1 OI Pometun, OV Onoprienko AD Tsymbalaru MY HAPPY PLANET LESSONS FOR SUSTAINABLE DEVELOPMENT 34 Class Kyiv Publishing House "Education" 2011 Introducing materials for schools Grade 3-4 This material is meant as a teaser to give a feel for what a GAP material for schools lower grades looks like. It is based on the TDP experience in Ukraine and is only a sample – not all topics are included. To get an idea of how this GAP material works; o the book is divided into chapters starting with an introduction to what a happy planet looks like o then you get to take a look at your own lifestyle by filling in a questionnaire o all the way through the book you are encouraged to work together with your peers and help each other as well as present thoughts, ideas and drawings to each other o you find suggestions of exercises but without longer texts which are context depending and therefore not so relevant o in the book you meet different topics like Air, Water, Garbage etc o at the end of the program you look back to see what steps and changes you have taken during the program o several exercises encourage the students to talk to their parents or even do actions at home and in that sense also the family/household gets involved. Please take a look and enjoy!
LESSONS FOR SUSTAINABLE DEVELOPMENT Pupils material for class 3-4. A textbook exerpt from the project Education for Sustainable development in Action. A colaboration between Teachers for emocracy and Partnership and Global Action Plan international 2009-2012.
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Transcript
1
OI Pometun, OV Onoprienko AD Tsymbalaru
MY
HAPPY PLANET
LESSONS FOR SUSTAINABLE DEVELOPMENT
3-‐4 Class
Kyiv Publishing House "Education" 2011
Introducing materials for schools Grade 3-4 This material is meant as a teaser to give a feel for what a GAP material for schools lower grades looks like. It is based on the TDP experience in Ukraine and is only a sample – not all topics are included. To get an idea of how this GAP material works;
o the book is divided into chapters starting with an introduction to what a happy planet looks like o then you get to take a look at your own lifestyle by filling in a questionnaire o all the way through the book you are encouraged to work together with your peers and help
each other as well as present thoughts, ideas and drawings to each other o you find suggestions of exercises but without longer texts which are context depending and
therefore not so relevant o in the book you meet different topics like Air, Water, Garbage etc o at the end of the program you look back to see what steps and changes you have taken
during the program o several exercises encourage the students to talk to their parents or even do actions at home
and in that sense also the family/household gets involved.
Please take a look and enjoy!
2
Topic 1 – EARTH, A HAPPY PLANET?
Together with a classroom neighbour discuss what natural resources that are important to meet vital human needs – what do we humans need to live. Make a small list of such needs. Is it someone that provides these resources? How does our planet Earth provide for our needs? What, in your opinion, does the Earth need?
Perhaps you think that for a human to have a happy life important things are blue skies, clean air, diversity of plants, and clean rivers – and that would give a happy and satisfied planet. Imagine what a happy planet looks like and draw it. Show your picture to your classmates.
Read the below and think about 2-‐3 questions, beginning with the words: "Why...?" "Why...?", "For what purpose...?", "What were the consequences...?" "What if...? ". Ask a question to your classmates and hear their answers.
Text…about planet Earth omitted Work together with a classroom neighbour; select and sign «V» of those actions that make the planet happy. Compare your answers with the answers of your classmates. Air pollution emissions from the chimneys of factories
Using an electric car Deforestation Pumping sewage into rivers
Efficient water use Clean-‐up wells and rivers
Planting trees Destruction of weeds chemicals
Burning garbage Recycling paper Using modern weapons
Finish the sentences below. Compare your ideas with your classmates.
Text… unfinished sentences about what makes the Earth happy omitted
Write down in a notebook the continuation of sentences in the previous task. Share the information you have talked about in the classroom with your parents. Show them your picture of the happy planet. Maybe it will help the members of your family act to make the planet smile?!
To help the planet, it is good to explore your own everyday habits. We invite you to answer a questionnaire below. Mark how often you do the actions below – almost never – 1, sometimes – 2, about half – 3, quite often – 4, almost always – 5. Also mark yes or no, where appropriate.
Discuss the results of your work with your classmates: what did you find interesting – the questions, the way you were working in the class – and how it was to involve your parents in the work you did? What do you think we can do to show the planet respect and humanity?
Think about your favourite hero in books, cartoons or games and how that hero and you might help the planet. Draw a picture of your hero.
Audit 1. We watch water I do not leave the tap running all the time when brushing my teeth
1 2 3 4 5
Washing the dishes, I take a bowl and then quickly rinse it
1 2 3 4 5
I try to keep the water trickling, not flowing 1 2 3 4 5 2. And I get clean When I take a shower, then A) I do it for 5 min Yes No B) I do it for 15 minutes Yes No I often take a bath to relax Yes No 3. Recycling paper I collect used paper because I can write on the back
1 2 3 4 5
I use my notebooks until they are finished 1 2 3 4 5 4. Long-‐term use I give books and toys I don’t use anymore to other kids
1 2 3 4 5
My family uses plastic bags and bottles several times -‐ for storing and carrying, instead of throwing them away directly
Yes No
I feed birds and animals with leftovers Yes No 5. When I'm not in the room I turn off the light in the room when no one is there
1 2 3 4 5
I turn off appliances that are not used 1 2 3 4 5 6. Keeping warm I check so that doors and windows are closed during the cold season
Before you read the text below, try to figure out what Domovichok wants to tell the children. (Domovichok is a fairy-‐tale character that helps keep things in order.)
Text about Domovichok and the children… omitted
Now that you have read the story about Domovichok, discuss whether your predictions came true.
Having heard the story about Domovychka, Tarasik and Galinka they prepared a table. Try it – and determine what you know about water. Put a “V-‐sign” by the statements with which you agree. Explain your choices and compare your answers with the answers of your classmates.
1. The major portion of the Earth's surface is covered by fresh water
2. The amount of fresh water on the planet is much less than saltwater
3. In many countries there is a lack of fresh water
4. Ukraine has enough drinking water for all residents
5. For watering the garden it is best to use potable water
6. Tap water is flowing at a speed of 3-‐4 litres per minute
7. Industries and companies don’t pollute the water
8. Without water, life is impossible on Earth
9. Everybody need to check that no water is poured unnecessarily
In the pictures there are some examples from the every day life where water is important for humans – and therefore water conservation needs your attention. Consider the situations presented in the figures, and suggest, how to use water wisely.
Here are some traditional sayings – explain what they really mean. Text…six short sayings, omitted
Share the information you got at class with your parents and explore together how much water is used in your family. A suggestion is to fill in the form together with your parents.
Text…tips on how to engage your parents, omitted Places in the household where we use water
Why we use water The amount of water that was spent during one day
Imagine this situation. Your family is preparing to wash the car with a hose in your yard at home. What in this situation can you offer to help preserve water? Put a “V-‐sign” by the statements with which you agree. Explain your choice. Compare your answers with the answers of your classmates.
Text, five statements… omitted
Now you have met Domovychok, Galinka and Tarasik and listened to their research and conclusions. Get together in your group and tell each other about your results answering the questions below.
Text…three questions from Domovychok, omitted
Domovychok is delighted that his new friends treats water issues seriously. He suggests and maybe challenges you a bit to change your habits and become true masters of the planet, while enjoying her fantastic treasures. Domovychok urges children to get “on board” and kick-‐start.
Work in a group and select one of the actions proposed by Domovychok, read about it and tell the other students of your group about the action.
A thin trickle Text on why it is helpful to have thin trickling stream of water… omitted
At the first glance the listed actions above might not seem efficient enough to actually fix the problem of water conservation. However even small things make a big difference when we all do them.
Choose one of the actions that you would like to do and just start!
1. Open the tap. Reduce the water stream to just a small stream.
Time for an excursion; together, teacher and classmates can go and visit the waters in your neighbourhood -‐ ponds, rivers, lakes, springs, wells, marshes, streams, etc..
Text about what to bring with you and what to look for when going to the excursion… omitted To ensure that your can make conclusions on the state of the water; bring clean utensils for collecting the water and then you can watch it in a microscope back in your classroom. Record the results of research in a notebook.
Make a report based on the findings from the excursion – make graphics to show in an exhibition, newspaper, presentations or other ways to show your result to others. Divide into groups prepare reports together. Presents the results of your experiments and findings to students from other classes and parents.
HOW TO GET YOUR FRIENDS GOING Read text and think about what you can tell Domovichku.
Text, omitted
Get together in your groups and tell each other what changes you have made in your lifestyle and behaviour. Then a person from each group presents what issues and actions you as a group think are the most interesting aha-‐moments and/or changes in your behaviour you noticed.
Discuss with the whole class: Text… omitted Probably you have learned a lot working on water questions by now. Why don’t you tell and tip others – you can do that by developing your own project "Water -‐ a precious gift to the world." This, for example, could be a letter to a children's magazine encourage the children in Ukraine to care for water. The letter can for example tell why water conservation is important and you could also tell something about what you found interesting during this topic. Things that might have been useful to you might also be useful to others.
You can also make small flyers or posters that would remind everyone about the value of water and call for its preservation. These leaflets and posters can be placed in the school and at home. Discuss with your classmates in a group. What changes have occurred in your lifestyle and behaviour? What new ideas did you get to conserve water? And what to do for making that possible? END OF TEASER