Produced by Tanya Mowbray
Designed by Lewis Goodwin, Pascal Brixel
These lesson plans were collected by Peace Child International for the World Youth Congress in Québec 2008. They were suggested by participants and come from a variety of sources.
Introduction
Trade, Justice and Elimination of Poverty
Environment
Health
Human Rights and Peace
Global Dimension
Songs
Websites
Worksheets
Page 3
Pages 4-8
Pages 9-16
Pages 17-21
Pages 22-30
Pages 31-33
Pages 34-36
Page 37
Pages 38-59
At our previous three congresses we had different categories for activists, journalists and cultural performers. In Quebec 2008 we added another component - “Young Educators”.
We ran a series of workshops and had round table discussions with educators based around the themes of the Congress Workshop Days: Trade, Justice and Elimination of Poverty, Environment and Health.
We asked delegates and workshop leaders to share ideas on programmes, lessons, activities, songs and ice-breakers that they have found useful. Some of them are original, some have been borrowed or adapted from different sources. Some have been provided since the congress by different organisations. We have tried to quote the source wherever possible. This is just a start! We want to encourage everyone to come up with more activities and ideas to build up our World Lesson Plans and build stronger connections between classrooms around the world.
Adam MacIsaac
Age group
12-30 years old
Time
40 minutes
What you need
• Canada - bowls, spoons, knives, glasses, coffee mugs, milk, coffee maker, napkins, table cloth.
• Dominican Republic - sugar
• Colombia - coffee
• Brazil - bananas (1/2 for each person), orange juice
• India - Rice Krispies
What to do
1) Count the number of participants dividing the group up into the countries listed above and designate each country with the corresponding items. This will be their represented country and the item will be their exported product to trade amongst the other countries. Each country’s population and territory should somewhat reflect the reality of the world (e.g. Canada is the smallest per capita for the amount of land it has, India has the largest population).
2) Explain to each group that they are in charge of their country and the items are theirs. Each country can negotiate or trade. The only rule is that there is no stealing. The countries must be able to provide breakfast for each of the participants in their country and should trade according to provide food for their country. Do not over-explain or give too many details.
3) Observe the dynamics between the participants and countries during the trading process. Note people’s expressions and body language.
1) Ask participants how they felt while they were negotiating and trading. What did they do? Where did they go and why? What did they see happening? What was the outcome for each country and why? Tell the group of some of your observations.
2) Explain to the participants that there is enough food and items for everyone to eat breakfast. However, each group has to negotiate and trade fairly with the other countries in order to compile their breakfasts. The point is that is there is such a thing as fair trade, and when everyone trades fairly then everyone eats. Apply this artificial situation to the real world. Note how the north takes resources from the south and the south actually pays out more through unfair trading than it receives from international assistance.
All of this can be followed up with a food security/Fair Trade information session.
Resource 2
Helen Gosnell (teacher)
Age group
12-16 years old
Time
20 minutes
What you need
A series of cards displaying the figures 0, 10, 20, 30, etc. up to 100.
Place the numbered cards in a straight line on the floor with about ½ metre between each (vary depending on group size). Ask participants to imagine that the world is a village of a 100 people. Their job is to guess how many of these 100 people fit the statements that you are going to read out. Once you have read out a statement e.g. “How many people are from Asia?’, they need to decide what number they think this would apply to and go and stand by that number.
Facts
If the world was a village:
• The village would have 60 Asians, 14 Africans, 12 Europeans, 8 Latin Americans, 5 North Americans, and 1 person from the South Pacific
• 51 would be female, 49 would be male
• 82 would be non-white; 18 white
• 67 would be non-Christian; 33 would be Christian
• 80 would live in substandard housing
• 67 would be unable to read
• 50 would be malnourished and 1 dying of starvation
• 33 would be without access to a safe water supply
• 39 would lack access to improved sanitation
• 24 would not have any electricity (and of the 76 that do have electricity, most would only use it for light at night.)
• 7 people would have access to the Internet
• 1 would have a college education
• 1 would have HIV
• 2 would be near birth; 1 near death
• 5 would control 32% of the entire world’s wealth; all 5 would be US citizens.
Country U.K
Source
Adapted by Peace Child, from an original outline from UNICEF.
Age group
8-13 years old
Time
30-40 minutes
What do you need
5 sets of sheets with 40 items.
Introduction
The aim of the workshop is to consider the 4 basic things that we need in order to survive and think about people who don’t even have those necessities.
What to do
1) Explain that ‘needs’ refer to the basic necessities of life without which it is difficult to survive such as air, food, water and that ‘wants’ refer to our various desires such as chocolates, CD’s, etc.
2) Set the context: Ask participants to imagine that they have received a really important phone call from the Head of their State, who explained, “We have a lot of problems in the world right now. If everyone all over the world used up as many resources as we do in the North, we would need another 4 planets! So we are going to conduct an experiment.” He/she has heard that the participants’ class (find out name of class at outset) is an extremely bright group of people so he/she thinks it would be a good idea to send all of them to a new planet. Explain that the new planet has a good atmosphere, so there is clean air for you all to breathe. There is gravity so you all will not float away and there are no aliens, so you don’t have to worry about that.
You will be given 6 weeks supply of food and water. But you may be sent off for a few months, maybe a year.
“Explain that is not much time, because you
all will be leaving within the next 30 minutes. So what you need to do is pack your bags and think what you need to take. What is a need and what is a want?
3) Group work: Give each group a set of 40 cards. Explain they have 5 minutes to select 16 ‘needs’ that they believe are essential to survive on this new planet. Ask them to discuss as a team which are the ‘needs’ and which are the ‘wants’. Suggest that they make two different columns of the ‘needs’ and ‘wants’.
4) Then hand round envelopes of cards. Give the group around 10 minutes to get down to 16. Try and wait until all the groups have their 16 cards before going on.
5) When they have done this teams say, “I’ve got bad news to give, the Head of State said, the rocket ship is not big enough to fit you and your 16 things - so I’m afraid you have to cut them down to 8.”
6) When they have reduced the cards to 8 stick up the different cards on the board using the blue-tack. You will have on an average about 15 to 25 different cards on the board but they are allowed to take just 8 things. At this point you conduct a debate with the class and start losing a few cards by getting the class to vote to keep or lose the card. When you have got down to 8 cards, say, “You have done really well but suppose you were allowed to take just 4 cards and not 8?”
7) Carry on with the discussion until you get down to 4 cards. “The 4 cards that you will probably end up with are Water, Seeds, Fertile Soil and one other - usually chickens.” Then discuss the idea that for us life would be pretty miserable living with just these 4 basic things, but there are more than a billion people who don’t even have access to these 4 basic needs of life that the class just said that they all definitely need to survive. You can then have a discussion about what life would be like with or without these basics.
8) Finish class by explaining they don’t have to go on the rocket after all but what they do need to do is to stay back here and take care of this planet and make it a more sustainable place for the future generation to live on.
Resource
Country
U.K.
Source
Peace Child International.
Age group
8-13 years old.
Time
1 hour
Introduction
This workshop is about Fair Trade. It looks at how chocolate is produced and how the present trading system works. We discuss the choices we make and their effect on others.
• A ‘bean to bar’ game board for each group and a set of 8 pictures and captions. (see work sheets)
• Six name badges - Government, shops, chocolate company, middleman, non-cocoa ingredients, and cocoa farmer. (see work sheets)
• One bar of fair trade chocolate with 24 squares or model of chocolate bar with 24 squares. (see work sheet)
• A copy of Lynda’s story. (see work sheets) What to do
1) Introduction - Start off by asking questions relating to chocolate. (Write questions and answers on the board). Who likes chocolate? How many types of bars can you name? Who makes it? How many chocolate companies can you name? What makes you choose your favourite chocolate bar- taste, cost, size, shape, adverts? (Rate them from 1 to 5).
How much do you think people in your country spend on chocolate each week?
2) Bean to Bar - this is to show the links between the farmer, producer and consumer in the production of chocolate.
• Divide the class into small groups and distribute the game boards, pictures and captions.
• Tell the class to put pictures and captions in order to show the process of making a bar of
chocolate, beginning with the cocoa bean and ending with the finished bar. Allow ten minutes for the task and ask the groups to present their answers.
3) Chocolate Bar Game - this is to demonstrate the economic difficulties of small scale farming and global trade.
• You will need to choose 6 of the participants to come up to the front of the class. Give each of the volunteers a name badge, they will represent the following: Government, shops, chocolate company, middleman, non-cocoa ingredients and the cocoa farmer.
• Award the cocoa farmer a chocolate bar which represents payment for farming the cocoa beans but warn him he must first make a few payments to the following:
Non-cocoa ingredients
Government Shops
Chocolate company Middleman
3 squares
4 squares
5 squares
10 squares
1 square
• Explain that the farmer is left with just one square to support himself and his family with food, health care, education etc.
• Discuss the difficulties this creates, ask for suggestions of how this may be overcome and what we can do to help.
4) Lynda’s story (see worksheet, page 50).
• Explain to the class that you are going to tell a story about someone just like them, a girl named Lynda.
• Give them a red card and a green card and tell them to raise the red card whenever they hear about a difficulty the farmer’s face and the green card whenever they hear about the benefits of Fair Trade. (Read story)
• Ask what we can do to reduce their difficulties and make their lives better.
Conclusion - Go back to original brainstorming and look at how much money is spent in your country in each year on chocolate per person. (UK= £50) Explain that they have spending power and can make an active difference by buying Fair Trade chocolate. Discuss what other Fair Trade products you can buy and where to buy them.
Country U.K.
Source
Peace Child International
Age group
7-10 years old
Time
1 hour
• 4 bags of rubbish containing - 1 cereal box, 1 plastic box, 1 plastic fruit tray, 1 plastic bottle, a magazine, a vegetable, a crisp packet, and a foil pie dish.
• A lunch box.
• Examples of lunchbox food, sustainable and unsustainable. Eg a packaged sandwich and a homemade sandwich wrapped in greaseproof paper, a non-Fair Trade banana and a Fair Trade banana, an apple from far away and a local apple, fresh cheese and processed cheese.
1) To look at how waste is generated and its effect on the environment.
2) To learn how to reduce, reuse, refuse and recycle and “close the loop”.
3) To see how the contents of our lunchbox affects the environment.
1) Introduction (5-10 mins)
Discuss what happens to rubbish and its journey to the landfill site. Talk about the problems of landfill sites. (We are running out of space and throwing away lots of unnecessary things). Go over the concepts of reduce, refuse, reuse and recycling waste - reducing the amount of waste we create, refusing unnecessary bags/ packaging, reusing durable items, recycling whatever we can and buying recycled products.
2) Load of Rubbish (10 mins)
• Split participants into groups and give each group a bag of (clean) rubbish together with an accompanying sheet: (See work sheets page 55)
• Ask participants to work out whether each item can be recycled or reused and how.
• When finished ask each group to present their findings. Discuss the importance of buying recycled products, such as mouse pads made of old tyres or handbags made of plastic bags.
3) Good Lunchbox, Bad Lunchbox (10-15 mins)
What goes into your lunchbox can affect the environment!
Lay out the selection of food and ask 2 volunteers to split the food into two groups, ‘Good Lunchbox’ and ‘Bad Lunchbox’ making a justification for their decision. This will provide the opportunity to talk about waste, recycling, FairTrade, and food miles (aim the level of discussion to match the age group). Also, talk about the need to think about the consequences of our actions.
Resource 2
Country USA
Source
Marilyn Richards
Age group
All ages
Time
20 minutes
What you need
• 1 apple
• 1 knife.
What to do
1) Slice the apple into quarters and set aside 3 which represent the oceans of the world.
2) Slice the remaining 1/4 in half and set aside 1 half. This represents all of the world’s inhospitable regions, polar regions, deserts, swamps etc.
3) The remaining 1/8 is where people live but not necessarily where we grow our food.
4) Slice 1/8 into 4 - set aside 3 which are too rocky, too wet, too cold, too steep, with poor soil etc. Also accounts for urban sprawl, motorways etc.
5) Leaves 1/32 or 3%
6) Finally peel the remaining slice- the skin represents all the space that remains to produce food.
7) Discuss what we need to grow food - space, soil, water.
8) Discuss space and population - think how many people we have to feed and the importance of maintaining places that support crops. Talk about how essential it is to respect the soil and not think of it as ‘dirt’. You could also talk about compost and show a sample, point out that it is not filthy and smelly.
Resource 3
Country Australia
Source
Miranda Mason
Age group
8-12 years old
Time
1 week
Introduction
Our food increasingly comes from places far away. This workshop is designed to help students to understand their own purchasing power. Discuss the ramifications of food travelling, costs and economic imperatives.
What you need
Contacts of local farmer or producer.
What to do
1) For the teacher:
• Make contact with a local banana farmer (or could be any kind of produce).
• Ask for their contacts to work out where the produce goes.
• Call the suppliers in the process to outline your project.
• Ask the farmer to e-mail you a series of photos showing the growth of the produce from seed to harvest (track this with your students).
• Ask the next supplier (truck company) to do the same.
• Have photos taken at all steps in the progression to the shop.
• Make sure students write a thank you letter to the contacts.
2) For the class:
• Research the food item.
• Map the journey that it takes.
• Calculate the true cost of the product (taking into account transport etc).
• Brainstorm solutions to the problem of food miles/climate change.
Resource 4 (See worksheet 4 Page 56-57)
Country
U.K.
Source
Peace Child International
Age group
7-11 years old
Time
20 minutes
Introduction
The contract was created to inspire behaviour change and to encourage young people to live more sustainable lifestyles.
What you need
• Copies of the lifestyle contracts (see attached worksheet)
• Pencils
• Certificates (see attached worksheet)
What to do
1) The contract contains 12 pledges/promises. You will ask your audience to sign up to 5 of these promises and keep to them for 4 weeks. You will ask them to highlight the 5 they want to do.
2) They should keep a record of their progress on the chart at the back of the sheet. They should tick off each pledge that they fulfil and ask their parents to sign it each week to show they have completed it.
3) If they complete the challenge, ie keep all their pledges for 4 weeks, you will award them a certificate.
Evaluation
Before you ask the students to choose their pledges, it is important to find out what they already do.
1) Ask them to fill out the questionnaire which is incorporated in the contract. You will notice that each pledge has 3 corresponding boxes saying always, sometimes, never.
2) Ask them to go through each question and fill out what they do now. Request that they be
as honest as possible and truly answer what is correct for them.
3) When they have answered these questions, find out the figures for the whole class by asking for a show of hands. So for example you need to ask, ‘how many people always turn off the lights when they leave the room’, ‘how many people sometimes turn off the lights when they leave the room?’ and so on.
4) You should note down the results on the form provided.
It is important to return to the school for a follow up visit after 4 weeks, to see who has completed the lifestyle contract and award them with certificates. It is also essential fill out the evaluation forms again to find out how their behaviour has changed as a result of doing the pledges.
You need to ask the students to put up their hands again for the ‘always, sometimes or never’, and note down the results on the form provided.
Resource 5
Country Australia
Source
Miranda Mason (teacher)
Age group
6-12 years old
Time
1 day Introduction
During one day at your school, a huge amount of food including plastic and paper is thrown away. Hold a ‘Nude Food Day’ and reduce the amount of rubbish at the school, as well as raising awareness of the issue. You can also run this activity in a workplace or community organisation - it is very effective in awakening people to the waste they create.
What you need
Materials for making posters.
What to do
1) Choose a date for your Nude Food Day.
2) Hold a rubbish audit day, count how many pieces of rubbish in different categories are thrown out.
3) Tell everyone how much rubbish there is in ONE DAY at school.
4) Create a poster to show everyone Nude Food Lunches - (Lunches which create no waste.)
5) Write newsletter articles.
6) Visit all the school classes and tell them about the Day.
7) Count the rubbish on the official ‘Nude Food’ Day and see if you’ve made a difference!
8) Let the community know, write articles for the paper, post it online, or make a video. Spread the word.
9) Start a worm farm to compost the organic waste. You could sell the compost to gardeners when it is ready.
Resource 6
Country Argentina
Source
Eugenia Capalbo
Age group
5-6 years old
Time
1 week
What you need
• Big sheets of paper for posters.
• Art materials for collages.
What to do
1) Separate the class into groups of 5. Each group will act as a local superhero for 1 week.
2) Start by explaining all the things they can do in their classroom to be more sustainable (turning off lights, opening the windows instead of using the fan/air conditioning, using as little paper as possible). Make a list of pledges and put it on the wall.
3) The groups are then in charge of making this happen for a whole week, they should remind their friends and also look out for new things the class can do to be more sustainable (some kids decided that all their parents should bring their own plates for lunch, instead of using disposables).
4) The groups can also make posters/collages of their superhero and use waste materials to decorate it.
5) At the end of the week the class should discuss what new superpowers their sustainable superhero has gained or if they found out anything new. Write up the new ideas of how the class can be sustainable.
6) The point of the activity is that everyone collaborates so it is not a competition.
Resource 7
Georg Feiner and Michael Gugimeier, United Games.
Age group
13-18 years old
Time
2 hours
Introduction
This activity was created in the beautiful village of Vietsch in the Austrian mountains for the Untied Games Festival, ‘Naturtalent - Sustainability in Practice’, in order to inspire participants to create content for our ‘Young People’s Book on Sustainability and Climate Protection’. The activity worked very well, it was fun and engaging for the participants and produced very concrete outcomes.
• Coloured pens
• Flip chart paper.
1) Split your group/class into small groups of around 5 people. Ask them to brainstorm all the negative things which could be happening in an unsustainable town. Once they have done this they should think of a creative way to present their ideas to the rest of the group. They could draw something, present a play, sing etc. Allow 20 mins for planning and 10mins to present the idea back to class.
2) Explain to the group that the 10th planet ‘Sustainia’ has just been discovered. You are curious so you fly there with a space shuttle. Ask them to stay in the same groups and draw a poster of what they imagine a perfect sustainable planet would be like. They should also write down key words as they are going along. Then present their ideas back to the rest of the group. Take a note of all the key words. Allow 20 mins to design the poster and 10 mins to present them back to class.
3) Write up all the key words on the board and ask each of the participants to come up and put their initials by 2 issues they feel are most important. Once everybody has voted you should highlight the top 4 issues that have been voted for (these could be renewable energy, environmental consiousness etc.) Allow 10mins for this section.
4). Ask each group to select 1 of the key issues on which to work out action plan for presentation to the whole class/group. They should seek to propose realistic commitments/pledges. Allow 20 mins for this section.
Resource
Country India
Source
Peace Child India, Bangalore
Age group
8-12 years old
Time
5 months
Introduction
This project grew out of the Be the Change! Challenge programme but instead of sustainable lifestyles the idea was to promote personal hygiene including hand-washing, brushing teeth, and bathing. The second objective was to promote a sense of civic–mindedness among the children. The target groups were primary school aged children in a deprived neighbourhood. The project is run over 4 workshops.
• Neem twigs (1 for each child)
• Photographs of people with gum disease
• Re-hydration drinks
• Pledge forms
1) Workshop One (1 hour): Go over hygiene basics and find out what the children know.
2) Workshop Two (1 hour): One month later, review the topics from Workshop One to see what they have remembered.
Discuss:
• Hand-washing – should wash hands prior to preparing and eating food, after using the toilet, taking out the garbage, touching animals, and caring for someone who is ill.
• Discuss modes of transmission and explain how not washing hands can lead to illness in themselves and others.
• Tooth brushing- Give lesson on how to brush teeth properly and discuss options for cleaning teeth when a toothbrush and toothpowder
are not available, such as salt and neem twigs. Pass around photos of people with tooth and gum disease to visually show the importance of clean teeth, and then gave each of the students a piece of neem stick to practice with. At the end of the sessions the children should pledge to teach the techniques they have learned to two other people and to continue practicing them at home.
3) Workshop Three (1 hour): Focuses on water safety.
Discuss:
• Human health and the need for water - In the first segment of the lesson the students should learn why the human body needs water to work properly, as well as the signs and symptoms of dehydration. The students should then be taught how to make a re-hydration drink.
• Ensure water is safe to drink - The second segment deals with ways of purifying water, such as boiling and filtering, as well as some ways to protect water sources from contamination.
• Distribute the pledge forms and explain to the students they must chose 5 pledges which they must keep for the next four weeks to be more healthy. They should not chose things they already do. Explain that they need to mark off their pledges every day.
• Workshop Four (20 minutes): Return to the school to see how the children did with their pledges, discuss the effect it had on them and their families. Give out certificates to those who have maintained their pledges for a month.
Country
Portugal
Source
M. Joana AlmeidaAge group
13-18 years old
Time
30-45 mins
Introduction
• This activity is designed to show how an infectious disease spreads and to demonstrate the means of infection and protection.
• It is important to emphasise that this activity is fictional.
A small slip of paper for every participant. On one paper only, put an X (for HIV infected person) in the corner. If it is a large group, on one you can put a G (for gonorrhoea) and another an S (for syphilis). On one or two put a C (for condom). Leave the others blank. Do not tell the group the significance of the letters until later.
1) Tell the participants to move around the room and collect three signatures from different people on their piece of paper.
2) After collecting signatures, everyone returns to their chairs. At this point state that this is a game but it can show us how a contagious infection can be spread.
3) Ask the person with the X to stand up. Explain that they have just found out they are HIV positive and state some infectious means (unprotected sex, sharing needles for drugs, having had a tattoo in bad conditions, rape). State reasons you feel comfortable with and say it is very private so it is not easy to find out how that person got infected nor should we think one
way is “better” than other. No one deserves to get infected.
4) Ask them to read out the 3 names they have on their paper, and ask those people to stand up, telling them that they had unprotected sex and so probably were also infected. As they stand, they can read out the names they have and those people should stand too.
5) Then ask who has the G and the S and explain that they have caught Gonorrhoa and Syphilis.
6) Then ask if anyone has a C and tell them that, since they used a condom when having sex, they can rest and sit down, because they are probably not infected.
7) Conclude by stating that although this is a game, it shows us how 40 million people got infected all over the world.
Resource 3
Country UK
Source
Peace Child International
Age group
8-15 years old
Time
10 minutes
What you need
• Measuring spoons
• Bag of sugar
• Bowl
• Apron
• Table cloth
• Actual ingredients (optional)
• Menu list.
What to do
1) Start off with a brain storming session on how we choose which food to eat/buy. Eg. taste,addictions like sugar, smell, appearance, adverts/catchy names, cooking programmes, packaging, price, special offers, celebrity endorsements, convenience, brands, size, fat, low fat, freshness, vitamin content, expiry date. Write the group’s suggestions on the board.
2) Put a circle round different groups such as Fair Trade, healthy, organic, ethical and discuss what they mean.
3) Discuss what makes food healthy
4) Ask for 2 volunteers. One will be the waiter, the other the diner.
5) Read out the menu. The more the volunteers act out the role play and make it fun with lots of commentary, the better!
6) The waiter then scoops out the sugar into the bowl.
Breakfast
• Coco Pops - 1 bowl of 10 tablespoons = 7 tsps
• Tea with sugar = 1 tsp
Break
• Kit Kat - 1 bar = 5 ½ tsps
• Can of Coke - 1 can = 7 tsps
Lunch
• Hamburger - large, with condiments, mayotype dressing, and double patty = 10 tsps
• Baked beans - small can = 2 tsps
• Tomato ketchup - 3 tsps = ¼ tsp
• Donut - yeast leavened, glazed, (13g) = 5 tsps
Tea/Supper
• Pizza - cheese, meat, vegetables, 1/8 of 12” = 5 tsps
• Tinned peas - 170 g = 5 tsps
• Fruit yoghurt - 1 carton = 4 ½ tsps
• Squash - 1 glass = 2 ½ tsps
Snack
• Apple - raw unpeeled, 23/4” (medium sized) = 5 tsps
• Bag of crisps - potato chips regular salted , 1 oz = 3 tsps
• Cup of tea - unsweetened , 8 fl oz = 0 tsp
Total - 63 ¼ teaspoons
Maximum Recommended per day
Boys - 11-14 years old
2500 calories diet
15 teaspoons
Girls - 11-14 years old
2200 calories diet
13.2 teaspoons
Conclusion
Discuss what surprised them etc.
Follow up
You have to be on your guard with sugar - especially with ready meals/packaged foods. Start looking at labels and packets.
Make your own food so you know exactly how much sugar you are using!
Resource 4
Country
Slovenia
Source
Jan Petrinja
Age group
12-25 years old
Time
1 hour
Introduction
The project, ‘O2 belongs to you’, was developed by young people and is a youth-led project. It aims to raise awareness among young people about the effects of active and passive smoking as well as looking into the ethics of the tobacco industry. The workshops are run in primary and secondary schools and universities. Because of the different age of the participants, from 12 to 25, the content of the workshops must be adjusted to suit each group.
• Acetone (nail polish remover), butane (lighterfluid), CO and CO2 (lighter), PVC (plastic bag), naphthalene (mothballs)
• A short film on The Tobacco Industry. (http://www.noexcuse.si/download/predstavitev%20o2_fakultete_19.3.07.wmv)
1) Present the various substances (acetone, butane, CO, CO2, PVC, naphthalene) that you can find in different products that you brought with you. Then you ask participants, ’In which product can you find all of these substances together?’ The answer is cigarettes. Allow 10 mins for this exercise.
2) Discuss with pupils what they think is the reason that their peers start to smoke. What is the positive thing they see in cigarettes? Write the reasons on one part of the board. On the other part of the board, write the activities one can do to get the same results (e.g. if you are nervous you can go for a massage instead of smoking). Allow 10 mins for this section.
3) Give some facts about passive smoking. Allow 5-10 mins.
4) Ask pupils about the general negative consequences of smoking and then explain some of the medical consequences. Allow 5-10 mins.
5) Tobacco Industry – show the pupils a short film and discuss some important facts about the tobacco industry. Allow 10-15 mins.
Country
Switzerland
Source
International Labour Organisation
International Programme on the Elimination of Child Labour
www.ilo.org/ipec
Age group
9 year olds +
Time
Each session is timed for 40 minutes. Some activities may be double sessions where stated.
Introduction
This activity is mainly designed for schools in countries where child labour is not a major problem. This activity encourages young people to imagine what it is like to be a child labourer working in agriculture. It involves building a profile of a child labourer on the basis of an image.
Pictures of children working in agriculture. If you have access to the internet, you will find a selection of photos specifically for this exercise on the 12 to 12 Community Portal: www.12to12. org. You can also download additional images of child labourers from the following ILO website: www.ilo.org/dcomm. Try to collect a variety of images of girls and boys of different ages working in different forms of agriculture, i.e. cocoa plantations, tobacco fields, cotton farms, fruit-picking, etc. in order to understand the full extent of the problem.
1) Split the students into groups of four or five and let each group choose an image. Using their imagination they should create a character from the image they see. Get them to think about who the child is and what sort of environment he or she lives and works in. Use questions to stimulate discussion – eg. “How old do you think the child is?”, “Which country do you think the child comes from?” etc. Encourage the groups to come up with questions of their own.
2) Ask the group to write notes and ideas about the profile of the child.Then guide the groups into a deeper analysis of the image so they enter the world of their character and relate to their situation. Ask questions that will encourage the groups to build a more personal profile of the child, for example, “What is the child’s name?”, “How long has he or she been doing this work?”, “Why is he or she working?”, “Where does he or she sleep?”, “Does the child have any friends?”, “Does the child have any time to play?”, “What are the child’s best and worst memories?” etc.
3) Ask the groups to write up their own questions and get them to be as creative and imaginative as possible in presenting their “character” to the full group. This could be in written format or they could act it out or draw the person. Develop a lively session in which the different groups can share the profile of “their” child labourer with you and the rest of the group. By the time the groups have presented their profiles, they will all have a greater understanding of what it is like to be a child labourer in agriculture and heightened their emotional awareness on the issue.
Country
Switzerland
Source
International Labour Organisation
International Programme on the Elimination of Child Labour
www.ilo.org/ipec
Age Group
9 year old +
Time
This activity can be conducted in one double teaching session or two separate teaching sessions of approximately 40 minutes.
Introduction
This follows on from the previous activity. The aim is to heighten emotional awareness of what child labour is through reflective work. First you get them to describe their own journeys to school. Then they will have to imagine the kind of day a child labourer will have. By the time the activity is completed your group will have also begun to realise and appreciate the value of going to school, and how millions of children are denied this right.
Flip chart, paper, pens
What to do
1) Invite a member of the group to share their own daily routine in preparing for school and to describe the sights, sounds and smells as they make the journey to their classroom. It may help to ask occasional questions “What do you enjoy eating for breakfast?” or “How do you get to school?” or “What do you like about your journey to school?” etc. You can also start by sharing your own journey to school.
2) Invite group to write and/ or draw a map about their journey to school. Encourage them to be as detailed and descriptive as possible and to be open about their feelings. If they are
drawing a map ask them to clearly label key features of their journey.
3) After they have completed their stories/ drawings, explain to them that for the next part of the activity they will enter the world of a child labourer. Ask each group member to study the images and stories (above) of the child labourers, and to think about their lives. Explain to them that they are to create a character of a child labourer, using the images and stories to inspire them, and then enter his/ her world as the character makes his/ her journey to work. Begin with asking the group to use their imagination to build a profile of the child. Ask them to start asking the following questions for inspiration “What is your character’s name?”, “How old is the child?”, “Which country does the child comes from?”, “Does your character have any parents, brothers, sisters or. any pets?”, “Do they enjoy going to work?”, “What would the child like to do instead of working?” etc,
4) Once they have developed their individual characters ask them to imagine that they are the character they have developed. Ask them to capture their character’s daily ritual and routine by either writing and/or drawing a map. Again, inspire them with questions “What time did your character wake up at?”, “Did he/she have a good night’s sleep?”, “Does he/she have anything to eat in the morning before going to work?”, “What is the weather and temperature like outside?” “Is he/she wearing adequate and necessary clothing?” Encourage your group to describe this journey to work in the first person and to frequently use the word “I”.
5) After your group has completed their characters’ journey encourage them to exchange/ swap their journeys with another person in the group. Depending on the time available, you could consider inviting one member of the group to share their journey to school with the whole group, and then another student to share their character’s journey to work. In many countries this activity led to the creation of a theatre performance which was shared with the entire community.
Country
Switzerland
Source
International Labour Organisation
International Programme on the Elimination of Child Labour
www.ilo.org/ipec
Age group
9 year olds +
Time
Approximately 40 minutes
Introduction
The aim of this activity is to bring to the attention of the group the extent of the problem of child labour and the importance of education. The activity gives information on key global statistics, child labour and education. Try, when possible, to combine the global statistics with national data which the group will relate to well.
(If possible do this activity outside) Make two numerical scales parallel to each other on the floor. You will need markers to set out each point on the scale, 1, 10, 20, 30 …100. You could place a photo about child labour next to each point on the scale to add visual impact.
1) Divide the students into two groups. Ask each group to stand at point 0 on the respective scales and explain the rules of the game. Explain that the aim of the activity is for them to become more familiar with the extent of the problem of child labour and they need to move along to the point on the scale where they estimate the answer to be. Explain that after each question, there will be a short discussion to reveal more information behind the figure. For each question, ask them to discuss in their groups what they think the answer is and to nominate one person to stand on the scale. Start off with some “fun” questions. eg:
Q: Out of every 100 people, how many have never made or received a phone call (answer: more than 50.)
Q: Out of every 100 people, how many have a computer? (answer: 12.)
2) Follow on with more “Serious” questions:
Introduce this part of the activity by telling the group that child labour is a violation of children’s basic rights, dignity and freedom. Roughly 1 in every 7 children is a child labourer (refer to the ILO website- What is child labour?)
Q: Out of every 100 child labourers in the world, how many are working in particularly dangerous conditions? (answer: 58).Approximately 6 out of every 10 child labourers are in occupations identified as hazardous to health and safety. A significant number of children are also involved in the worst forms of child labour such as prostitution, bonded labour, child soldiers.)
Q: Out of every 100 child labourers, how many are girls? (answer: 46). Many girls may also be involved with domestic chores for long hours.)
Q: Out of every 100 children of primary school age, how many are not enrolled in school? (answer: 10 - or 1 in 10 children). Many of the children not in school do some type of work.
Q: Out of every 100 out-of-school children, how many are living in developing countries? (answer: 95). The vast majority of out-of-school children are living in developing countries. The same is true for child labour. But it is important to remember that it is not just a “developing country” issue. Child labour and lack of access to education also affects children in industrialised countries, albeit to a lesser extent.)
Q: Of every 100 out-of-school children, how many live in rural areas? (answer: 82). The vast majority of working children– 132 million, or more than 70%– are found in rural areas.
3) At the end of the activity groups should brainstorm on what they think should be done and what they personally can do to fight against child labour.
Sources of information and statistics: ILO: www.ilo.org/ipecinfo/product/viewProduct. do;?productId=2419
UNESCO: Education For All by 2015
http://unesdoc.unesco.org/images/0015/001547/154743e.pdf
IPEC: www.ilo.org/ipec
Understanding Children’s Work (UCW): www.ucw-project.org/
(SCREAM:
Country
Switzerland
Source
International Labour Organisation
International Programme on the Elimination of Child Labour
www.ilo.org/ipec
Age group
9 year old +
Time
Three double teaching sessions
Introduction
The aim of this activity is to raise awareness and understanding on child labour and to develop in young people the ability to express their views through visual messages. The learning process includes a series of steps, from discussing the issue, sketching a message/ drawing, sharing their ideas, producing a final group sketch and then transferring the final sketch on a canvas or wall. By giving expression to the creativity of children, with the support of an art teacher, local artist and/ or a university student from an art faculty of a local university, this activity develops their communication skills and encourages them to become agents of social change.
• Drawing paper of any size and colours
• Pencils/pens
• Felt pens
• Colouring pencils and the necessary amount of acrylic paints
• Brushes
• Solvent
• Sufficient room or space is also required to produce the canvas/mural. A public space donated or authorised by the mayor/local authorities to display the banner or mural.
Start off by getting the children to think about the issue of child labour, and ask a volunteer from the group to take notes. To help them begin by asking them questions: “What does child labour mean to you?”, “Do child labourers go to school?”, “Is there child labour in our country?” Ask the group what can be done to stop child labour and what they think they can do. Split the group into smaller groups and, with the help of an art teacher or local artist, ask each group to a sketch a design they would like to see on a banner that best capitalises their opposition to child labour that best captures their message. Encourage each individual to contribute.
Once the groups’ sketches are complete, invite each group to discuss their drawings. Ask them to reflect and comment on each others’ work, and for a volunteer to write down their observations. Make sure each group is given the opportunity to speak. Based on the discussion, ask your group to come up with and agree on a title, caption and group sketch for the final banner/canvas/mural. Again, ask one volunteer to record and draw these ideas.
Session 3
After the final sketch is completed, using large marker pens, transfer the final sketch on the canvas or wall. Make sure everyone participates. After the groups have completed transferring the final sketch ask them to start painting. Organise an exhibit of the final canvas on or in the lead up to the World Day against Child Labour, held in June each year, inviting the media, the local authorities and other schools. This would be an ideal opportunity for your students to share their experiences and send a message to their community to stop child labour.
Encourage your group to visit the 12 to 12 Community Portal on child labour- www.12to12. org- to see what action other young people have taken. Once registered, your students can upload information and images regarding their activities directly onto the Portal. This will ensure that their iniatives are shared with others throughout the world.
Resource 5
Country UK
Source
LEAP - Confronting conflict
Age Group
All Aims
• To think about what factors create good communication
• To develop listening skills
• To work as a team
What you need
• A chair for each participant
• Simple two-dimensional pictures eg. a boat scene, a car or a house. A4 size. Enough for one between two.
• A piece of paper for each pair, with a pencil and something to lean on.
What to do
1) Arrange two lines of chairs back to back. Divide the group into pairs, labelling them A and B. Sit As down one side and their partners, the Bs, behind them down the other side.
2) Hand the blank sheets and pencils to the As and the drawings to the Bs, making sure that the As do not see the picture. Also make sure that each pair has a different drawing to their neighbours (it’s helpful to tell them this or they may try and listen to the person next door, who will have a completely different task!).
3) The person with the drawing must describe to the person with the paper and pencil how to draw the picture they can see in front of them. They MUST NOT show the picture, only describe it. For example “put your pencil in the top right hand corner and draw a line two thirds of the way down…” and so on. Give them ten minutes.
4) Tell everyone to stop and compare their pictures. Ask some questions like these:
What it was like for both parties?
What did they notice?
What did they have to do?
How did they work together, if at all?
Did the person drawing ask questions to clarify?
What good communication skills can we draw from this activity?
Resource 6
Country Canada
Source
Denise McdiarmidAge group
All Time
½ day to full day (activity runs while you continue with your day)
In this activity students learn what it feels like to be singled out and treated differently. Depending on the colour of their eyes, students will separated and be given certain privileges or have freedoms taken away.
1) Teacher informs students that they will partake in a human rights activity through out the day. Students will have certain rights taken away or given throughout the day. Then students are split up into group based on their eye color; brown, blue, etc. Students with blue eyes are seated at the front of the room, while the other students are seated behind them.
2) Teacher continues on with the day, but treats the blue eyed students as if they are “superior”, i.e. talks to them more nicely, smiles at them, lets them out early for recess, calls on them for answers, etc.
3) After lunch the roles are reversed, blue eyes are moved to the back and the other students are moved to the front as though they are now “superior”.
4) At the end of the day debrief with the class about what it was like to be in the different roles. Example: How did they feel when they had certain rights given to them or taken away? How did they view the other group and treat each other? Did students think it was fair to be treated differently just because of the colour of their eyes? etc.
Note: this can be a tough and controversial activity so let parents know about it ahead of time and watch closely during the activity to ensure the students do not get carried away. Also depending on the age of the students you can provide them with more or less of an introduction at the beginning of the class so that they are prepared for the activity.
Resource 7
Source
Peace Jam
Age group
All
• A circle of chairs, one less than the number of participants.
• Some statements cut into strips of paper.
Introduction
This is a well-known icebreaker but it can be adapted to initiate discussion of issues and values.
1) Arrange the chairs in a circle with everyone sitting down and one volunteer standing in the centre. The person in the centre starts by saying “the sun shines on anyone who…” and then finishes the sentence with something we can see. For example “the sun shines on anyone with brown eyes”. At this stage everyone who agrees with the statement must stand up and swap seats with someone else. There are two conditions: first that the statement must be true for the person who makes it and second, that people cannot sit in a seat next to them (unless there are not enough people standing up to do otherwise).
2) Instruct the person in the middle to complete the sentence with something you have, it might be “the sun shines on anyone who has a cat”. Continue with these statements for a while.
3) The next stage involves saying something that you believe. Eg. “The sun shines on anyone who believes that there is never an excuse for violence”. Encourage them to think hard about what they believe in.
Variation
Write statements on pieces of card. For example “…who has been involved in a conflict in the last week” or “…who has experienced prejudice” or anything to do with topics you might be
discussing later in the class. Give the person in the middle one of these each time. When they all swap around, ask the person who ends up in the middle if they would like to share their opinion on the statement. If they do not want to share, ask if any of the others who moved would like to share instead.
Country Australia Source
The Conflict Resolution Network, PO Box 1016, Chatswood NSW 2057 Australia
Time
10 minutes
Introduction
To show how frequently the concept of winning is tied to the idea of someone else losing and how this influences our approach to a task. A win/win approach, based on co-operative effort, will maximize benefits for everyone. A win/lose approach, based on competition is far more likely to result in dramatic differences in benefits.
Give no background concepts before playing the game.
1) Tell the participants that you are all going to do an exercise to get you started.
2) Ask each participant to choose a partner roughly the same size as him or herself. Then ask for a volunteer to demonstrate with the facilitator. The facilitator and the volunteer stand facing each other and take a handshake hold.
3) Tell participants that the aim of this exercise is to win as many points as you can. You score a point every time you get the other person’s hand to your hip.
4) The facilitator and a volunteer demonstrate what “getting the other person’s hand to your hip’’ means but do not engage in a struggle in front of the group. The exercise is set up in as neutral a way as possible, so that people will project onto the instructions their natural inclination.
5) Tell participants to be sure to keep count of their points. Then instruct them to begin. (If participants ask questions, simply repeat the instructions and encourage them to keep count of their points.)
6) Allow between 30 seconds and 1 minute.
7) Discuss:
Tell participants that they’re going to explore the differences in the number of points people achieved, and how they did it. Ask:
1) Who scored more than 50? Less than 10?
2) How did you do it?
3) How did you interpret ‘’you’’ in the instructions – as an individual, a pair, a group?
4) Did the idea of “winning’’ imply ‘’losing’’ as well? For someone to win, did another have to lose?
5) Who discussed it with their partner? What was discussed?
6) Who changed strategy during the exercise? Why?
7) When we’re in conflict with someone else, do we frequently approach it thinking that one person will win and the other will lose? (e.g. I told him; I put her in her place; I showed him who was boss; I didn’t let her get the better of me; I got my way; I always lose out in these sorts of problems.)
8) In conflict, are there times when we use the same approach as we did in the exercise? Are there other occasions when we use a different approach?
Explain to participants that in an exercise such as this, it is possible to interpret ‘’win’’ in a variety of ways, and to behave accordingly. Problems arise when we transfer a concept of ‘’winning over’’ – to situations where ‘’winning with’’ – would be more beneficial. ‘Winning over’’ is about one person winning, while the other loses. ‘’Winning with’’ is about co-operating so that both people obtain what they want or need. As well, we frequently behave in certain ways out of habit, rather than from choice. This means that we lose flexibility in our approach to conflict.
Resource 1
Age group
12-18 years old
Introduction
Explain to pupils that you are going to do an activity which involves standing up and sitting down (see examples below). When everyone is sitting down explain that all of the things mentioned are to do with our own behaviour and stress the fact that our own behaviour and actions are often connected to the rest of the world in some way. These connections can have both positive and negative impacts. If we are aware of what these impacts are then we can make informed decisions.
Start off with everyone standing. Then say “keep standing if…”
1) You recycle any items at your house
2) Your family buys Fair Trade products
3) You walk or cycle to school
4) Your family compost waste food
5) You have energy efficient light bulbs.
6) Someone in your family volunteers in the local community.
Ask them what all of these things have in common. Explain that they are all things we’d associate with being a ‘global citizen’. Invite pupils to give other ideas of behaviour that you might expect from a responsible global citizen.
Start off with everyone standing. Then say “sit down if…”
1) You’ve eaten chocolate in the last 24 hours
2) You’ve drunk a cup of coffee in the last 24 hours
3) You’ve drunk a cup of tea in the last 24 hours
4) You’ve eaten a banana in the last 24 hours
5) You’re wearing something made of cotton
By this time everyone should probably be sitting (most school uniforms have cotton in them). Ask them what all of these things have in common. Explain that they are all things that are traded with other parts of the world. They are therefore connected to the rest of the world by the things that they buy. This can also be used to illustrate the benefits of trade.
Ask each pupil to think of a country. Designate an area of floor space as the world and show which way is North and where the UK is. Ask pupils to stand where they think their country is in relation to the UK. Each person says which country they are. They then realign themselves in relation to each other. Check again which country they represent and make any necessary adjustments. (With younger pupils this might be done for continents). To make this more complicated for older pupils (or adults), change the orientation of the map so that Britain is at the edge of the map instead of in the middle.
Choose a photograph of someone from another part of the world. Ask your pupils to work in pairs and spend five minutes listing all the connections they can think of between themselves and that person. Discuss the similarities and differences.Encourage pupils to question their sources and choice of images. Carefully chosen pictures can be used to convey a more balanced view of other cultures and places, and similarities and differences between people and localities.
Give your pupils an outline map of e.g. Africa, and give them 10 minutes to draw on it the images that they associate with it. Discuss their choice of images (quite possibly lions, poverty, and mud huts) and offer a more balanced view of Africa, (achievements, languages, mobile phones, pop music, football, culture, history.) Pupils should learn that Africa is a continent of many countries and huge diversity. Discuss whether their views are stereotypical and why?
Country UK
Source
Sheila Tucker, Harambee Centre, Cambridge.Toss an inflatable globe around the room and ask each person who catches it to think of a connection between themselves and another part of the globe. They can show where the place is if they can. Examples might include where they have friends or relatives, where their clothes came from, where they went on holiday, where they read a book or watched a TV programme about. It takes only a few minutes to demonstrate global interdependence. This is a good activity for breaking the ice or introducing the idea of being ‘global citizens’.
Write a number of questions or tasks in boxes on a sheet of paper (e.g. find someone who: is wearing something that was made outside Europe or knows where aspirin comes from). Give each pupil a copy and ask them to go around the room until they find a different person who can answer each question. Set a time limit or finish when one person has an answer for each question. Then give the answers and discuss them. This is useful for making global links or raising issues and recognising our areas of ignorance, misconceptions and assumptions. It is very flexible and questions can be changed to suit the topic, ability and time. It is a good activity for adults, to show the relevance of these issues, and a good icebreaker.
You can add actions to the songs to make them more interactive.
Garbage, garbage, everywhere!
We don’t want to leave it there.
So we bend down and use our hands, To put it in our garbage cans.
We’ve Got the Whole World in Our Hands (to the tune of He’s Got the Whole World in His Hands)
We’ve got the whole world in our hands
We’ve got the whole wide world in our hands
We’ve got the whole world in our hands
We’ve got the whole world in our hands
We’ve got the mountains and the trees in our hands
We’ve got the rivers and the seas in our hands
We’ve got the flowers and the bees in our hands
We’ve got the whole world in our hands
We’ve got the power to reduce in our hands
We’ve got the power to reuse in our hands
We’ve got the power to recycle in our hands
We can save this beautiful land
From Creative Teachers Press
I get knocked down
I get knocked down but I get up again
The nature´s gonna kicking back 2x
Don´t throw the waste away
Don´t throw the waste away
Just separate, recycling, reusing, composting, sharing whatever, reducing…
I get knocked down but I get up again
The nature´s gonna kicking back 2x
1,2,3,4
1,2,3,4, do not drop cans on the floor
5,6,7,8 protect the world it´s not too late It´s not too late
Gimme a sec and listen to me
You can protect the world so easily Just pick up and throw it away Then we´ll all gonna be okay!
Look around you, all you see, You can use it, but please be, Cool with it, Keep it alive!
You and me
Peace and unity Together Forever
You and me, Sustainability, We´re a community
It´s better together 2x
1,2,3,4,5, We gotta keep it alive 4x
United Games Austria
Jump Down (to the tune of Pick a Bale o’Cotton)
Gonna jump down, turn around, pick a bit o’litter
Gonna jump down, turn around, pick a bit today
Gonna jump down, turn around, pick a bit o’litter
Gonna jump down, turn around, throw some trash away
Endangered Animals
(to the tune of Twinkle Twinkle Little Star)
One little elephant came out to play, Romping and stomping on a sunny day.
Two jungle tiger cubs play near their lair, Running and jumping they make quite a pair.
Three giant blue whales swim in the sea, Flipping their tails and feeling free.
Four bald eagles soar up in the sky. Higher and higher and higher they fly.
Five desert camels plod through the sand, Up hill, down, hill in this far-off land.
We’re counting animals one to five, But what can be done to keep them alive.
From Creative Teachers Press
Please Recycle (tune to Deck the Halls)
Please recycle cans and plastic,
Fa la la la la al la la la
Much less waste would be fantastic
Fa la la la la al la la la
Work together, to be cleaner
Fa la la la la al la la la
For a happy Earth that’s greener, Fa la la la la al la la la
Happy Earth Day (tune to Happy Birthday)
Happy Earth Day to you
Let’s paint the sky blue
And keep our minds open
To facts that are true
Happy Earth Day to you
Recycling makes new Things out of used-up ones
What a neat thing to do!
I’m A Little Bottle (to the tune of I’m a Little Tea Pot)
I’m a little bottle
Please take care
If you love the Earth
You’ll be aware
I can be recycled, Yes, it’s true.
Someday I may come back to you
I’m a little tin can Listen here
If you love the Earth
You’ll lend an ear
When you learn to re-use Cans like me, You cut cost of energy
1) Christian aid- www.christianaid.org.uk- click on teachers.
2) Cafod education- /www.cafod.org.uk/secondary
3) Oxfam education- www.oxfam.org.uk/education/
4) Amnesty education- /www.amnesty.org.uk
5) Action Aid- //www.actionaid.org.uk/100006/schools.html
6) Sustainable schools- www.teachernet.gov.uk/sustainableschools/
7) Campaign for nuclear disarmament-www.cnduk.org/pages/ed/ped.html
8) www.globaldimension.org.uk
9) Friends of the Earth- www.foe.co.uk/learning/educators
10) WWF- www.panda.org
11) Save the Children- www.savethechildren.org.uk
12) Send a Cow- www.sendacow.org.uk/option.asp?active_page_id=146
13) Water Aid- www.wateraid.org/uk/
14) Sustainable Schools- www.suschool.org.uk
15) Centre of Alternative Technology- www.cat.org.uk
16) Eco Schools Awards- www.eco-schools.org.uk
17) Wipe out waste- http://www.wow.sa.gov.au
18) Teach sustainability- http://www.teachsustainability.com.au
19) Science of Survival- http://survival.scienceof.com
20) Carbon detectives- www.carbondetectives.org.uk
21) Conflict Resolution- http://www.crnhq.org/pages.php?pID=77
22) War Child- www.warchild.org.uk/schools
23) International Labour Organistation- www.ilo.org, www.ilo.org/ipec, www.ilo.org/scream, www.12to12.org
Electrical things - They are not essential. Lots of people manage to live without electricity. Even though a generator is a way to make electricity - if we only have 4 things, it is not essential.
Solar Panel - Be sure to say this is a good way of producing energy - but again we are not bringing appliances because of lack of space. You can survive without electricity.
Mobile phones - We wouldn’t get a reception to earth. We won’t have electricity. You might also point out that there is scientific evidence suggesting the kind of microwave radiation that mobile phones emit have biological effects. Long exposure to mobile phones destroys cells in parts of the brain important for memory, movement and learning, resulting in illnesses such as Alzheimer’s and brain tumours.
Tooth brush - Do we all want to share 1 toothbrush? The neem tree is regarded as one of Mother Nature’s gifts to the world. In India, it is commonly found in both villages and cities. Green twigs are used as toothbrushes to combat tooth decay. Its extracts have a powerful pesticide activity and are used by both households and farmers to control a wide variety of pests.
Medicines - Ask them what medicines are made of. Where do a lot of these plants come from? Talk about the medicines that are produced from trees and plants in the rain forest. Neem leaf pastes are used to repair scarred skins arising from the effects of chicken pox. Herbal products have been used for centuries and have been effective in treating many health-related conditions.
Clothes - If we don’t bring a full set of clothes - how could we make our own? Ask where our clothes come from. Think about natural fibres that come from plants”
Cotton - Cotton is a natural fibre as it comes from a plant, and makes up nearly half of all the fibre sold in the world. The cotton seedling grows into a young plant and produces cotton bolls. The first bolls open on the lower branches, the last bolls open at the top of the plant. Then you have to clean the cotton, spin it to get thread and weave it into cloth. The seeds can be crushed to get the oil, which can be used for cooking and a wide range of other uses.
Hemp - Hemp fabric is made from the stems of a plant. The stems are dissolved. The gum or pectin is separated from the fibres which are then processed
again and woven into yarns and fabric.
Jute - Jute is a glossy fibre from a plant. It is coarser than the other fabrics and is seen most often in sacks, rope, twine, and as backing on carpeting.
Pig - Only one pig! A pig takes 3-4 yrs to grow. A piglet weighs about 25 pounds and takes about 6 months to reach the market size of 250 pounds. They are going to eat a lot of food.
Cow - Only 1 Cow. Even though it gives us milk, cheese, leather from skin - there is only 1. Cows eat a lot. It may surprise you to find out that most dairy cows eat better than you do. That’s because cows are fed a diet based on what they need to grow and produce milk. A cow eats 100 pounds feed and drinks about 225 pounds of water (30 gallons) a day. It takes 100,000 litres of water to produce 1kg of beef but only 900 litres to produce 1 kg of wheat.
Baby chickens - produce eggs - eggs turn into chickens. That is sustainable. Each hen can produce up to 300 eggs per year. They weigh about 4-5 lbs. They will eat from 100 to 120 grams of feed each day. Feathers can be used for pillows, duvets. Dung can be used as manure to go on land.
Population - The world population is now over 6 billion and is increasing by 90 million a year. Human numbers are expected to grow to between 8 and 11 billion before levelling off later in the 21st century
71% of the Earth’s surface is covered by water
29% is therefore dry land - of which:
20% of the land surface is too dry for agriculture
20% of the land surface is too cold for agriculture
20% of the land surface is too mountainous for agriculture
20% of the land surface is forested or marshy
20% of the Earth’s land surface is left available for growing food and all the other crops that we need for our ever-increasing population.
The average amount of water used per day by a person living in Countries such as Ethiopia, Gambia, or Uganda, is the same as someone in a developed country cleaning their teeth 3 times with the tap running (10 litres)
The UN says everyone needs a minimum of 20 litres a day. In the UK we use on average 150 litres per day.
Introduction
Human Needs and Human Wants
• One piece of dark brown very thick card 28 x 45cm.
• One piece of light brown very thick card A3
• Image of a piece of chocolate (page 42-43)
• 24 pieces of Velcro.
• A colour printer.
• Scissors
• Glue
What to do
1) Print out 24 piece of chocolate from pages 42-43.
2) Cut out 24 squares from the light brown card slightly larger than the image of the pieces of chocolate.
3) Glue the images of the pieces of chocolate onto the light brown card squares.
4) If you are using self adhesive velcro stick one side onto the square of chocolate and the other into position on the dark brown card to form a grid. If you are using regular Velcro use some strong glue.
• One A3 Sheet of coloured sugar paper or card.
• From Bean To Bar images, captions and board layout (page 51-53)
• A colour printer
• A laminating machine.
• Scissors and a guillotine
• Glue
1) Cut out the boxes labelled picture 1 – picture 8, step 1 – step 8 and the title.
2) Stick these pieces onto the A3 sugar paper or piece of card as on the example board and then laminate it.
3) Laminate the picture sheets and the caption sheet, then cut out the individual pieces.
1) Cocoa pods are grown from the trunk and large branches of the cocoa tree.
3) The pods are split open and the white cocoa beans are scraped out.
2) After 6 months the cocoa pods have grown up to 35cm in length. When they have turned from green to yellow they are chopped from the tree with a knife.
4) The beans are wrapped in leaves and piled in boxes which are left out in the sun for a week. The heat of the sun helps the chocolate flavour to start developing.
5) Next the beans are spread on a bamboo table to dry out, they are raked often so they dry evenly and don’t stick together in clumps.
7) Sacks of beans are shipped to a chocolate factory where they are roasted, taken from their shells and squashed.
6) The beans are sorted and put into sacks.
8) Milk and sugar are added and the mixture is shaped, cooled and wrapped and the finished bars of chocolate are ready to be sent out to supermarkets for people to eat!
Hello. My name’s Lynda. I’m 12 years old and I live in Mim, a village in Ghana. I have two brothers and four sisters. My parents are divorced and I live with my dad who is a cocoa farmer. After school I often help him in the cocoa fields, particularly during harvest time. Most of my friends’ parents are cocoa farmers too. Although my village has no running water or electricity, the young people there are like everywhere else in the world. We love music, fashion and dancing. In Ghana there are about one and a half million cocoa farmers. In the last 30 years the price they are paid for their cocoa beans has dropped right down, so they hardly make any money to live on. Sometimes they have to borrow money but it’s difficult to pay back their debts. To make things worse, there have been bush fires, and months with no rain. The cocoa tree is very tall - up to 15 metres high. When the pods are growing its vital to keep a close eye out as rats, insects and weeds can destroy them.
About ten years ago one group of cocoa farmers joined together to form a group called Kuapa Kokoo. They sell some of their cocoa through Fairtrade. This means they get more money for each sack of beans - and they know they’ll have a regular income. The Kuapa Kokoo can use the Fairtrade money for training and to buy farming tools to help with their work. They learn how to look after the environment, and grow their cocoa without using harmful chemicals. Kuapa Kokoo includes women and men - there are now far more women working in the organisation and making important decisions. There are new schools for us too – the extra money from Fairtrade can help pay for our schools fees and school books. Kuapa Kokoo trains its farmers so they know how to weigh and bag their beans. This had been a problem because some cocoa buyers would cheat the farmers by using inaccurate scales which didn’t weigh fairly.
Since we’ve been selling our cocoa through fair trade we have new pumps for clean water. My Dad and the other farmers also learn about managing their money and how to make extra money in the ‘hungry season’ when the cocoa is growing- for example by making soap from the cocoa husks, which means a waste prod-
uct is being recycled! More and more villages want to join Kuapa Kokoo, but they can’t sell all their cocoa through Fair Trade- there still isn’t enough demand for Fair Trade chocolate in the UK.
Your group will have a black plastic sack of waste to sort. Your challenge is to reuse or recycle as much as possible and reduce the amount of rubbish going into the landfill site.
1. I will wash my hands with soap/salt before eating and after going to the toilet
2. I will bathe everyday
3. I will brush my teeth
4. I will cut my fingernails and clean underneath them
5. I will not spit or blow my nose on the street
6. I will wear footwear whenever I go outside the house, especially when walking on the streets
7. I will not allow pigs, cows, or strange dogs inside my house and I will not touch animals I see in the street
8. I will hang all bed sheets and blankets out in the sun on a once a month basis
9. I will clean the house every day
10. I will separate vegetable waste and compost it, and safely and cleanly dispose of plastic. I will recycle all other types of waste. I will not throw garbage out on the streets
11. If I use the toilet in open I will cover up after with sand/soil
12. I will only drink clean filtered water
13. I will drink a glass of milk at least once every week
14. I will always keep food covered and try not to leave it out too long before eating it.
15. I will wash fruit and vegetables with safe water before eating it
16. I will make sure all meat I eat is cooked well.
17. I will not eat brightly coloured sweets or food that is not covered from roadside vendors
