| HU.5 | Small Changes, Big Impact | |
| Partner organization (who designed it) | Trebag Ltd. | |
| Overall description (Tell us the story of this activity) | The aim of this exercise is to familiarize young people with the development of the context of everyday life over the past 150 years and the improvements needed for a sustainable future. | |
| Total Duration: | 200 mins | |
| Group size: | 5-10 | |
| List of materials: (from pens to papers to Wi-Fi to an elephant) | internet access, note taking equipment, online forum or blog | |
| Activity’s objectives: (what do you want to achieve by delivering this activity) | ||
| memory archive timeline: each memory will be shown on the online timeline (virtual archive) and should include: year (for the timeline);short title;short summary information, max 100 words);picture;link if possbile ex. short story. |  The first TV channel was started in Hungary in January 1954. | |
| Step-by-Step Description | ||
| Time: (mins) | Activity Description: Include all the steps needed, Include notes for the facilitation. | |
| 30 mins | STEP 1. (Introduction) Participants will engage in a panel discussion on what are the most important technical requirements for comfort in a modern household. The facilitator suggests that they find out what the alternative substitutes of these amenities are with special attention to the solutions of the past. It shows what we can return to in a worst-case scenario of a future disaster. Participants agree on who to interview, what online research to do, where to collect data. | |
| 40 mins | STEP 2. (Collecting background information) Participants do online research and interview OAP in the settlement about how heating, lighting, cooling, cooking, communication worked several decades ago in the local/regional environment. All the information is noted down for sharing. | |
| 40 mins | STEP 3. (Sharing and conclusions) Participants share and compare their findings and have a discussion on whether the past technological solutions are still in use, and if modern technology is more eco-conscious than the old one. To what extent? | |
| 40 mins | STEP 4. (Personal engagement) Participants have a panel discussion on what their own contribution can be to sustainability regarding consumption, travel choices, recycling etc. They commit to a week-long sustainable action (e.g., reducing plastic use, eating plant-based meals, saving energy, making use of traditional methods in cleaning, cooking etc.). | |
| 30 mins | STEP 5: (Digital journal) Participants share reflections, struggles, and successes in an online forum or blog. Photos are uploaded into a shared folder. | |
| 40 mins | STEP 6: (end with Reflection) There is an online/offline discussion about how successful the week-long sustainable action was. What is the outcome? How could the program be improved? A poster or collage might be made to present the activity and the outcome. | |
| Extra information we need to take into account. Notes for facilitation etc (in case needed) | Finding interviewees must be helped by the facilitator. Personal interviews teach a lot to young people but it needs consideration and pre-arrangements who to interview. The facilitator should be aware of what and how could be a part of a week-long sustainable action, how to help participants. | |
| Preparations for the activity: (what do you need to do, who needs to do it, etc.) | The facilitator should have a list of potential interviewees and pre-arrange the interviews | |
| Evaluation of the activity: (Describe how will you explore what worked, what did not, what should be changed, what as the impact, was the objective achieved and to what extent…) | Practical feedback is collected during all sessions from the experience gained. The last session is dedicated to the feedback conversation, a poster or photo collage might be made, experiences shared. The facilitator should collect the remarks and observations in written form to be used in later workshops. | |
| Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. | Expected learning outcomes: Participants learn about the history of modern technological developments, and what can be used instead in a worst-case scenario of a potential future disaster. Social outcomes: making interviews with OAP is a good intergenerational activity, it might reveal interesting information about life in the past. Socio-ecological memories: the week-long sustainable action leads to personal experiences of the possibilities of reducing our carbon footprint. Pas and present actions become comparable. | |
| Appendices (If relevant – handouts, internet links, etc.) | ||
Category: Eco_EN
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Small Changes, Big Impact
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Let’s form an environmentally friendly initiative!
HU.3 Let’s form an environmentally friendly initiative! Partner organization (who designed it) Trebag Ltd. Overall description (Tell us the story of this activity) If you look carefully around your local area, you will find many initiatives, organizations that focus on the environment (e.g.: packaging-free shops). Let’s try to find as many as possible and form an own environmentally friendly initiative. Total Duration: More sessions within 1 week Preparation of the exercise: 3-4 days Group size: 4 List of materials: (from pens to papers to Wi-Fi to an elephant) Papers, pens, pencils Optional: stick-it, scissor, felt pen, glue Activity’s objectives: (what do you want to achieve by delivering this activity[TKkg1] ) memory archive timeline: information, picture and link. e.g. short story. 2006: the first TOMS shoes are given. TOMS is a concrete example of a company which focuses on social innovation and impact. Meanwhile, environmental protection is also very important for them. https://www.toms.com/en-us/environmental-policy Step-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 2 mins STEP 1. The facilitator introduces the exercise (“Overall description” part). 10 mins STEP 2. The facilitator asks participants to brainstorm about examples of these initiatives and organizations. 5 mins STEP 3. The facilitator divides the participants into groups. 180 mins STEP 4. The groups visit and analyze the environmentally friendly initiatives and organizations in their local area. 180 mins STEP 5. The groups create their own “business plan” to form their own environmentally friendly initiative, organization. The main parts: Initiative, organization (with vision and mission)Analysis of the similar initiatives, organizationsOperational planMarketing (and sales) planFinancial planOrganizational structure 90 mins STEP 6: Groups present their plan in details to each other. 20 mins STEP 7: Groups vote for the best plan. Extra information we need to take into account. Notes for facilitation etc. (if needed) Preparations for the activity: (what do you need to do, who needs to do it, etc.) No need for special preparations. Evaluation of the activity: (Describe how you will explore what worked, what did not, what should be changed, what is the impact, was the objective achieved and to what extent…) See step 7. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Quantitative outcomes: Number of the business plans. Learning outcomes and socio-ecological memories: To get to know the mechanism, structure and process of an initiative, organization which is focusing on environmental protection. To be able to create a business plan. To get to know the local environmentally friendly initiatives and organizations. Appendices (If relevant – handouts, internet links, etc.)
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Let’s cook!
HU.2 Let’s cook! Partner organization (who designed it) Trebag Ltd. Overall description (Tell us the story of this activity) Eating more plant-based meals can be healthier and can be good for the environment. Plant-based means foods from plants and not from animals. These can be for example vegetables, fruits, nuts, seeds and oils, etc. All of us know some local recipes that are not plant-based. Let’s try to make them in a plant-based way! Total Duration: 4 hours Group size: 5 List of materials: (from pens to papers to Wi-Fi to an elephant) Facilitator(s), plant-based ingredients and kitchenware Activity’s objectives: (what do you want to achieve by delivering this activity) memory archive timeline: information, picture and link. e.g. short story. 01.11.1994: The first World Vegan Day www.vegansociety.com/get-involved/world-vegan-month Step-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 5 mins STEP 1.: The facilitator introduces a short explanation of veganism and the main aim of the activity. 5 mins STEP 2.: The facilitator divides the participants into groups. 10 mins STEP 3.: Groups decide which dish they would like to prepare (taking into account the available ingredients) 180 mins STEP 4. Groups make their own plant-based dish(es). 30 mins STEP 5: Groups present their dish(es) to each other. The other groups taste them and evaluate. 10 mins STEP 6: Discussion: Each participant reflects on the exercises (see: Evaluation of the activity) Extra information we need to take into account. Notes for facilitation etc. (if needed) The ingredients can be expensive. The execution of the task may be accident-prone. Facilitator(s) should know which ingredients are plant-based and which are not. Preparations for the activity: (what do you need to do, who needs to do it, etc.) Procurement of the plant-based ingredients. Cleaning of the needed kitchenware. Evaluation of the activity: (Describe how you will explore what worked, what did not, what should be changed, what is the impact, was the objective achieved and to what extent…) Questions for the evaluation: On a scale of 1 to 10, how delicious was the meal prepared? On a scale of 1 to 10, how difficult was the meal to prepare? On a scale of 1 to 10, how likely are you to eat more plant-based meal? On a scale of 1 to 10, how much would you like to prepare this kind of food for your family? What would motivate you most to eat more plant-based meal? What is the biggest barrier to eating more plant-based meal? What would you make next as a plant-based meal? Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Quantitative outcomes: number of new plant-based recipesnumber of the participants who are willing to build more plant-based dishes into their meals Learning outcomes and socio-ecological memories: To raise awareness of the participants. They can recognize that eating less meat is an option which can be good for their health and the environment. Participants can collect local recipes and then prepare them in plant-based ways and then “show” the plant-based version of the local meal to the local citizens. Appendices (If relevant – handouts, internet links, etc.)
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Community garden
HU.1 Community garden Partner organization (who designed it) Trebag Ltd. Overall description (Tell us the story of this activity) Community gardening is a brilliant solution for gardening in an urban area. In other words, the community garden is an opportunity for urban agriculture. A community garden is a land that is gardened by a group of people (individually or collectively). Usually these gardens are divided into smaller units and these smaller units belong to a group or person who is responsible for the yielding or the production of this unit. Total Duration: More sessions within 1 week Group size: 5 List of materials: (from pens to papers to Wi-Fi to an elephant) Papers, pens, pencils, local community garden Optional: stick-it, scissor, felt pen, glue Activity’s objectives: (what do you want to achieve by delivering this activity[1] ) memory archive timeline: information, picture and link. e.g. short story. 1955: the appearance of the first government decrees regarding community (allotment gardening = the precursor of community gardens) enclosed gardens in Hungary Step-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 30 mins STEP 1. The facilitator asks the group: Who knows what a community garden is? (If nobody knows the answer the facilitator tells the “Overall description” part to the participants.)
Then the participants talk a bit about the community gardens. Some possible questions: Why can community gardens be useful?What are the possible obstacles to community gardens?What can be the conditions for creating a community garden?5 mins STEP 2. The facilitator divides the participants into groups. 240 mins STEP 3. The groups visit the community garden nearest to them and investigate its functioning (“interview” the people who are involved in running it). 320 mins STEP 4. The groups create their own plan on establishing their own community garden. The main aspects: locationbudgetparticipanttimelinerulesplants 90 mins STEP 5: Groups present their plan in details to each other. 20 mins STEP 6: Each group receives feedback from the other participants 15 mins STEP 7: Groups vote for the best plan. Extra information we need to take into account. Notes for facilitation etc. (if needed) The facilitator should be familiar with the basics of the community gardens. Preparations for the activity: (what do you need to do, who needs to do it, etc.) No need for special preparations. Evaluation of the activity: (Describe how you will explore what worked, what did not, what should be changed, what is the impact, was the objective achieved and to what extent…) See step 7. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Quantitative outcomes: Plans on community gardens. Learning outcomes and socio-ecological memories: To get to know the mechanism, structure and process of a community garden. To be able to design a community garden. To get to know the operation of the local community garden(s). Appendices (If relevant – handouts, internet links, etc.)
I would delete the ‘Activity’s objective’, because the “Expected outcomes’ part includes it.
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Traditional Preservation Techniques
HU.4 Traditional Preservation Techniques Partner organization (who designed it) Trebag Ltd. Overall description (Tell us the story of this activity) Participants of this activity collect traditional preservation methods, then put them into practice using seasonal raw materials (possibly from local production). OAP know more about traditional preservation, so their help might be useful in the implementation. Total Duration: Depending on the chosen preservation methods, about 6-7 hours (1 hour/session), during 2 weeks Group size: No. participants: 5 List of materials: (from pens to papers to Wi-Fi to an elephant) internet connection or mobile net, note taking equipment, kitchen with equipment, ingredients/raw food Activity’s objectives: (what do you want to achieve by delivering this activity) memory archive timeline: each memory will be shown on the online timeline (virtual archive) and should include: year (for the timeline);short title;short summary information, max 100 words);picture;link if possbile ex. short story. Traditional food preservation methods were developed from the prehistoric times on, like drying, preservation by frying, preservation in salt/spices/oil, later by pickling, canning.
The first printed Hungarian recipe book was published in 1695 (Szakáts mesterségnek könyvetskéje), available online: https://mek.oszk.hu/08300/08343/ It has an Appendix dedicated to the description of contemporary preservation methods (preservation in honey, by canning, drying, in salt etc.) Step-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 60 mins STEP 1. (Introduction to the activity) The facilitator invites participants to a brainstorming session. They collect the names of traditional preservation methods they have heard of. Participants each will do online research on different methods (how to use them, with what food, what equipment is needed, etc.). The participants share their findings with the group. The group agrees on which methods will be tested in practice, taking into account technical conditions and availability of raw materials. 60 mins (depending on shopping) STEP 2. (Preparation for the preservation session) The facilitator will make sure that there is a kitchen where the group can gather several times as needed, using a stove, oven, utensils and ingredients. Ingredients are purchased in advance for each session. It is advisable to do the shopping together with group members. 3×60 mins STEP 3-4-5 (Preservation sessions) The group will need the facilitator’s guidance in distributing the tasks, and going through the process. Duration of one session will depend on the chosen preservation method. The number of sessions depends on the methods chosen for testing. In the end, each participant should receive some of the preserved food from each session. 2×60 mins STEP 6: (end with Reflection) In the end of the activity, the participants share their experiences: which food tasted the best, which one could be used in what food, they create a poster from the photos of the foods in which they could use their preserved ingredients. If possible, there might be a party with food prepared using preserved ingredients. Extra information we need to take into account. Notes for facilitation etc (in case needed) Drying usually takes time from 1 hour to 2 weeks (depending on whether we dry in an oven or in the open air) For canning and pickling jars and large size pots are needed You need a jar with an airtight metal lid for canning Plan the sessions in a way that every group member has something to do and the tasks are well timed, so that you can do as much as possible in one meeting Preparations for the activity: (what do you need to do, who needs to do it, etc.) Before each preservation session, the necessary equipment must be prepared, and the raw food, ingredients bought. Cooperation of the facilitator and the group members is needed. Evaluation of the activity: (Describe how will you explore what worked, what did not, what should be changed, what as the impact, was the objective achieved and to what extent…) Practical feedback is collected during all sessions from the experience gained. The last session is dedicated to the feedback conversation, sharing recipes, tasting. The facilitator should collect the remarks and observations in written form to be used in later workshops. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Expected learning outcomes: Participants learn from personal experience and practice traditional preservation methods. Social outcomes: working together in the kitchen needs good communication, skills of planning, arranging, cooperating. Socio-ecological memories: preservation recipes are part of our cultural heritage from the beginnings. Learning how to preserve fruits, vegetables, herbs might help participants live a healthier life based on local food, and consume less artificial preservatives. Appendices (If relevant – handouts, internet links, etc.) Any recipe book with a chapter on preservation methods might be useful, especially ones from the 19-20th centuries -
Ozone Recovery: A Story of Global Healing
BG.5 Ozone Recovery: A Story of Global Healing Partner organization (who designed it) SCAS Overall description (Tell us the story of this activity) This interactive practice is based on the ozone hole and its healing, as it’s a powerful example of successful international environmental cooperation. Here’s a workshop design that aims to educate and engage participants on this important topic. Total Duration: 3 hrs. Group size: 10 -15 people. Mix of older adults (e.g., grandparents, retirees, seniors) and younger participants (e.g., teenagers and other young people). List of materials: (from pens to papers to Wi-Fi to an elephant) Projector and screen, speakers for the audio of the video. Activity’s objectives: (what do you want to achieve by delivering this activity) To understand the science behind the ozone layer and its depletion. To learn about the causes and consequences of the ozone hole. To explore the success of the Montreal Protocol and its impact on ozone recovery. To discuss the ongoing monitoring and future of the ozone layer. To connect the ozone layer recovery to other present day environmental issues. memory archive timeline: information, picture and link. e.g. short story. 16.09.1987 The Montreal Protocol on Substances That Deplete the Ozone Layer is an international treaty designed to protect the ozone layer by phasing out the production of numerous substances that are responsible for ozone depletion. It was agreed on 16 September 1987, and entered into force on 1 January 1989. Info source: https://en.wikipedia.org/wiki/Montreal_Protocol
Image source: NOAA, Public Domain ImageStep-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 20 mins STEP 1. Meet the ozone hole The facilitator presents the history of the discovery of the ozone hole, focusing on the role of chlorofluorocarbons (CFCs) and other ozone-depleting substances. Mention the consequences of ozone depletion, including increased UV radiation, health risks, and environmental impacts. Play the following video from the UN Environment Programme’s YouTube Channel: https://www.youtube.com/watch?v=MgUobxtdm4A 60 mins STEP 2. The Montreal Protocol: A Global Success Story Explore the landmark Montreal Protocol, an international agreement to phase out ozone-depleting substances. Highlight the key provisions of the protocol, its implementation, and its impact on reducing CFC emissions. Showcase the success of the protocol in reversing ozone depletion and the ongoing recovery of the ozone layer. Discuss the importance of international cooperation in solving global environmental problems. STEP 3. Monitoring and Future: The Ozone Layer Today Discuss the current state of the ozone layer, including ongoing monitoring efforts and scientific research. Explore the projected timeline for full ozone recovery and the remaining challenges. Connect the lessons learned from the ozone hole recovery to other environmental issues, such as climate change. 20 mins STEP 4: Reflection: Our Role in Environmental Healing Facilitate a group discussion on the lessons learned from the ozone hole recovery and their relevance to contemporary environmental challenges. Encourage participants to share their thoughts on the role of individuals, governments, and industries in promoting environmental sustainability. Discuss how the success of the Montreal protocol, can be used as a template for other global environmental issues. Extra information we need to take into account. Notes for facilitation etc (in case needed) Preparations for the activity: (what do you need to do, who needs to do it, etc.) Explore the Montreal protocol prior to the workshop https://www.unep.org/ozonaction/who-we-are/about-montreal-protocol Evaluation of the activity: (Describe how will you explore what worked, what did not, what should be changed, what as the impact, was the objective achieved and to what extent…) Encourage participants to share their reflections and insights. Use open-ended questions to explore their perspectives Facilitate structured discussions to gather information about participants motivation, feelings and thoughts on the topics. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Participants will gain a deeper understanding of the science of the ozone layer and its depletion. Participants will learn about the success of the Montreal Protocol and its impact on ozone recovery. Participants will be able to connect the lessons learned from the ozone hole recovery to other environmental challenges. Participants will be inspired to take action to promote environmental sustainability. Appendices (If relevant – handouts, internet links, etc.) -
Extreme weather: Story-telling circle
BG.4 Extreme weather: Story-telling circle Partner organization (who designed it) SCAS Overall description (Tell us the story of this activity) This interactive practice is based on the organization of a story-telling circle. Participants will aim at sharing extreme weather stories from their past, their community or friends’ experience. Discussions will aim at identifying the causes of such events, possible scenarios for help or timely reaction and the role of community in such events. Total Duration: 3 hrs. Group size: 10 -15 people. Mix of older adults (e.g., grandparents, retirees, seniors) and younger participants (e.g., teenagers and other young people). List of materials: (from pens to papers to Wi-Fi to an elephant) Comfortable room with seating arrangements (chairs, pillows on floor etc.). Activity’s objectives: (what do you want to achieve by delivering this activity) To foster intergenerational collaboration and story sharing; To discuss experiences with extreme weather To discuss the role of communities in such scenarios; To identify ways of collaboration and help. memory archive timeline: information, picture and link. e.g. short story. 03.02.1963 The big flooding of river Arda in Kurdzhali
Image source: Bulgarian photo archives, фотоАрхив.bg https://photoarchives.archives.bg/thumbnail/image=/21/21000445_001_m.jpgStep-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 10 mins STEP 1. Introduce the goal of the storytelling circle. To facilitate and kick-start the discussions the facilitator will tell their own story of such extreme weather events. 2 hr 30 mins STEP 2. Participants share Each participant will have the option to share their story and experience. The facilitator must make sure that there is an established order in the story sharing. Each participant must be encouraged to think about and share an event. 20 mins STEP 6: Reflection Participants are asked to reflect on what they have learned from the activity. Which story was the most impactful for them? Extra information we need to take into account. Notes for facilitation etc (in case needed) No Preparations for the activity: (what do you need to do, who needs to do it, etc.) Evaluation of the activity: (Describe how will you explore what worked, what did not, what should be changed, what as the impact, was the objective achieved and to what extent…) Encourage participants to share their reflections and insights. Use open-ended questions to explore their perspectives Facilitate structured discussions to gather information about participants motivation, feelings and thoughts on the topics. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Increased awareness of extreme weather experiences; Increased awareness of possible causes of such events; Increased awareness of the importance of community in such conditions; Appendices (If relevant – handouts, internet links, etc.) -
Environment Mythbusters: Facts vs. Reality
BG.3 Environment Mythbusters: Facts vs. Reality Partner organization (who designed it) SCAS Overall description (Tell us the story of this activity) This interactive practice is based on myth busting. The facilitator will read the 15 statements below and the participants have to deduce whether the statement is myth or reality. The goal of the interactive practice is to challenge misinformation and inspire the adoption of better practices. The practice is suitable for all generations and is perfect for fostering intergenerational dialogue on environmental topics. Total Duration: 2 hrs. Group size: 10 -15 people. Mix of older adults (e.g., grandparents, retirees, seniors) and younger participants (e.g., teenagers and other young people). List of materials: (from pens to papers to Wi-Fi to an elephant) None Activity’s objectives: (what do you want to achieve by delivering this activity) To foster intergenerational collaboration and knowledge sharing; To challenge common myths about environmental concepts; Promote green practices and greener lifestyle changes; memory archive timeline: information, picture and link. e.g. short story. 2024 was the world’s warmest year on record Information source: https://www.noaa.gov/news/2024-was-worlds-warmest-year-on-record#:~:text=It’s%20official%3A%202024%20was%20the,extent%20(coverage)%20on%20record.
Image source: Pexels (CC0)Step-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 10 mins STEP 1. Introduce the game 1 hr 20 mins STEP 2. The game of myth busting The facilitator will carefully read the first statement (statements provided below). The group will begin to discuss whether it’s myth or fact, they are discouraged to fact check on their devises. Facilitate healthy discussions. After allowing some time for discussions, the facilitator will reveal the truth and read the explanation provided. Move to next question and so on. 30 mins STEP 6: Reflection Participants are asked to reflect on what they have learned from the activity. Which statements came as surprise to them. Where there any myths they believed in prior to the interactive practice? Have their opinion changed on the topics? Extra information we need to take into account. Notes for facilitation etc (in case needed) No Preparations for the activity: (what do you need to do, who needs to do it, etc.) Facilitator needs to get acquainted with the questions provided below prior to the exercise. Evaluation of the activity: (Describe how will you explore what worked, what did not, what should be changed, what as the impact, was the objective achieved and to what extent…) Encourage participants to share their reflections and insights. Use open-ended questions to explore their perspectives Facilitate structured discussions to gather information about participants motivation, feelings and thoughts on the topics. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Increased awareness of common myths and misconceptions on environmental topics; Promotion of intergenerational discussions; Challenging myths Appendices (If relevant – handouts, internet links, etc.) The 15 Statements 1 “Recycling alone will solve the plastic pollution problem.” (Myth) While recycling is important, reducing consumption and reusing materials are equally, if not more, crucial. 2 “Climate change is solely caused by natural variations in the Earth’s orbit.” (Myth) The overwhelming scientific consensus is that human activities, particularly the burning of fossil fuels, are the primary driver of current climate change. 3 “Planting trees helps to absorb carbon dioxide from the atmosphere.” (Fact) Trees act as carbon sinks, removing CO2 during photosynthesis. 4 “Electric vehicles produce zero emissions.” (Myth) While EVs produce zero tailpipe emissions, the production of their batteries and the source of the electricity used to charge them can contribute to emissions. 5 “Sustainable products are always more expensive.” (Myth) While some sustainable products may have a higher upfront cost, they often lead to long-term savings through energy efficiency or durability. 6 “The Earth’s climate has never changed before.” (Myth) The Earth’s climate has naturally changed throughout its history, but the current rate of change is unprecedented. 7 “Individual actions don’t make a difference in combating climate change.” (Myth) Collective individual actions, such as reducing energy consumption and waste, can have a significant impact. 8 “Renewable energy sources like solar and wind are unreliable.” (Myth) Advances in technology and energy storage are making renewable energy sources increasingly reliable. 9 “Eating less meat can reduce your carbon footprint.” (Fact) Livestock production is a major contributor to greenhouse gas emissions. 10 “The ozone layer hole is the main cause of global warming.” (Myth) The ozone hole and global warming are seperate issues, but both are environmental concerns. 11 “All plastic is recyclable.” (Myth) Many types of plastics are not recyclable, and those that are often have limited recycling capabilities. 12 “Switching to energy-efficient light bulbs saves energy.” (Fact) LED bulbs, for example, use significantly less energy than traditional incandescent bulbs. 13 “Climate change only affects polar bears.” (Myth) Climate change has wide ranging effects that effect every part of the globe, including humans. 14 “Buying local produce reduces your carbon footprint.” (Fact) Transporting food over long distances consumes fossil fuels and contributes to emissions. 15 “Technology will solve all our environmental problems.” (Myth) While technology plays a role, changes in consumption patterns and lifestyles are also necessary. 16 “2024 was the hottest year on record.” (Fact) -
Recycle Together: Bridging Generations Through Play and Action
BG.2 Recycle Together: Bridging Generations Through Play and Action Partner organization (who designed it) SCAS Overall description(Tell us the story of this activity) The workshop will be organized around the Green Skills mobile game (free downloadable app) developed by SCAS. The game focuses on raising awareness about recycling and waste separation and its importance. The Workshop will aim at bringing the different generations together by combining memories sharing and the mobile game. Total Duration: 2.5 hrs. Group size: 10 -15 people. Mix of older adults (e.g., grandparents, retirees, seniors) and younger participants (e.g., teenagers and other young people). List of materials:(from pens to papers to Wi-Fi to an elephant) Tablets or laptops with access to the game (Apple or Android).Projector and screen. Activity’s objectives:(what do you want to achieve by delivering this activity) To foster intergenerational collaboration and knowledge sharing about recycling.To use an online recycling game as a tool for learning and engagement.To promote practical recycling skills and awareness within the community.To generate collaborative solutions for local recycling challenges.To create a fun and engaging learning environment. memory archive timeline: information, picture and link. e.g. short story. 2015, Sofia, Bulgaria Mobile Games in Youth WorkThe Student computer art society /SCAS/ initiates the project Mobile Games in Youth Work and launches the free mobile app for Green Skills. It’s goals is to gamify the learning process for waste recycling and to facilitate and promote green skills. The game is meant to be a useful tool for youth workers and it has been used to train hundreds of people throughout the years. The game is created by students in different fields – art, IT, programming etc. Image source: SCAS
Step-by-Step Description Time:(mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 30 mins STEP 1. Recycling StoriesBegin with an icebreaker where participants share their earliest memories of recycling or waste management. Encourage older adults to share historical perspectives on waste disposal and recycling practices.Younger participants can share their current understanding and experiences with recycling.This activity establishes a foundation for intergenerational dialogue.
30 mins STEP 2. Green Skills – Playing the game of recycling togetherExplains the game and it’s objectives.Divide participants into mixed-age teams. Teams play the game together, with older adults and younger participants collaborating on strategies and problem-solving. Focus on discussing the virtual recycling processes and how they relate to real-world scenarios. Facilitate discussion about the differences between the virtual game and real world recycling. 1 hr STEP 3. Community Recycling: Collaborative SolutionsFacilitate a group discussion about local recycling challenges and opportunities. Teams brainstorm and develop collaborative solutions for improving recycling practices in their community. Use the knowledge gained from the game and real-world exploration to inform their solutions. Encourage the groups to think about how to use the app to spread awareness. Present the solutions to the larger group. 30 mins STEP 6: ReflectionParticipants are asked to reflect on what they have learned from the activity. Extra information we need to take into account. Notes for facilitation etc (in case needed) The “Green Skills” game deals with the waste separation issues such as awareness of different packaging materials, different waste separation bins and their color coding, so called special waste etc.Once you start the game you will see an object and will have to decide in which bin(s) this object has to go on the basis of the material(s) of which the object is made. There are five waste separation bins among which you can choose: blue (paper), green (glass), yellow (plastic and metal), dark brown (not recycled), a little red truck (special waste – that has to be specifically taken away by some institution, e.g. medical waste, or put in special places, e.g. electronics, batteries etc.). Once the object appears on the screen, you have 15 seconds to tap the bin(s) where you think it belongs and then click the OK button. Then, the next object will appear.It is important to note that at the beginning of the game you have only one “life”. For every 9 correct answers you will receive another “life”, which allows you to make one mistake. If you make a mistake while with only 1 “life”, the game is over. At the end of each game a different interesting and useful fact, related to waste separation will pop up on the screen. Preparations for the activity:(what do you need to do, who needs to do it, etc.) Facilitator needs to find devices to install the game on or ask participants to download and install it on a few of their devices for the duration of the workshop. Evaluation of the activity:(Describe how will you explore what worked, what did not, what should be changed, what as the impact, was the objective achieved and to what extent…) Encourage participants to share their reflections and insights.Use open-ended questions to explore their perspectives on the relevance of historical eco-protests to contemporary issues.Facilitate structured discussions to gather information about participants motivation, feelings and thoughts on the topics. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Increased awareness on waste separation principles, different packaging materials, different waste separation bins and their colour coding, so called special waste;Increased ability to collaborate with intergenerational teams; Appendices(If relevant – handouts, internet links, etc.) Link to the app: https://apps.apple.com/us/app/green-skills/id989153193 https://play.google.com/store/apps/details?id=scas.greenskills -
Echoes of the Past: The first Eco-Protests and the Fight for Environmental Justice
BG.1 Echoes of the Past: The first Eco-Protests and the Fight for Environmental Justice Partner organization (who designed it) SCAS Overall description(Tell us the story of this activity) It’s fascinating to delve into the history of early eco-protests, as they lay the groundwork for the environmental movements we see today. The following interactive practice relies on the diversity of the group asking each participant to look for the first ecological protest or eco-cause in their country, city or community and share it with the group thus fostering storytelling, dialogue and discussion on eco-memories. Total Duration: 1 hrs. introduction, 1,5 hrs. for individual research and 15 mins for presentation of each participant or group. Group size: 5 -15 people. The participants should be from diverse backgrounds and age groups. If needed, the participants could be separated into groups. List of materials:(from pens to papers to Wi-Fi to an elephant) Computers, Wi-Fi, projector. Activity’s objectives:(what do you want to achieve by delivering this activity) Fostering storytelling, dialogue and discussion on eco-memories. To explore the historical context of the first environmental protests in Europe in it’s different areas.To examine the social, economic, and ecological factors that fueled these protests.To analyze the strategies and impacts of these early movements.To draw connections between historical eco-protests and contemporary environmental challenges.To facilitate collaborative reflection on the role of citizen action in environmental protection. memory archive timeline: information, picture and link. e.g. short story. The first eco-protest in Bulgaria.1987, Ruse, Bulgaria
Two years before the fall of the totalitarian regime in Bulgaria, citizens organize a rare sight – a protest, led by women against the air pollution in the city of Ruse, Bulgaria. The pollution was caused by a nearby factory. This is the first organized protest in Bulgaria as well as the first on an ecological topic.Photo from the protest, national archives, Bulgaria.
Step-by-Step Description Time:(mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 20 mins STEP 1. Setting the Stage The facilitator introduces the participants to the importance of eco protests and their impact on social and political change for the environment. The facilitator is free to choose exactly which examples to use. Otherwise he/she could use the example in the memory archive of the first Bulgarian protest.
20 mins STEP 2. Asking questions Based on the presented examples the facilitator engages the participants in a discussion asking them key questions. If the memory archive example is used with the Bulgarian protest the questions could be:Why is the first protest ever recorded in Bulgaria so late (1987)?The key reason why the protests was at all allowed was because its leaders were mothers of young children who developed respiratory problems. What conclusions could be drown from this information? And others. 20 mins STEP 3. Explaining the task at hand.Each person or group will have to identify an ecological protest and research information about it and its context. If someone from the group has participated in such a protest they could share about it. A presentation will be prepared and presented to the group. 1 hr 30 mins STEP 4. Individual researchEach participant or groups does their own research and prepares materials to present to the group. 15 mins per ppl/grp STEP 5: Presentations of memories Each participant or group presents their findings. 15 mins STEP 6: Final discussions of what has been shared.What is the common between the shared protest? What are the differences? What has been achieved thanks to those activities? Extra information we need to take into account. Notes for facilitation etc (in case needed) No Preparations for the activity:(what do you need to do, who needs to do it, etc.) Facilitator needs to create a ppt. based on an eco-protest of their choice. Evaluation of the activity:(Describe how will you explore what worked, what did not, what should be changed, what as the impact, was the objective achieved and to what extent…) Encourage participants to share their reflections and insights.Use open-ended questions to explore their perspectives on the relevance of historical eco-protests to contemporary issues.Facilitate structured discussions to gather information about participants motivation, feelings and thoughts on the topics. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Increased historical awareness;Intercultural dialogue facilitation;Intergenerational dialogue facilitation;Improved environmental literacy;Inspiring civic engagement; Appendices(If relevant – handouts, internet links, etc.)
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