Unit 10: Introducing the Personal Eco‐Challenge
Committing to the challenge activity guide
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This project was funded by the Department of Sustainability and Environment.
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Unit 10: Introducing the Personal Eco‐Challenge
Committing to the Challenge Activity Guide Estimated duration: 10 minutes Aim •
To overcome the barriers to change
Outcome By the end of the activity, students will be able to: • Identify the pros and cons of the selected actions • Review and develop ways to overcome any barriers to the personal action chosen
Resources •
Actions students have decided to upon as part of the challenge (from the ‘What can we do?’ activity
Activity Description This is usually an extension of the group discussion on what actions to take. It is important that students think ahead about some of the challenges involved in the actions to be undertaken and how to deal with these issues. It is advisable to address these issues early so attempts at behaviour change are not stifled at the first barrier. Brainstorm some of the issues that may occur for each action. Then brainstorm some ways to resolve these issues for each action. The issues below might come up in general discussion or you can prompt students. Others working against you Discuss the problem that others’ actions might work against what they are attempting to do. For example, you might decide to refuse plastic bags but when you are in the shop the staff always automatically put everything in a plastic bag. Options to deal with this might be a polite pre‐emptive comment like “I don’t need a bag thanks” or “I have my own bag”. Be sure to highlight that getting angry about this will not solve the problem and you are more likely get a positive response next time by being polite, as they might remember you as the person who has their own bag or does not want plastic bags.
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Lapses We are never perfect all the time. Students should be made aware and be prepared for times when they fail to carry out the action. This is not an excuse to give up but an opportunity to improve next time. Sometimes you have to do things that you would prefer not to. For example buying meat at the butchers (which hopefully you are reducing your consumption of) is basically impossible without getting it in a plastic bag. But this would be better then the meat tray and plastic wrapping in the supermarket. With no other option, you just have to go with the flow or chose the lesser of two evils. Remind students that most changes involve changing habits. Habits are difficult to change because they are often unconscious. It is inevitable that you will slip up from time to time when you are trying to change, but if you can become aware of what you are doing, this is an indication that you are changing. In the end, the changed behaviour will become a new habit and will become automatic. The important thing is to keep trying! Student Roles and Responsibilities: Participate in agreed tasks Contribute to class discussions Work cooperatively with others Seek teacher assistance and support when needed Level of Teacher Support Facilitate discussion Organise materials and equipment Provide encouragement and assistance when requested Introduce tasks and activities Remind students about timelines and commitments Assessment To use this learning activity as an assessment task, collect evidence such as: Teacher checklist and observation Copies of student materials and worksheets Teacher checklist for class discussions Student documentation of planning and organising the project
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