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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)
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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 economicfairness 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 SKILLSThese 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)
.
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EDUCATION FOR SUSTAINABLE DEVELOPMENT
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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 thedilemmas 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.
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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 andEnvironmental 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 childrens 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
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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).
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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 ofeducation. 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 tocompete 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 impactsof their actions.
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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.
Participatorylearning
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 onthe 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,
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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 onall 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.
o 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.
o
Ask the participants to think about the question:What we need to be happy.
o They should be encouraged to think of what
makes them happy. Ask them to write down
their ideas around the picture they have made.
o 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.
o Brainstorm about all the things that are needed
for us to grow up properly. Write their responses
on the board.o 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.
o Once the word-search has been completed,
discuss the words they have found in the word-
search, 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. The words are horizontal vertical or
diagonal
M R T W X S A V C L E
N Y E S F C R D N D N
W K I S H H O I O J V
C A R E T O Q N V E I
Z F R L F O K O G P R
D F A M I L Y P B L O
C V R J T L A I R A N
H T L A E H M N O Y M
P R O T E C T I O N E
U T V P Z W A T E R N
K N O W L E D G E F T
Write the words here
__________, ___________, ______________, ___________, ___________,
__________, ___________, ______________, ___________, ___________,
__________, ___________
Ans : Rest, Warmth, Care, Protection, Food, Family, Love, Air, Play, Water,
Environment, Knowledge.
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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 leastimportantin 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 discussionon them. and discuss the importance of each in
the participants 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 offfive things that you could do without from this new list, and write the remaining five
in column C.
Column A Column B Column C
Friends
fashionable clothes
Clean Water
Toys
Clean air
Holidays
Telephone
Education
Sweets
Clean food
Shelter
Health
Computer
FamilyTelevision
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?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________
__________________________________________________________________
fashionable clothes clean water toys religion holidays telephone education sweets clean food shelter
healthcare computer family and friendscold drinks television
fashionable clothes clean water toys religion holidays telephone education sweets clean food shelter
healthcare computer family and friendscold drinks television
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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 NatureA 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 To find out how natures elements exist in
balance
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.
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Chapter 3
TIME 1 hour
AIMS To find out how natures elements exist in
balance
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.
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ENVIRONMENT CONSERVATION
Earth is the only planet in our solar system that has environments that support animal and
plant life. Earths 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 andplants 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 ofnatural 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 dont happen too quickly. Rapid
change can force animals,plants, places, or people to become endangered orextinct.
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 isused 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 planets diversity.
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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 ofgrasses/trees) while others are so closely linked that their survival may be dependent on
ust 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 predatorprey 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
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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 sharingExplain 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!
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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 wastewe 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 asmaller amount of waste. "Source reduction" is reducing waste before you
purchase it, or by purchasing products that are not wasteful in their packagingor 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...
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.
http://kids.niehs.nih.gov/recycle.htm#reducehttp://kids.niehs.nih.gov/recycle.htm#reusehttp://kids.niehs.nih.gov/recycle.htm#reusehttp://kids.niehs.nih.gov/recycle.htm#recyclehttp://kids.niehs.nih.gov/recycle.htm#recyclehttp://kids.niehs.nih.gov/recycle.htm#reducehttp://kids.niehs.nih.gov/recycle.htm#reusehttp://kids.niehs.nih.gov/recycle.htm#recyclehttp://kids.niehs.nih.gov/recycle.htm#recycle8/14/2019 Suprabha Project on Education for Sustainable Development
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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 wellwater) 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 saveyou 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 candress 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 bedone 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!
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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 thathighlights 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 To understand - What is environmental
protection 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 ensureeveryone understands it.
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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 thefuture
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.
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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 & Photocopy the worksheet for each participantPREPARATION
WORKSHEETS Yes
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 withtheir partner. Are they the same? Where do they
differ? If possible, allow two pairs to join
together and discuss their choices.
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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 With help from
many
No chance
Preventing war 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
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