1_ Give shape to nature.

Transcripción

1
OBJECTIVES
YEARS
OLD
1
2
OBJECTIVES
Have respectful and caring attitudes towards the Earth.
Acknowledge that boys and girls also take care of the Earth.
,,
Let’s have a look at the photograph, what can we see?
DEVELOPMENT OF THE ACTIVITY
YEARS
OLD
1
2
Highlight our relationship with the Earth and its natural resources.
Discover more fair and sustainable alternatives in our way of relating to environment.
,,
Let’s have a look at the photograph, what can we see?
1_ Give shape to nature. The class will be divided in groups and each member of it will have to represent one of the following elements with clay: water, a tree, fruits, vege-
1_ The Earth asks us for help. The class is divided in four groups. Each group will represent one of the following roles: a) A river. Each day you experiment how toxic was-
tables or animals. They will have to imagine that the element made with clay is a present for someone, so they have to do it with love.
tes arrive to your waters and pollute it. People waste your water and throw trash in it without regard. 2) A forest. The felling of trees is reducing your vegetation and the species
that need them to survive. People do barbecues and fires inside you, endangering your life. C) Fishes. Intensive fishing is reducing the number of species with whom you live
together in the ocean. d) An endangered specie of elephant. You had to migrate to look for water. They will have to imagine a short story in which they express how they feel.
2_ Presents from nature. Now they are told to sit in a big circle and to close their eyes. They will have to give the piece of clay to someone. Once the teacher touches someone’s shoulder they will have to open their eyes, stand up and leave the clay figure behind someone they want (without his/her knowledge). Then, that child will touch another one
and this one will repeat the same process of leaving the clay figure behind someone that still doesn’t have one. This procedure keeps going on until everyone has stood up and
left their figure behind someone. Then, they will open their eyes and see the present they have behind them. Since it is a present, they have to take care of it. Now, they reflect
all together on the meanings of these presents. Why are trees, rivers, vegetables and so on, presents from nature? How would our lives be without them? Could you imagine
a life without those gifts?
2_ORehearsing alternatives. What have you learned from this exercise? Have you ever thought about the Earth and its elements as something with life of its own? How is
your relationship with the Earth? What can we do to make it better?
Now, they will be given a few examples: 1. Recycle paper. 2. Always turn off the lights of your room. 3. Recycle trash. 4. Save water in the shower. 5. Don’t waste food. 6. Recycle plastic. 7. Unplug the electronic devices when you are not using them. Then, they continue the list all together.
3_ Appreciation. Now, every child will hold their present and, one at the time, will give an appreciation message. For example:” Thank you for this tree, I will enjoy its shadows
andOfruits and take care of it so other people can enjoy this present too.”
3_ The three “R” game. Reduce, recycle and reuse. The class will be divided into groups of six people and in each groups they will form three couples. Each couple will
establish a list of things inside each “R”. Once each couple has its list with the three “R” the game will begin.
4_ Reflection all together. Did you ever think about the Earth and its elements as something with a life of its own? What elements of nature do we have near? How is our reThe first couple starts by drawing the first action they have decided for the “R”, the other two couples of the group will have to guess what action it is. If they guess it, it will be
their turn and they will repeat the same process of the first couple. They will continue until each group finishes all the action they had in their list.
lationship with them? What can we do daily to take care of nature so others can enjoy it too?
Now, they will be given a few examples: 1. Recycle paper. 2. Always turn off the lights of your room. 3. Recycle trash. 4. Save water in the shower. 5. Don’t waste food. 6. Recycle
plastic. 7. Unplug the electronic devices when you are not using them. 8. Take care of the streets, parks and gardens.
A WORLD OF ALTERNATIVES TO CHANGE THE WORLD, WHERE DO WE START FROM?
5_ The three “R” game. To conclude the activity, they will be given materials to recycle such as cardboards, newspapers and so on. Each person will form a letter “R”. They
are told that they have to form an “R” because it stands for “recycle”, “reuse”, “reduce” and we add a forth “R” for “relationship”. Now they are asked how they want their relationship with the Earth to be. For example: a relationship of care, love, respect, commitment, friendship, attention… and now they have to add their own words.
To conclude the activity,
1 they will
2 be given
3 materials
4 to recycle. Each person will form a letter “R”. They are told that they have to form an “R” because it stands for “recycle”, “reuse”,
“reduce” and we add a forth “R” for “relationship”. Now they are asked how they want their relationship with the Earth to be. For example: A relationship of care, love, respect, com1
2and now3they have
4to add their own words.
mitment, friendship, attention…
1
2
3
4
Finally, they will create the “R” tree. On a poster they will stick all the letters giving a shape of a tree (the shape can be drawn previously with a pencil so the children only have
to follow the form). Each time that someone sticks their letter they will have to say a commitment they want to take to take care of the Earth. The poster will be titled: Less is more.
To conclude, they will have an activity in which they have to build the “R” tree. On a poster they will stick all the letters giving a shape of a tree. Each time that someone sticks
their letter they will have to say a commitment they want to take to take care of the Earth. The poster will be titled: Less is more.
OBJECTIVES 1
2
Analyze some fundamental elements that destroy environment.
3
Understand the importance of the consequences of the way we have to relate with nature and look for alternatives.
,,
Let’s have a look at the poster, what can we see?
1_ The teacher will begin by reading the following text: “The Earth is being destroyed. Our development models and lifestyle have taken the Earth to its limits and we have
arrived at the end of a time. But the world is in our hands, there is still hope. What will happen in the next era depends on us. We are the protagonists of this new era. We can
try new alternatives that help rebuild the Earth”. Once the text is read, they comment together the impressions they have. What do you think about this text? How do you feel by
being the protagonist of this new era in which the Earth is a living being of which you have to take care? Now, they are divided into groups and begin a reflection on the following aspects: consumption, means of production and trade. They will also reflect with the help of the following questions related to one of the aspects previously mentioned:
Consumption. How are our consumption habits? Do we consume what we need? Do we consume to live or do we live to consume? Make a list of all those things that we
consume and that are necessary. Now, make one of all those things that we consume and that are superficial. What relationship is there between the means of production, land
deterioration and poverty? What alternatives can we create?
Means of production. Have you ever wondered where do raw materials come from? For example, the minerals used to make phones? What do you know about the extraction of natural resources? Do you think it is sustainable? What relationship is there between the means of production, land deterioration and poverty? What alternatives can we
O
create?
YEARS
OLD
OBJECTIVES 1
OBJECTIVES
1
2
OBJECTIVES
1
2
3
,
,
,
Discover
between the climate change, the economic model and social justice.
2 the
3 link4
Be 3
aware4
of the consequences that the model of consumption and of production have.
Encourage
commitment towards the environment.
4
Let’s have a look at the photograph, what can we see in it?
1_ The activity begins by dividing the class in six groups. Each group will sit around a card. They have five minutes to read it and pass to the next one situated in a different place
OBJETIVOS
of the classLD
and written
by a different group. Each groupTO
will have
five minutes ofTHE
reflection
in each card and
then pass to
the next
oneSTART
until they haveFROM?
stopped in all six cards.
OF ALTERNATIVES
CHANGE
WORLD,
WHERE
DO
WE
Once they finish the activity, each group will take one card and every group will explain the reflection they made on it. Cards1:
A OBJETIVOS
WORLD OF1 ALTERNATIVES
TO CHANGE THE WORLD, WHERE DO WE START FROM?
2
3 4
A WORLD OF
ALTERNATIVES
TO CHANGE THE WORLD, WHERE DO WE START FROM?
Card 1. Consumption and sustainable production means that we encourage an efficient use of resources and energy, sustainable infrastructures, facilitate the access to basic
OBJETIVOS
MIRAMOS
EL quality
CARTEL
services, green
jobs and a better
of life for everyone.
MIRAMOS EL CARTEL
Card 2. It is estimated that each year a third part of the food produced, 1,300 million tons valued in around one billion dollars, is wasted by consumers, damaged during the
MIRAMOS
EL
CARTEL
transportation
or during
the gathering methods.
DESARROLLO
DE LA ACTIVIDAD
Card
3. If people started DE
usingLA
energy-saving
light bulbs 120,000 million dollars would be saved every year. If the world’s population arrives to 9,600 million by 2050, we would
DESARROLLO
ACTIVIDAD
need 3 planets to guarantee that everyone receives the natural resources necessary to maintain this kind of lifestyle.
Trade. Describe everything you know about the current trading system and how is the chain from when food is produced until the product is consumed. The group must tell
it as if it was a story all together (everyone says what they know). How does the trading system affect the Earth? Do you think we can continue during many years like this? What
relationship is there between the means of production, land deterioration and poverty? What alternatives can we create?
DESARROLLO DE LA ACTIVIDAD
UN People
MUNDO
DE ALTERNATIVAS
PARA
CAMBIAR
ELlakes.
MUNDO,
POR
DONDE
Card 4. Water.
are polluting
so fast that nature can’t reduce
and recycle
it’s rivers and
More than one
billion
people stillEMPEZAMOS?
don’t have access to safe water. The excessive use of water contributes to the global hydraulic stress.
UN MUNDO DE ALTERNATIVAS PARA CAMBIAR EL MUNDO, POR DONDE EMPEZAMOS?
5. Energy.
if the technological advances
promote
improvement inEL
the energy
efficiency,
the use
of energy EMPEZAMOS?
in countries of the OECD will keep growing a 35 per cent
UN Card
MUNDO
DEEven
ALTERNATIVAS
PARA
CAMBIAR
MUNDO,
POR
DONDE
2_ Laboratory of alternatives. Now, they have to imagine some alternatives based on one of the “R” and remembering the slogan “Less is more”. In the same groups as the
for the year 2020. The commercial and residual energy is the second quickest sector in global consumption of energy after transport. Houses consume a 29 per cent of the
OBJECTIVES
world’s
energy and, consequently, produces a 21 per cent of the CO2 emissions.
Finally, they will create the “R” tree. On a poster they will stick all the letters giving a shape of a tree. The poster will be titled: Less is more. Each time that someone sticks their
letter they will have to say a commitment they want to take towards the Earth. For example: From today I am going to listen to you (or take care of you, or respect you…) this is why
I will reduce the energy waste of my house.
?
?
previous activity, they will have to give examples of everything they could do to recycle, reduce and reuse. They will do a list with examples and draw a slogan for each “R”. Once
they have the list ready, they will add a fourth “R” for “relationship” and they reflect all together: How do we want our relationship with the Earth to be? How can we have a fairer
and more sustainable relationship with the Earth? At the end, they will receive paint and materials to recycle such as cardboards, newspapers and so on. Every young person
will make a letter “R”.
?
YEARS
OLD
Understand the relationship between lifestyle, consumption and development.
Card 6. Food. On one side 3 million tons of food are wasted every year, on the other almost one billion people are malnourished and another billion is starving. The excessive
consumption
, of food is harmful for health and environment.
Each card will also include the following points: a) Write down the ideas and emotions that the text caused you. b) What characteristics does the relationship between people
and the Earth have? Do we dominate it or take care of it?
2_
Laboratory of the “R”. Maintaining
the same
groups, they will reflect on the “R”: 1. Reduce the consumption; 2. Reuse; 3. Recycle; 4. Rethink in our model of life, customs
DEVELOPMENT
OF THE
ACTIVITY
and necessities; 5. Restructure: to avoid the production of superficial products. 6. Redistribute: the resources of the Earth are enough for everyone, let’s look for an equal distribution. They will have to make a list of all the examples they can imagine for each “R”.
To conclude, they will be given recycled materials such as cardboards, newspapers and so on. Each person will make an “R” with them. On a poster they will stick all the letters
giving a shape of a tree. The poster will be titled: Less is more. Each time that someone sticks their letter they will have to say a commitment they want to take to take care of
the Earth.
Author: Mª Luisa Caparrós. Coordination: Laura García, Irene Ortega. Art direction and graphic design: Maribel Vázquez. Photograph: Monteserín Fotografía/Entreculturas. Printing: Iarriccio Artes Gráficas.
Translation: Irene Frangipane. Legal deposit: M-11999-2016. Edition: Fundación Entreculturas. 2016.
1 Objective 12: Guarantee sustainable consumption and production modalities (Sustainable development goals UN).

1_ Give shape to nature.

Transcripción

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