GREENTHINKERS BROCHURE

GREENTHINKERS 2011-3739/001-001

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Contents I. Introduction II. Summary Of The Project III. Parteneriat IV. Volunteers V. Non-Formal Methods VI. Youth in Action Programme

4 6 8 16 27 69

I.

Introduction

Why do we highlight environmental education? Because over 5.3 billion people nowadays use (and often abuse, willingly or unwillingly) the natural resources of earth. Everywhere on earth, people cut forests, perform mining and extraction activities, and in doing so, they erode the soil and pollute the water and air, creating dangerous waste and causing disruptions in natural areas in an unprecedented manner in Earth’s history.

As the needs associated with growing population and developments increase, it is ever more difficult for humans to have their needs and desires met.

It also becomes impossible to avoid the harmful consequences of environment degradation: extinction of species, desert expansion, pesticide contamination, health conditions and illnesses, hunger, poverty and even loss of human lives.

Many experts are worried that we will witness the gradual destruction of life supporting

systems on Earth if the current pattern of degradation continues.

Environmental education is a process that is meant to improve the quality of life and provide people with the “tools” necessary to solve and prevent environmental issues.

Environmental education can help people acquire the knowledge, skills, motivations, values and commitment they need to better manage Earth’s resources and to take responsibility of maintaining environment quality.

The purpose of this brochure, made entirely by the “Greenthinkers” volunteers, is to determine “green” behaviours in the local community and to boost its participation in volunteering activities meant to promote environmental protection.

The “Greenthinkers” volunteers performed a volunteering stage in the project Greenthinkers, financed by the European Commission through Youth in Action Program, Action 2 – European Voluntary Service.

The brochure is divided in three sections: presentation of the project, promoters and volunteers, description of the non-formal

4|76

education methods used in the EVS stage activities and description of the Youth in Action Program. We hope that this document will be a didactic material of good practices useful in volunteering activities for environment protection and education. ( THE GREENTHINKERS TEAM)

5|76

II. Summary Of The Project The “Greenthinkers” project was an EVS group project, originally meant to establish a solid partnership between relevant youth organizations in environment protection from Europe and Africa.

Because the volunteers selected to participate from Africa were not able to obtain their travelling visas for Romania, the African partner was replaced with a partner from South America (Uruguay) The place were the project activities were conducted was Valcea county, in particular the Cozia National Park and Buila National Park.

Project’s topics: • environment si education through sport and outdoor activities.

Obiectivele principale ale proiectului au fost: • To improve environmental education programmes for volunteers.

• To promote non-formal education methods through open air activities

and involving solving environmental problems in Cozia National Park,Valcea c o m m u n i t y, E u r o p e a n and South American communities.

• To help young people with fewer opportunities to participate in the volunteering activities.

• To establish friendships conexions between young people from Romania,Europe and South America through solidarity and tolerance.

• To promote cultural diversity as in instrument for intercultural education among youth.

The volunteering stage lasted for one year. The countries involved in the project were: France, Spain, Turkey, Uruguay.

The total number of participating volunteers was 11.

The main activities implemented during the EVS stage were: • organizing workshops on environmental issues in 24 schools of Valcea.

• Greening Cozia Park

6|76

•

•

•

•

•

• •

mountain trails.

Making three thematic routes in Cozia Park that will carry the distinctive signs (logo of the project) and panels on environmental protection will be located periodically.

Establishment of two resting places for tourists in the park, where information on environmental education and environmental protection will be displayed.

Organizing an annual conference on environmental issues where specialists and representatives of local authorities will be invited.

Theater forum performances on environmental issues, theater-maze performances on environmental issues.

Participation in structured dialogue with local authorities on environmental issues.

The working methods: Workshops on environmental issues Forum Theatre on environmental issues.

The above described

activities were implemented by using the following non-formal education methods: debates, workshops, structured dialogue, forum theater, public café, flashmob, living library, open space, intercultural games, energisers, role plays.

7|76

III. Parteneriat

languages classes • making activities that support art and culture • the development transnational partnership relations between institutions involved in this area.

Host organisation

Forumul Cetăţenesc pentru Acţiune Socială şi Educaţie Civică (Romania) The Association “Forumul Cetatenesc pentru Actiune Sociala si Educatie Civica”, made in December 2003, has a social, nonpolitic and non-profit character,and has no financial pourpose.

The asociation’e goal is the promotion of the young ones in Romania, the givening of financial support and the stimulation of activities in this area. There a taken in consideration the following activities: • making programmes in the social area • volunteer activities • rural development • organising foreign

8|76

Sending organisations

Eurocircle (France) Founded in Berlin in 1993, the EUROCIRCLE network is a European grouping of project managers in the social sectors of education and employment.

In 1995, the network became a non-profit-making organisation under French law, and settled in Marseille.

Ever since, EUROCIRCLE has been endeavoring to support project managers in their implementation of a European approach by initiating European partnerships in order to set up transnational projects. The service on this web site, which puts partners in contact with one another, is structured around an information service that concentrates on the technical aspects of funding programs.

Providing information on European programmes EUROCIRCLE implements a strategic and documentary survey of the European programs focused on the initiatives of the EU and organises a European platform of transnational project managers. Information can be one of the obstacles to the emergence of European projects and, therefore, plays an important role. Even if the sources of information are abundant, this does not necessarily mean that they are always available in time and exploitable by the persons in charge of the development structures of European projects.

Since 1996 EUROCIRCLE has been editing a monthly information bulletin in several languages that, at present, has a circulation of about one hundred in Europe. It targets programs of European action and initiatives and other funding tools. The numerous information sites provide a plethora of information that is updated regularly.

Now, quick access to the essential information, concerning in particular the deadlines and the texts regarding the proposals and

9|76

offers, is of major importance insofar as the very short time limits between the publication of the calls for proposal and the deadline for the deposit of the dossier leave little time to put a qualitatively satisfying dossier together.

The restructuring of the Commission’s services and the overhaul of the EU funding scene encouraged us to develop this website. Our goal is to accompany the project managers in their research for funds and transnational partners by putting an operational platform of information and cooperation at their disposal.

This platform aims to distribute exhaustive and operational information about the ensemble of funding programs which have been installed by the European commission, focusing on the essential elements of managing those in charge of administration, associations and in the economy.

First of all this service requires the creation of a daily documentary survey (JOCE), intersection of different sources of information (official and informal) and treatment of information which gives the person in charge something which

is an overview but precise enough at the same time.

At the moment the website has a register of about 100 indexed funding tools, each presented in a synoptic file which renders the key elements of the program (aim, contents and eligible institution, backed actions, deadlines, etc.) and offers the possibility to download the offers and proposal texts, the application forms and the available guide.

Initiating transnational partnerships Besides the distribution of information on funding programs, concentrated on the “technical� aspects (deadlines, contents, procedures), EUROCIRCLE assists also in the creation of projects. EUROCIRCLE, holding the position of an interface on a European level, proposes that organisations with different horizons should integrate into already existing European networks, thus allowing them to familiarize themselves with how European projects work and to strike up first contacts with European partners, while benefiting from a subsidy as an associated partner. Also, the

10|76

cooperation platform allows the organizations carrying an orphan project (project without a partner) to publish a partner search file by just filling in the form on-line. The action of the non-profit-making organisation EUROCIRCLE is meant to be transverse and is not restricted to a single public or geographical sector, a single field of action, or a specific program.

Our aim is to contribute to the emergence of European projects which are lead by all different kinds of structures by providing them not just with European financing but also with new approaches and a dynamic which represents an important local impact. The Organisation endeavours to provide the carrier organisation of projects with personal support

Such a transverse approach in the initiation of transnational projects allows the induction to synergetic effects by associating partners who act in different complementary sectors.

Co-operating to realise the projects

for the launching of their initiative by steering them towards funding programmes, by offering them, if need should be, transnational partners and accompanying them with the implementation of their projects.

Within this context

11|76

EUROCIRCLE • Gives a first assessment of the possibilities for putting together a request for financial aid, and establishes the conditions assessment of the possibilities for putting together a request for financial aid, and establishes the conditions necessary in order to be able to claim European financing (legal conditions, national co-financing, local network, innovating character, etc.); • Proposes a “travel warrant” by defining, with the project carriers, the elements which are necessary to put together the dossiers, and establishing what his schedule is, endeavouring to use the very short period of time between the publication of an offer proposal and the deadline for its deposit as efficiently as possible; • Ensures beforehand that the project will go ahead, that there is communication between the transnational partners, realises the current translations for presentations

and co-ordinates the transnational activities (Letter of Intention).

EUROCIRCLE’s intervention in favour of the project carriers (organisations, enterprises, administration, associations) is backed up by: • An expertise, well-founded on a long experience in the development and managment of projects at European level; • A data base of 400 cooperation partners from 10 European countries; A network of co-operation partners in Germany, Austria and Greece; • Intermediary partners like BBJ-Italia and BBJBrussels, which play a similar role in their respective countries and organise European cooperation networks.

12|76

YAP Zonguldak Associacion (Turkey)

Youth Action for Peace!

Yap Zonguldak Association is a registered EVS and EU project Office and Table Tennis Complex in Zonguldak TURKEY with 3 full

Office‌ We are based in (Rainy Town) Zonguldak in 2009 as an accredited NGO to Europen Union Comission. Yap Zonguldak Association is motivated to participate in EVS and EU projects as we find this projects as important and efficient way to promote European cooperation, intercultural understanding and youth cooperation in various fields. e to actively involve international volunteers in our work, in order to have a mutual learning process.

Yap Zonguldak wants to offer to, both local and international young people an opportunity to volunteer

time youth worker staff and many part time Turkish members and volunteers. It’s biggest NGO in our region.

and take active participation in society where they will also have a chance to work for youth and community benefits.

EVS and EU Project Office & Table Tennis Complex

13|76

Audele (Uruguay)

AUDELE, the Uruguayan Association for the Promotion of the Spanish as a Foreign Language, is a nonprofit organization that brings together different people who want to promote and disseminate the teaching of Spanish as a foreign language. Our main objectives are: • The protection and active dissemination of HispanicUruguayan culture and especially the Spanish language.

• Encourage and promote the use of Spanish outside of Uruguay as a means of creating linkages and cultural exchanges with countries in various languages and cultures.

• Encourage the opening of Spanish Language Schools in Uruguay.

14|76

• To promote the organization of courses and continuous trainings and seminars for Spanish teachers with the cooperation of national and international institutions.

• Carry out educational activities, cultural activities and events that may help achieve these goals

Las Ninas Del Tul (Spain)

“Las Ninas del Tul” is a cultural association established in Granada.

The objectives of the organization are, among the others:

cooperating with more different entities.

We are focused into supporting the young people, youth groups to implement their activities and projects, through training and information and establishing contacts between them.

We are participating in the EVS Program as sending, hosting and coordinator entity.

In cooperation with the Youth House of Granada, we offer information about the European programs to the young people

• to promote values of tolerance and equality • to respect the environment • to protect the historical – artistic patrimony.

We are using the social theater as main working method,

and persons interested to realize European projects.

We cooperate with other public institutions as the Andaluz Youh Institute, Deputy of Granada, Zanete community, different city halls.

15|76

IV. Volunteers Gunes Boz I like to think of myself as a sociable person, always willing and pleased to meet new people and share experiences. Open minded and courageous, though sometimes a bit scared of the ways of life , its been my dream forever to travel as much as I can. My own experiences of life have taught me to be patient, understanding and caring. But I do have to say that I, sometimes, like to do things my own way and I can be quite stubborn. Nevertheless, I ve developed the ability to work with people as a team, by understanding their needs and respecting their beliefs. I dont think I ll have any difficulties about living abroad; There is always, of course, the need of adjusting to a new place but I don’t see that as a long term issue.

16|76

Alexandre Valleux Hello! I am Alex! I like music, travels and rugby (haha=p) I choosed this project to discover new lands, new cultures and because I felt I had to envolve myself in a ecological project. Then, I want to continue travelling

17|76

Maria del Carmen Zuniga Tamayo I’m Maria del Carmen. I am 30 years old. I choosed this project, “Greenthinkers” because I like to walk in the mountains and see different animals or insects for desconect from the city life.

It is good. And I had a big opportunity to learn about non formal, new languages, about new countries and culture and get a lot of experience.

During the project I worked in schools about environment protection, I had activitis in Cozia Park and other activities with the people from Valcea. I learnt very much about the Romanian society and now I know what is better for my future and will help me find a job!

18|76

RODRIGO Falero Aloy Hi there, I`m Rodrigo (20 years) and i`m from Uruguay. I love the art and the nature, also i like travel and meet new people from differents culture. I choose this project to discover more the world, learn about differents culture and to meet a new people. This oportunity for me was the best in my life, I met with amazing people and I traveled around the world.

19|76

JORGE Triguero Prado Hi, I’m Jorge, volunteer from Spain. I took part in the “Greenthinkers” project and I am very happy to be part of this project as this was about environment and this interested me. On the other hand I met amazing people and together we made a great team that carried out many activities to improve Cozia Natural Park. I like music, films and read about everything.

20|76

ESRA Kilic Hello I like music, dance, meet people, travel and discover a different things. I never worked in my life about volunteers until Greethinkers. I choosed this project because issue ecological and environmental. At the same time I was very curious culture, people, point of view, habbit, foods, life..etc. So I have had a lot of good experience. Now I want to continue discover other countries,culture and meet people.

21|76

Nicolas Sebastian Marrero I like travel and learn about other cultures. For this i started search some project outside of my country, uruguay. I found this project and didn’t think, i chose to go. Also i chose greenthinkers for discover other kind of work, i didn’t know so much about ecological topics. Now i want to continuous my learning process about languages, cultures and travels.

22|76

VEROnica Bentancor Gonzalez Hello, my name is Veronica and I am from Uruguay. I volunteered in Greenthinkers project for a year in Romania. I love know differents experiences, cultures and people. This project has been one of the best experiences I’ve had in my life, gave me the opportunity to live in another country with colleagues and friends from all over the world working team. I wish other young people like me have a chance to live this kind of experience.

23|76

ROSA Saez Ortiz I like read, travel, meet people and learn languages.

I choosed the project because I was looking for a oportunity abroad to my country and a grup project, so great to make it in the enviroment atmosphera and to work in languages staffs I will travel as much as possible!!!!

And i will keep in touch with my lovely and amazing friends from grenthinkers

24|76

ALI Haci Yilmaz I am Ali Haci Yilmaz, a young volunteer from Turkey, in love with environment protection. My desire is to help the communities to acquire green behaviours. I like to work outdoor, in a clean environment and to promote the environmental education.

I like to work outdoor, in a clean environment and to promote the environmental education.

25|76

Ludovic Lheureaux My name is Ludovic and I am from Marseille - France. I love to walk in the nature and for this reason I choosed to be volunteer in Greenthinkers project. I like to learn other languages and for me Greenthinkers it was a good opportunity to improve my English language but also to learn Romanian.

Another hobby of me is to travel and to see new places but also meet new people. In this project I could meet a lot of people from different countries and cultures and also see a lot of new places and to learn new things.

26|76

V. Non-Formal Methods

1.

The methodological aspects in terms of educational processes are related to the conceptual frame of the educational action. In this scene, the following activity has been developed in the frame of the project Greenthinkers (European Commission, Youth in Action, EVS program) in schools, bordering zone to Râmnicu Vâlcea, Romania.

It is necessary to emphasize that our project seeks to promote and to favor in the community the processes of Environmental Education, Ecological Education and activities outdoors.

Together with our voluntary colleagues we have prioritized the Recycling worked as educational content, since we involve aspects as the creativity and the art that we consider to be important for the life of the human beings. This activities that we have realized is an example of it.

T

he Environment – what does it mean to us, what does it define?

By Gunes Boz

Objectives: The pupils will find definitions of the environment and identify its importance in people’s lives.

Level: 4-8 Duration: 50-55 minutes Materials: Drawing materials, markers, crayons, paper, drawing block sheets, chalk and a blackboard.

Source: “And the leaves grow green”…by Kris Vagos and Retezat National Park Dicţionary: Environment Subject: Let’s learn about the environment Introduction: The environment can be defined as everything that is around us, all the creatures and objects.

It is essential for all of us as it represents food, shelter, water and space, without which we could not live. It is the air we breathe, the sun that gives us warmth, the water and food that nourishes our bodies, it is the roof over our heads,

27|76

the plants, the animals, the rocks and the streams, the oceans and the mountains, remote islands, all we can see, feel, smell, hear or taste. It represents life for us, without it we could not survive.

This lesson is an introduction to environmental education and pupils will begin to think about the definition of “the environment” and its importance.

Procedure: Ask pupils if they have ever heard the term “environment”. In what context was it used? Who uttered it and where? Try to get as much information as possible to form a definition of the term, but do not define it yet.

Form groups of 4-5 pupils.

In groups, pupils define the “environment” based on the information shared with them.

Allocate pupils five minutes for this activity.

Each group elects a representative to read the definition, which is then written on the board.

Starting from all these definitions, they define the environment as being “everything around us”. After defining the term, pupils continue working in groups, playing a game.

Each group is a team for which pupils try to find a suitable name.

Since this can take a long time, the teacher may choose to number the teams.

Each group makes a list of objects in the environment.

This activity should last about 10 minutes. During this time, the teacher divides the blackboard is as many sections as there are teams.

After this, a representative of each group writes the content of their list on the blackboard. The teacher collects the lists and underlines or strikes through the things that appear on other lists too.

The winning team is that whose list includes the most words that do not appear on other lists.

Each word is worth one point, the teacher makes the totals and announces the winner.

Draw a diagram on the blackboard and write the word “environment” in it as well as its definition. Draw smaller circles around it and write the words the pupils came up with throughout the game in these circles. The smaller circles need to be joined with the circle at the centre through lines (fig. 1).

28|76

By using this drawing, explain pupils that not only the circle at the centre is important, but also the things written in the smaller circles. Write the reasons for this on the blackboard.

Each group will then receive

The representative of each group will interpret the drawing for the rest of the classmates.

Create an exhibition by displaying the posters in the classroom.

a cardboard poster or drawing block sheets that are glued together.

Each group will draw an image to reflect the diagram on the blackboard that contains objects within the environment and highlights its importance.

29|76

2.

W

ord collection

By Ludovic Lheureaux Objectives: the pupils will collect words and phrases using the term “environment” and create a word collection to enrich their vocabulary on “environment” Level: 4-8 Duration: throughout the school year Materials: a big sheet of paper and a coloured marker Subject: Let’s learn about the environment Procedure: 01. At the beginning of the school year, pupils are explained that they will be learning many new things about the environment 02. They are told that the whole class is going to work together and they will learn new words about the environment. They will be shown a big sheet of paper on which they will all write down the new words. The sheet of paper will be displayed in front of the classroom so that all pupils can see it.

03. Whenever the pupils learn

about the environment, they will be reminded to write down the newly acquired words on the sheet of paper. On the same sheet, they will also write down the words they heard but whose meaning they did not know.

04. If there is not a large enough sheet of paper, each pupil will keep a personal notebook.

Evaluation The new words can be used in tests and games. At the end of the school year, when several words have been collected, the pupils are asked to choose a word and make a report on that word. For instance, if the chosen word is “recycle”, the pupil will make a report on how recycling changes cities and its role in the future. Pupils will choose the desired word and make a report on the aspects it refers to.

30|76

3.

C

onnections (Links)

By Esra Kilic Objectives: Pupils will identify the link between life needs and living beings.

Level: 4-8 Duration: 55 minutes Materials: Drawing materials, paper, poster cardboard or 4 sheets of paper glued together, enough room for the activity to be conducted.

Source: “And the leaves grow green”…by Kris Vagos and

Retezat National Park Dictionary: ecosystem Subject: The life web Introduction: In which way are we connected to other living beings on the planet? Every breath we take connects us to the plants that produce the oxygen we inhale.

When we drink a glass of milk, we are connected to the cow that produced it and the grass the cow grazed. We are connected to the plants and creatures around us in many ways, but most of the time we do not think about these connections.

31|76

They are usually difficult to see. However, it is essential that we become aware that we need other living beings to survive and that these connections are vital.

Throughout this lesson, the pupils will identify the connection between life needs and human beings. They will work in pairs and groups to observe how the food we eat and the place we live are connected to animals and plants and they will make a drawing about all the connections they discover.

After this, they will participate in an activity that will demonstrate these connections.

Procedure: The pupils exchange ideas about the needs of human beings: water, oxygen and shelter.

In brief, the origin of water and air is discussed; water is found in large amounts on Earth, oxygen is found in air and is produced by green plants.

The pupils work in pairs, each pair is assigned a symbol, either shelter or food. In pairs, they will make a list of connections between what we eat and where we live and plants and animals. For example, if they drink milk, they

will write: “milk”-“cow”-“grass” (10 minutes).

Now form a group of 4-5 persons from a pair “shelter” and the other pair “food” and let the pupils exchange information for 5 minutes.

Pupils are given a cardboard poster or 4 sheets of paper glued together on which they will draw the connections established so far.

For instance, a cow chewing grass under a tree which provides oxygen for the cow and the man who lives in a house made of wood (the wood from the tree) and drinks the milk produced by the cow and so forth (15 minutes). Display the posters created by the pupils.

Next, they will play a game which requires more room. This game will demonstrate that many times nature is very chaotic, with no sense of order. Yet, if you think about it, nature can also be very organized. Each pupil will receive a card with the name (fig.2) of a species of plant or animal. If they are studying a certain ecosystem at this time, you can choose plants and animals from that ecosystem.

Create groups of 10, it is important that every group contain

32|76

an even number of pupils.

The members of the group stay close to one another, in a circle, there will probably be 2-3 circles depending on the number of pupils.

The rules of the game are: Each pupil has to hold hands with two other classmates.

Each pupil has to have one hand in the connection.

It’s time to establish connections: a pupil says out loud the species of plant or animal that he/she represents and makes a specific gesture or sound. He looks for and grasps the hand of another pupil who represents something on which the life of the former pupil depends on. For example: the pupil represents the “grass”, he grasps the hand of the “cow” or “worm”. The grass needs the worm to aerate the soil and is also the food for the cow.

The game goes on until every hand is in a connection. By holding hands, the pupils have formed a real web, with knots and tangles. Careful not to damage the connections and let go of their hands, they must form a circle again. Make sure no pupil gets hurt and tell them they will be able to disentangle the web only if they cooperate.

If they were able to form a circle again, some of the pupils will be facing outwards the circle because this is the only way to form a circle without breaking the connections. Explain that this is the circle of the connections we encounter every day, but we do not even think about them. Once we are aware of their importance and understand them, things become plain and simple.

33|76

not have any homes, we would not be wearing clothes, we would have no objects or instruments if we did not use the resources from the

By Rodrigo Falero Aloy surrounding environment.

Through this lesson, pupils Objectives: By creating their favourite objects, pupils will will learn more about the way become aware of the importance of natural resources are transformed the resources of our environment.

Level: 4-8 Duration: 50-55 minutes Materials: Copies of the material list of fig.3; if not possible, the list will be written on the blackboard, drawing materials, paper, enough room for the activity to be conducted.

Source: “And the leaves grow green”…by Kris Vagos and Retezat National Park Dictionary: resource Subject: Natural resources Introduction: Everything around us comes from the resources of the environment. We would not be able to record or listen to music without the materials from the environment that are used to make CDs and musical into their favourite items. They will instruments; we could not use play a game to discover the favourite internet, we could not speak with our objects of their classmates.

Procedure: friends over the phone, we would 4.

T

hanking the environment

34|76

Each pupil thinks about his/ her favourite object, not including plants, animals, humans.

Nobody discloses their secret until the game starts.

The pupils spread throughout the classroom, and without picking at other pupils’

The drawing lasts about 15 minutes, during this time they have to indicate what the object is made from.

By using the list of materials of fig.3, pupils choose the resources used to create their favourite object (10 minutes).

Place pupils in pairs and try to pair the pupils who were sitting far from one another.

The aim of the game is to guess the favourite object by the person in the pair. By asking questions about the resources used to make the object, pupils will guess the favourite object of their classmates.

Thus, they will discover the materials, the parts and finally the object itself. By using the list of materials, the guessing pupil may ask 20 Yes or No questions about the materials from which the object is made. Such questions may be: “Is this object made of wood?”- the other pupil will answer “yes” or “no”, thus the guessing pupil will know more and more details about sheets, they draw their favourite the object. object. Pupils can build barriers The guesser may ask no from books in order to ensure more than 20 questions, and if he/ privacy. she is wrong, the game is over.

35|76

Each pupil has to play both roles: that of the interrogator (guesser) and that of the one answering the questions (15 minutes) After the game is over, the pupils will show their classmates the favourite objects of their pairs, explaining what they are made of and what natural resources are used to make them (10 minutes).

The pupils will write a big “Thank you” on the blackboard in order to show their gratitude towards Earth, which offers the resources necessary to obtain their favourite objects (5 minute).

List of materials Materials from which your favourite object can be made of Where these materials come from Plastic Comes from oil and natural gases – they are found in the ground and are formed by decomposition of plant and animals for millions of years – which are brought to the surface by deep drilling through rocks and soil Metals- they include aluminium, gold, silver,

bronze,

copper, iron, zinc and others Metals are found in the ground and are brought to the surface by deep drilling Glass Glass is made up of various types of sand, in particular sand blocks, which are found in the ground, 2combined with limestone and soda ash (sodium carbonate) Polyester/ Nylon It comes from oil and natural gases - they are found in the ground and are formed by decomposition of plant and animals for millions of years – which are brought to the surface by deep drilling th? rough rocks and soil Cotton Wool Leather Silk Paper Wood Cotton shrubs Sheep wool Ox hide Silkworms Trees

36|76

Materials: 2 kilograms he dilemma of the big of salted crackers or other small „fish� objects that can be easily held and a dish for each team of 4 pupils. Each

By Ali Haci Yilmaz team will have 16 crackers.

Source: Education on Objectives: To demonstrate students that a continuous growth Environment Protection in schools: of the population is a great pressure Create a program that works!

Dictionary: Public property, on the natural resources To describe the results of guardianship, cooperative strategy Subject: Natural resources a selfish management strategy of Introduction: renewable resources and to explain Is there a dilemma on public that reducing excessive exploitation of the natural resources will prevent property that is about to be solved in the depletion of the capacity of your community? A public property or a shared resource is for instance a protected forest, an aquatic area or even the air we breathe.

T h e dilemma stems from the fact that the excessive growth of the population jeopardizes life Earth. in these protected areas and leads Level: 4-8 to a reduction and destruction of Duration: 50-55 minutes 5.

T

37|76

natural resources. The growth of population in one area leads to excessive pollution of the air and deterioration in its quality, to the need of more parking lots, more waste and water pollution.

Procedure: 1. The pupils will play a game, the rules and strictly necessary information for the game will be provided: 2. The purpose of the game is to catch as many “fish” in the sea while making sure to leave plenty of fish for future fishing 3. In a big dish there are 16 „fish” (crackers), this being the capacity of the sea. For fishing 4 „fish” , the pupil will receive one point, the more he/she fishes, the more points he/she gets.

4. At the beginning of the game, you can catch all the “fish”, some of them or none. The groups can try to catch them only 4 times, in less than 20 seconds each time.

The teacher will write down the time of the start and finish of each try.

5. For every fish left in the dish upon completion of the fishing rounds, another will be added. If 4 are left, as many will be added, so

that their number does not exceed 16.

6. If a team catches all the 16 „fish”, the game is over for them as they have depleted the sea capacity.

7. Teachers can generate other rules as well to make the game more realistic and interesting.

Each pupil must have a living fish for at least 20 seconds.

8. Another option to add to the game is to give a point for each fish that is left alive at the end of the game. This will encourage them to maintain a healthy population in the dish instead of few or no fish during the game.

9. Several tries to catch the fish can be allowed in order to give pupils more opportunities to apply their strategies.

10. Divide the pupils in teams of 4 and give each team a dish with 16 “fish”.

11. Conduct the four fishing sessions of 20 seconds each, by writing down the results and points of the teams. If a team catches all 16 fish, the game is over for them.

12. Upon completion of the game, announce the results and have the pupils sit at their desks.

38|76

13. Ask them the following questions: What is the maximum number of points of the teams?

Why is it that I replaced the fish you caught with others? What would be consequence of catching all the fish if no more fish hatched to replace the ones that were caught?

14. Further questions: What happens if a member of a team does not use the cooperative strategy?

Which is the best fishing strategy? (8 fish can be caught so that the balance is not affected). Guardianship of a resource means using a cooperative strategy, a shared interest to preserve the resource. Write down on the blackboard a few resources that require joined responsibility.

How will the constant growth of population affect natural resources?

15. If pupils ask for more information on this topic, tell them where to find them.

and other recreational equipment in nearby wetland leads to water pollution and increases noise, destruction of fences in a park leads to overuse and destruction of public places.

Once they have identified the problem and gathered data on the problem, pupils must determine what laws exist to protect the resource. If there are no such laws, pupils should try to find a solution to the situation. The central issue of the use of public property is its use given that natural resources are declining and must be preserved.

Evaluation: Pupils have to analyse a matter of public property. They could think for instance about solving the following dilemmas: the reduction in fish population because of excessive fishing; the use of motor boats

39|76

e are building this undrinkable and streets filthy. The environment has a huge impact on town the living standards of urban areas and on the way architects design

By Rosa Saez Ortiz the town.

The pupils will build a Objectives: Raising awareness of the need to respect to model of the “green” town based on their own design. Pupils will work nature and natural resources.

6.

W

Applying this knowledge to create a “green” town”.

Level: 5-6 Duration: 50 minutes or two sessions of 50 minutes each as the teacher sees fit Materials: Materials and drawing block sheets Source: The guide of the preschool teacher (Educator’s Reference Desk) Subject: Let’s think “green” Introduction: Before making an informed decision as to what a town should look like, architects must take into account the surrounding environment. They must consider issues such as how to deposit waste and the source of electricity. Unless attempts are made to protect nature and buildings are constructed without due consideration, in groups and the representative spreading waste materials all of each group will present their over the town, water will become model to the rest of the classmates

40|76

and justify his/her choice. The designing work should have a positive, ecological effect on the town and the pupils.

Procedure: The classmates discuss that a town must provide decent living conditions: there should be lodging

thinking are given and ideas are exchanged on what a green town should offer to its citizens.

The pupils are grouped in teams of 4.

They are explained that each team will design a “green” town and draw it and at the end of the class will explain the different features of their town to their classmates.

Each town must include: The name of the town Population The laws the make citizens act ecologically A river that crosses or surrounds the town A few methods for reusing waste material Two types of productive industries Lodging facilities Plans for electricity sources, central heating and waste management The “green” look of the town as seen through a bird’s eyes, and the legend that defines the town Anything else that the spaces, central heating, electricity teacher wishes to include in the etc. town Definitions of green After each group has

41|76

planned the design of its town, a 7. he world around us representative will present it to their classmates.

Drawings and plans may

By Jorge Triguero Prado be displayed in the classroom to remind pupils that we should always Is not only our home… take into account the environment Objectives: The students and that our changes should not will define the term “ habitat” and damage it. its importance and will create a list Evaluation: The pupils will gain new knowledge about planning a town; organize field trips to water purification centres, to places where waste is reuses, try and talk to town officials about the project plan of the town and how to consider the environment in the execution of works.

T

of ways to protect it.

Level: 4 -8

42|76

Duration: 55 minutes Materials: Card copies (figure 6) (food, space, shelter, water), chairs, a music source that can be easily turned off and on (stereo, CD player), enough room in the classroom.

Source: “And the leaves grow green”, edited by Kris Vagos

and Retezat National Parc Dictionary: habitat

Subject: Lost of habitats Introduction The habitat is the space where we live, and from where all the vital elements come from: food, water, shelter. Imagine what would happen without them. Unfortunately, plants and animals from all over the globe are affected by the loss of these things and because of the negative environmental changes they are losing their living space. Losing habitats is one of the causes of species extinction. What can we do to stop these changes, how can we help the plants and animals that surrounds us? During this lesson, the pupils will define the importance of habitats in species survival.

They will participate in an “occupy a seat” activity and play a game in groups. After the game, they will discus and make a list of 10 ways to protect the environment.

Procedure: Talk with the pupils about the meaning of the word “habitat”.

You can start with the question: “what do we need to live?”

Afterwards explain them what is included in the habitat and give the

43|76

definition: “The habitat is the space where we live in and that provide us food, water, shelter and all the other things necessary to survive” (5 minutes).

Pupils will play “occupy a seat”. Place the chairs on two rows, back to back, one chair for every pupil. On each chair place a card (food, water, shelter, space), The game is designed for 20 pupils.

If there are more in the classroom repeat some changes as shown in fig.6. Make sure that you have copied enough cards for all de changes that you want to make. The “food” chairs can be changed only when the change that is read affects the food stock. For 20 pupils, 20 chairs will be needed and 5 cards for every change. Use a music source that can be easily turned on and off like a CD or a stereo. (5 minutes). The chairs represent the habitat. Each chair is something that we need: food, shelter, water and space.

When the music starts, the pupils walk around the chairs. When the music stops, each try to occupy a seat. Turn on the music and let the pupils walk and suddenly turn it off. For the first time each pupil will

take a seat on one chair. Explain them that this time the habitat is capable to sustain all the pupils in order for them to survive. Make the change from figure 7, and remove the closest chair. For instance, if the change is affecting the food stock, remove the “food” chair.

Turn on and off the music again. This time one of the pupils cannot “survive”. He will attend the game in another round. Between the

44|76

rounds make changes and remove the corresponding chairs, turn on the music and ask the pupil that did not “survive” to keep watching the game. Continue the game until only one player is left. Now the game ends. ( 25 minutes) Make four group of pupils, each group will have a cardboard paper. The pupils discuss what they have learned from this game and they make a list of 10 ways

to protect the habitats. At the end, each group shows the list to their classmates. (5 minutes) Water People throw garbage on the rivers and the animals and plants that live there cannot survive the pollution. Take out the “water” chair.

To gain more electricity, humans are building dams on the rivers, stopping the natural flow of water. Take out the “water” chair.

Because of the mining industry and its pollution, rain water becomes acid, changing the PH of lakes and soil. The water is still drinkable but the sensitive plants and animals cannot survive the change. Take out the “water” chair.

Upstream the trees are being cut and the water washes away the top soil, causing erosion.

Because of this, the water of the river becomes muddy and some species cannot live in it. Take out the “water” chair.

Upstream, a factory gets rid of toxic waste in the river, the water becomes undrinkable. Take out the “water” chair.

Shelter A big logging company

45|76

is deforesting a large portion of the forest, leaving behind a great empty space. Many of the forest’s animals will not survive. Take out the “shelter” chair.

Some of the local caves have too many visitors. Because of the disturbance, the bats are leaving the cave that was once their home.

Take out the “shelter” chair.

In order to create new housing the wet lands are drained, leaving all the plants and animals without a shelter. Take out the “shelter” chair.

The rare birds-collectors are gathering their nests. Take out the shelter chair.

Ever since the dams where built, the plants from the river shore could not survive because the soil became arid. Take out the “shelter” chair.

Food: The fish are dying because of toxins thrown into the water.

The animals that feed with fish are starving. Take out the “food” chair.

Mushrooms are a popular delicacy, and most of them are harvested to be sold. The animals that feed on them are left without food. Take out the “food” chair.

All the flies and mosquitoes are killed with insecticide. It is true that they are harmful to people but this insects represent the food for birds, bats, frogs, spiders etc. Take out the “food” chair.

Farm animals are grazing the fields, changing them in sandy dry lands. Other animals, e.g. the field mouse and other rodents live on these fields and feed on seeds.

Take out the “food” chair.

The lake is deemed dead because of the acid rain. Nothing can live in the lake, the food supply is gone. Take out the “food” chair.

Space An area is transformed in a quarry. The animals from this area need to find another place to live, disturbing other animals. Take out the chair “space”.

Tourist that want to see the animals in their natural habitat are crossing the forest every day, approaching them to take photos or stepping on the plants in their way.

Loss of private propriety is loss of space. Take out the chair “space”.

The fishermen have introduced a new bigger fish in the lake that is growing faster that the native species. The new fish are

46|76

eating all the food and in short time the native species will lose their space. Take out the chair “space” More agricultural lands are needed and trees are cut down.

The animals that used to live in the forests remain with no space. Take out the chair “space”.

Wolves, bears and other large carnivorous need the space that the humans use as they reduce the space of wildlife. Take out the chair “space”.

8.

S

chool yard ecosystems

By Veronica Bentancor Gonzalez Objectives: The pupils must be capable of systemizing plants and animals in families, to observe the changes from nature and to learn about the complex interactions that happen throughout a year’s time in nature.

Level: 4 – 5 Duration: All school year Materials: insect trap (wood handle, metal ring with cloth) plastic boxes for collecting insects, magnifying glass, species glossary from the library when necessary, drawing sheets and crayons.

Dictionary: Ecosystem Subject: Ecosystems Introduction Each of the planet’s multiple ecosystems is important because it represents the habitats, that is, the living space for animals and plants. Tropical forests host half of the species of plant and animals from Earth, and, even if it seems strange, the second place in biodiversity belongs to the deserts.

47|76

Taking a short in the whereabouts, in the ecosystem that we see every day, we can learn many things that can get us closer to understanding our planet.

This lesson takes place throughout the school year and helps acquiring knowledge about the ecosystem we live in. Determining the plant and animal species, collecting insects and plants, drawing the species observed, and by other methods, pupils will acquire knowledge about the environment where they live.

Procedure: 1. Explain to the pupils that they will participate in a oneyear-project with the main purpose of getting to know the ecosystem where they live. Show the rules and must be obeyed in nature. Pupils shall not destroy the nature.

Pupils will collect plants and insects from their environment and after their identification, they will be released in the place from where they were taken.

Two-person teams will be organised (according to the terrain size and the number of persons, the groups can be bigger) and each

member will gather information about the ecosystem in his/her note book, comparing his/her information with the ones gathered by his/her team-mate.

The data will be included in a field journal throughout the year

(the pupils can have a personal note book or can keep the observations on sheets of paper but they are responsible for the gathered data and for the collections). By making a field journal, they will learn how to take notes and select information.

In the field journal they will include temperature, visit date, observations, drawings on animals and plants, pressed plants, weather and any other relevant thing for the teacher or pupil.

2. Go through different collecting methods of plants and animals with the pupils: how

48|76

insects can be collected with insect nets and how they can be stored in collection bottles, how they can be measured and drawn, how the plants can be pressed without damaging them.

3. After they understood how the species can be classified, we will explain the systematization made by the scientists. With the species catalog, the pupils will be capable of identifying species that live in their ecosystem.

4. After they have fully understood the collecting methods and classifications, we go out with the class on the field and we search a suitable place for observations around the year.

5. Take the pupils to a place that they are passing by daily, but not damaged by other pupils. The working field and the collection points should not be on the school territory, and if we find a suitable place close to the school yard, the pupil will be taken there every time.

6. On the field we demarcate the lots for each group. The lots should not be too close one to another but close enough for the teacher to see all his pupils.

7. We will designate a model

lot and will demonstrate classifying, collecting and gathering data about that lot.

8. Each group will take his lot and start work.

9. The field work should be done at least once every two months and when the weather changes. Thus, pupils will have the opportunity to note the changes in the ecosystem due to weather changes and can understand that whether has an important role in the life of the ecosystem.

10. At the end of the school year, the pupils will make a report about the observations, in which they will include the collections and the drawings.

Evaluation The drawings and collections must be displayed in the classroom for the pupils to think about the relations between species and to see plants and animals from their ecosystem.

If the weather allows it, the pupils will be taken to other habitats, to see other types of ecosystems: we can make field trips in the forest, in wet lands, in the mountains or agricultural lands. If the city is organizing a manifestation, the

49|76

drawings and collections will be 9. presented to the public with written explanations about different types of ecosystems.

I

f we lived on an island

By Marrero

Nicolas

Sebastian

Objective: To understand some effects of human activity on the environment.

Level: 4 – 8 Duration: Two 55-minutesessions, depending of the difficulty of the school curriculum.

Materials: Large drawing sheets and drawing instruments, copies of figure 8 work sheet. The worksheet can also be written on the blackboard.

Source: US Geological Society Subject: Ecosystems Introduction The equatorial rain forests are very important ecosystems, because it represents the living space for half of Earth’s plants and animals, and are the birthplace of many human cultures.

Scientists think that the rain forest hosts many plants that can cure some of this century’s diseases, maybe the antidote for cancer is in the roots of one of these

50|76

forest’s plants.

Also, it is a recreational place for tourist from all over the world. There are many ways in which these forests can be protected, but unfortunately the world is full of businesses that do not care about their importance and beauty.

In this lesson, the pupils will act as the owners of a 14 km2 tropical island. Taking into consideration the possibilities for

risk of this actions on the island, the pupils will work in groups and will decide on the methods they will use and on the degree of development.

Procedure 1.Start by congratulating the pupils: “Well done! By admitting your devotion for the environment and experience in management you become owners or a tropical island.

As owners you have the following responsibilities: a. Create jobs for the

development, the benefits and the island’s inhabitants, representatives

51|76

of a native population that live in huts and feed on fish, fruits and nuts. b. The island must be developed in such a manner that it should be a good environment for business but the nature should not be harmed. c. The island is covered by virgin rain forests, untouched, and is surrounded by well developed corrals. Both ecosystems are in great danger all over the world. That is why the pupils are responsible for all the actions on the island. d. Each group will present the island to their classmates and will speak about the desired changes.

2. Talk about possible business projects that can be developed on this type of island. Give some suggestions to the pupils, without allowing them to use them. For instance: golf course, logging company, scuba school.

3. Discuss about the possible results of the project. They should make a map of the island, a flyer containing a map and ads about the island’s companies, a news story about the island and about the efforts to preserve the environment.

4. Form interest groups of 3 – 5 pupils in order to manage the project .

5. If the groups are formed discuss with the class about deforestation of rain forests. What kind of benefits does it provide? What is the instant cost and what is the long-term cost of this action? Who is paying? These questions make the pupil think about efficient coordination for the island.

6. If the characteristics of rain forest and coral reefs are discussed, draw pupils’ attention towards the business opportunities of this environment and the risks associated with them in such a fragile environment.

7. Fill in the third column of the work sheet to explore the impact of the businesses. The graphic is a guide for students on how these businesses can be founded.

8. After the teams have completed the report about the proposed solutions for risk limitation, presented in the development plan, the pupils can start work on the way they want to present their island.

52|76

9. Each team will present their island to their classmates.

Evaluation

For such a project, what

This exercise can be made with other ecosystems: wet land, deserts, polar region, etc.

The texts and the requirements of the project must be adjusted to the chosen ecosystem.

Ask the pupils what

components are necessary to create unique equipment would be a habitable environment on another unavailable and what risks could planet. occur? What should be transformed,

53|76

for instance, on Mars, to be inhabited by humans? (Mars has no oceans and its surface is four times bigger than Earth’s). The teams can create a model of island by using recyclable materials.

C

10.

reative workshops

By Esra Kilic Materials: Plastic, Carton, Glue and Colorful paints Number of persons: Optional Groups Allocated to groups of children which will be given in the map.

Maps are prepared by staining. These maps using different materials regions are determined. The purpose here is children using their creativity to give real information.

For example ; Where are the world’s nuclear maps?

54|76

D

11.

ecorative Ball

By Rodrigo Falero Aloy Objective: To promote recycling activities and crafts.

Duration: 1 hour Target: 15 adolescents (12 or 13) Materials: Balloon, Hilo zizal, glue and needle.

Description of the activities: Each teen takes a balloon and inflates it to medium height, after taking the balloon inflated, cover the entire surface with wire erratically.

Thereafter glue is placed on the entire surface.

55|76

Then let it dry a day and eventually puncture the balloon with the needle and will result in a decorative ball.

12. he Tree of the Kinder Garden

T

By Verónica Bentancor González Institution: Kinder Garden Vladesti Directed to: Four and five years of age.

Number of child: Eight Time: 30 minutes Materials: 1 white leaf, dry natural leaves, pencils of color, glue.

Description: In first place, let’s sense beforehand us before the children and let’s sense beforehand the activity of the collective Creation and in equipment of “The tree of the School “. Sat in round, we deliver them the materials in order that they recognize the colors, textures, etc.

We explain it brings over of that they are going to create a tree between all for his School. Finally we begin to stick the leaves in the glass of the tree and paint the trunk of brown color. We make clear that the trees are a part of the nature and that we must take care of them.

Finally the teacher places the tree in a visible billboard for all the children and his families. The final result

56|76

L

13.

ocal graphic media produccion

By Nicolas Sebastian Marrero The necessity of producing mass mediain the comunity to spread messages is fundamental if are looking for a job to cause an impact on the subjects and changes that will enable an appropriation and multiplication of the environmental learning.

The creation of communication products together allows to approach issues from a different perspective, and puts students in a proactive position for the resolution of the problems.

Activity

Objetive

Duration

Talk about what we mean and the various forms of graphic media. Who will lead them? objectives, themes, messages, topics to use

A p p r o a c h i n g 15 min. precautions to consider before producing graphics.

E n c o u r a g e coherence and critical conscience to not produce without foundation

Big papers, sample of specific graphic media: newspapers in the area, brochures, posters of the neighborhood, etc.

Make groups and suggest a need to be transmitted to the neighborhood.

Each group must develop a different graphic media using its own characteristics.

For example: Journal mural, brochure or passacaglia

Let people of the 35 min. community can “his way� using techniques and communication tools to spread their concerns

Paper, sheets, markers, fabric, p a i n t i n g s , magazines.

57|76

Materials

Presentation to the other groups of the material produced and defense virtues and defects of your product over the other

E x c h a n g e , 20 min. discussion, criticism, technical and human limitations to produce

58|76

O

14.

ral expression by drawing

By LudovicLheureaux Support: video, pen, paper Number of people: all class Number of hours: 1 or 2 depends the topics Description: the volunteers choose a topics (recyclage, take care

about the nature,environement.....)

The class watch one or more movies about the topic we choose, after we speak about that and after discuss about we tell at the class to draw about what we spoke and when they finished they need to come one by one and explain why they draw that and explain it.

We can see that every student can have a different point of view about the topics.

59|76

15.

T

he master discussion

music

By Jorge Triguero Prado people

Nยบ Group: Between 20-25

Time: 55min.aprox.

Description: We explain Materials: musical instruments (guitar, drums during 10 or 15min. one topic about environment, we can illustrated principalment) with video, power point,etc. After this we take the instrument and give one rhythm and melody to the people, and then the people try to make the lyric for this song.

The idea is make one song but this speak about the topic that we explained before. With this method

60|76

we can work with the creativity of the alumn and we facilitate the cooperation and groupal work, and also we give awareness the people about the topic interesting for us.

3 people of Green thinkers making this method.

61|76

16.

P

lantaticion in forest for kids

By Maria del Carmen Zuniga Tamayo Nยบ people: All the class.

Duration of Activity: 4 or 5 hrs.

Materials necessary: Shovel, pick and water.

Description: You must to go in the forest, make the groups and after every team will make a opening in the earth and after you put the plant Then, they will put water and is ready.

62|76

G

17.

ame – Quizz

By Alexandre Valeux For a group between 20 and 30 students Material : • Computer with Powerpoint • Projector • At least 4 organisators • Candies Necessary time : 45-60 min Divide the class in 3 groups (A,B,C) 3 organisators will be the leaders of the groups to give advices to the students, the other one is in charge of the quizz and the computer.

Show the question with multiple choice on the projector (that’s beter with colors and pictures) The students have approximatively one or two minutes to think about the answer all together Each group must to send one of their own with the answer to tell to the organisator in charge of the Quizz

The groups who found the good answer earn some points Repeat with different questions Each question can have different values, one or multiple answers, or be without any predefinite choice, it depends of the wish of the organisators and also the necessity to share the points fort he kids.

Encourage the competition spirit during the Quizz, the students will not be shy anymore and will particpe more The winner group earn candies

63|76

D

18.

ebate

By Rosa Saez Ortiz Some volunteer go to the school and speak about ecological problems in them countries to the pupils.

After, they must to find possible solutions for each problem.

Then, comment with everybody and use the solutions for, in this case, Romania.

Posible Topic: Why develop countries are more poor in nature than rich countries?

Why people haven t got conscience about reciclage?

If the water is our only way to survive, Why contaminate it?

Advantages and inconvenients to green energy.

What can be the solutions to find the pollution politic problems in multinationals?

Ideas about nature turist.

Local ideas to make conscience the people.

Home recycle.

64|76

T

19.

heatre Forum

By Georgeta Mureanu Forum theatre is a type of theatre created by the innovative and influential practitioner Augusto Boal as part of what he calls his “Theatre of the Oppressed.”

Boal created Forum theatre as a forum for teaching people how to change their world. While practicing earlier in his career,

Boal would apply ‘simultaneous dramaturgy’.

In this process the actors or audience members could stop a

performance, often a short scene in which a character was being oppressed in some way.

The audience would suggest different actions for the actors to carry out on-stage in an attempt to change the outcome of what they were seeing.

This was an attempt to undo the traditional actor partition and bring audience members into the performance, to have an input into the dramatic action they were watching. In 2006 it has been recorded as the most used way to help new people in the theatre.

B o a l d e v e l o p e d and practised an orthodox methodology for forum theatre based on the interaction between his actors and his so-called “spect-actors”.

The spectactor attempts to overturn the oppression using some method unused by the actors, whilst the actors portraying the oppressors

65|76

improvise to attempt to bring the production to its original, scripted ending.

If the audience believes that the spect-actor’s actions are too unrealistic to be utilized in reality, they may call out “magic!”, and the spect-actor must modify their actions accordingly. If this spect-actor fails in overthrowing

actors, the production changes again the spect-actors now have the opportunity to replace the oppressors, and find new ways of challenging the oppressed character. In this way a more realistic depiction of the oppression can be made by the audience, who are often victims of the oppression.

The whole process is

the oppression, the actor resumes their character, and continues the production until another spectactor calls out “stop! or freeze!” and attempts a different method.

If and when the oppression has been overthrown by the spect-

designed to come to a conclusion through the consideration of opposing arguments, rather than where an argument is one-sided and pushed from the actors with no chance of reply or counterargument.

66|76

L

20.

iving library

By Soare Catalin The Living Library is an equalities tool that seeks to challenge prejudice and discrimination. It works just like a normal library: visitors can browse the catalogue for the available titles, choose the Book they want to read, and borrow it for a limited period of time.After reading, they return the Book to the library and, if they want, they can borrow another.

The only difference is that in the Living Library, Books are people, and reading consists of a conversation.

The Living Library attempts to challenge prejudice by facilitating a conversation between two people: Books and Readers.

Books are volunteers who have either been subjected to discrimination themselves or represent groups or individuals within society that are at risk of suffering from stereotype, stigma, prejudice or discrimination.

Living Books often have personal experiences of

discrimination or social exclusion that they are willing to share with Readers. Most importantly, Books give Readers permission to enter into dialogue with them, in the hope that their perspectives and experiences will challenge commonly held perceptions and stereotypes and therefore affect the attitudes and behaviours of wider society.

Those of us who attempt to initiate programmes that promote intercultural dialogue are frequently faced with the challenge to come up with something innovative.We are constantly looking for something that can attract the attention of many and make a real difference to those involved.

The Living Library is an innovative approach to equality and diversity because it addresses the broad subject of prejudice without emphasizing one specific case over others.

At the same time, it manages to successfully navigate around some of the sensitivities that accompany anti-prejudice work, while maintaining an element of fun and interaction that makes the project immensely appealing

67|76

to both potential organisers and participants.

This is achieved by creating a safe environment for Readers and Books to engage in open dialogue whose explicit aim is to discuss topics that in almost any other setting would be considered too delicate. At the Living Library these discussions are possible, indeed, they are surprisingly easy.

Becoming one half of that exchange is a rare privilege and one that leaves no one who experiences it unaffected.

The simplicity of the Living Library means that it is flexible enough to be used in awide variety of settings and it is particularly suitable for use in public spaces and buildings, festivals and large gatherings.

Wherever it is employed, as long as the decision to organise an event is motivated by the desire to challenge prejudice, the Living Library has the potential to change the feelings, perceptions and opinions we all hold about each other.

The diversity of our communities is celebrated, the

language and labels of stereotype are undermined and challenged, and new attitudes and behaviours are shaped by new and personal experiences. Above all, the Living Library has the potential to affect the way we all see the world, each other, and the future that we share.

68|76

VI. Youth in Action Programme Youth in Action is the Programme the European Union has set up for young people. It aims to inspire a sense of active European citizenship, solidarity and tolerance among young Europeans and to involve them in shaping the Union’s future. It promotes mobility within and beyond the EU’s borders, non-formal learning and intercultural dialogue, and encourages the inclusion of all young people, regardless of their educational, social and cultural background: Youth in Action is a Programme for all.

Every year, thousands of projects are submitted by promoters in order to get financial support from the Programme; a selection process aims at granting the best projects.

The YOUTH IN ACTION programme is the EU’s mobility and non-formal education programme targeting young people aged between 13 and 30 years. Its general objectives are the following: • Promote young people’s active citizenship in

general and their European citizenship in particular; • Develop solidarity and promote tolerance among young people, in particular in order to foster social cohesion in the European Union; • Foster mutual understanding between young people in different countries; • Contribute to developing the quality of support systems for youth activities and the capabilities of civil society organizations in the youth field; • Promote European cooperation in the youth field.

In order to achieve its objectives, the Youth in Action Programme foresees five operational Actions.

• Action 1 - Youth for Europe • Action 2 - European Voluntary Service • Action 3 - Youth in the World • Action 4 - Youth Support Systems • Action 5 - Support for European cooperation in the

69|76

youth field Depending on the Programme Action, the selection process of projects is initiated in one of the following ways: • for most Actions, the Programme Guide acts as a permanent call for proposals.

• for some Actions, specific calls for proposals are published.

Who can participate ?

Young people and youth workers naturally constitute the main target population of the Programme.

However, the Programme reaches these individuals through promoters.

Conditions for participation in the Programme therefore relate to these two actors: the ‘participants‘ (individuals participating in the Programme) and the ’promoters‘ (in most cases, legally established organisations). For both participants and promoters, conditions for participation depend on the country in which they are based.

Eligible participants

Are you young person aged between 13 and 30 years old or somebody active in youth work or youth organisations legally resident in one of the Programme or Partner Countries?

If so, you can be a participant of a Youth in Action project, depending on the Action and sub-Action concerned. For the conditions for participation in specific Actions or sub-Actions, please consult Part B of the Guide.

Check in particular: • lower age limits participants must have reached the minimum age at the application deadline. For example, if the lower age limit is 15 years, participants must have reached their 15th birthday by the application deadline.

• upper age limits - participants must not be older than the indicated maximum age at the application deadline.

For example, if the upper age limit is 28 years, participants must not have reached their 29th birthday by the application deadline.

70|76

Eligible promoters Youth in Action projects are submitted and, if selected, managed by promoters representing the participants. Are you: • a non-profit or nongovernmental organisation; • a local, regional public body; • an informal group of young people; • a body active at European level in the youth field (ENGO), having member branches in at least 8 Programme Countries; • an international governmental non-profit organisation; • a profit-making organisation organising an event in the area of youth, sport or culture... ... legally established in one of the Programme or Partner Countries?

If so, you can be promoter of a Youth in Action project depending on the Action and sub-Action concerned. For the conditions for participation in specific Actions or sub-Actions, please consult Part B

of the Guide.

If your project is selected, you become a beneficiary‘ of the Programme. A beneficiary is a promoter who will be proposed a grant agreement for the realisation of the project (grant agreements are not proposed to the participants themselves).

A distinction is made between Programme Countries and Partner Countries.

• Participants and promoters from Programme Countries can participate in all Actions of the Youth in Action Programme.

Programme Countries 27 Member States of the European Union Participating countries of the EFTA members of the EEA: Iceland, Liechtenstein,Norway and Switzerland Candidate countries for accession to the European Union: Turkey, Croatia • Participants and promoters from Neighbouring Partner Countries can participate in Action 2 and sub-Action 3.1 of the Youth in Action

71|76

Programme Neighbouring Partner Countries South East Europe: Albania, Bosnia and Herzegovina, Former Yugoslav Republic of Macedonia, Montenegro, Serbia, Kosovo (under UNSC Resolution 1244/1999).

Eastern Europe and Caucasus: Armenia, Azerbaijan, Belarus, Georgia, Moldova, Russian Federation, Ukraine.

Mediterranean Partner Countries: Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Palestinian Authority of the West Bank and Gaza Strip, Syria, Tunisia.

ACTION 2-European Voluntary Service.

The aim of the European Voluntary Service is to support young people’s participation in various forms of voluntary activities, both within and outside the European Union. Under this Action, young people take part individually or in groups in nonprofit, unpaid activities.

What is a European Voluntary Service project?

The European Voluntary

Service enables young people to carry out voluntary service for up to 12 months in a country other than their country of residence.

It fosters solidarity among young people and is a true “learning service”. Beyond benefiting local communities, volunteers learn new skills and languages, and discover other cultures. Non-formal learning principles and practice are reflected throughout the project.

An EVS project has three phases: • planning and preparation • implementation • evaluation (including reflection on a possible follow-up).

An EVS project can focus on a variety of themes and areas, such as culture, youth, sports, social care, cultural heritage, arts, civil protection, environment, development cooperation, etc. High-risk interventions in immediate post-crisis situations (e.g. humanitarian aid, immediate disaster relief, etc.) are excluded.

An EVS project has three essential components: • the Service: the volunteer(s) is/are hosted by a promoter

72|76

in a country other than their country of residence and carry out voluntary service for the benefit of the local community. The service is unpaid, non profit-making and full-time. An EVS project can include between 1 and 30 volunteers who can do their Service either individually or in a (or several) group(s). For any given group, volunteers carry out their Service in the same time-frame and the tasks they carry out are linked to a common thematic.

Ongoing volunteer support: the promoters must provide personal, task-related, linguistic and administrative support to each volunteer involved in the project.

For further information, please consult section “What else should you know about EVS?” under this Action.

EVS Training and Evaluation Cycle: besides the support provided to the volunteers by the promoters involved in the project, the National Agencies or regional SALTOs organise the

following Training and Evaluation sessions to be attended by each volunteer: • on-arrival training • mid-term evaluation (for a Service lasting more than 6 months).

For further information on the EVS Training and Evaluation Cycle, please consult section “What else should you know about EVS?” under this Action.

What is the role of promoters in an EVS project?

Promoters involved in the EVS project perform the following roles and tasks: • Coordinating Organisation (CO): the CO assumes the role of applicant and carries the financial and administrative responsibility for the entire project visà-vis the National or Executive Agency. The CO doesn’t necessarily have to be an SO or HO in the project (although it may be).

In EVS projects involving only one volunteer, either the SO or the HO is CO. There can be only one CO in an EVS project.

73|76

• Sending Organisation (SO): an SO recruits and sends one or more volunteers. There can be one or more SOs in an EVS project.

Host Organisation (HO): an HO receives one or more volunteers. There can be one ore more HOs in an EVS project.

The EVS Charter The EVS Charter is part of the Youth in Action Programme Guide and highlights the roles of each promoter in an EVS project, as well as the main principles and quality standards of EVS. Each EVS promoter must adhere to the provisions set out in this Charter.

Promoters decide together in line with this Charter - how to share tasks and responsibilities and the grant of the EVS Project.

For more information on the EVS Charter, please consult section “What else should you know about EVS?” under this Action.

What EVS is not • occasional, unstructured, part-time volunteering • an internship in an enterprise

74|76

• a paid job; it must not replace paid jobs • a recreation or tourist activity • a language course • exploitation of a cheap workforce • a period of study or vocational training abroad.

The “Greenthinkers” project was an EVS group project, originally meant to establish a solid partnership between relevant youth organizations in environment protection from Europe and Africa. Because the volunteers selected to participate from Africa were not able to obtain their travelling visas for Romania, the African partner was replaced with a partner from South America (Uruguay) The place were the project activities were conducted was Valcea county, in particular the Cozia National Park and Buila National Park.

Project’s objectives: • To improve environmental education programmes for volunteers.

• To promote non-formal education methods through open air activities and involving solving environmental problems in Cozia National Park,Valcea community, European and South American communities.

• To help young people with fewer opportunities to participate in the volunteering activities.

• To establish friendships conexions between young people from Romania,Europe and South America through solidarity and tolerance.

• To promote cultural diversity as in instrument for intercultural education among youth.

• The volunteering stage lasted for one year. The countries involved in the project were: France, Spain, Turkey, Uruguay. The total number of participating volunteers was 11.

The main activities implemented during the EVS stage were: • organizing workshops on environmental issues in 24 schools of Valcea.

• Greening Cozia Park mountain trails.

• Making three thematic routes in Cozia Park that will carry the distinctive signs (logo of the project) and panels on environmental protection will be located periodically.

• Establishment of two resting places for tourists in the park, where information on environmental education and environmental protection will be displayed.

• Organizing an annual conference on environmental issues where specialists and representatives of local authorities will be invited.

• Theater forum performances on environmental issues, theater-maze performances on environmental issues.

• Participation in structured dialogue with local authorities on environmental issues. The working methods: • Workshops on environmental issues • Forum Theatre on environmental issues. www.greenthinkers.eu http://greenthinkers.wordpress.com/