Suprabha Project On Education For Sustainable Development

CONTENTS 1. Introduction 2. Theoretical Notes  Understanding Sustainable Development  The Learning Process  Facilitation Skills 3. Modules      

Getting Started Going Green – Environment Conservation Reduce, Reuse, Recycle Environment Friendly Energy Conservation New Attitude

4. References      

Living Green Programme UNESCO Website Children & Nature Network Eco – Schools Bhartiya Agro Industries Foundation (BAIF) The Energy and Resources Institute (TERI)

INTRODUCTION If the world's peoples are to enjoy a high quality of life, we have to move quickly toward a sustainable future. To do that we need to learn how to live and work in a way that protects the environment, advances social justice, and promotes economic fairness for present and future generations. Education is the critical agent of transformation in terms of changing lifestyles, attitudes and behaviour, in increasing participation in visioning and realizing a sustainable world. We can and must start educating the young at an early age. We should not make the mistake of believing that they are too young to learn. It is a well known fact that young people, particularly children learn from what they see, hear and do a lot faster than most adults. LIFE SKILLS EDUCATION Life skills education is aimed at facilitating the development of psychosocial skills that are required to deal with the demands and challenges of everyday life. Initiatives to develop and implement life skills education in schools have been undertaken in many countries around the world. Children should have the opportunity to learn life skills from their families and communities. Life skills are innumerable, and the nature and definition of life skills differ across cultures and settings. However, there is a core set of skills that are at the heart of skills-based initiatives for the promotion of the health and well being in children and adolescents. Life skills can be broadly classified into three categories. 1. COMMUNICATION AND INTERPERSONAL SKILLS This includes verbal and non-verbal communication, being an active listener and the ability to express feelings. Negotiation skills, assertiveness skills and compromising skills are components of communication and interpersonal skills. Empathy, cooperation and teamwork, and advocacy skills are also major aspects in this category. 2. DECISION-MAKING AND CRITICAL THINKING SKILLS These consist of decision-making/problem-solving and collecting information skills. It develops skills that can analyse the impact of present activities in the future. It also helps to find out alternative ways to solve problems. 3. COPING AND SELF-MANAGEMENT SKILLS These are skills for increasing internal locus of control, skills for managing feelings and skills for managing situations. This also helps to develop skills for self-awareness and self-analysis, which in turn increases self-esteem and self confidence. One such life skill is that of Education for Sustainable Development (ESD) .

EDUCATION FOR SUSTAINABLE DEVELOPMENT

ESD is fundamentally about values, with respect at the centre: respect for others, including those of present and future generations, for difference and diversity, for the environment, for the resources of the planet we inhabit. Education enables us to understand ourselves and others and our links with the wider natural and social environment, and this understanding serves as a durable basis for building respect. Along with a sense of justice, responsibility, exploration and dialogue, ESD aims to move us to adopting behaviours and practices which enable all to live a full life without being deprived of basics. ESD mirrors the concern for education of high quality, demonstrating characteristics such as: - Interdisciplinary and holistic: learning for sustainable development embedded in the whole curriculum, not as a separate subject; - Values-driven: sharing the values and principles underpinning sustainable development; - Critical thinking and problem solving: leading to confidence in addressing the dilemmas and challenges of sustainable development; - Multi-method: word, art, drama, debate, experience, different pedagogies which model the processes; - Participatory decision-making: learners participate in decisions on how they are to learn; - Locally relevant: addressing local as well as global issues, and using the language(s) which learners most commonly use. ESD is shaped by a range of perspectives from all fields of human development such as gender equality, cultural diversity and intercultural understanding, health, natural resources, climate change, rural development, sustainable urbanisation, disaster prevention and mitigation, poverty reduction, scarcity, responsibility and accountability. As future citizens of the world it is essential for children to develop an awareness and appreciation of human development in its entirety, understand the range of issues in development; and be able to use investigative, critical thinking, and problem solving skills towards the resolution of these issues.

THEORETICAL NOTES SUSTAINABLE DEVELOPMENT Sustainable development defined simply is development that meets the needs of both present and future development, equitably. As defined by UNESCO and Environmental bodies, sustainable development is the integration of social, economic and environmental factors into planning, implementation and decision-making so as to ensure that development serves present and future generations. It is very important to understand that every living thing has a place in the 'balance of nature'. This is called Biodiversity. Part of re-establishing a healthy balance for children, their families, and the environment, is to identify, synthesize and communicate the evidence about the benefits to children from having a connection to nature. Living in harmony with the environment enhances children’s cognitive flexibility, problem-solving ability, creativity, self-esteem, and self-discipline. Other benefits are more subtle and no less important: the psychological, cognitive and creative gifts that nature experience offers children. Children are smarter, more cooperative, happier and healthier when they have frequent and varied opportunities for free and unstructured association with nature. Ernest Rutherford, the first scientist to split the atom, once told his students: "If you can't explain to the person who cleans the lab floor the essence of your work, you don't know what you are doing". Thus it is very essential for children to understand in simple terms the essence of sustainable development for them to be able to comprehend the various facets that impact the environment - the world as a whole, their nation, their community and of courses their own lives. Some of the key issues that children need to understand in sustainable development are : • • • • • • •

Population & Human Resources Poverty Food Security Energy Industrialisation Ecosytem Environmental degradation

LEARNING PROCESS Learning needs to be more participatory, more activity based , more creative, more team work oriented, more stimulating for the brain and more fun to be educative for children. A learning activity has three basic parts:  the brief or introduction  the activity  the debrief BRIEF: Briefing creates a sense of excitement, fun, and adventure. It also focuses the group on the upcoming task, which could be a community building activity, a lesson on values, a service learning project, or any activity/lesson that is presented to the participants. Briefing is the facilitator's opportunity to paint a common picture for the group, giving them the information they will need to plan, set objectives, and make a successful attempt of the task. ACTIVITY: Activity which promotes teamwork, leadership skills, confidence and much more should be used . Such as  Story telling  Interactive Games  Exercises They are fun ways of doing things together and also provide physical mental and social benefits DEBRIEF/SUMMATION: Is a process for reflecting on an experience. It is the third phase of the cycle which brings out the educational and transformative value gained from an activity or lesson. FACILITATION SKILLS This training module is an activity based, learner-centred process, built on the foundation of Experiential Education (EE).

The basis of EXPERIENTIAL EDUCATION MODEL is that the learner, the participant, must DO something, be actively involved. Then after or even during the activity, the learners actively REFLECT on their experience. What did we do? What did we learn? How did I feel? The final and crucial part of the process for the learners is the discovery of how to APPLY their new knowledge or behaviour to the world they live in. Do Apply Reflect

Learning/education does not usually happen in a vacuum. Most of the time learning happens in a group. Community-building is thus an integral part of the education process. To guide this process it is important to let go of the concept of teaching and become a facilitator. The facilitator has to ensure the following Learning rather than teaching: This change is fundamental to the way one thinks of education. Education from being something that society determines for its citizens, or adults decide for their children, will have to become “seeker” oriented. Eg the classical “guru” concept of ancient India, where the guru would teach, strictly as a teacher, but with the recognition that the pupils would someday seek their own path. Teaching therefore needs to be focused on making the student a better learner, rather than filling the student with information per se. Multi-sourced and accessed: The school and the textbook no longer have the virtual monopoly they had on the child's mind. Most children have independent access to information, without “gate keepers”. Even parents can't “control” the educational exposure the child has. And this is only going to increase. The teacher now has to “compete” with other sources. The student can verify information given in the class room. Empowering : This is about about individuals and communities, questioning, visioning and making changes. It is, in that way, contrary to conventional education which is a process of a system meant for fitting people to fit in and not upset the status quo, to a process where people are empowered to change the world. Global and yet locale specific: Education today needs to give people the global perspectives and connections, at the same time enable them to interpret generic learnings in their local context, and to not only act locally, but see the wider impacts of their actions.

Capacity building : to build abilities for critical thinking and problem solving: With the onslaught of information from various sources and ever-increasing amounts of data, the issue is often of being able to select and process information, critically analyze it, and take decisions based on this. Multi-disciplinary approach : Real world problems need integrated, multidisciplinary solutions while most institutions are organized sectorally. This compartmentalization starts with school education. An important task for SD facilitator is to break these barriers, and help learners in seeing connections and the holistic linkages. Sensitivities to gender, diversity etc.: Education needs to not only be sensitive to, but also support and enhance the celebration of diversity of cultures, languages, societies, and diversity in the natural world. Participatory learning This process utilizes teaching strategies which are student centered, actively involving students in the learning process and stresses investigative research skills to help understand the social and economic implications underlying developmental issues. Most importantly, this type of approach emphasizes life skills that students will continue to use in future work and throughout their lives. Through encouraging community involvement and social responsibility, students learn how to create positive change in their community. They become empowered as learners and as a voice in the world. This training module focuses on storytelling as a key teaching strategy for achieving the objectives of education for sustainable futures. Story Telling Everyone loves a good story - especially the young people we teach. In fact, telling a story in an interesting and compelling way is an important teaching skill. This is because a good story is not only entertaining but is capable of holding student attention while they learn important concepts, attitudes and skills. Storytelling relates to current concerns about our future because most stories focus on the Earth, how it was created, and the problems that can arise when we forget the importance of living in harmony with it and each other. Storytelling can be used to explore important shared themes and visions since folktales about the relationship between the Earth and its human inhabitants have been at the heart of storytelling since earliest times. Not only do such stories offer a source of inspiration, they also contain a potential for understanding the many ways in which we value and devalue our beautiful green and blue planet. Stories provide us with practical insight into approaches to our most persistent environmental difficulties. Source: Adapted from Gersie, A. (1992) Earthtales: Storytelling in Times of Change,

MODULE – GETTING STARTED WHAT DO WE NEED TO BE HAPPY? TIME

1 hour

AIMS

To think about what we need in our lives to be happy To realise that holistic development of children is a broad concept that encompasses many elements To realise the importance of elements such as environment, family, school, play etc

MATERIALS

Draw a picture of a smiling child in the middle of a large piece of chart paper, leaving room on all sides to write on. Label the chart paper “What we need to be happy”

WORKSHEETS

Yes

PROCEDURE

Put up the chart paper somewhere in the room. Ask the participants to take a piece of paper and draw a picture of a child in the middle. It could only be a face. Ask the participants to think about the question: “What we need to be happy”. They should be encouraged to think of what makes them happy. Ask them to write down their ideas around the picture they have made. As a group ask the participants what things they have thought of, and write their suggestions onto the chart. They may want to add some of the items to their own lists. Brainstorm about all the things that are needed for us to grow up properly. Write their responses on the board. Hand out the word-search worksheets and ask them to start with the bold letters and find the word or words. The words can be read either horizontally, vertically or diagonally. Once the word-search has been completed, discuss the words they have found in the wordsearch, and what these words mean. Do all children have these things to enable them to grow properly?

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WORKSHEET 01 WORD SEARCH – WHAT DO WE NEED TO BE HAPPY? Hidden in the grid below are 12 things that all children need to grow up properly. Can you find them Each word starts with a bold letter IN RED. diagonal

The words are horizontal vertical or

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Write the words here __________, ___________, ______________, ___________, ___________, __________, ___________, ______________, ___________, ___________, __________, ___________ Ans : Rest, Warmth, Care, Protection, Food, Family, Love, Air, Play, Water, Environment, Knowledge.

MODULE – BASIC NEEDS HOW IMPORTANT ARE OUR NEEDS? TIME

1 hour

AIMS

To think about how much we need certain things in our lives To realise that the importance people place on a need can vary To appreciate different points of view

MATERIAL

Photocopies of one worksheet per participant, black/white board, chalk/markers

WORKSHEETS

Yes

PROCEDURE

Give out the worksheets and read out the list of fifteen words. Then ask the children to mark the answers in the grid. (If you cannot have the worksheet photocopied, simply write the 15 words on the board. The participants should read through the list carefully. They should cross out the five things which they think are least important in their lives. In other words if they had to give up five things from the list, which five things would they choose. They then have to write out the remaining 10 words in column B. From Column B they have to again cross the five least important needs. They will be left with five things, which they should write in the final column. Write the list in Column A on the board, read each item one by one and ask the participants to raise their hands if they had included that need in their final list. Record the responses and have a brief discussion on them. and discuss the importance of each in the participant’s life.

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WORKSHEET 02 Carefully read through the list of words in column A. Decide which five things are the least important in your life i.e. you could do without them if you had to. Cross them off the list and write the remaining ten things in column B. Then cross off five things that you could do without from this new list, and write the remaining five in column C.

Column A

Column B

Friends fashionable clothes Clean Water Toys Clean air Holidays Telephone Education Sweets Clean food Shelter Health Computer Family Television

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fashionable clothes � clean water � toys � � religion � � holidays � � telephone � � � education � � � sweets � � � clean food � � � shelter � � � healthcare � � computer � � family and friends � cold drinks � television �

Compare your final list with the person sitting next to you, and explain to them why you chose those five things. If you had to do without one of the things in your final list, which one would you choose? __________________ How do you think it would affect your life? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _________ _______________________________________________________________ ___

MODULE - GO GREEN Chapter 1 TIME

1 hour

AIMS

To understand the concept of conservation To understand the link between tree planting & conservation

MATERIALS

Mother Nature A thought provoking story on conservation of nature through planting of trees. N.G. Hegde, BAIF Nature Series for children

PROCEDURE

Story telling Explain the concepts, the process, its importance, and briefly discussing it to ensure everyone understands it.

Chapter 2 TIME

1 hour

AIMS balance

To find out how nature’s elements exist in To learn about food chain and the food web

MATERIALS

Food Chain & Food Web

PROCEDURE

Information Sharing, simulation models Explain the concepts, the process, interrelationships between living organisms and their environment and its importance.

Chapter 3 TIME

1 hour

AIMS balance

To find out how nature’s elements exist in To learn about ecosystems, biomes, ecotones, etc

MATERIALS

What are ECOSYSTEMS, Biomes, Ecotones, and more... Richa Sharma, Terrapin publication from TERI

PROCEDURE

Information Sharing Explain the concepts, the process, its importance, and briefly discussing it to ensure everyone understands it.

ENVIRONMENT CONSERVATION Earth is the only planet in our solar system that has environments that support animal and plant life. Earth’s environments exist under a thin layer of protective gases called the atmosphere. Environments are shaped by many factors, one of which is weather. An environment is a collection of all the animals and plants in a specific area of land or water. Examples of environments are deserts, grasslands, forests, and oceans. Scientists also refer to environments as ecosystems. A physical environment is made up of elements such as the atmosphere, climate, land, and water. The biological environment includes animals, plants, and bacteria. Both the physical and biological environments are connected to each other and can never be separated. Different types of environments exist all over our planet. Each type of environment has its own special weather, plants and animals, water supply, minerals, and other resources. Everything is in balance. Life in that environment depends on all its resources for survival. If any of the resources are removed too fast or removed completely, it destroys the balance. When an environment is out of balance, many living things may have trouble surviving. Conserving and preserving biodiversity will help ensure a healthy planet for all living things. What is Conservation? Conservation is the wise use of natural resources (nutrients, minerals, water, plants, animals, etc.) and cultural resources (different groups of people from different parts of the world). It also includes protecting resources that make up a habitat or environment. Conservation is important to make certain changes don’t happen too quickly. Rapid change can force animals, plants, places, or people to become endangered or extinct. Natural resources are things in nature that we use. Some of these things - like water, air, and wood - are easy to identify. Some resources are not so obvious. A good example is oil (petroleum). Oil is used to make gasoline for cars and trucks. Oil is also important in making plastics. Plastics are used in countless things including TVs, computers, and cars. Another “hidden resource” is sand. Different sands are melted to make glass. Glass is used to make windows, bottles, jars, and many other common items. Cultural resources such as stories, sacred ceremonies, and foods are valuable. They are important in preserving the planet’s diversity.

FOOD CHAIN AND FOOD WEB Interrelationships between living organisms and their environment are complex and interdependent. All organisms are part of complex food webs that include both plants and animals. The predator-prey inter-relationship is common. Some species are highly dependent on others (for example, giraffe and zebra can eat only certain species of grasses/trees) while others are so closely linked that their survival may be dependent on just a single species (for example, there exists a species of wasp that nests only in the fruit of a type of fig tree and is the only insect that can pollinate the flowers of the tree). Critical ideas • All organisms, both land based and aquatic, are interconnected by their need for food. • The network of interactions is referred to and represented as a food web. • Food webs can be used to illustrate the interdependence of organisms in a particular environment. • A food web typically describes the feeding relationships, beginning with species capable of producing ‘food’ from an energy source and organic materials (i.e. plants) connected to the animals that eat them and then the animals that eat those animals and so on. Relationships other than the ‘predator–prey’ feeding relationship do exist. • Models and simulations provide useful visual representations which can be used to build understanding of the various interactions that take place between living things in their environment. For example, simulations can show the effects of altering conditions like weather.

MODULE - REDUCE, REUSE, RECYCLE

Chapter 1 TIME

1 hour

AIMS

To find out what are the 3Rs of environment To learn about how to keep our earth clean

MATERIALS

What are Landfills, Vermicomposting, Recycling, and More… Richa Sharma, Terrapin publication from TERI

PROCEDURE

Information sharing Explain the concepts, the process, its importance, and briefly discussing it to ensure everyone understands it.

Chapter 2 TIME

1 hour

AIMS

To learn about Waste Management To know ways on how to implement the 3Rs

MATERIALS

Waste Management - Ways to implement the 3Rs

PROCEDURE

Information sharing Explain the concepts, the process, its importance, and briefly discussing it to ensure everyone understands it.

Waste Management Three great ways WE can eliminate waste and protect our environment!

Waste, and how we choose to handle it, affects our world's environment -- that's OUR environment, everything that surrounds us including the air, water, land, plants, and man-made things. Since we know that we need a healthy environment for our own health and happiness, we need to understand why effective waste management is so important. The waste we create has to be carefully controlled to be sure that it does not harm our environment and our health. What exactly is "waste"? Simply speaking, waste is anything discarded, rejected, surplus, abandoned, or otherwise released into the environment in a manner (or quantity) that could have an impact on that environment. How can you help? You can help by learning about and PRACTICING the three R's of waste management: Reduce, reuse, and recycle! Practicing all three of these activities every day is not only important for a healthy environment, but it can also be fun too. So let's take a minute right now to learn more about waste and waste management, so you can become a key player in making our world a safe and healthy place. Reduce Reduce/Reduction: to make something smaller or use less, resulting in a smaller amount of waste. "Source reduction" is reducing waste before you purchase it, or by purchasing products that are not wasteful in their packaging or use. A key part of waste "reduction" is "conservation" - using natural resources wisely, and using less than usual in order avoid waste. You can practice reduction by selecting products that do not have to be added to landfills or the waste stream in general. This is really easy to do... •

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First and foremost, buy and use less! So buy only what you need and use all of what you buy. Or make sure that when you are through with something, you pass it along to other people who can continue to put it to good use. Start making wise "package" selections. You can reduce waste by selecting products that are not wasteful in their "packaging". The package surrounding the product really only needs to be designed to protect the product from damage, keep it clean and sanitary, and So keep the following package-related tips in mind no matter what you are buying: Purchase products in materials/packaging that can be readily recycled. Flashy and fun packaging costs more, usually adds little or no value to the product, and (worst of all!) can do considerable harm to our environment by creating more waste or waste disposal difficulties. So whenever you have choice, put plain and recyclable packages high on your list to reduce packaging waste in our environment.

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Avoid single-serve containers whenever possible. You can buy juice or water in large recyclable bottles or cans and then divide it up into smaller portions in reusable, washable containers as you need it at home or to take with you. And if you want to take juice or water with you just take it along in your own reusable bottle. With regard to buying bottled water, first determine if you really even need to buy bottled (packaged) water. City water (and clean well water) is usually just as healthy, much cheaper, and may even be safer than bottled water products. Think BIG! Buying in "bulk" (a large amount that is not divided into separate containers) gives you the best "product to package" ratio. Many stores allow shoppers to scoop out the amount they need of bulk goods like nuts or coffee. This considerably reduces waste and packaging materials. Or you can buy in bulk by selecting bigger quantities in a single box or package -- for example, buy the largest box of toothpaste, dishwasher detergent, or cereal, rather than a series of small boxes. This not only reduces the waste (from having to throw out the old containers) but it will also save you money. Packaging is expensive, so buying in larger volumes reduces the unit cost. Refuse store bags! When you buy one or two items at a store, carry them out in your hands; or take a reusable bag with you to carry the items you buy. And don't forget to take your old plastic and paper bags back to the grocery store for reuse or recycling. Most grocery stores have convenient paper and plastic recycling bins located near the entrance. Use durable goods items rather than disposable items whenever possible and longer. Durable goods are sturdy things like furniture or household appliances that can (and should) be used for many years. You can save money and reduce waste by keeping these items longer and repairing them when they break, rather than buying new ones. Start a garden. Food that you grow yourself does not have to be "processed" or "packaged", and no fossil fuels are needed to get it to the store and then to your house. Start a compost or vermiculture to transform your household garbage (food wastes, coffee grounds, etc), into a rich earth-like material that can be added to a garden to help plants grow. Grass, leaves, paper, and some other types of food can naturally decay and turn into compost, and that compost can then be put to good use in your garden.

Reuse You can "reuse" materials in their original form instead of throwing them away, or pass those materials on to others who could use them too! Remember, one man's trash is another man's treasure! Here are some examples of reuse ... • •

Take along washable cups or travel mugs instead of disposables; a lot of restaurants and convenient stores will be glad to fill or refill your own mug. When you do use disposables like plastic cups, plates, utensils, and plastic food storage bags, don't throw them away! Wash and reuse them -- most of them will last for a long time with many uses. They may not cost much to

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replace, but it doesn't make any more sense to throw away those things than it does to throw away your bicycle after one use. And speaking of bicycles (or other durable goods like washers, dryers, etc.) -why not repair them rather than replace them when they break? This is another form of "reuse". New is not always better, nor it is always necessary. You'll be helping your environment, but your pocketbook will thank you too! When you do decide to replace something large and "reusable", be sure to donate the old one to charitable outlets or needy people. Most of the time the item can be repaired by those groups, and then redistributed into other homes rather than landfills. Use cloth gift bags and stop ripping the paper off gifts! If you remove the wrapping paper carefully, you can use it again, and there's nothing wrong with doing just that! And don't forget to use canvas or cloth bags when shopping so you don't need to make the choice between "paper or plastic." Use washable table napkins instead of paper napkins -- cloth napkins are usually much larger and more absorbent than paper products, and they can dress up your dinner table too!

Recycle Recycling occurs when you save and take reusable materials to places where they can be remade into either the same product or new products, rather than to just toss them in the trash. Making new items from recycled ones also takes fewer energy and other resources than making products from brand new materials. •

Just about anything in your home (or office or school, etc.) that cannot be reused CAN be recycled into something else. You'd be amazed what can be done with a recycled product ...a recycled soda bottle, for example, can be made into T-shirts, combs, or hundreds of other plastic goods that can be used for many years. Even your brand new computer case might be made from ordinary recycled plastics. And paper products can take on different forms as well -- an old phone book or coloring book might become one of your school books or a composition notebook.

Your recycling mission is not impossible! In fact, it is very simple: Don't throw away anything that can be recycled! Some of the items will require special handling procedures and special recycling places or events. But a lot of the others are quite simple. Now isn't that easy? There is so much that YOU can do with very little effort. And the best part is you will probably save yourself a lot of money while you are at it!

MODULE - ENVIRONMENT FRIENDLY Chapter 1 TIME

1 hour

AIMS

To understand the concept of pollution

MATERIALS

Appu and his Pet Puppy An absorbing story in colourful comic strips that highlights the harmful effects of river pollution. Source : BAIF publication - Nature Series for children

PROCEDURE

Story telling Discuss the concept of pollution, different types of pollution and similar examples observed by the children themselves

Chapter 2 TIME

1 hour

AIMS protection

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To learn on how to protect the environment MATERIALS

Let us protect the environment Source : BAIF publication - Nature Series for children

PROCEDURE

Information sharing Explain the concepts, the process, its importance, and briefly discussing it to ensure everyone understands it.

MODULE - ENERGY CONSERVATION Chapter 1 TIME

1 hour

AIMS

To create awareness of energy conservation To discuss alternative uses of energy

MATERIALS

Bioenergy : The dependable source for the future Source : BAIF publication - Nature Series for children

PROCEDURE

Information sharing Explain the concept of bioenergy, its process and its importance for everyone.

Chapter 2 TIME

1 hour

AIMS

To understand green technology To find out how green technology can power the world.

MATERIALS

What are Wind Power, Solar Power, Hydro Power and more ….. Source : Terrapin publication from TERI

PROCEDURE

Information sharing Discuss the different types of energies, their sources, their availability and need for conservation.

MODULE - NEW ATTITUDE WHAT DIFFERENCE CAN I MAKE? TIME

1 hour

AIMS

To reflect on when we can make a difference To think about who brings about change

MATERIALS & PREPARATION

Photocopy the worksheet for each participant

WORKSHEETS

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PROCEDURE

Hand out the worksheets to all the participants. Ask them to read through the list to themselves. Read the list out, asking for volunteers to explain what each phrase means, and briefly discussing it to ensure everyone understands it. Tell the participants that they have to think about each item on the list in turn, and decide whether they have a chance of making a difference either: • on their own • with the help of a few others • with the help of many others • there is little chance of making a difference Ask the participants to compare their ideas with their partner. Are they the same? Where do they differ? If possible, allow two pairs to join together and discuss their choices.

WORKSHEET 03 What difference can I make? Read through the following list and discuss what each item means. Decide whether you have any chance of making a difference either: a. on your own b. with the help of a few others c. with the help of many others d. There is little chance of making a difference Write down each item in the place on the chart below:? On my own

With help from few

Preventing war

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Preventing global warming

Preventing graffiti & litter in school Help in planting trees Keeping a tidy bedroom

Clearing litter from the streets

Conserve energy

Having a quiet neighbourhood

Maintaining a clean neighbourhood Respect all living beings Stopping the bullying of a child

Helping members of the family

Preventing mistreatment of animals Use alternative energy sources