Teacher Training pack

Project No. 528064-LLP-1-2012-UK-CMP

Teacher Training Pack

Project No. 528064-LLP-1-2012-UK-CMP

What is the Green Hero Project?

Green Hero is a newly developed resource that consists of an online course, supplementary activities, homeworks and a teacher training pack. The project aims to give teachers resources to teach environmental education and sustainability to children aged 7-11 or key stage 2.. The aim of the Green Hero Project is to develop innovative tools to aid in teaching issues that will make environmental issues and sustainability more appealing to children.

How much does it cost?

Green Hero is funded under the Lifelong Learning Programme of European Union. This means that it is completely free of charge to any school that wants to use it!

A free trip to Brussels!

As part of the project, primary schools can enter a competition to design an environmental project. The winning school can send a teacher and two pupils to Brussels to collect their award. This is fully funded by Green Hero!

Who Developed the Green Hero Project?

The project was developed by a partnership coordinated by the Environmental Academy and involving 4 specialist organisations from across Germany, Italy, Spain and Romania. The Green Hero Project was funded by Comenius which is part of the Lifelong Learning Programme of the European Union.

About this pack This teacher training pack provides teachers information for using the Green Hero resources. The Green Hero Project promotes a blended learning environment and has provided the following resources to aid teachers in teaching environmental issues and sustainability.

The teacher training pack provides: Section: 1. A template letter that each teacher must complete and send to their Green Hero project co-ordinator in their country.

2. A template certificate of completion for each learner that completes the Green Hero modules and activities 3. A release form to be signed by people who, for whatever reason, are being photographed and/or mentioned in the competition (in the respect of the national and European regulation if required) .

4. Information about the practical environmental project and competition, where the winner receives a free trip to Brussels, Belgium to receive their award. (2 learners and one teacher).

5. A suggested lesson plan for teachers using the Green Hero resources 6. Contact details of the Green Hero team in your country 7. Appendices

How to Use This Pack Teachers have the freedom to use the resources provided by Green Hero in any manner that aids them in delivering environmental issues and sustainability knowledge to their learners. This pack gives suggestions, hints and tips on how to use the online modules and we hope it is useful for teachers and fun for learners!

1. Template Letter If you want to use the Green Hero Resources including the online modules, it is FULLY FUNDED by the European Union Lifelong Learning Programme. However, it is required by the project that all users record how many learners have used the Green Hero Resources.

If you have used the Green Hero Resources in your classroom, please confirm this by completing the template letter in Appendix 1 and sending it to the Green Hero team member in your country—this is in section six of the pack.

2. Template Certificate Each learner that completes the Green Hero online course should receive a certificate of completion. A blank template is provided in Appendix 2 of this pack. The certificate provides a space for the teacher to write the name of the

Project No. 528064-LLP-1-2012-UK-CMP

learner and their name once each learner has completed. The certificate can be printed easily from this pack and then the teacher can write the information directly onto the certificate.

3. Release Form Each class participating in the competition (see section 4 below) should complete the form by gaining permission by all individuals who are being photographed and/or mentioned in the competition. An example form is provided in appendix 3.

It can be filled in directly in the registration at the Green Hero Reporter Game (see Appendix 4) or can be sent by email to the Green Hero team member in your country jointly with the project.

4. Green Hero Sustainability Competition As part of the Green Hero Project you are invited to participate in the Green Hero Sustainability Competition. Please note that you can still use the Green Hero resources if you choose not to participate in the competition or you miss the deadlines. The competition is optional!

Who can participate?

The competition is EU-wide. There will be one winner of the competition (Classes of schools).

What is the prize?

The winner of the competition will win a trip to Brussels to accept the award. (One teacher and two pupils to represent the school winner) Key Fact about the prize The winner must be able to travel on the 19th of May 2014 to Brussels, Belgium. The exact times will be confirmed with the winners.

When is the competition?

Start Date: The competition starts on January 31st 2014.

End Date: All competitors must submit their project no later than 15 th of March 2014.

What is the competition?

The competition will be for classes of schools aiming to design a sustainability project. The list below is example projects, but schools can pick their own topic for the environmental project such as (but not limited to):  Communication (e.g. posters)  Planting trees  Creating a garden (vegetable or wildlife)  Litter Picking  Community involvement (e.g. food can or clothes drives)  Recycling waste in the school (e.g. can recycling)  School presentation to the school (assembly)  Research project on climate change in another country  Create an art project out of waste from the school (e.g. old water bottles)  Raise money for a charity (of their choice) by creating an event (e.g. bake sale, school fair, raffle competition, silent auction) How is the competition judged: Each project will be scored using the below criteria. The project with the highest score, wins.

Category Percentage Creativity 25 Quality and Presentation 25 Link to sustainability 25 Learner involvement 25 Total: 100% Judges: Each Green Hero team member has identified an external stakeholder to decide on one finalist from their country.

The winner will be decided in April 2014 by the Green Hero Consortium from the finalists.

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Short summary of the project: Each class participating at the competition should also complete the table below.

Competition Information and Criteria Title of the project Teacher responsible for the project School name Class Names of learners Summary of the project

How is your project linked to sustainability How is the project creative Make reference to your evidence submitted on the ‘reporter game’ for your environmental project How were your learners involved in the project Explain your environmental project using the criteria; total word count should not exceed 700 words.

How to join the competition: Each class to visit the below link: http://www.greenhero.cnr.it/ For a correct functioning of the game website it is suggested the use of Google Chrome as browser. The language will be the same set in your browser (If your Crome is set for English, the Green Hero reporter Game platform will be in English).

Appendix 4 of this pack gives instructions on how to create an account on the Green Hero reporter game website. You must create an account and upload your project to the Green Hero reporter game website. You can also email the project directly to your Green Hero team member in your country).

If you have any technical issues with the Green Hero reporter game website, please contact: Fernando Ferri

green.reporter@irpps.cnr.it

(+39) 06 492 724 216

Each classroom, coordinated by a teacher should submit evidence of its project. Evidence can be in the form of:  Photographs  Videos

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 

Posters Written text

Evidence for the competition: Evidence should be submitted onto the ‘reporter game’ portal. Files that can be uploaded to the portal include files such as:  Pdf  Jpeg  Video files (all format allowed by YouTube) which will be downloaded on YouTube and made accessible by the reporter game’ portal, inserting a pdf file containing the link.

5. Suggested lesson plan for using the Green Hero resources The table below gives a suggested basic lesson plan for teachers to use the Green Hero online modules and resources.

This table is supplemented by a series of appendices at the end of this pack containing suggested activities. The teacher of course should add/change the lesson plan to suit the learners. This is only a suggested lesson plan. It is estimated to take between 1-2 hours to complete the modules with all of the activities.

Slide number & screenshot

Teacher Notes It is suggested that the learners read these two slides. The teacher can then do a flipchart activity highlighting the two definitions and then asking the learners what are the main environmental issues today?

Slides 2-3 These slides discuss how humans harm the environment. It gives examples of how harm occurs including pollution and plants and animals becoming extinct.

Slides 4-7 These slides focus on the environmental issue of global warming. Teachers can supplement these slides with a local case study if they wish.

Slides 8-11 It is suggested that the teacher complete a review or consolidation activity at this point. The rest of the module explores the impact that energy consumption, waste production and water consumption have on the environment.

After the global warming material, these slides discuss the importance of energy and the many ways energy is produced. Types of energy production in the material include:  Fossil fuels  Hydroelectric  Renewable energy Slides 12-18 After the slides about energy production, the modules then continue to discuss how learners can save energy at home through their behaviour.

At this time in the lesson, it is suggested that the following supplemental activities are used to add variety to the session and allow the learners to step away from the online course.

Slides 19-22

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Slide number & screenshot Teacher Notes Supplemental activity: (Appendix 5) The energy efficiency board game These slides introduce the environmental issue of waste (e.g. rubbish), including its history and why it is a problem.

Slides 23-27 These slides discuss the harm that litter has on the environment by introducing the case study of the Great Pacific Garbage Patch.

Slides 28-31 The teacher can then explore the case study further by explaining that plastic pollution is a global problem and not just a problem for the Pacific Ocean. The research website: http://www.plasticoceans.net/. Gives good resources and information on plastic pollution. It is suggested that the teacher research a local case study and discuss it with the learners.

After the Pacific Garbage Patch case study, the module continues to discuss the impact that waste has on the environment with a focus landfills.

Slides 32-36 Supplemental Activity: Waste audit for a day (Appendix 6) the teacher can start this activity now and finish the activity at the end of the day in accordance with the instructions.

Once the material discussing how waste impacts the environment with a focus on landfills. The online modules then discuss what learners can do to stop waste being sent to a landfill with one interactive slide focusing on waste segregation.

Slides 37-44 Supplemental Activity: (Appendix 7) Waste segregation race These slides discuss that water scarcity is a global problem and explains that although the Earth is covered in water only a small percentage can be used as drinking water.

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Slide number & screenshot Slides 45-46

Teacher Notes

Supplemental Activity: The teacher can explore the reasons further why fresh water is scarce by discussing how the water cycle works. This link below designed by the United States Environmental Protection Agency provides an interactive water cycle that can be used by the teacher. http://www.epa.gov/safewater/kids/flash/flash_watercycle.html <accessed November 2013>.

These slides then discuss how much water is consumed by humans and how much water is needed to make every day products. The water material concludes with an interactive activity where learners must click on the house to find water saving measures (slide 49).

Slides 47-50 Supplemental Activity: Colouring Activity (Appendix 8).

Now that the learners have completed all of the slides but the concluding slide (50). It is suggested that the teacher use the colouring activity to consolidate knowledge and to conclude the lesson.

Interview Activity (Appendix 9).

Each teacher who assigned as homework interviews to the children’s parents, can share the results of interviews and pictures, and discuss on them, highlighting the correctness of behaviours for adopting them at school.

6.

Contact details of the Green Hero team in your country

Organisation Name Environmental Academy

Consulta Europa

Location

Consortium member name and email address

Telephone number

UK

Michelle Campbell-Robson (MCR) uk@greenhero.eu

+44 (0)191 495 6248

Spain

Nohelia Morales Martinez (NMM) spain@greenhero.eu

+34 928 457 082

Gunther Seeber (GS) University of KoblenzLandau

Germany

INTEMA

Romania

Dorina Goiceanu (DG) romania@greenhero.eu

004 0744 548 506

IRPPS-CNR

Italy

Fernando Ferri (FF) Patrizia Grifoni (PG) italy@greenhero.eu it

(+39) 06 492 724 215

Astrid Rank (AR) Anna Hanisch (AH) germany@greenhero.eu

(0049)(0)6341 28034151

Address Metropolitan House Longrigg Road Swalwell Gateshead NE16 3AS United Kingdom Consulta Europa Projects and Innovation S.L. Parque Científico y Tecnológico de Tafira - Oficina 6 Las Palmas de Gran Canaria 35017 Spain Institut für Bildung im Kindes- und Jugendalter Universität Koblenz-Landau Campus Landau August-Croissant-Str. 5 76829 Landau

Institute for Research on Population and Social Policies Via Palestro, 32 00185 Rome, Italy.

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7.

Appendices

Appendices 1 and 2 (next page): Teacher Confirmation Letter â&#x20AC;&#x201C;to be sent by each teacher using the Green Hero Resources Learner Completion Certificate-to be issued to each learner completing the Green Hero Resources

Environmental Academy Metropolitan House Longrigg Road Gateshead, Swalwell NE16 3AS Current Date Dear Michelle Campbell- Robson, project manager of Green Hero, This is to confirm that learners in my class and/or school have completed the Green Hero modules.

The total number of learners that have completed are________.

As an educator, I found the course to be: teacher and/or educator to provide informal feedback about the modules.

As an educator I can confirm that my learners increased thier environmental awareness by using the Green Hero modules and the online modules are useful for Key Stage 2 Geography requirements (in line with the below table).

Key Stage Requirements under title: level & Knowledge and understanding of environmental change & sustainable development Subject 2; Geography

5. Pupils should be taught to: a. recognise how people can improve the environment [for example, by reclaiming derelict land] or damage it [for example, by polluting a river], and how decisions about places and environments affect the future quality of people's lives b. recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement [for example, taking part in a local conservation project].

Breadth of study 6. During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two localities and three themes: Localities a. a locality in the United Kingdom b. a locality in a country that is less economically developed Themes c. water and its effects on landscapes and people, including the physical features of rivers [for example, flood plain] or coasts [for example, beach], and the processes of erosion and deposition that affect them d. how settlements differ and change, including why they differ in size and character [for example, commuter village, seaside town], and an issue arising from changes in land use [for example, the building of new housing or a leisure complex] e. an environmental issue, caused by change in an environment [for example, increasing traffic congestion, hedgerow loss, drought], and attempts to manage the environment sustainably [for example, by improving public transport, creating a new nature reserve, reducing water use].

7. In their study of localities and themes, pupils should: a. study at a range of scales - local, regional and national b. study a range of places and environments in different parts of the world, including the United Kingdom and the European Union c. carry out fieldwork investigations outside the classroom.

Kind regards Teacher Name and Signature School Address including country

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Certificate of Completion Presented to: ____________________ For completion of the

Modules Teacher Name:________________________ Signature:____________________________ Date:________________________________

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Appendix 3: Release Form for Use of Photographs and Personal Information Name of School: Name of Teacher (s): Address of School

â&#x20AC;&#x2DC;I confirm that the school has permission to use photographs, names and other personal information in the Green Hero Competition.â&#x20AC;&#x2122; Signature and Date:

Project No. 528064-LLP-1-2012-UK-CMP

Appendix 4: Green Hero Reporter Game Instructions Using game reporter website

Figure 1. The screenshot of the page “Home page”

Are you a teacher of a classroom involved in the Green Hero reporter game? The first step for participating in the Green Hero competition is the registration of the project.

For registering one project in the Green Hero reporter game website, you have to: http://www.greenhero.cnr.it  Select “SIGN UP” in the menu on the left to access to the registration form (see number 1 in Figure 1)  Insert the following information (see Figure 2): o Title of the project that you are submitting o Password: a keyword for accessing to the website o E-Mail: the e-mail address where you will receive project news, etc. o Teacher’s Last name: your last name o Teacher’s First name: your first name o School Name o Class Name o Students List (separate with ; o Summary of the project  and press the button “Save” (see Figure 2).

Figure 2. The screenshot of the page “Sign up” If your project is already registered, for uploading your project you need to login yourself to the Green Hero reporter game.

For this purpose you have to:  go to the link: http://www.greenhero.cnr.it  insert the title of the registered project (see number 1 in Figure 3)  insert password (see number 2 in Figure 3) you have provided in the registration phase  press the button “Login” (see number 3 in Figure 3).

Figure 3. The screenshot of the page “Login”

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You can now download the files of the registered project (see number 1 in Figure 4): 1) adding a galley of images, i.e. pictures or drawings (“Add gallery”), 2) or adding an article (“Add article”) containing text, text and pictures 3) or adding an article (“Add article”), containing a short description of a video and a link to a video (uploaded for the project on You Tube).  If you want to create a new gallery, you can press the button “Add gallery” (see number 2 in Figure 4) and a window appears.

Figure 4. The screenshot of the page “Add project” Once you pressed the button “Add gallery”, you have to:  press the button “Choose file” (see Figure 5), and then you have to select one of ore files of images to be uploaded in the gallery.

Figure 5. The screenshot “Choose Files” of the page “Add Gallery”

Once you have selected your images for the gallery:

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 you can visualise your images  you can input:  the gallery name (see number 1 in Figure 6)  the image description (see number 2 in Figure 6)  press the button “Create” (see number 3 of figure 6).

Figure 6. The screenshot of the page “Add Gallery”

The inserted gallery appears in the list of “Galleries”. You can add one or more than one image at the same time.

Moreover, you can delete the inserted gallery by the button “Delete”.

If you want to create a new article:

Figure 7. The screenshot of the page “Add Article”

 press the button “Add article” (see number 1 in Figure 7) and a window appears.  press the button “Select file” (see number 2 in Figure 7) for searching in your folders the pdf file of the article that you want to add  type the news title and news description in the corresponding fields  press the button “Send” (see number 3 in Figure 7).

The inserted article appears in the list of “my articles”.

On the bottom of the page you can access or hide:  your galleries by pressing the button “+” or “-“(see number 4 in Figure 4) near the label “Galleries”  your articles by pressing the button “+” or “-“(see number 5 in Figure 4) near the label “Articles”.

Project No. 528064-LLP-1-2012-UK-CMP

For seeing all news (articles, pictures and drawings), you have to:  select “Show Project” in the menu on the left corner of the screen (see number 1 in Figure 8).

If you want to search for specific news, you can write the title in the field at the top of the page and press the lens icon.

You can access to the file of the news by:  clicking on “Show” (see number 2 in Figure 8) under the image of the news.

Figure 8. The screenshot of the page “Show news”

You can indicate if you like news by:  pressing the OK hand icon near the word “Likes” (see number 3 in Figure 8).

If you want to add information about your profile:  press the button “Click here to change” (see Figure 9) on the top of the page for searching in your folders the image file to add to your profile.

Figure 9. The screenshot of the page for modifying information about your profile

Project No. 528064-LLP-1-2012-UK-CMP

For reading the competition rules:

game

 select the menu option “Game Competition Rules” (see Figure 10)

Figure 10. The screenshot of the page “Game Competition Rules” In order to logout, you have to:  select “Logout” (see Figure 11) in the menu on the left.

Figure 11. The screenshot of the page “Logout”

Appendix 5: Energy, Water and Waste Board Games Materials required:   

Dice A printed version of the board game (next pages) ‘markers’ to identify each player on the board (this can be a coin, checker, or other item to represent each player)

Instructions on how to play the game: 1.

2.

3.

To start the game each player rolls the dice. Who gets the highest number begins first.

The game board consists of numbered boxes. Some boxes allow players to move faster on the board, and require players to ‘stand still’ for a round. Player rolls the dice and moves the marker to around boxes indicated by rolling the dice.

The first player that reaches the last box is the winner, provided that the number on the dice coincides exactly with the necessary boxes to the finish.

Project No. 528064-LLP-1-2012-UK-CMP

Please note that although this activity was introduced in the energy portion of the online module, game boards have also been provided for water and waste. The teacher can also utilise this activity for the waste and water slides as well.

Energy Board Game

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Waste Board Game

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Water Board Game

Project No. 528064-LLP-1-2012-UK-CMP

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Appendix 6: Waste Audit for a Day In this supplemental activity, learners will collect their own personal waste for an entire day.

Learners will gain the necessary perspective to realise that everyone’s individual waste contributes to harming the environment.

Materials: 1 large waste bag per student; large plastic or paper tarp; scales (optional).

The teacher can take a break from the online modules and discuss the following:   

Who can tell me what waste is?

What is waste? Waste (waste, waste) is material thrown away because it is worn out, used up, or no longer needed as mentioned in the online modules.

Can anyone tell me some examples of waste?

Note: one person’s waste may be another person’s treasure!

Then the teacher can introduce the activity: Let’s see what kind of waste we make. Today you will be putting all of your waste in your own personal waste bag.

We will NOT be using the class waste can (or recycling box). Remember, all of your waste goes in your bag. Hand out a bag to each student.

You may wish to cover the classroom waste can and recycling box in the classroom to ensure that learners do not use them. Learners should be told to take their waste bag to the cafeteria, too. You might tell learners to collect DRY materials only, or use a separate plastic bag for food scraps, if desired.

CAUTION: NO SHARP ITEMS OR BATHROOM WASTE. Ask the class to hypothesize which type of material will be present in the greatest amount at the end of the day.

End of the day: Let’s look inside of our waste bags and see what we have. Get examples from learners of what they have thrown away. Individually or as an entire class, sort and tally the number of pieces of waste. The following can be discussion points:     

What do you notice from doing the waste audit? Learners should notice how much waste is thrown away at school, and what types of things are thrown away.

How large will the pile be if we do this all week? All year?

How much do you think your waste weighs? Weigh the individual bags or dump the waste on a tarp, pull it together and weigh it as one pile. How much would a week’s supply of waste weigh? A year?

Do the calculations to find the answers!

Have learners identify the largest proportions of the waste—by weight and by volume—is there a difference?

Reflection/Response: What would happen if there really was no place to throw our waste? What could you do to make less waste? Have learners write an imaginative essay about a make-believe town that no longer could collect its citizen’s waste.

Learners should include what caused the problem and how the people tried to solve it.

Project No. 528064-LLP-1-2012-UK-CMP

Appendix 7: Waste Segregation Race Instructions Materials required: coloured cardboards (1 yellow, 1 green, 1 blue, 1 red), 1 pencil, tape, 4 boxes, waste plastic bottles, waste paper, waste aluminium cans, waste from food (i.e. banana peel and coffee grounds) Instructions: 1.

Write "paper" on the yellow cardboard, "glass" on the green cardboard, "plastic and metal" on the blue cardboard, and "compost" on the red cardboard.

2. Take the 4 boxes and attach them the coloured cardboards with the tape.

3. Take the 4 boxes and line them up in the front of the class 4. The teacher should then put all of the waste in a pile and ask the students to segregate them as fast as they can by putting the waste in the correct bin.

5. The teacher can create a competition in which the winner is the fastest at segregating their waste.

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Appendix 8: Colouring Activities Colour in the light bulb that saves energy!

raw a circle around the bag that can be re-used over and over gain

Colour in the symbol that means recycling:

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Which one uses less water? Colour in the correct answer

Colour in the picture that shows what deforestation is:

Colour in the picture that shows a wind turbine:

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Now think of an idea that you have to become a Green Hero and write it in the bubble!

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Appendix 9: Interview INTERVIEW: Energy Do you know that the wind energy is renewable?  Yes  No How is hot water produced in our house?  By gas,  By carbon  By Oil  By solar power  By water (hydropower)  By wind (wind energy)  other (specify ………………………………………………………………)

How is the electricity, which is used in your home, produced?  By carbon  By Oil  By solar power  By water (hydropower)  By wind (wind energy)  other (specify ……………………………………………………………….)

At your home are appliances low-consumption?  Yes  No Do you turn off TV, DVD players, games and consoles and other entertainment appliances at the power point to avoid using standby power?  Yes  No When you leave a room, do you always turn off the light?  Yes  No

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INTERVIEW: Waste Do you know what the Great Pacific Garbage Patch is?  Yes  No Do you daily or weekly use disposable products such as razors, paper towels and napkins, plastic cutlery and glasses etc? …  Yes  No When you go shopping, do you think about packaging and the waste that are created by your purchases?  Yes  No Do you think about the waste when you buy accessories for your computer and the printer?  Yes  No Do you usually choose RECHARGEABLE cartridges for the toner and RECYCLED printer paper?  Yes  No Do you separate waste to recycle plastic, paper…..?  Yes  No Do you reuse objects that cannot be recycled?  Yes  No If Yes, please provide an example………………………………………………

Do you bring with you some reusable BAGS to shop?  Yes  No

Project No. 528064-LLP-1-2012-UK-CMP

INTERVIEW: Water What do you prefer when you wash yourself?  Take the shower  Take a bath in the tub Do you usually turn off the water while you are brushing teeth?  Yes  No Do you use drinking water to wash your car?  Yes  No Do you collect rainwater to water the plants?  Yes  No