly contagious disease that can kill young children have decreased since the vaccine was introduced. It is usually given in combination with two additional vaccines. Which disease did I create vaccine against?”

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Estimated duration: 60 min. without dissemination

Aims of this module To learn about positive and negative sides of technology; to interpret social fenomenons connected to technology and social media; to boost creativity and group work; to reflect on one’s social media and technology habits; to embrace possibilities of spending time apart from technology; to share ideas and reflections on modern world



Duration: 10 min. Group size: any Materials: at least 1 big dice (you can print it and fold it from here: ), on which you stick or draw 3 + (advantages) and 3 - (disadvantages), paper, pens.

The Facilitator explains that this activity will allow participants to reflect on bright and dark sides of using technology and will introduce them into the topic of workshops. In case of a bigger group the facilitator divides participants into smaller ones (max. 10 people, min. 5). Each team gets one big dice (it can be printed out and folded, or when using a different one, you can stick paper on its sides with signs + and -). The participants sit on the floor in small circle and one by one throw the dice. Depending what they throw, they say positive or negative effect of technology. One person from each group should write all the reflections down. After at least 2 rounds, the facilitator finishes the game and groups are asked to share what they wrote down. Next, the facilitator summarizes the activity, asking the group: - Was it difficult to come up with the ideas? -Which aspects - positive or negative was more? How do you think why? - Do you consider technology helpful or harmful?


Hints for The Facilitator

-Prepare the dices beforehand. -Here you can find information about using technology, for your own preparation:;;;


An art critic - Society observer Duration: around 40 min. Group size: around 30 people Materials: Chosen and printed out pictures from: - we recommend pictures: 1,2,4,7,8,12,13,16,26,28,38, 45; Appendix 1 (for each group), pens, colorful crayons

Hints for The Facilitator - Remember to print the pictures in colour. - Remind participants that they should work as a team and include all the members input. - This activity can be done in the condition of online training/workshop.

The Facilitator divides the group into smaller teams of max. 4 people. Each team gets 1 picture and a form to answer questions (appendinx 1). Their task is to reflect on a problem portrayed there and discuss it within the group. As a result they should complete the given form. After the groups are ready (in about 30 min.), the facilitator asks them to share their work. To close the activity, the facilitator can ask follow-up questions: - What do you think about these pictures? - What do they say about society’s problems? - Do you think they are accurate (the pictures)? - What problem, which appeared in the photos, in your opinion, is the most important? - What problem do people in your age face the most? - How can we minimize it? What you can do about it?

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What’s on my phone?

Duration: 10 min. Group size: Any Materials: Appendix 2 printed out for every participant, private smartphone or tablet of every participant

After all the activities The Facilitator invites participants to have a moment of reflection upon filling up the form „My phone - my mirror?” (Appendix 2). To complete the task they need to take a look at their smart/tablets. At the end, volunteers can share their answers with the rest of the group.


Activity „Give technology a break

Duration: around 60 min. Group size: around 10-30 people Materials: big paper, pens, crayons, paints and brushes, markers, magazines, scissors, glue


The Facilitator asks participants to create small groups (of 5 people) and form a creative list of ways how to spend a day NOT USING ANY TECHNOLOGY. The point is that the list should be very innovative and showing „out of the box” thinking. Additionally to each idea participants should create a picture, portraying that advice. They can draw, paint or create collages. At the end of their work the facilitator asks them to present their work, which can be later displayed in the classroom.


SOCIAL MEDIA USE? Delete your social media apps from your smartphone. While you can still access them from your personal computer, keeping them off your phone may help decrease the amount of time spent on social media overall.

Turn off your personal phone during work, as well as during school, meals, and recreational activities. You can also adjust the setting on each social media app so you can turn off certain notifications.

Set aside a certain amount of time dedicated to social media per day. Turn on a timer to help keep you accountable.

Take up a new hobby that’s not technology-related. Examples include sports, art, cooking classes, and more.

Leave your phone, tablet, and computer out of your bedroom.

Make it a point to see your friends and family in person when possible.

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„An Art Critic A Society Observer”

1. Describe people and objects shown in the picture

2. What symbols do you see in the picture? What do they represent?

3. Describe the action or events in the picture?

4. What is the message of this picture? What the author is trying to tell us?

5. Who is the receiver of the picture?

6. What do you think about the picture? Is it effective?

7. Do you agree or disagree with the message? Why?

8. Can you propose an alternative version to this picture? How it would look like? Draw it!



„My phone - my mirror?”

1) How many applications do you have on your phone?

2) Which ones of them do you use daily?

To complete the task use your smartphone/tablet

3) How much time do you spend daily on your phone?

4) For what purposes do you use mainly your phone?

5) If you could have to delete 3 of the apps which ones would they be?

6) What 3 application are essential for you? Why?

7) If your phone could talk, what would he tell about you? What person you are based on the application you use?

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Estimated duration: 60 min. without dissemination

Aims of this module To learn what is mindfulness and how to daily practice it; to reflect on own life choices and identity; to find peace and purpose even in the midst of chaos; to be still; to come up with helpful and enriching solutions in life; to re-connect with nature; to boost creativity and group work



Duration: 15 min. Group size: around 20 - 28 people Materials: big room or fresh air, Infographic1 for debriefing

The Facilitator explains that this activity will allow participants to S.T.O.P and invites them to start moving freely, in their own tempo in the room or outside area. After few minutes they ask them to pause and: STAND and breathe. Feel connected to the ground. TRUST in your body. Look down. Scan your body and note any physical sensations or emotions. Release any unpleasant sensations, notice the positive ones as you exhale and inhale. OBSERVE your surroundings. Raise your eyes up and see what feels good. Be thankful for this beauty and people around you. PERSPECTIVE anchoring - ask yourself what new appears for you and what is your next step.

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Next, the facilitator asks the group to share with them some reflections, answering following questions: - How did you feel in the exercise? - What did you notice (in your body, mind, surrounding) while you were in it? - How/why S.T.O.P can be helpful as a daily practice?

Hints for The Facilitator:

- Make sure you have big space, either indoors or outdoor. It will be much more appreciated if you have a possibility to do it outside. - Don’t rush the process. Mindfulness is all about seizing the moment. - This activity can be done individually, also in the condition of online training/workshop.

As a summary, the facilitator can share with participants information about the Minfulness from Infographic 1.


Duration: around 30 min. Group size: around 30 people Materials: Infographic 2 printed out for each participant, pens, speakers to play calming and relaxing music, spacious room or outdoors, something to seat on Hints for The Facilitator - Remember to provide a cosy, silent place for people to feel safe and comfortable. - Remind participants that they should work in silence and fully dedicate this time to themselves. - This activity can be done individually, in the condition of online training/workshop

Where am I?

The Facilitator explains that the next exercise will be fully dedicated to individual self-reflection, saying: „In order to know where to go, it’s worth checking where you’re starting - what you already have, what can support you, and what you lack. Very helpful might be answering questions from the „Where am I?” form. Answer them by examining yourself carefully…” Next the facilitator distributes the handouts and gives participants around 20 minutes to fill it up. They can remind people to keep the silence during the whole process and encourage them to find a comfortable seat, listen to their favorite music (on the earphones), tune inward as much as possible and be honest.

At the end of the exercise, the facilitator can ask following questions: - Which question turned out to be the most important? Is it from the past, the present or the future? Why? - Have you seen more clearly where you are and where you want to go? - After completing this form, do you feel the same as before, or slightly different? To close up the facilitator tells the group to keep this questionnaire and come back to it from time to time and observe how the answers to the same questions change and how you change yourself.

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Mindful pandemic

Duration: 15 min. Group size: Any Materials: flip chart, markers, colorful paper, devices with Internet access

Hints for The Facilitator If the participants don’t want to hug anyone from the workshop group, don’t force them. Instead you can propose hugging a member of a family, a friend, an animal or even a pillow (but unfortunately it won’t breathe with you) This activity can be done in the condition of online training/workshop. You can base this exercise on these sources, which you can share with your group as well:;

After all the activities The Facilitator asks participants how mindful acts can help surviving crisis or difficult times, which we have all experienced (and are experiencing) during recent pandemic. Small discussion is very welcome to occur. As a summary to it and all the activities, participants are asked to come up with the ideas on „How to be more mindful in the pandemic times”. The ideas - presented as a brain storm - are written down by the facilitator on the flip chart. At the end the facilitator asks everybody in the group to choose one person and give them a strong and sincere hug, which would last three deep, shared breaths. People don’t need to breathe at one pace, but still it will calm them down and bring a sense of security.


Activity „Terapeutic nature” Duration: at least 30 min. Group size: Any/Individually Materials: none


The Facilitator encourages participants to do this walking activity meditation whenever they have time and are outdoors, in the open air perfect if it’s forest or field, but it will work out even in the small backyard or garden. The pace of walk should be very slow but rhythmic, definitely slower than a traditional one. It’s important to get into your rhythm. Breathing should be deep and as long as possible, longer than natural one. While you walk, see and notice the smallest details, feel the smell of the air, count how many birds fly in the air, pay attention to the shape of branches, clouds, count the number of flowers. If you find that your thoughts are drifting towards what happened at work, at home, what happened yesterday, or what you expect tomorrow, let those thoughts go away and return to your focus on being here and now. Congratulation! You just became mindful :)

MINDFULNESS The Types of Mindfulness Practice While mindfulness is innate, it can be cultivated through proven techniques. Here are some examples: Seated, walking, standing, and moving meditation (it’s also possible lying down but often leads to sleep)

The Definition of Mindfulness Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us.

Short pauses we insert into everyday life

Mindfulness is a quality that every human being already possesses, it’s not something you have to conjure up, you just have to learn how to access it.

Merging meditation practice with other activities, such as yoga or sports

The Benefits of Mindfulness Practice:

8 Facts About Mindfulness Mindfulness is not obscure or exotic. Mindfulness is not a special added thing we do. You don’t need to change. Mindfulness has the potential to become a transformative social phenomenon. Anyone can do it. It’s a way of living. It’s evidence-based. It sparks innovation.

When we meditate it doesn’t help to fixate on the benefits, but rather to just do the practice, and yet there are benefits or no one would do it. When we’re mindful, we reduce stress, enhance performance, gain insight and awareness through observing our own mind, and increase our attention to others’ well-being. Mindfulness meditation gives us a time in our lives when we can suspend judgment and unleash our natural curiosityabout the workings of the mind, approaching our experience with warmth and kindness—to ourselves and others.

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Where am I?

1. Name:………………………………………………… 2. Age:…………………… 3. Today's date:…………………… 4. Write down the six words that best describe you at this moment in time: …………………………………………………………………………………………………………........................................... 5. What was the most unpleasant moment for you in the last year? …………………………………………………………………………………………………………........................................... 6. What was your happiest moment in the last year? …………………………………………………………………………………………………………........................................... 7. What are your most important successes in recent months? What did you do? …………………………………………………………………………………………………………........................................... 8. What is your favorite activity right now? …………………………………………………………………………………………………………........................................... 9. What would you like to improve in your life? …………………………………………………………………………………………………………........................................... 10. What do you worry about? …………………………………………………………………………………………………………........................................... 11. Where do you think you will be in five years? At what stage of life? …………………………………………………………………………………………………………........................................... 12. What do you think you will be doing in ten years? …………………………………………………………………………………………………………........................................... 13. What good have you done for yourself today? …………………………………………………………………………………………………………........................................... 14. What do you dislike most about your life right now? …………………………………………………………………………………………………………........................................... 15. What are you doing to change it? …………………………………………………………………………………………………………........................................... 16. Who is your best friend right now? …………………………………………………………………………………………………………........................................... 17. Who do you expect more support from? …………………………………………………………………………………………………………........................................... 18. What do you expect from yourself? …………………………………………………………………………………………………………...........................................


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Estimated duration: 60 min. without dissemination

Aims of this module to learn what OTC medicine is; to discover the phenomenon of polypharmacy; to look for natural alternatives of supplements or painkillers; to reflect on own health and medical practices; to promote healthy choices; to discussion and reflect; to boost creativity and group work


Risky pills

Duration: 10 min. Group size: max. 25 people Materials: 5 non-transparent sacs, 255 red chips, 195 green chips, 5 golden chips (you can cut it out from cardboard), a flip chart to keep the score, markers

The Facilitator divides the group into 5 smaller ones (with 5 people max.). Each team gets 1 sac filled out with 15 green, 15 red and 1 golden chip. The facilitator explains what follows: The game will be played in 3 rounds. Round 1: Each member of the team is allowed to draw with their eyes closed from 1 to 5 chips at once. It’s up to them how many they want to draw, but they need to remember what number they decided on. The colors of the chip are equivalent to points - for every green chip the team gets 3 points, for golden 50 points, but for red -3 points. The purpose of the game is to collect the most points. The round finishes when every person drew their chips. Then the team counts their points, which are written down on the flip chart by the facilitator. The group doesn’t put back to the sac already drawn chips.


Round 2: To each team’s sac The facilitator adds 13 green and 17 red chips. Again, the team needs to decide if they want to risk taking more chips or play safe taking less, but at the same time, the person who took 2 or more in the previous round can’t take less - the minimum is the number they took in the 1st round. The round finishes when every person drew their chips. Then the team counts their points, which are written down on the flip chart by The facilitator. The group doesn’t put back to the sac already drawn chips. Round 3: To each team’s sac The facilitator adds 11 green and 19 red chips. In this round every participant must draw 5 chips. The round finishes when every person drew their chips. Then the team counts their points, which are written down on the flip chart by The facilitator. The facilitator calculate the results and announce the winner team. Next, the follow up questions are being asked: - How did you feel in this activity? - What strategy did you choose? Playing safe (drawing less chips) or taking a risk? - Are you happy with the result? - If you played again, what would you change? - How would you associate this game with the tittle of our workshop? - What resemblance do you see in green/red/golden chips and pills or supplements? - How the course of the game resemblance the life situation of taking medicine? Hints for The Facilitator

- Prepare the chips and the sacs beforehand. Sacs don’t have to be large, but they need to be non-transparent, so the participants can’t see through them. You can print the colorful chips on the cardboard and cut them out. Make sure they are the same size. - Start every round when all the groups are ready. - Underline that in this game it is very important to play fair and not to pick while drawing chips. - The chips represent the pills and dietary supplements which are very popular and available widely as OTC medicine. Their colors and points show that we can have good, high quality and based on natural substances products as well as we can have harmful ones. The intensity of drawing them in each round stand for: * Round 1 - every person have influence over how many „pills” they want/need. * Round 2 - the more you take the more you’ll have to take in the future - the dose stays the same or gets bigger, because „the body/the mind” needs more * Round 3 - the last phase where, like sometimes in life, you don’t have the choice anymore - you just need to fulfill the organism’s needs by „applying” the maximum amount, which not always end well. But in life, when you buy OTC medicine, you have influence and choice what you buy and how often you take it, so it’s really important that you decide well, taking under consideration composition, ingredients and potential consequences of what impact it may have on you.

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Mix and Match = Polypharmacy The Facilitator starts by asking participants questions about their experiences and daily practices connected with OTC medicine Do you often buy medical products/supplements that are not Hints for The Facilitator prescribed by a doctor? The participants should feel free and comWhy do you buy them? fortable to share their stories, so create a peaceful and trustful atmosphere. Have you ever bought them because of the advertisement or You should prepare information about polyother person’s recommendation? pharmacy beforehand - on the flip chart What kind of products do you buy the most often? or digital presentation. While doing so, get How many and what kind of them do you take daily? familiar with the term and some more articles Do you ever consult the supplements/vitamins/pain killers or about polypharmacy:; other OTC products with a doctor or pharmacist? Is there any potential danger you can see in taking various mecine-and-dentistry/polypharmacy; dicines/medical products that you use without consult? After the short discussion, the facilitator presents to the partici-is-polypharmacy pants short lecture of polypharmacy, as a result of taking daily various medicine (prescribed and OTC) from Infographic 1. To close the activity, the facilitator explains that in the Evaluation part, the participants will actively create ways of stopping polypharmacy. Duration: around 20 min. Group size: around 30 people Materials: flip chart, markers, Infographic 1


Duration: 30 min. Group size: Any Materials: smartphone, social media account


Instead… As a continuation of the previous activity, but at the same time the summary of the whole module, the Facilitator asks each participant to reflect on one advice that they would give themselves and other people, that regards limiting of taking dietary supplements, pain killers and in general medical products that are not necessary or prescribed.The advice should sound like this: „INSTEAD of taking vitamin D in pills, get some SUN”, or „Headache? drink water, breathe deeply and smell lavender INSTEAD of taking another aspirin”. Important is, that the participants check some alternatives of traditional vitamines, supplements or painkillers before they create „the INSTEAD advice”. After they came up with their ideas, the facilitator asks everybody to record it as a very short selfie- video, which they will post on their social media stories (instagram, facebook, tie tok) with #INSTEAD #startnowplus.


Activity „Let’s get clean”

Duration: max. 60 min. Group size: none/individual task Materials: medicine cabinet at your home

The Facilitator invites participants to join, at any time suitable for them, a challenge of cleaning their home medicine cabinets. Cleaning means throwing out expired, or no longer needed medicine - pills, syrups, supplements, bandages, creams etc. as well as organizing those which still can be used - putting them into the smaller boxes with correct labels, for example: cold, digestion, vitamins etc. The facilitator should remind people, that expired/ no longer needed medicine can be left in a bag in a local pharmacy, but can’t be thrown in a regular trash can. This activity can be helpful in pointing out how much unnecessary medicine most of us buy and maybe it will be a wake up call to limit this practice and instead look for more natural solutions, like healthy diet, sport and social interactions. *OTC - Over the counter

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Polypharma y refers to the use of multiple medications in a patient, commonly an older adult.

Did you know...

While the most commonly used definition

Polypharmacy in advancing age frequently

of polypharmacy is being on five or more

results in drug therapy problems related to

medicines, definitions are variable.

interactions, drug toxicity, falls with injury,

The World Health Organization

delirium, and nonadherence.

suggest that while the definition is

Polypharmacy is associated with resulting

numerical, emphasis should be on

increased hospitalizations and higher costs of

evidence-based practice and that the goal

care for individuals and health care systems.

must be to reduce inappropriate polypharmacy. •

Each year, thousands of elderly

To reduce polypharmacy, we delineate a

patients suffer injury because of adverse

systematic, consultative approach to identify

effects from multiple medications.”

highest-risk medications and drug-therapy

problems. Best practices include education about risk and agreement by patients and their families, advocates, and care teams.


Over-the-counter medicine is also known as OTC or nonprescription medicine. All these terms refer to medicine that you can buy without a prescription. They are safe and effective when you follow the directions on

Whenever you use an OTC medicine, reading the drug product's labeling is important for taking care of yourself and your family. The label tells you what the medicine is supposed to do, who should or shouldn't take it, and how to use it.

the label and as directed by your health care professional.


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Estimated duration: 60 min. without dissemination

Aims of this module To get to know what addiction is; to learn about different types of addiction; to improve the skills of information research; to familiarize youngsters with how addiction is portrayed in films or book based films, which can provoke them to discussion and reflection; to boost creativity and group work; to share ideas and reflections on modern world issues.


Bubble gum

Duration: 15 min. Group size: any Materials: a bubble gum for each participant (it can also be gummy bears or maomam), flip chart, markers

The Facilitator hands out one piece of strong flavoured gum to each person with the instruction ell to hold the gum close to their nose and mouth but not to put it in their mouth. After a minute, they let them put it on their tongue, but not to chew it. After another minute, the facilitator lets them chew it once or twice, but no more. After this part, they ask the group: - Who is pretending not to chew - Who finds it easy not to chew? - Who finds it hard not to chew? - Who has not chewed the gum? How did you resist chewing it? What did you say to yourself? - What was it like? How did it feel to want the gum? - How can you relate this game to a situation when a person is addicted?


Next, the facilitator explains that when a person is addicted to a substance or a drug, they crave it and badly want to have it. It’s the same when participants minds convinced them that they really wanted the gum - the minds of people who are addicted to drugs tell them they really want the substance. At the end of the energizer the facilitator presents to the group the definition of addiction: - „Addiction is defined as a chronic, relapsing disorder characterized by compulsive seeking of a substance of addiction, its continued use despite harmful consequences, and long-lasting changes in the brain. It is considered both a complex brain disorder and a mental illness. Addiction is the most severe form of a full spectrum of substance use disorders, and is a medical illness caused by repeated misuse of a substance or substances.” ( science-drug-use-addiction-basics)

Hints for The Facilitator:

-Prepare the definition on the flip chart beforehand. - Here are the sites which might be useful when talking about teen addictions: ; news-events/latest-articles/why-are-teens-so-vulnerable-to-addiction#; https://www.therecoveryvillage. com/teen-addiction/drug/commonly-abused-drugs/; https://www.destinationsforteens. com/destinations-blog/types-of-addiction/

At the end of this activity the facilitator asks what kind of addictions the group know and writes them down on the flip chart. They can point out the most typical ones for teenagers: substance - drugs, alcohol, nicotine; sex; electronics (; )


Get to know the enemy

Duration: around 35 min. Group size: around 30 people Materials: pens, colorful crayons, paper, computers/ smartphones with Internet

Hints for The Facilitator Remind participants that they should work as a team and include all the members input. Everybody should be involved in work. Here are the sources for you and for the team to look for information:;; types-of-addiction/;

The Facilitator divides the group into 5 smaller teams. Each team chooses one topic to work with and their task is to prepare a presentation based on their research for the rest of the group. The presentation can be done as a poster or in a digital form.

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Here are the following issues: - Nicotine addiction - risk factors, symptoms, consequences, treatment - Alcohol addiction - risk factors, symptoms, consequences, withdrawal, treatment - Drug addiction - kinds of drugs -Drug addiction - risk factors, symptoms, consequences, withdrawal, treatment -How the addiction influences brain? After the teams are ready, one by one presents their work. The facilitator should provide time for people to ask questions or clarify nuances.



What do you know about addiction? Duration: 10 min. Group size: Any Materials: Appendix 1 printed out for every participant (or re-made as an interactive quiz), pens, Appendix 2 for facilitator. Hints for The Facilitator - You can grant participants who had the most correct answers with some prize. - The quiz inspiration: University of Rochester Medical Center


After all the activities The Facilitator invites participants to check their knowledge on addiction, presenting them a true or false quiz „What do you know about addiction?” (Appendix 1). The facilitator can give few minutes to answer the questions, and then they check out how participants did it, clarifying and adding some more information when needed (additional part for the facilitator in Appendix 2)


Activity „Get some perspective” - a movie evening Duration: around 180 min. Group size: any Materials: computer, projector, sound system, a chosen film from the following list coming from legal source: Beautiful Boy (2018) A Star is born (2018) Trainspotting (1996) Requiem for a dream (2000) Half Nelson (2006) Wild (2014)

The Facilitator organizes the movie evening and presenting one of the listed above films. After the projection a discussion based on feelings, impressions and participant’s reflection is suggested. The listed films are often very strong and impactful and many viewers get emotionally involved in the story, that’s why debriefing and „showering off” the difficult feelings can be a good idea. All the mentioned films have been internationally recognized and honored with many film awards.



Estimated duration: 60 min. without dissemination

Aims of this module to form knowledge about energy drinks; to acquaint with the history and composition of energy drinks; to cultivate a respectful attitude towards physical health; to give an idea of what products are most useful and necessary for every day; to teach how to choose the healthiest foods; to introduce the rules of nutrition


Be honest

Duration: 5-7 min. Group size: Any Materials: Printouts of the Annex 1.

The facilitator brings attention of the participants and shares the ready prepared printouts with participants. Everyone fills out the forms (5-7 min). Then facilitator collects them and sums up the answers. Then s/he writes the results on the whiteboard where bigger version of the Annex 1 is hanged. The facilitator asks participants to share their opinions on the received responses. Then s/he presents the topic of the activity. Hints for The Facilitator

Bring attention to the products mostly consumed by the participants; - Write the names of popular local brands that are common in your area; - Adapt the questions suitable for the age of participants.



Energizers Duration: around 40 min. Group size: around 30 people Materials: Eggs, chicken liver, beakers (min 8), 2 types of energy drinks (known in your region), water, ethyl alcohol, Infographic.

Hints for The Facilitator - Other products can be used in the experiment (meat, egg shell) - If you have some rugged metals, it is also possible to see the effect of energy drinks on them. - For the lecture, prepare presentation with more examples and explanation of good and bad energy containing products.

Facilitator gives a short introduction to the topic. The facilitator selects two participants and invites them to make two experiments: Chicken egg white. First participants shall select and write the number on the beakers. After that they take 4 eggs and separate the egg white from the yolk and put egg white into beakers. After that they shall pour over the egg whites 2 energy drinks (preferably known ones), water and ethyl alcohol. Another two participants shall be selected for the next experiment - Chicken liver test. They cut the chicken liver. Again, they shall select and write the number on the beakers. After that they put a piece of liver in each. Each beaker was poured with same energy drinks, water and ethyl alcohol over the piece of liver. Then facilitator presents a lecture on different junky and energy rich products: Carbonated and energy drinks are completely chemical and contain a lot of sugar, caffeine and food colors. There are a lot of spices, harmful food additives in instant noodles (Doshirak, Yum Yum etc). Unhealthy foods include also fast food like hamburgers and hot dogs. Sweets, chocolate bars, and other sweets contain a huge number of calories with the addition of chemical products, dyes and chemical flavors. The consumption of sweets containing a large amount of sugar and fat leads to metabolic disorders and obesity. Chewing gum is also harmful to the human body. After the lecture, the facilitator asks participants to check what had happened to the egg whites and chicken liver parts. The results shall be discussed and reflected. 51 51


I am stronger without

Duration: 15 min. Group size: Any Materials: Slides with pictures of substitutes of junky food in accordance to the content (Cocoa powder or crushed cocoa beans, coffee, ginseng, green tea, walking, cycling).

Hints for The Facilitator Propose some daily routines on how to stay away from attractive junky food. Find some interesting stories that could be used as examples.

At the end facilitator asks audience who shouldn’t use energy drinks. Then s/he explains that energy drinks can be useful in small doses, and can have a good effect on the body when playing sports, From the previous exercises it follows that energy drinks are contraindicated for people with cardiovascular diseases, people with mental disabilities, suffering from hypertension, pregnant women and, of course, people under the age of 18. For these categories of people, the harm of energy drinks can be much more dangerous than for perfectly healthy people. Facilitator presents some natural stimulants instead of energy drinks/junk food: Cocoa powder or crushed cocoa beans, coffee, ginseng, green tea, walking, cycling, or just stretching can also substitute the products containing chemicals. Discussion of the knowledge with participants and reflect over the impact of these products.


Home activity “Investigate the power of natural Duration: 2-3 weeks energy” Group size: Any Materials: Computer, internet.


The participants will be asked to work in groups first to find out which natural products are the richest in the energy value. They will prepare the plan on how to make a smoother substitution from usually consumed products to the natural ones. After two weeks the groups shall prepare a report and show they already implemented their plans with concrete results.

y g r e n e p u e k a m t a Components th y d o b n a m u h n o t c e f f e r i e h t d n a s k n i r d 1

Caffeine: Acts as a stimulant but It takes 3-5 hours for only half of caffeine to be removed from the blood

Taurine: improves the functioning of the heart muscle but no effect on human body


Carnitine: enhances metabolism and reduces muscle fatigue.


Guarana and ginseng: remove lactic acid from muscle tissue and cleanse the liver.



B vitamins: Essential for the normal functioning of the nervous system Riboflavin: Its lack can cause skin lesions



Ascorbic acid: increases immunobiological resistance and promotes regeneration

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Estimated duration: 60 min. without dissemination

Aims of this module To reveal the meaning of nutrition; to explain difference between the concepts of „food” and „nutrients”; to learn the structure of the human digestive system; to form an idea of the need for a varied and balanced diet as a prerequisite for maintaining health; to understand the role of healthy food preparation



Duration: 5-7 min. Group size: Any Materials: N/a

Eating habits

The facilitator tells a short story of Mrs. Smith who had lost her husband. The doctor asked her for eating habits and she told that she covered the table with all sorts of delicious dishes - fried chicken stuffed with prunes, with profiteroles floating in oil, baked pork roll on the sides of the dish. At first, he ate reluctantly, but it was inconvenient for him to refuse her, and over time he even liked it. He was in a hurry to go home where new delicious dishes were waiting for him. In the evenings, he watched TV and ate so much, unconsciously to himself. At the hospital the doctors admitted: diabetes mellitus, obesity, gastritis and a bunch of all kinds of medical incomprehensible diseases. The facilitator then asks the participants on the possible topic of the activity. They make reflections over the story and give predictions.

Hints for The Facilitator

- Encourage participants to give some different examples of food they usually eat; - Make predictions what effect can have different products on our body over time; - You can use some pictures for presentation.


Be careful with your choice

Duration: around 40 min. Group size: around 20-25 people Materials: Infographic 1, local salt packages, projector with internet connection

The facilitator talks about the need for energy to enable growth and repair of tissues, to maintain body temperature and to fuel physical activity which comes from foods. S/he explains why that all eat food because it Hints for The Facilitator provides the fundamental types of materials required to - Find local products that are known to participants. keep our bodies functioning. Then s/he presents the ta- Find some advertising statements with healthy slogans ble with these materials categorized (Annex 1) and holds and claims and discuss with participants a short lecture on them. - Discuss the term digestion and what is important for our body for smooth digestion.

Macronutrients are required in large amounts to provide the energy needed to maintain body functions and carry out the activities of daily life. There are three macronutrients – carbohydrates, proteins and fats. The facilitator encourages the participants to find out why we need carbohydrates, proteins and fats in our diet as well as the structure and function of these macronutrients (give 3-5 min to google it). Then s/ he holds a short discussion on findings and refers for more details to previous modules from the course. Micronutrients are substances such as vitamins and minerals that are necessary dietary components. Although needed in only small amounts, they are essential for health and wellbeing. These are vitamins and minerals are and the role that selected examples play in keeping the body in a healthy state, in particular, vitamin C. Then facilitator gives example of why it has become fashionable to use ‘sea salt’ as a condiment and in cooking, rather than the conventional ‘table salt’. Students shall read about salt production. Facilitator shows students samples of types of sea salt purchased locally, and discusses and debates the question: ‘Is all salt the same?’ using these prompts: • Do the statements about sea salt suggest that it has a ‘saltier’ taste than ordinary table salt? Is this possible? How can a given brand claim that its salt is ‘the salt with taste’? • Most sea salts are sold in the form of flakes or granules, which are larger than the granules of ordinary table salt. Could this affect the taste: • When placed on the tongue? • When the salt is dissolved in water as is done when cooking vegetables?

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Dietary fiber is that portion of the food we eat that is resistant to digestion and absorption in the small intestine. Fiber is found in fruits, vegetables, nuts and grains and is an important ingredient of a healthy diet. The facilitator opens the YouTube video clip watch?v=zGqHuKcbu6c and play it through to the class. The s/he hands out copies of Questions (Annex 2) and ask students to complete (5-7 min). After that participants shall discuss responses.


Duration: 15 min. Group size: Any Materials: Infographic, Annex 1

Good digestion

Hints for The Facilitator - Discuss the rules of healthy eating; - Participants can add any rules they know.

Finally, the facilitator asks how to eat right to stay healthy. S/he explains that food should be of both plant and animal origin, consuming of different vegetables containing fiber in order to replenish human energy consumption. The facilitator presents the sequence of steps in the digestion process (Annex 1) and asks participants for reflections.


Home activity “Nurture good”

Duration: 2 weeks Group size: Any Materials: Camera, computer, PowerPoint, other relevant technical equipment


Facilitators shall allocate or ask participants to choose one of the following activities and present the results to the class after 2 weeks: • Fiber rap: Using the dietary fiber theme and musical skills, develop a rap to highlight the ‘get more fiber into diet’ idea. • PowerPoint: Using information from the I love fiber song, prepare a PowerPoint presentation that could be shown to a group of middle primary school children. • Fiber poetry: Using the lyrics of the I love fiber song to inspire you, write a poem that emphasizes the benefits of fiber in a well-balanced diet.

• Wall chart: Using the dietary fiber theme and your artistic skills, develop a wall chart that could be used as the poster in a national campaign to convince people of the benefits of fiber in the diet. • 2-minute video: Using the dietary fiber theme and your film producer and acting skills, produce a 2-minute video that highlights the benefits of fiber in the diet

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Fundamental types of materials required to keep our odies functioning Macronutrients – Carbohydrates, Proteins, Fats and Oils Micronutrients – Vitamins and Minerals Dietary fiber – Vellulose, Pectin and Gums

• Mechanical digestion includes chewing and swallowing • Chemical digestion of carbohydrates, fats

Esophagus Liver Gallblader Pylorus Pancreas


• Mechanical digestion includes peristaltic mixing and propulsion • Chemical digestion of proteins, fats • Absorption of lipid-soluble substances such as alcohol and aspirin

• Mechanical digestion includes mixing and propulsion, primarily by segmentation • Chemical digestion of carbohydrates, fats, polypeptides, nucleic acids • Absorption of peptides, amino acids, glucose, fructose, fats, water, minerals, and vitamins

• Mechanical digestion includes segmental mixing and propulsion • No chemical digestion (except by bacteria) • Absorption of ions, water, minerals, vitamins, and organic molecules.


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Estimated duration: 60 min. without dissemination

Aims of this module to form participants’ knowledge about food conservatives used for the production of food products; to develop the skills of making independent decisions necessary for an independent life; to develop intrinsic motivation to learn; to foster a responsible attitude of participants towards their health; to form participants’ ideas about the need to monitor the quality of food consumed


Check what you eat

Duration: 5-7 min. Group size: Any Materials: A whiteboard.

The facilitator brings attention of the participants and asks whether they have heard the saying: “We do not live in order to eat, but we eat in order to live” (written on the whiteboard). The s/he tells the story of a patient who came to a healer complaining of abdominal pain. The healer asked him what he ate? When the patient replied that he had eaten for lunch, the healer prescribed eye drops for him and adding „Next time you must see what you eat.” After the story facilitator asks for reflection from participants. Hints for The Facilitator

- Ask the participants for similar stories/legends they had heard before; - Give some examples on what can cause problems and what type of food can be dangerous for our body.



How food additives affect health Duration: around 40 min. Group size: around 30 people Materials: Infographic with types of additives (Appendix 1).

Hints for The Facilitator - Explain the difference of food products after adding the additives – change in consistency with various dyes, stabilizers and synthetic compounds. - Challenge the participants to think on what they were consuming in the daily life and whether they had thought about additives. - Bring the products that participants usually consume. - Use some apps for smartphones that can explain the additives

Facilitator starts the activity with explanation of the basic condition for a healthy diet – food must be safe and sanitary. Each product should have its own nutritional value, contain nutrients useful to humans. Then facilitator shows the poster with types of additives (see Appendix 1). The s/he can ask what do the participant know about the additives and why are they being used. Then facilitator spreads the wrappers from different products (drinks, chocolate bars, ready-to-cook food etc.) Participants shall investigate the content and pick up the additives in the content. The spotted E’s shall be writing on the whiteboard with a short explanation on the nature of each, and searching whether these additives are hazardous or not. Then, the participants shall be split into two subgroups - „We are for a healthy diet” and „We need food additives”. Each subgroup prepares the arguments for its name. Finally, the facilitator summarizes the discussions and underlines the importance of using the healthy additives.


Stay up-to-date

Duration: 15 min. Group size: Any Materials: Infographic with E’s and recommendations.

Hints for The Facilitator - Emphasize that most of the food products contain the additives. - Make sure that the participants convinced that most food additives have a negative impact on health.

After all the activities the Facilitator summarizes the participants the most important issues from the lesson. Participants give examples on products containing most additives. The facilitator presents the poster with recommendations on what to be taken into consideration when selecting the food. The exercise ends with the conclusion that food that does not contain foreign impurities hazardous to human health can be only be considered environmentally friendly. 61 61


Home activity “Let’s take care of ourselves” Duration: 2-3 weeks Group size: Any Materials: Notebook, poster in the classroom with stick notes divided into two parts in the center.


The participants shall be challenged to investigate the food products that are being bought by family members. The participants will note all E numbers they found. These will be analyzed so that healthy and harmful ones will be written on the sticky notes that will be glued to the according side of the poster. After two weeks, facilitator can hold a short summary on the findings to ensure the absorption of the lesson content by participants.

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Estimated duration: 60 min. without dissemination

Aims of this module to understand the importance of good hygiene; to give short information on bacteria; to ensure the implementation of good hygiene routine; to learn about the ways of protection from bacteria.


Dirt is invisible

Duration: 5-7 min. Group size: Any Materials: Images of bacteria printed on sticky paper.

The facilitator gives the children stickers and asks them to stick the „bacteria” on everything in the room that they can touch. After that all together look around the room and find stickers. Revisit how bacteria spread and why they are dangerous. Hints for The Facilitator

- Go around the room and help children to find the places - Make sure that children are focusing on the task and not play



Why we must wash our hands

Duration: around 40 min. Group size: around 30 people Materials: Ball and pictures of bacteria on stickers, the Annex 1.

Hints for The Facilitator - To illustrate how bacteria can enter our body and cause disease, you can use the poster „How bacteria enter the body” – See the Annex 1. - Give example of recent pandemic and how proper hygiene prevented from spreading of virus - Assign roles for children before starting the exercise (one did not wash his hands before eating, the other one after using the toilet, the third after a walk, etc. - Ask children on their behaviors and how often and when they shall wash the hands.

The facilitator gives a short lecture on bacteria/ microbes, where do they live, and why they can be dangerous. Then s/he describes the importance on washing of the hands and makes special stress on the following items: 1. When children blow the nose, sneeze, or cough, bacteria from the nose and mouth can get onto hands or toys, tables, and other objects. Facilitators shows how to cover the mouth or nose (not with palm but use a paper handkerchief or sleeve). 2. If person was near a sick person, then his bacteria can get over into the body, so after talking with him, children should definitely wash the hands.

3. Bacteria love to live in the toilet - on the toilet, on the tap, on the door handles. And we also remember that they live on different parts of the body. Therefore, after children have been in the toilet, especially a lot of harmful bacteria settle on the palms that need to be washed off. 4. Before planning to eat something, even if it is just an apple or candy, children must be sure to wash the hands. 5. If they have played with an animal, be sure to rinse off any bacteria that may have gotten onto the hands. 6. If a child has injured knee or there is another wound on the body, do not touch it with dirty hands, bacteria from the palms will prevent it from healing quickly. 7. If children are outside, bacteria can get on the palms when they play in the sandpit, launch boats in a puddle, play football or climb ladders. 8. During the day, children can do a lot of interesting things, learn and play. Therefore, if they notice that the hands have become dirty, they need to go and wash them clean. After that the facilitator spreads stickers, picks up the ball and pretends s/he has a cold and sneeze on it. „Oh! I forgot to cover my mouth with my sleeve, and now my bacteria got on the ball (sticks the bacteria sticker on the ball).” Then s/he throws the ball to the child who loudly pronounces her/his „role” (for example, „I forgot to wash my hands before eating”) and sticks a sticker on the ball and throws it to the next participant. On the last throw, facilitator shall keep the ball. “Look how many bacteria we have passed on to each other! That’s why we need to wash our hands often - to prevent the spread of bacteria and get sick.” 65



Good hygiene can save our lives

Duration: 15 min. Group size: Any Materials: Infographic with instructions on how to wash the hands (Annex 2)

Hints for The Facilitator - Hang “Wash Your Hands Properly” poster near the sink (if possible) after the lesson. - Make stress on the duration of the washing procedure for at least 20 seconds.


After all the activities the Facilitator summarizes the participants the most important issues from the lesson. Participants give examples on where the bacteria can be found. The facilitator presents the poster with instructions on how to properly wash the hands. Demonstrate the steps of hand washing in sequence: - Explain that the water must be warm so that the soap is better at removing bacteria. - Lather your hands; reaffirm to children that washing hands without soap does not remove bacteria. - Wash your hands thoroughly, once again note that you need to wash not only the palms, show how to wash the back of the hands, the spaces between the fingers and the tips of the fingers. - Dry your hands thoroughly with a paper towel, explain that this is necessary to completely remove all bacteria. Emphasize that bacteria spread much faster through wet hands than through dry hands. - Turn off the tap using the same towel that you used to dry your hands. Explain that the towel protects your hands from bacteria that might be on the tap.


Home activity “Keep hygiene rules” Duration: 2-3 weeks Group size: Any Materials: Notebook

The participants will keep the records of each hand wash during the week. They will note the date/time, occasion and place. After one week participants will calculate and share the results with each other in the classroom.

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How bacteria enter the body


Wash Your Hands Properly 1. Turn on the water - it must be warm

2. Washing hands with soap 3. Wash not only the palms but also back of the hands, spaces between the fingers and the tips of the fingers 4. Dry your hands thoroughly with a paper towel

5. Turn off the tap and clean the sink using the same towel

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Estimated duration: 60 min. without dissemination

Aims of this module to acknowledge the importance of the personal appliances that measure indicators of our health; to shed the light on the possible effects of the measurements on our body; to teach the participants how to measure basic indicators manually and by using the electronic devices; to raise awareness among participants on the importance of regular physical activity. Hints for The Facilitator

- Spot among the participants the ones who practices sport beforehand; - Use different methods of measuring the heart rate (on the connection of arm to the palm or in the arm bend); - Find the physical exercise to be implemented in accordance to the profile of the group. 70



Duration: 5-7 min. Group size: Any Materials: Clock counter, Printouts of the Infographic 1

The facilitator brings attention of the participants and asks everyone to find an artery on the neck so that the participants feel the blood pumping. Then s/he starts the clock to tick for 15 seconds and everyone counts the heart beats. After 15 seconds, the participants will try the number of beats. Then facilitator requests the participants to hop for 30 seconds. Immediately after the exercise, participants shall find the artery and facilitator counts another 15 seconds and when the times goes out the participants write down the gathered heart rate. The two rates are compared and facilitator asks the participants to reflect on why there is the difference between them, within the group and with facilitator. S/he brings attention to the discrepancy in relation to the age and whether there are sportsmen in the room, also mentioning the table with the normal heart rates on still and after physical activity. The facilitator also explains the importance of measuring the heart rate for the health.


Stay active Duration: around 40 min. Group size: around 25-30 people Materials: Projector, videos with appliances to be presented, Infographic

Hints for The Facilitator - Prepare and find the devices beforehand; - Find out the mobile apps available in your country for downloading from the AppStore and Google Play Store so that participants could use them during the activity; - Spot the places that are easy to find and at the same time at least 700-800 steps away from the classroom.

Facilitator presents the topic of the module – different devices and appliances that help us to measure and collect the data related to our health in daily life. S/he presents the different types of indicators like step counter, oxygen rate in the blood, ECG, blood pressure, floors climbed during the day etc. The facilitator gives some examples on devices (physically or over internet). After that s/he splits the group into smaller groups of 5-6 participants. S/ he gives the map of the places close to the school and asks to find them out. The groups shall use their mobile phones (preferably with the step counter) and have them ready when they arrive to the points. On the spot, each group shall see the Infographic 1 with the table where everyone from the group shall write the number of the steps needed to reach the spot. They will also have to calculate the number of calories that were burnt during the short trip using the formula in the Infographic. After finishing the exercise, each group goes back to the classroom for evaluation.


Duration: 15 min Group size: Any Materials: Chalkboard

Hints for The Facilitator - Encourage participants to define the most suitable appliances by using examples - Ensure the participants to grab the both sides (pluses and minuses).

Pros and Cons

The facilitator summarizes the knowledge participants had learnt during the lesson and the value of wearable devices: location tracking, health and activity tracking, education and entertainment. S/he also mentions the downside of wearable devices like poor security and privacy concerns. The facilitator underlines the following topics at the end of the lesson: - Prevention of diseases and maintenance of health like fall identification and prevention; - Physical activity and interaction monitoring, - Mental status monitoring, - Sports medicine, - Weight control and monitoring, - Public education At the end, the participants shall make reflections on the importance, advantages and disadvantages for themselves. They shall also think of the application of these devices by people of different age and where else 71 71 the devices could be applied.


Home activity “Track your health” Duration: 2 weeks Group size: Any Materials: Computer, internet. with stick notes divided into two parts in the center.

Hints for The Facilitator

- During the two weeks remind the participants to fill out the table – ask them to show you the table with the data. - Help the participants in preparation of the graphs using Excel or similar tools. - The graphs could be shared on social media. - Participants can also start campaign for bringing attention to the issue by setting the goals (for example, the total amount of steps achieved by the class, number of calories etc.)


The participants will be asked to measure the data each day (steps, heart rate, blood pressure). The special stress should be made to the measurements during the physical activity (if any). Each participant shall fill in the table with the results (similar to the Infographic 1) and calculates the number of calories and fats burnt during the activity and after 2 weeks by help of the teacher each participant will have to prepare a graph showing the change in the data during the previous weeks. The participants will reflect in the classroom on importance of staying physical activity and how the appliances had helped them to follow up their health condition.

Normal, Target and Maximum heart rates Normal heart rate is an average beats rate when the body is in calm position. Maximum safe heart rate is the average maximum number of times your heart should beat per minute during ultimate workload. Target heart rate is an optimal rate during moderate exercisez (usually between 50 percent and 85 percent of the maximum safe heart rate).


Normal heart rate (bpm)

Target heart rate (bpm)

Maximum heart rate (bpm)

From 4 to 7 years From 7 to 9 years Over 10 years Over 20 years Over 30 years Over 35 years Over 40 years Over 45 years Over 50 years Over 55 years Over 60 years Over 65 years Over 70 years

80 to 120 70 to 100 70 to 105 70 to 90 71 to 74

118 to 183 116 to 179 110 to 172 100 to 170 95 to 162 93 to 157 90 to 153 88 to 149 85 to 145 83 to 140 80 to 136 78 to 132 75 to 128

215 210 205 200 190 185 180 175 170 165 160 155 150

71 to 75 72 to 76 72 to 75 70 to 73


N of calories

Calculate the number of calories burnt using this formula: Weight x N of steps x Height x 0,00003237

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Chapter 4

Updated StartNOW+


75 75

ALL YOU NEED IS... WATER II 60 min. without dissemination For the first, broader version of this module visit: to understand the importance of water in our life; to illustrate the ideas about water and its properties; to clarify the need for water for plants, animals, humans; to learn about the ways of using water by humans; to understand the importance of protecting the water.

The facilitator asks participants to gather in groups of 2-3 people. Each group finds where we use water in our lives. Then the group discusses internally whether it is easy to find water for the selected water use. Each group presents their findings based on discussion and reflections.

5-7 min. any Chairs to sit on


Why we need water

around 40 min.

around 30 people

2-liter bottle with water and glass. 0,5 l of Cola, 4 spoons of sugar, Infographic: 6emsgf9kJvLZgymuftQ/view?usp=sharing The Facilitator asks the group how much water we need to drink every day. Then everyone gives explanations (most of our body consists of water).

Later the facilitator takes out a 2-liters bottle with water and asks everyone whether each of them drinks that much water. After the discussion facilitator gives alternatives on consuming water through different products (fruits, soups, meals), encouraging everyone to consume more liquid food. Facilitator takes out a 0,5 l bottle of Cola and asks about consumption among children. Then s/he gives an explanation on the sugar content of the cola (4 spoons), then dissolves them in a glass of water and asks everyone to taste it. 76

Hints for The Facilitator: * Give some easy examples, like taking a shower, making food, cleaning cars, roads etc. * Encourage to think not only daily use but also in nature and for industry needs.

Facilitator points out the harm of Cola and similar sugar containing drinks and encourages drinking pure water. Then Facilitator asks the following questions to participants for reflection: Should we take care of water consumption? How can you protect it? (use washing machines, do not open strong stream, eliminate the flow of water from the pipes, do not pollute the rivers). Do you always close the tap tightly after washing your hands? Do you always make sure that water flows out of the tap without a strong stream? Hints for The Facilitator: * Engage all participants in the room. * If time and premises allow, it could be possible to show experiment with boiling Cola and show the sugar left * Give different types of transparent water (still, sparkling with gas and mineral).

3. Evaluation around 15 min.

Protect the water

Any SDG - more information here: menu=1300 printed out, 2 selected goals shall be printed out separately, and sticked to the half of flip charts

2-3 weeks any

Home activity “Help the others in the world” computer/smartphone, internet

After all the activities The Facilitator explains the participants what 17 Sustainable Development Goals are, how hard it is to collect and prepare clean water, shows different filter alternatives, and presents the SDGs number 6 and 14, and how we all can contribute to the achievement of these goals. Participants give examples on how to keep water consumption low and discuss different ways of cleaning water. Hints for The Facilitator: * You should make clear what each goal is dedicated to * If the participants have difficult times to find answers, you can help them with some clues or examples.

The participants will investigate where in the world the access to water is lowest. The countries will be spotted and possible solutions will be developed. The solutions will be presented and discussed in the classroom.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 77 77





Oil refineries Heavy metals Radioactive elements Pesticide Wastewater from urban sewers and livestock farms.

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DON'T TAKE THAT RISK II 60 min. without dissemination For the first, broader version of this module visit : to explain the importance of a healthy lifestyle; to learn the cause-effect paradigm; to instill feeling of responsibility and taking care of the future.

10 min. any Hat/bowl with pieces of paper with 10 proposals for a healthy life in them, Infographic: rKlY_9aN-9ty4D1swjHOvIwHZOH/view? usp=sharing , markers

The Facilitator explains to the group that they are about to play charades and the main category is ‘‘10 Proposals for a Healthy Life’’ – without further explanation – the meaning of the topic will be revealed during playing and during debriefing. The Facilitator asks one volunteer to come and present a drawn proposal. The person who is presenting the proposal, must only use their body language or movements, they cannot speak or make any sounds. The person who will guess the password correctly, takes the place of the participant who was demonstrating. The game goes on like that until the last factor is guessed. It is proposed to introduce about 10 proposals, for example: start in small steps, sports in nature, drink water, time for relaxing, sleep more, avoid something, set priorities, self-made, learn about yourself, be tolerant to yourself. Finally, the Facilitator presents the Infographic and participants compare the proposals. New ones are added to the Infographic. After the game is finished the Facilitator may ask following questions: Which healthy life proposals do you practice in your daily life? Which healthy lifestyle proposals do you least practice in your daily life? Why What else can be done about healthy living?

Hints for The Facilitator: *Instead of showing you can use drawing on a flip chart. *You can help participants if they find difficult to show something, by giving them some hints. *Keep the debriefing short, following activities will reveal more about the topic.


Cause-Effect Relations around 40 min. around 30 people Flip chart, markers, pens, paper


This activity is composed of 4 parts. During the first one, the Facilitator asks the group why healthy lifestyle proposals might not be practiced in daily life. The group should brainstorm each healthy lifestyle proposal and list the causes. The group should always ask 'What are the causes this healthy living proposal might be practiced in everyday life?' question. Participants can use the following signal words to describe the causes: so, as a result, because, therefore. Next the Facilitator shows and explains the cause-effect relationship to the participants. The Facilitator divides the group into small groups of 3-4 people and asks each group to choose a healthy lifestyle proposal.

During the third part, the Facilitator asks each small group about the effects/results that may arise if the healthy lifestyle proposals are not practised in daily life. Each small group should brainstorm the healthy lifestyle proposal they chose in the previous part and list its effects/results. The groups should always ask the question 'what would happen if the proposal was not practised'. They can use the following signal words to describe the effects/results: consequently, due to, which caused. In the last part, each group creates the causeeffect schema. The groups must not use the Internet, only information they already have.

After max. 5 min., the Facilitator asks the groups to present their schemas. Each presentation should not exceed 1 minutes. At the end, The Facilitator can ask the groups some of the following questions: • What are your conclusions from this exercise? • What influence factors have on people’s healthy life? Hints for The Facilitator: * Involve all participants in the discussion * Make sure that groups feel comfortable during the workshop – create nice and friendly atmosphere, by playing some music, offering something to drink and small snacks. * Emphasize the importance of healthy habits that have the biggest influence over our lives and it’s never too late to start living better, no matter where in the world you’re place.

3. Evaluation

Make a plan for the future

At the end, the Facilitator asks participants to reflect on today’s topic and share 2 healthy lifestyle proposals that they decide to do from now on in order to maintain healthy life and improve the quality of their life. The ideas can be written as a list and signed by participants as a proof that they commit to their decisions. It can also be hanged in the classroom.

10 min. any A4 pieces of paper

Hints for The Facilitator: * Give some ideas on lifestyle proposals * Especially talk about the benefits of doing sports and being physically active. * Participants can act in groups of 2-3

Home activity “Mapping on Sport” 2 weeks any map of the world, cardboards, Internet devices, markers

Hints for The Facilitator: The Facilitator divides people into 6 groups according to the 6 continents: Europe, * You should make clear what each goal is North and South America, Asia, Africa and Australia. The task for each group is to dedicated to create a map of the *most and sportive If thephysically participantsactive have difficult times to continents and its countries/regions. The encourage people to use as many findFacilitator answers, youshould can help them with some clues or examples. sources as possible and also to provide facts, charts and numbers. Also, it can be used this link: The maps of each continent should be drawn on a separate piece of cardboard. The world map created this way, will point out the world's most sportive continents and countries.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 81 81


s on l a e m r y u h o c y r a e t s s Ba r fibre h i g h ea r b o h y d r a t e s c

Eat less salt: no more than 6g a day for adults

Eat more fish, including a portion of oily fish Cut e down b d n ght fat on sat a i e we and urat v i s t u gar ed c hy a t alt e G he Do not skip a breakfast y t s Eat hir t lot et g ot a n ds o f n Do v e gf r u i t



F.A.T. II 60 min. without dissemination For the first, broader version of this module visit: to form a holistic idea that a healthy lifestyle is the key to human safety in everyday life; to think about the need for healthy nutrition; to learn how to apply the acquired knowledge for yourself personally.


Let's talk about a healthy lifestyle 5-7 min.


Open space enough for the group

The Facilitator starts by explaining participant the exercise. The Facilitator starts by explaining participants the exercise. First part: The aim of the group is to build a human body imitation without any verbal communication. The group forms a circle; one person enters in the middle and starts to move in a way to imitate a part of a human body. Then another person enters to the middle and joins to the "body" with a new movement and sound. The game ends when everybody joined and the body is complete. Second part: The goal is also to build a human body, but this time the participants can prepare a plan before starting – they are allowed to talk at this phase and can divide the roles. The execution is the same – participants join one by one to the center of the circle and build the human body. Hints for The Facilitator: * Draw people’s attention not to hit each other. * Give the first person any part of the body as starting point (head, arm, bump) * Talk after the activity of importance that each part of the body works as it must and we shall keep our body healthy


around 40 min.

around 30 people

Infographic: 2gS_O2r/view?usp=sharing , table or pictures of the food examples, A1 print out of the morning exercises, Annex 1 with detailed lecture content (in English): tABgecrk/view?usp=sharing For more details see and The Facilitator gives a table with different daily products/meals and asks each participant to decide which product can be considered as healthiest/most harmful (among the table under – must be shuffled). Most harmful The healthiest 1. Sugary drinks 1. Salmon 2. Most pizzas 2. Kale (cabbage) 3. White bread 3. Seaweed 4. Most fruit juices 4. Garlic 5. Sweetened breakfast cereals 5. Shellfish 6. Fried, grilled, or broiled food 6. Potatoes 7. Pastries, cookies, and cakes 7. Liver 8. French fries and potato chips 8. Sardines 9. Blueberries 9. Candies 10. Egg yolks 10. Ice cream

Then s/he gives a small lecture on rational nutrition and the principles of good nutrition based on Energy Balance, Balanced Nutrition, and Appropriate Diet, as well as introduces the term Physical activity and its importance (see Annex 1). Participants are encouraged to assess their daily physical activity and involvement in the sports exercises. At the end of the lectureAfter the facilitator asks everyone stand up and altogether all the posters are ready,toeach group presents theirwill work out 7-8 from Daily morning work. The Facilitator makes sure all the info are fact based exercises examples. Hints for The Facilitator: and in case of any doubt or question clarifies it. * Explain why the products are good/bad for our health. * Different types of fats can be presented (based on broader version of the module). * Give your own example of physical activity and involvement in sport.

3. Evaluation

Reflection on healthy lifestyle

15 min.



After all the activities The Facilitator asks the following questions and discuss the possible answers:

Online activity “Healthier me!” 4 weeks use Social media

any Hints for The Facilitator:

1. What is a healthy lifestyle? 2. What are the components of a healthy lifestyle? (Personal hygiene, physical activity, rational nutrition, good daily routine, good relationship with people) 3. What is hypodynamia? (Physical inactivity) 4. What is the most accessible type of physical activity and hardening? (Walk in the open air) 5. What is the traffic light principle? (no limits, with care, as seldom as possible) 6. What disease leads to overweight? (To cardiovascular, musculoskeletal, obesity…)

The Facilitator encourages participants to assess their current diet and nutrition habits and plan on how to decrease consumption of harmful products, as well as prepare a daily routine for morning physical exercises. Every day the participants shall share a post on social media where they give a short update on the plan and how/why they do the activity, importance of staying physically active etc. Each week the results will be discussed in the classroom, feedback from friends will be shared.

Hints for The Facilitator: * Other questions can be added * Use a storytelling principle related to the theme of the lecture involving the participants.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 85

F.A.T. BE CAREFUL TO WHAT YOU EAT The five most harmful foods:

The most useful foods:

1. Sugary carbonated drinks (cause thirst for arousing; sugar content: in one glass up to 5 teaspoons, caffeine, dyes). 2. Potato chips (fats, artificial flavors). 3. Sweet bars (large amounts of sugar, chemical additives, high calorie content). 4. Sausages, small sausages, boiled sausage, pates (hidden fats up to 40% by weight, flavoring additives).

1. Fermented milk products, milk (rich in calcium). 2. Eggs (protein and lutein, which protects the

5. Fatty meat, especially when fried. Fast food (it takes a long time to digest in the stomach, is poorly absorbed, adversely affects the liver and causes the growth of putrefactive microflora in the intestine (dysbiosis).

eyes from cataracts, reduces the risk of strokes and heart attacks). 3. Bananas. (potassium, 1 fruit per day - a healthy heart). 4. Brown rice. (lower cholesterol, reduce the risk of cardiovascular disease, diabetes and obesity). 5. Chicken (B vitamins and selenium, prevents loss of bone mass, gives energy and strengthens the brain). 6. Blueberries (essential for vision, it prevents varicose veins, stomach ulcers and cancer). 7. Garlic. (prevents cancer, reduces the risk of stroke, reduces pain and swelling in arthritis, useful for diabetics). 8. Salmon. (lowers cholesterol, prevents blood clots and memory loss).

Daily nutrition norms: Fats - 22% (in the ratio: vegetable fats (60%) / animals (40%) Proteins - 13% Carbohydrates - 60%; Sugar - 5%.


87 87

I’M SICK OF DISEASE II 60 min. without dissemination For the first, broader version of this module visit: to get familiar with term of communicable diseases and how they spread; to get to know some of the communicable diseases which appeared recently and throughout history; to raise awareness about pre-vention of communicable diseases; to fight fake news and myths about recent pandemic of Covid-19; to boost creativity and group work.


Disease detectives 5 min.

around 20 people

Internet, projector, computer, speaker, link: v=IOU3wrxpFXU The facilitator invites the whole group to learn steps and movements of the dance which show’s how to effectively wash hands and protect from spreading bacterias and viruses. The dance was created in March 2020, as a TikTok challenge to raise awareness of how important hygiene is in battling Covid-19. Hints for The Facilitator: * Learn the steps beforehand * Play the video on the projector so the participants see clearly the dance * Repeat the dance, up to 3-4 times until the participants feel comfortable with the movements, but not to many times, so they don’t get bored * You can ask follow up questions such as: What was the dance about?; What global event inspired to create this dance?


around 40 min.

around 30 people

infographic ( s8ckeMes4y5gX/view?usp=sharing), Names of 8-10 communicable diseases cut out and put to withdrawal, Flip charts, colourful cardboards, markers, colourful paper, glue, scissors, devices with Internet access The Facilitator asks participants what is in their opinion a communicable disease, how a person can get infected and what communicable disease they know. After the short discussion The Facilitator presents the correct answers from the infographic. Next, they divide participants into smaller groups of max. 4-5 people. Next the Facilitator gives the participants to withdraw 1 disease (from the following list: Cholera, Covid-19, Pneumonia, Ebola, MERS, SARS, Zika, Dengue, Tetanus, Adenoviruses, Lyme disease (Borreliosis), Hepatitis ABCDE ) and explains that their new task is to make an informative POSTER which will include following informations: Short, general info about the disease - is it bacteria or virus infection? When and where did it occur first? How is it spread? What are the symptoms of the illness? How it can be treated? How it can be prevented? Who get’s it mostly? Interesting facts and numbers

Hints for The Facilitator: After all the posters are ready, each * Remember to remind groups to work together, make their group presents their work. The posters clean, aesthetic and based on reliable informations. Facilitator makes sure all the info * They can use following sources: are fact based and in case of any After all the posters are ready, each group presents their work. The Facilitator makes sure all the info are fact based doubt or question clarifies it. in case of any doubt or question clarifies it. smallpox-plague.html

3. Evaluation

Covid-19 - facts & myths 15 min.


Internet, computer, projector

After all the activities The Facilitator asks participants questions connected with Facts and Myths about new coronavirus Covid-19: The short discussion about each statement can follow up.

Hints for The Facilitator: * You don’t need to present all the facts and myths the choice is yours how many and which. * You can ask a question related to the sources of news and fake news; how to make sure that the information is fact based? where to look for valid information? More here:;

The Gallery of Inspiring Protection around 40 min any Pieces of paper, pens, paints, crayons, markers

The Facilitator asks the group to pair up and come up with a picture which will represent one possibility of protection from communicable disease. The following advices can be portrayed: social distancing, staying home, wearing mask, washing hands often, disinfecting surfaces, avoiding touching eyes or nose, getting enough sleep, eating healthy, getting vaccine if possible etc. The ideas can be creative, but at the same time they should be based on facts. Once the pictures are ready, they can make educative gallery - which can be used in further workshops, or as a promotional material, or as a hint for those who will need informations like that.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 89 89



through touch (staphylococcus), sexual contact (gonorrhoea, HIV), faecal/oral transmission (hepatitis A), or droplet (influenza)


or objects (Norovirus), food (salmonella, E. coli), blood (HIV, hepatitis B), or water (botulism)


capable of transmitting the disease (Malaria caused by mosquitos and Lyme disease caused by tick bites)


such as tuberculosis or measles

COMMUNICABLE DISEASE, INFECTIOUS DISEASE is one that is spread from one person to another through a variety of ways that include: contact with blood and bodily fluids; breathing in an airborne virus; or by being bitten by an insect.


91 91

LET’S TALK ABOUT SEX II 60 min. without dissemination For the first, broader version of this module visit: to feel comfortable with one’s needs and emotions, to discover what we seek and like in the relationship with another person, to communicate our needs and emotions effectively, to listen, support and take care about other person and about ourselves, to raise awareness about sexual violence and promote healthy relationships, to empower and strengthen the feeling of one’s uniqueness, to create platform of trust and sharing, to get group closer with each other.

2. MAIN ACTIVITY Dance with me

15 min.


chairs, paper, pens

The facilitator asks people to write on two different papers two things about themselves one aspect that they think they have in common with everybody in the group and one aspect that makes them unique. It has to be more abstract and something that is not easily perceived at first glance. It is important to mention that they should write aspects that they feel comfortable sharing with others. They don’t have to write their name on the papers and once they are ready, they hand them to the facilitator. The group is asked to sit on their chairs (in a circle). The facilitator then says: „Stand up, if you…” - and mentions one of the things participants have written on the papers. The participants that feel it fits them (regardless of whether they wrote it or not) stand up and look around who else is also standing. The facilitator continues with all the papers. Hints for The Facilitator: * Similar statements don’t have to be read. * You can prepare some „starting - up” statements which are more related to the theme of the workshop, for example: I have never fallen in love, I have been in an abusive relationship, I had my heart broken, I am very happy in my relationship, I only have sexual relationship with a person I love, I am heterosexual, I have been discriminated against my sexual preferences, I fall in love with the human, not their gender, I have difficulties with starting a new relationship etc. * After the activity is finished, you can invite interested people from the group to stand up and ask other members some more specific questions.


around 35 min.

around 20 people

speakers, music to dance (something rather classical or a from a film soundtrack - medium tempo) large room The facilitator explains to the group that in this exercise they will have their limits tested, but in the safe space and encourages everybody to take care of each other during this activity.

Next the facilitator divides group into pairs (it’s good when pairs are created from people who don’t know each other or had limited contact). In each pair one person opens the palm of their hand and keeps open only the index finger. This person then closes their eyes - it’s a person A. Blindfolds also can be used. The other person - person B puts their own index finger on the other person (this is the only contact between the pair). Nobody is allowed to talk during the exercise. The facilitator turns on the music. Person B has to lead the other person around the space they can dance together, or just walk around. At some point the facilitator stops the music and asks all the persons A to stop, but with having their eyes closed and informs all the persons B to to find another partner A. The whole group needs to be silent, so that the A’s can’t recognize who is their next partner. After that change and few minutes of dancing, the facilitator stops the music and allows people A to open their eyes. Then the roles switch and not the Bs become As and the opposite. Activity goes the same way.

After the activity is finished, the facilitator asks following questions: - How did you feel during exercise as a person A? - What was the most challenging aspect? - What made you feel safe? - How did the change of partners influence how you felt in the exercise? If it did? - How did you feel as a person B? - How can you relate your real-life situations/relationship/reactions to what you experienced in the activity? - Do you notice any pattern? - What could help you in your life being a better partner? - What is important for you in a partner?

Hints for The Facilitator: * Be patient and understanding. * Take care of the friendly and trustworthy atmosphere, as some people might feel uncomfortable with the exercise at first. * Don’t rush the process, give participants time to experience the process and then to reflect upon it and share.

3. Evaluation I2U around 10 min. 20 people copies with infographic: cie-wVyR0ZYgGnOaL-BkMku2Xr9JekF/view?usp=sharing

The facilitator hands out copies with the instruction how to communicate needs and feelings in a way that is understandable and respectful toward both parts - sender and the receiver. Together with a group, clarify each step. Next, participants are asked to think about the recent situation where they wanted but weren’t able to correctly express their needs toward a person who is important to them. When they have their example, the facilitator asks them to pair up, share their problem and practice communicating their needs according to the steps from infographic. At the finishing round, the facilitator asks participants to share what they take out from the whole session - it can be feelings and emotions, impressions, some discoveries about themselves or a new skill.

After all the activities the facilitator invites the group to visit the web site and get familiar with projects and Healthy relationship Hints for activities The Facilitator: run by Cypriot organization Social Policy and - React. Act. Prevent* You should make clear what each goal is Action Organization, which provide extensive variety of dedicated to 30 min. - up to few hours online happenings promoting healthy relationship, * If the participants have difficult times to setting boundaries of sexual violence. find answers, you can help them and with prevention some clues or examples. The participants in smaller groups can choose 1 any challenge to take part in and prepare the content depend on the chosen activity, web site of SPAO accordingly. Afterwards the material should be published with correct hashtags on their social media fbclid=IwAR2_kh7XeqjzaO-EnzOcip7i62profiles.


START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 93 93

5 steps


01 02 03 04 05


GET clear and specific on what You want

COMMUNICATE from a place of calm and understanding

AVOID being accusatory or demanding

INCLUDE steps to support You

OFFER to return the favor

95 95

NO, U DO NOT NEED THAT II 60 min. without dissemination For the first, broader version of this module visit: to get familiar with what depression is; to distinguish feeling of being depressed from actual disease; to recognize factors and symptoms of depression; to get more involved and aware in taking care of own mental health; to be ready to give and get support needed in fighting depression; to boost creativity and group work

20 min. any

Ishoe boxes, bags, balloons or other items that are difficult to hold with following labels sticked/written on them: feeling lonely, can’t have fun with my friends, feeling isolated, feeling anxious or afraid feel sad all of the time, being bullied, can’t sleep, can’t get out of bed, feeling no-one takes you seriously, break up of a relationship, feeling rejected, under-achieving, feeling you can never do anything right, the pressure to always do well, loneliness, feeling constantly judged by others, lack of family support, feeling totally helpless

The facilitator asks for a volunteer from the group. When they have a person, they load up the volunteer with as many shoe boxes or balloons as they can carry and then add some more. Each shoe box should be labelled with one of the many symptoms or feelings associated with depression. In this moment the facilitator can ask the group what do they think this person represents? They should also encourage participants to read out the labels on the boxes/ballons. The facilitator follows the answers by saying that when people are trying to help someone who is depressed, there are some common things they say. Many people will tell someone who is feeling depressed or hopeless not to worry, things will get better etc.Next the facilitator asks another person to tell the volunteer not to worry about their load. Ask the volunteer does that help? Can they pull themselves away from the shoe boxes?Sometimes people will tell someone who is feeling depressed to concentrate on their work, studies, or throw themselves into another activity to help them feel better. Another participant can ask the volunteer to concentrate on something else. Does it help? It might temporarily but does not help depression in the longer term.

The facilitator goes around the group and asks for positive ways to support someone who is feeling depressed. Each time someone makes a suggestion that will be constructive and lightening the load, the facilitator takes a shoe box/ballons away until as many shoe boxes as possible have been removed.Next the facilitator can ask the rest of participants if the lack of „boxes”=problems mean that the person doesn’t have depression anymore. If necessary the clarification that depression is an illness and takes time and medical support to feel better should be done. At the end the facilitator emphasizes that even if we are not doctors, there are things we can do to show our support, and asks participants for their ideas (for example: asking the person if there is anything you can do to help, offer support by listening carefully, invite the person to join you in activities that you know he or she used to enjoy, take comments about suicide seriously - seek professional advice, encourage the person to make an appointment with a doctor, encourage the person to try relaxation methods such as deep breathing, walking or other exercise etc.)

Hints for The Facilitator: * If you don’t have enough shoe boxes, you could use bags stuffed with newspaper, or you could use things that are in the room, such as a pile of books, or bags and coats. * Listen carefully to what the group say - give feedback, collect their thoughts, ask about more ideas.



Depression - not so trivia(l)

around 25 min.

around 30 people

i nfographic with quiz ( dOoQbW2tuBeOlmc/view?usp=sharing), computer, speakers, projector, papers, markers The facilitator divides the group into few smaller ones and announces that this activity is a quiz checking out their general knowledge about depression, which is consider one of the non communicable civilization disease.The questions will be projected on the screen and each team will have 60 s. to commonly decide what correct answer is and write it down on a A4 paper (each answer on the separated piece) and when the time is up raise it up so it’s visible for the facilitator and the rest of the teams. After each question, facilitator gives short comment, adding some missing information. As a summary play the TED -ed video summarizing what depression is: Hints for The Facilitator: * You can track the score, giving points and at the end announce which teams win - it’s nice to have some small prizes for them. * More resource on depression:;; on/index.shtml

Mood tracking test from 7 days on


3. Evaluation Picture of depression

15 min.


markers, crayons, paper At the end of the activities the facilitator distributes to the group some pieces of paper and markers or crayons, asking participants to express - however they want to - HOW DEPRESSION LOOKS LIKE and HOW DEPRESSION FEELS LIKE. They can draw, write, sketch, use metaphors, poems or whatever they feel inspired toward. The important part is that they should get deeper into perceiving what this mental disorder really can feel like. When they finish, the facilitator can give them space to share it with other members, or to display their work to be viewed freely by the rest of the group. Hints for The Facilitator: * Encourage participants to be creatively free, no limits, there’s no bad approach to this task * To make the group feel more into this activity you can play either some disturbing or chilling music - it’s up to you

smartphone, following mood tracker apps to choose and test: Daylio, Moodpath, Moody, Breeze, Youper, eMoods, Smiling Mind, MindShift, Self-help for Anxiety Management, Track Your Happiness The facilitator using social media, invites group to join the „Mood tracking challenge”. Mood tracking is therapy. It can help to prevent the early symptoms of mental health issues like depression, panic attacks, and bipolar disorders. Keeping a mood diary lets to become more aware of the feelings person has and the things that cause them. When we understandourselves, we are better able to determine how to become happier. In this activity group tries any of the proposed mood tracker apps and see which one is the most comfortable for them to use. Comments, sharing impressions and progress on the social media groups by the participants is very welcome.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 97 97




Bipolar disorder, once referred to as manic

Depression is an illness characterized as a mood

depression, consists of episodes of depression that

disorder. Over 264 million people worldwide suffer

alternate with periods of intensely elevated mood

from this treatable condition. Depression is a

known as mania. Symptoms of mania include an

serious condition that affects how one thinks,

elevated, unrestrained, or irritable mood; feelings

feels, and reacts to daily life. Persistent negative

of exaggerated self-importance or grandiosity;

thoughts and feelings are common for people with

racing thoughts; sleeplessness; and a potential to


engage in risky behavior.



There are many signs and symptoms of depression;

Postpartum depression is depression that occurs

they may be psychological or physical -some of the

after childbirth. Rapid changes in hormone levels

following signs and symptoms most of the day,

after birth may be partially responsible for this

nearly every day for at least 2 weeks, is typical for

type of depression. Symptoms of depression are


common, along with symptoms such as:

- Feelings of hopelessness, helplessness, or

- fear of being alone with the baby


- crying, anxiety, or panic attacks

- Feelings of worthlessness, guilt

- irritability and anger

- Feeling tired, run-down, having low energy

- fear of being a bad mother

- Loss of interest or pleasure in activities

- guilt or feeling worthless

- Problems concentrating, thinking clearly, or

- loss of pleasure or interest in activities that were

making decisions

formerly pleasurable

- Changes in sleep patterns - Appetite changes; weight gain or loss


- Thoughts or plans of death or suicide

Depression is thought to be caused by a complex

Not all people with depression experience all of

combination of genetic, biological, psychological,

these symptoms. Symptoms vary among individuals

and environmental factors. The condition usually

and according to the stage of disease.

develops between the ages of 15 and 30 and is much more common in women than in men. A family history of depression, major life changes, and certain physical illnesses are all risk factors for depression.


DEPRESSION IS TREATABLE. TRUE OR FALSE? Depression is treatable. In most cases, treatment


involves a combination of psychotherapy,

False. Difficult situations in life can cause a person

medications, and self-care techniques. Self-care

to feel sad, scared, or anxious as a normal reaction

strategies include setting realistic goals, educating

to life's stressors. But people with depression

yourself about depression and its treatment,

experience these feelings almost every day for no

postponing important decisions, managing

apparent reason, so much so that their ability to

expectations for recovery, and allowing others to

function is compromised. Depression affects the

help you.

way one thinks, feels, and functions in all aspects


of life.

Children and teens experiencing depression are often sad or irritable. They may have crying spells or become withdrawn. Anxiety and school problems are common. It can be difficult to determine whether a child is depressed or going through a difficult developmental phase, and the symptoms of depression may change as the child matures and develops. If you feel that your child or teen may be depressed, the first step is to get a professional diagnosis so that a treatment plan can be made.

DEPRESSION AND ANXIETY DISORDERS ARE THE SAME. TRUE OR FALSE? Depression is different from anxiety disorders, but some people have symptoms of both conditions. In particular, nervousness, problems sleeping, irritability, and difficulty concentrating can be symptoms of both conditions. Other symptoms of anxiety disorder include muscle tension, worrying, feeling "on edge," and restlessness.

99 99

SAVE THE WORLD II 60 min. without dissemination For the first, broader version of this module visit : to get familiar with terms connected to environmental education; to propagate sustainable lifestyle; to raise awareness about ecological issues; to get familiar with Sustainable Development Goals; to boost creativity and group work

5 min. any Chairs to sit on

The facilitator asks if anyone has ever been to the forest when it rained and if anyone knows what sound it makes. Invites participants to listen and participate in a unique journey. The group forms a circle, each participant's task is to imitate the movements of the neighbor on the left and only theirs. Everyone closes their eyes. The facilitator starts by folding hands and rubbing them against each other - with a quick movement of the inside of the hand (wind blows, drizzles). The neighbor on the left repeats the movement, their neighbor on the left repeats after them and so the noise spreads in the circle. When about half of the circle is already making the same move, the facilitator introduces the next move. At first, it begins to snap the fingers of both hands, imitating the sound of falling rain drops. When the whole circle snaps, the leader begins to clap gently, imitating the downpour. In the next round, clapping occurs - a storm joined the great downpour. When everyone stomps and claps, the subtraction of individual moves begins. Again, we clap gently, then snap and rub our hands.The forest returns to peace. At the last round, the facilitator stops rubbing hands and invite the participants back to open eyes.

Hints for The Facilitator: * Have in mind the movements you’ll be introducing * Create peaceful atmosphere, where participants are comfortable with their eyes closed.

2. MAIN ACTIVITY around 40 min. around 30 people

De-coding terms around 10-15 terms connected with environmental issues, can be chosen from the infographic or from wider version here:, cut out and put to withdrawal, Flip charts, colourful cardboards (as many as the terms are), markers, colourful paper, glue, scissors, devices with Internet access

The Facilitator explains that this activity is dedicated to discover basic terms and issues connected with environment, next they divide participants into smaller groups of max. 4 people. 100

Once they are in the groups, the facilitator let each group to withdraw from the bowl 2 or max. 3 terms/words (just the words, without the definition) and asks them to search the internet in order to find a proper definition on them and write it down on the piece of paper (1 definition on 1 piece of paper, which should be clean and nice, since it will serve creating Glossary flip chart). Once participants know the meaning of their words, they are asked to prepare a short drama scene (preferably without words), so the rest of the group can guess their term. Once it’s guessed, the group which was presenting the term, reads out the proper definition. To make the exercise easier for the groups, the facilitator should have the chosen terms written on a separate pieces of paper and sticked to the bigger flip chart, so all the terms are visible for the participants from the beginning. After each presentation the facilitator takes prepared by participants definition and sticks to the flip chart under the correct term. Clarification or explanation of certain terms by the facilitator can be needed and helpful. After all the presentations and when the terms are filled up with definitions the flip chart can be hanged in the room, as a help for upcoming activities. Hints for The Facilitator: * Remember to remind groups to work together, make their definitions clear and written in an aesthetic, visible way and to make their drama scenes interesting and creative. * You can choose only the words connected with a certain theme of environment, or choose thembroadly as an introduction to further discussions and exercises. * Make sure the participants understand their terms - if you have doubts approach them and explain. * Prepare the flipchart and the terms beforehand.

3. Evaluation

What can I do to help achieving SDG 15 min.


SDG (more informations here: https://sustainabledevelopmen ) printed out, cut off (each square separately) and sticked to the half of flip charts

After all the activities The Facilitator explains the participants what 17 Sustainable Development Goals are, briefly tells when, by whom and why were they created and presents them. Next the facilitator asks participants to reflect how they or basically an average person can help making them fulfilled. For example to fulfill goal nr 4, Quality of Education, a person throughout their life can participate in courses, seminars, studies, educational projects and give a valid evaluation on them. As well as they can encourage and promote longlife learning among other people. Once the participants are ready they can write their answers on the dedicated flip charts.

Hints for The Facilitator: * You should make clear what each goal is dedicated to * Ifsocial the participants have difficult times to The Facilitator using media, invites the participants, to join 1 week challenge find answers, you can help them with some #Week4Earth, in which every person, every day for one week post 1 photo clues or examples.

Online activity „#Week4Earth” 1 week any social media profile, smartphone, internet

documenting responsible and sustainable choices they made this day with short description and the #. Examples of responsible choices: shopping with textile bag, washing teeth while taking shower (not longer than 5 min.); unplugging electronical devices, not eating meat, shopping in the secondhand shops, using public transport or bicycle, etc.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 101 101





Air is made up of a number of gases, mostly

The gradual increase in temperature of the Earth’s

nitrogen and oxygen and, in smaller amounts, water

surface caused by human activities that cause high

vapour, carbon dioxide and argon and other trace

levels of carbon dioxide and other gases to be

gases. Air pollution occurs when harmful chemicals

released into the air.

and particles are emitted to the air – due to human


activity or natural forces – at a concentration that interferes with human health or welfare or that

A measure of the impact our activities have on the

harms the environment in other ways.

environment, especially climate change, often reported as the units of tonnes (or kg) of carbon


dioxide each of us produces over a given period of

The DAQI tells you about levels of air pollution. It


also provides health advice in the form of


recommended actions you may wish to take,

The reduction of trees in a wood or forest due to

according to the level of air pollution. The index is

natural forces or human activity such as burning or

numbered 1-10 and divided into four bands, low (1)


to very high (10), to provide detail about air


pollution levels in a simple way.


Energy that does not come from fossil fuels (such Noises that disturb the environment and people’s ability to enjoy it, for example continually sounding house alarms, loud music, air conditioning or other electrical units and aircraft or motor engines.

as coal, oil, gas), for example wind, flowing water, solar energy and biomass.

ECO-ACTIVIST A person engaged in vigorous social or political

CARPOOLING Sharing a car to a destination to reduce fuel use, pollution and travel costs.

campaigns whose aim is to prevent damage to the environment.

SMOG Air pollution consisting of smoke and fog, which occurs in large urban and industrial areas and is mainly caused by the action of sunlight on burned fuels, mostly from car exhausts. Smog can cause eye irritations and breathing problems and damage plant life.


103 103

SHALL WE SOCIALISE? II 60 min. without dissemination For the first, broader version of this module visit : to raise awareness about the importance of social connections in order to sustain well-being; to improve social competence among participants.

10 min. any Body and action cards

The facilitator asks participants to choose one person that will get the action cards (the leader). All the other participants have to form a close circle. The youngest person on the group plays first. The leader picks two cards from the “Body cards” and one from the “Action cards” and reads them out loud. The first “Body card” describes the part of the body of the player and the second the part of the victim’s body. For example, if the first says “elbow” and the second says “hand”, the player must put his elbow on the victim’s hand. Players should help each other to achieve the challenge. The “Action Cards” indicates whom the player should touch to complete the challenge. There are special cards: – Joker: player chooses his/her part of the body. – Reset: player can free him/herself. – Free Body Part: player chooses one part of the body to free. – Reset for Everyone: everyone free themselves. If it’s necessary players can move to reach the person they must touch, but only if the whole group agrees to. The game can be played in two versions: a simple and a hard one. The first one includes only the body cards and the player chooses the victim. The hard one includes both decks of cards. Players cannot move unless the cards indicate it. Players cannot lay or sit on the ground. The winner of the game is the player who follows the instructions without falling down or giving up.

Hints for The Facilitator: • Facilitator should prepare body and activity cards in advance. • The facilitator should observe the player who followed the instructions exactly.


Visualize Benefits of Connecting around 40 min. around 25-30 people


Infographic: usp=sharing cardboards, crayons, colorful paper, paints, brushes, scissors, glue, magazines, newspapers, devices with the internet, computer graphic programs

The facilitator explains to the group that social connections are the relationships you have with the people around you. These people may be friends, family members, colleagues, or neighbors. Being social enables you to interact with these people and relate to them in a positive manner. Next s/he divides participants into 5-7 teams (or more – depending on the number of group) and asks them to prepare a promotional POSTER/PICTURE/PAINTING/COLLAGE which will show benefits of connecting with others. In addition to the poster, they should come up with a slogan or motto which will fully express the message they want to pass through. The participants should use the following 7 benefits that include the advantage of socializing for well-being:

- Pushes the happy meter up - Increases your quality of health - Points to a longer life - Cultivates resiliency after experiencing hardship - Strengthens your immune system - Lowers anxiety and depression - Increases self-esteem

The work should be performed using tools chosen by participants – they can paint, draw, cut pictures from the magazines and post them to the cardboard – creating a collage, they can use a computer program. The Facilitator should make sure that they will understand the fact that ''Picture says 1000 word''. After everybody is ready, the groups present their work. The rest of participants is asked to share their impressions and opinions. Before closing up this activity, The Facilitator should take a photo of every picture and post them on social media, promoting the ''Start Now+'' project. The pictures should be hanged around the classroom, so they stay visible till the end of the workshops. They can also be posted on websites and social media for further awareness and dissemination.

3. Evaluation Socialization Idea After all the activities, the Facilitator asks each participant to come up with 1 idea on how to socialize with people - and writes them as a list on the flip chart. In this evaluation activity group will create their own advice chart, which later on can be printed out and used as a dissemination product.

10 min. any

Hints for The Facilitator: * You should make clear what each goal is dedicated to * If the participants have difficult times to find answers, you can help them with some clues or examples.


Online activity: Be More Social! 2 weeks any social media profile, smartphone, internet

Hints for Facilitator: Participants will be asked toThe share on social media at least 2 videos raising * You should make clear what each goal is awareness on the importance of social connections and relationships to sustain a dedicated to wellbeing life. As a source inspiration can be used s infographics (10 * If theof participants have difficult timesModule’ to Tips for Being More find Social). They thesome videos in community groups answers, youcan canalso help share them with clues or examples. or pages at local level and aim to reach as many people as possible – to ensure that the videos and accompanying posts are attractive, creative and innovative. All of the posts will include the “Start Now+” hashtag and will promote sustaining of well-being life.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 105 105

Social connections are the relationships you have with the people around you. These people may be friends, family members, colleagues, or neighbours. Being social enables you to interact with these people and relate to them in a positive manner.



107 107

STRESS LESS II 60 min. without dissemination For the first, broader version of this module visit: to update the ideas about stress - its causes, emotions and feelings that provoke it; to inform about the harm of stress to the human body; to identify the types of situations that are the most stressful for adolescents and how children respond to these situations; to acquaint adolescents with effective ways to overcome stressful situations: breathing, muscle control, visualization, verbal techniques; to teach students the techniques of socially acceptable expression of negative emotions.


Stress and Me: who wins? 5 min.


Place to sit on

The Facilitator asks participants to sit comfortable on the ground and close their eyes. The task for them is to count 1 min in their mind and open their eyes and stand up when they think the minute has passed. Participants start to breathe in slowly and deeply while keeping track on the time with "inner timer”.The facilitator explains the rules: Rules: Participants cannot use any device to measure the time (only the trainer can) and cannot make any noise. When they open their eyes, they have to wait in silence for the others. The trainer does not inform the group that 1 minute has passed.After everyone opened the eyes, a short reflection shall be done on the following questions: - Was it an easy task? - Who was sure to make it? - Has everyone opened their eyes at the same time? - Why the group didn’t open their eyes together? Finally, the facilitator explains that everyone can have a different time and necessary break perception and sometimes it takes more time to recover and make our mind clear. Hints for The Facilitator: • You can ask the group, why this exercise was implemented within the topic of stress • The exercise lets participants focus on their body, breathe which helps to gain control in stressful moments 108

around 35-40 min.

around 25-30 people

A4 blank pieces of paper and pen/pencils enough for the group. Part 1 (20 min) The Facilitator asks to make count as 1 and 2 so that two different subgroups form.The s/he invites the participants to take seats next to each subgroup’s friends and organizes a dicussion (3 min) on the following questions: - What is stress? - What emotions and feelings are behind it? - Where does it come from? Why does it appear? - What is your attitude to stress? - What are the stressful situations? - What situations are stressful for you? Further, the participants of the previously formed subgroups are invited to perform the following task by the method of "brainstorming": find the "pros" (one subgroup) and "cons" of stress (another subgroup). It is explained that the participants in the discussion are invited to express as many solutions as possible, including the most fantastic ones. Then, from the total number of ideas expressed, the most successful ones are selected.At the end of the assignment, representatives from each subgroup present one of the points of view on stress, explaining in detail their statements.The participants are then invited to take their places at the tables for the next task.

Part 2 (15-20 min) To carry out this exercise, participants are given blank sheets of paper and everyone is invited to circle their palm on their sheet and sign their name inside the drawn palm. Assignment 1: "On each finger of the drawn palm, they will write a situation that causes or may cause strong anxiety, After the posters are ready, eachthe group presentsintheir fear, anger, extreme fatigue - aall stressful situation." Further, participants the game are invited to tear out the palm work. The Facilitator makes sure all the info are fact based drawing from the sheet without the help of scissors along the contour and put it in front of them. and in case of any doubt or question clarifies it. Assignment 2: This exercise requires the "palm of my stress" made by the participants in the previous task. The next task: "It is necessary to bend each finger of the drawn palm and write on it" my response to stress ", that is, what you do or would do in response to the situation written on the finger of the drawn hand in order to overcome stress, get rid of strong negative emotions ...The facilitator summarizes and generalizes typical and atypical ways to deal with stress offered by participants. Finally, with the participants of the game, an exercise is carried out aimed at reducing psycho-emotional stress with the help of a voice. Task: the facilitator, by turning his hand, adjusts the volume of the sound that the participants will pronounce. All hand positions and the volume they designate are explained to adolescents and the sound "A" is offered. Then, for 1 minute, teenagers either quietly or very loudly pronounce the required sound, adjusting its volume with the help of the presenter.After the exercise, exchange of views on the mechanism "loud sound -" stress relief " is discussed.

3. Evaluation

What can I do to fight the stress 15 min.


Infographic usp=sharing , Annex 1: usp=sharing The Facilitator starts the evaluation part with Part 1 (10 min): Mini-lecture "Effective techniques for dealing with stress".As a result of the mini-lecture, the participants get to know and play with the assist of the facilitator such possible techniques for overcoming stress as: • Framed photo • Breathing techniques (Calming, Relaxing, Push, Fire breath, Binding breath) • Relaxing meditation (listening or watching relaxing videos, music without any disturbing noises, objects etc.) Next, the facilitator asks participants to come up with one positive, calming, optimistic phrase - self-command, which they can use to cope with some of the stressful situations in their lives. They name a phrase s/he has invented and situations in which it can be used. At the end, the facilitator proves the reflection, asking participants following questions:- What do I feel? - What do I think? - What do I want to do? Hints for The Facilitator: * Different examples of stress decrease techniques can be presented, * Give your example of calming phrase first, * During the reflection navigate/encourage all children to participate.

Hints for The Facilitator: * Go around the subgroups and help them with ideas and examples. * Asks the children what new and interesting things they learned during this training. What they liked, what they didn't like.

Hints for The Facilitator:

Classroom activity “I won the stress” 1-2 weeks


A1 piece of paper hanged in the classroom with table containing two columns – Situation-Solution, red and green sticky notes The Facilitator encourages participants to keep records of stressful situations during the week and use red sticky notes to describe the situation and green sticky notes to write the solution.During the week all participants shall make at least two examples with solutions.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 109 109


Calming breath

Relaxing breath

Take a deep breath through your nose. As you exhale, gently squeeze the muscles in your throat to create a snoring sound. Exhalation, like a sigh, is carried out with a closed mouth.

Bring your right hand to your nose. During breathing, you will have to alternately close the left and then the right nostril with the fingers of this hand.

Push breathing Open your mouth very wide. Stick out your tongue as much as possible and say with force three times: "Hhaaahh!" This sound must come from the depths of the throat.


Fire breath Imagine yourself as a mighty fire-breathing dragon. You are full of the heat and energy of the sun. Breathe out a few short, powerful breaths, pushing air through your nos-trils without opening your mouth.

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TRAIN YOUR BRAIN II 60 min. without dissemination For the first, broader version of this module visit: to get familiar with terms and conditions of neurodegenerative diseases; to raise awareness about methods which help sustaining brain and mental health in a good condition; to empathize with caregivers and people with neurodegenerative diseases; to boost creativity and group work


Neurodegenerative Diseases Box 5 min.



The facilitator asks people to get in the pairs - 2 people should stand facing each other. Next the facilitator explains that this game has 4 stages. First, people in the pair count till 3 out loud, alternately, so it should go this way:person A- ONE, person B - TWO, A - THREE, B - ONE and so on. After participants get in the flow, the facilitator introduces the second stage - now instead of saying ONE, the person, whoever turn is to say it, JUMPS instead: person A - JUMP, person B - TWO, A - THREE, B - JUMP and so on. When this stage is mastered, the facilitator adds next move instead of saying TWO, and it is CLAPPING. So it goes: person A - JUMP, person B CLAP, A - THREE, B - JUMP and so on. In the last stage THREE is substituted with TURN, so it goes: person A JUMP, person B - CLAP, A - TURN, B - JUMP, A - CLAP and so on.This energizers strengthens focus and sharpens attention, which effects in more effective brain work and makes the process of remembering easier. Hints for The Facilitator: * Give enough, but not too much time for practicing each stage. * The „dialogue” between participants should go smoothly, but there will be some mistakes and confusion. 112

around 40 min.

around 30 people

5 cardboard boxes (might be shoe boxes or smaller),with one of the following disease written on it: Parkinson disease, Alzheimer disease, Lewy body disease, Amyotrophic Lateral Sclerosis, Huntington’s disease (more information here: s.html;;; colourful paper, markers, colourful paper, magazines, glue, scissors, devices with Internet access, infographic Neurodegenerative diseases WHYvwqzjDyymkM/view?usp=sharing The Facilitator makes the brief introduction about the neurodegenerative diseases, which can be based on the material from infographic. Once introduction is done, the group is divided into 5 smaller teams, and each one receives 1 box with a name of a disease on it. The task is to fill the box with the facts, information, pictures, associations, definitions related to their disease. Information can be found in the internet and can be recreated using art materials such as colourful paper, magazines etc.

Each box should include following information: Hints for The Facilitator: - Disease summary; * Emphasize that the information gathered - Symptoms; in the box should be brief and clear. - Prevention and Risk Factors; After all the posters are ready, each group presents their * Remind groups to work together, make - Treatments and Therapies. work. The Facilitator makes sure all the info are fact based their boxes aesthetic, visual and creative. Once the work is done (after min.) eachorteam should brieflyit. and inaround case of25any doubt question clarifies * Don’t forget to prepare yourself present their box and all collected information. The boxes can be beforehand with the proper, ordered and „visited” more thoroughly by all the participants in their free time. clear introduction. They can also serve as an educational tool for the future.

3. Evaluation In their shoes

15 min.


names of the neurodegenerative disease from the previous activity cut on the small pieces, multiplied times the number of participants (if we have 30 participants, then each disease should appear 6 times), flip chart, markers, sticky notes

After all the activities the facilitator asks participants to withdraw a paper with a disease written on it and based on their knowledge (gained also in the previous activity), to try to imagine how a person with a certain neurodegenerative disease feel on a daily basis, what problems they face and what kind of support they may need. After giving the group few minutes to reflect, the facilitator asks them to write down on sticky notes a specific problem (regarding the disease) and then specific kind of support that can be given to the person, for example: Problem: people with Alzheimer might forget where they put their things. Solution: a helpful thing is to label the cupboards, wardrobe or boxes with name of the items that can be found there.When the answers are prepared, each participant can stick their notes to the flip chart.

Hints for The Facilitator: * Make sure that the participants look deeper for the problems that may occur and the relevant solutions * You can ask volunteers to share their problems and solutions

TED session max. 140 min.


computer, projector, speakers, internet access, material can be found here: how_can_we_keep_our_brains_ healthy

The activity is based on a TED playlist „How can we keep our brains healthy?”, which includes 8 short videos - speeches (the longest one lasts a bit more than 17 min.) made by experts, scientist, artists who share their knowledge and give advices on how to keep the most important part of our organism in a good shape. Videos can be watched selectively. A short discussion among the audience after each one is recommended to summarize it, compare points of views, derive conclusions and simply activate our brains even more.

START NOW+ uses funding worth 76304,50 EUR received from Iceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under the Education Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education. 113 113



Neurons are the building blocks of the nervous system which includes the brain and spinal cord. Neurons normally don’t reproduce or replace themselves, so when they become damaged or die they cannot be replaced by the body.

Degenerative nerve diseases affect many of your body's activities, such as balance, movement, talking, breathing, and heart function. Many of these diseases are genetic. Sometimes the cause is a medical condition such as alcoholism, a tumor, or a stroke. Other causes may include toxins, chemicals, and viruses. Sometimes the cause is unknown. Degenerative nerve diseases can be serious or life-threatening. It depends on the type. Most of them have no cure. Treatments may help improve symptoms, relieve pain, and increase mobility.

ease is s i d e v i t a r ne Neurodege erm for a range la t an umbrel s which primarily n of conditio neurons in the e affect th brain. human

Neurodegenerative diseases are incurable and debilitating conditions that result in progressive degeneration and / or death of nerve cells. This causes problems with movement (called ataxias), or mental functioning (called dementias).Dementias are responsible for the greatest burden of neurodegenerative diseases, with Alzheimer’s representing approximately 6070% of dementia cases.

DEGENERATIVE NERVE DISEASES INCLUDE: Alzheimer's disease Amyotrophic lateral sclerosis Friedreich's ataxia Huntington's disease Lewy body disease Parkinson's disease Spinal muscular atrophy


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Chapter 5

Partners and QNEC


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PARTNERS HOPP - Health Promotion and Prevention Association Our association has been involved in non-formal education of children and youth in the field of health education for many years. Since its establishment in 2012, we have implemented many international projects: youth exchanges, training courses and seminars, also under Erasmus +. We consider our greatest success to be the development of innovative tools for health education of young people: START NOW !. As part of the Erasmus + KA2 program, for two years we have created 20 modern lesson modules based on non-formal methods. We implemented this project in partnership with organizations from Cyprus and Bulgaria. We refer all interested parties to the website with lesson modules: The place where we are now, we owe to START NOW! After two years, we have decided to return to the modules, introducing innovations in health education and expanding our cooperation with partners from Norway. The seat of our association is in Opole, with which we are associated from the very beginning. We carried out youth exchanges in the city and met with representatives of partner organizations, health and education experts and the local community during conferences and seminars on our other projects. Health education, however, is not the only area of ​​our activities. Together with our partner from Cyprus, we have implemented a project on counteracting sexual violence among young people. You can see the results at StowarzyszenieHOPP/


FURIM Institute Our partner in the project is FURIM Insitutt, based in Oslo, Norway. It is an experienced and reliable organization whose areas of interest and work coincide with the topics and methods of our project. The mission of our organizations also focuses on promoting the health and well-being of youth, children and adults through various methods of non-formal education. The main goal of the organization is to develop innovative approaches to solve the existing problems and needs of young people with the use of issues related to health, medicine and broadly understood „welfare”. The Institute conducts research and development activities and develops and implements projects in accordance with the results obtained from these studies. In cooperation with national and international organizations, it develops curricula for formal and non-formal education, creates new content of direct and distance learning. The most important areas of FURIM’s activities include: social innovation in education, social inclusion, use and implementation of technologies and social media, youth empowerment, project management and enhancing capacity building activities, entrepreneurship education, active civic engagement, education in the field of sustainable development. The Institute supports scientific and academic research. In cooperation with national and international organizations, the FURIM Institute develops curricula for formal, non-formal and informal educational organizations, creates materials for face-to-face and distance learning, and actively participates in educational platforms. The organization has experience in partnership projects - it coordinates KA2 Erasmus + SPIN-VET (, implemented Erasmus + Sport and EVS projects.

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QNEC One of the most important results of our project was the creation of 10 principles on which Child Welfare is based (the well-being of children and youth) and how it can be implemented in educational activities at school or other organizations. Educators, teachers, trainers and others interested in the topic could explore it during training and promotional meetings that we organized as part of our project activities, as well as by subscribing to the Newsletter, in which we described one principle in detail every week. Schools, associations and other organizations that apply the concept of Child Welfare in their activities could and still can apply for the QNEC Certificate, which confirms the quality of education and care for the well-being of its users. Below we present a graphic with all 10 principles developed during the project:



Child welfare education



This means providing a safe learning space. The educator should make sure that the area or room is safe.

These are physiological needs such as hunger, thirst, excretion. Unsatisfied physiological needs make it impossible to concentrate and they block educational processes.



The mobility of children and adolescents is in their nature and physiology. Movement can be an element of educational processes during

A friendly environment promotes wellbeing and self-confidence.

classes as an integral part of them. Unsatisfied need to move makes it impossible to focus.

LEARN IN A NATURAL ENVIRONMENT Being in the nature promotes concentration and strengthens the effectiveness of acquiring knowledge and skills. Contact with nature can be an integral part of educational processes.

ACCEPT EMOTIONS Everyone has the right to emotions, a bad day or mood. This works both ways and applies to both the student and the educator.

RELATIONS ARE IMPORTANT Educational processes are based on relationships. Interpersonal relationships have a great impact on the effectiveness of learning. This applies to both the teacher-student and student-student relationship.

EXPRESS OWN OPINION FREELY The child has the right to express his or her opinion in all matters relating to it and the child's opinions shall be given weight. It is very important for a child to be listened to and to influence their surroundings and their everyday lives.



Being excluded means that someone does not have access to the same opportunities as others.

All children and young people have the right to privacy.

START NOW+ uses funding worth 76304,50 EUR received fromIceland, Liechtenstein and Norway under the Funds EEA and 13465,50 EUR received from the Polish state budget under theEducation Programme. The purpose of the project START NOW+ are development of educational tools for public health and exchange of good practices in child welfare education.

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