Unit 10: Introducing the Personal Eco‐Challenge
Others who are making changes 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
Others who are making changes activity guide
Estimated duration: 20 minutes Aim • • •
To demonstrate what others have been able to achieve To share stories of others who have taken steps to address environmental issues as a community To encourage students to undertake take their own personal action
Outcome By the end of the activity students will be able to: • Describe an example of how community action can have a lasting impact
Resources • • •
Video about the village of Ashton Hayes, “Our Footprint, Our Journey”: www.youtube.com/watch?v=C9jPKLyGa_w (16 minutes, 40 seconds) Alternatively, use the “Going Carbon Neutral – The Ashton Hayes Example” DVD, by Neil and Heather Barrett. For a copy, contact Environment Audio Visuals on 5472 3094 or heather@box311.biz. Optional resource for further information: www.goingcarbonneutral.co.uk (blog on Ashton Hayes)
Activity Description The video or DVD about Ashton Hayes will provide the students with the opportunity to see a successful community‐based project and hear about how it was conceived and developed. Ashton Hayes is a small English village of around 1000 people who aimed to become the first carbon neutral village in the UK. After screening the video, discuss the following questions with the class: 1. What started the carbon neutral campaign? 2. Who got involved and why? 3. Were there examples where one action led to other actions being taken? 4. What difficulties did they face? 5. How did they overcome them? Local examples of community based action Talking about community action based in another country may not resonate with some students. You may wish to try and locate Australian or local examples of where people have got together to take action.
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Any examples of local action could be equally as effective in meeting the aims of this activity. For example, Landcare groups undertake many local action projects based on land use and protecting local environments. There may be other community environment groups that can broaden students’ awareness of local initiatives and will help to foster their own initiative and personal responsibility. When using local examples be careful to ensure participants are not rushed into taking steps or actions that they are not ready for or are co‐opted into projects they are not interested in at this stage. The later part of the YEC is about having participants lead projects. Good examples of community projects might be found by contacting: • Sustainability Street • Transition Towns • Landcare • Local environment groups • Friends groups (e.g Friends of Merri Creek)
Student Roles and Responsibilities Participate in agreed tasks Contribute to class discussions Complete activities and worksheets Work cooperatively with others
Level of Teacher Support Facilitate discussion Organise materials and equipment Introduce tasks and activities Present DVD or video Provide encouragement and assistance when requested
Assessment To use this learning activity as an assessment task, collect evidence such as: Teacher checklist for class discussions
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