| RO1 | Threads of memory: Traditional sewing circle (“Șezătoare”) | |
| Partner organization (who designed it) | Timiș County Youth Foundation | |
| Overall description (Tell us the story of this activity) | This activity revives the Romanian tradition of șezătoare, where people used to gather in the evenings to sew, weave, and tell stories. Participants are invited to bring fabric scraps, embroidery hoops, or traditional sewing kits and engage in stitching simple patterns while discussing ecological and cultural memories, family traditions, and intergenerational knowledge. It’s a creative, slow-paced way to build community and reflect on the value of traditional crafts in a fast-changing world. | |
| Total Duration: | 2.5 hours | |
| Group size: | 8-12 people | |
| List of materials: (from pens to papers to Wi-Fi to an elephant) | Embroidery hoops, thread, cloth, needles, cushions, chairs, hot tea, speaker/music | |
| Activity’s objectives: (what do you want to achieve by delivering this activity) | Encourage intergenerational and intercultural dialogueFoster mindfulness and emotional connection through slow, repetitive activityHighlight sustainable practices and textile reusePreserve traditional techniques | |
| memory archive timeline: information, picture and link. e.g. short story. | Year: 1920s Summary: In many Romanian villages during the interwar period, women gathered by lamplight in long winter evenings to embroider traditional motifs on shirts and pillowcases. These gatherings, or șezători, were not just practical—they were social hubs where folk stories, songs, and ecological wisdom about plants, seasons, and sustainability were shared orally. (Picture of an old șezătoare somewhere in Moldova, 1920s) | |
| Step-by-Step Description | ||
| Time: (mins) | Activity Description: Include all the steps needed, Include notes for the facilitation. | |
| 20 mins | Welcome and context: Introduction to the șezătoare tradition, showing old photos and stories. | |
| 30 mins | Demonstration: A guest (e.g. elder or craftsperson) demonstrates simple stitches and explains symbolic patterns. | |
| 60 mins | Group sewing & sharing: Participants sew while talking in pairs or small groups about ecological memories. | |
| 30 mins | Reflection circle: Participants display their work and share what they talked about or learned. | |
| 10 mins | Closing notes and documentation: Photos, quotes, or audio may be collected for the memory archive. | |
| 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.) | Venue setup: Choose a warm, intimate indoor space, ideally decorated with traditional textiles, and with enough chairs arranged in a circle to foster conversation. Materials: Prepare embroidery hoops, fabric squares, threads in traditional colors (red, blue, black, white), thimbles, needles, scissors, and handouts with a few Romanian folk motifs (and their meanings). Facilitation: Invite a local artisan or elder who knows traditional embroidery to co-lead the activity and offer mini tutorials. Atmosphere: Prepare calming background music (Romanian folk instrumental) and offer herbal tea or fruit infusion to create a cozy, slow-paced environment. | |
| 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…) | Use a “stitch & share” reflection circle where each participant explains the meaning of their embroidered piece and what they learned during the session. Provide short written feedback cards with prompts like: “Something I learned today…” “Something that reminded me of home…” Facilitators can document emotional engagement, social bonding, and discussions using a feedback logbook or group photos. | |
| Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. | Development of fine motor skills and mindfulness through a repetitive, meditative task.Increased appreciation for textile reuse and heritage craft.Intergenerational learning: younger participants gain cultural insight; older participants feel valued for their knowledge.Strengthened community bonds through collective, reflective crafting. | |
| Appendices (If relevant – handouts, internet links, etc.) | ||
Category: Eco_EN
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Threads of memory: Traditional sewing circle (“Șezătoare”)
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Food Heritage Workshop – (Soutzoukos) A Sweet Tradition of Sustainability
DEKAPLUS.5 Food Heritage Workshop – (Soutzoukos) A Sweet Tradition of Sustainability Partner organization (who designed it) DEKAPLUS Overall description (Tell us the story of this activity) Soutzoukos is a classic Cypriot sweet made from grape must and almonds that is typically served during the grape harvest season. The workshop brings together young people and elders to learn how this unique delicacy is made while also exploring its historical and ecological significance. Elders will relate to stories about how soutzoukos has long been used to reduce food waste by utilising grape must, a byproduct of wine production. Participants see an overview of the step-by-step process of preparing soutzoukos with sustainable methods and locally sourced materials, fostering a connection to Cyprus’ agricultural past Total Duration: 2 hours Group size: 8-10 List of materials: (from pens to papers to Wi-Fi to an elephant) Local ingredients for soutzouko traditional recipe Printed visuals of old photos depicting the making of soutzoukos Recipe sheets and informational handouts on the ecological history of soutzoukos A camera to document the activity (optional). Activity’s objectives: (what do you want to achieve by delivering this activity) To teach youth the traditional process of making soutzoukos, emphasizing its historical and cultural significance in Cyprus.To highlight soutzoukos as an example of sustainability by showcasing how grape must, a by-product of winemaking, is repurposed, minimizing food waste. To foster intergenerational learning by having elders share their ecological memories related to grape harvesting and traditional food practices. memory archive timeline: information, picture and link. e.g. short story. The Village Grape Harvest and Soutzoukos in 1980s
Short Summary: Elders recount how their families’ repurposed leftover grape must after winemaking to make soutzoukos, creating a treat for the entire community while minimizing waste. Engraving of grape harvest in Cyprus, published in the 1860sStep-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 20 mins STEP 1. (Introduction and Storytelling): Learners will travel to a local Soutzoukos workshop. Older members of the group should introduce the historical and ecological importance of soutzoukos and share personal stories. 60 mins STEP 2. (Preparing the Grape Syrup and threading the nuts): Workshop staff will demonstrate the steps to make the sweet while youth can take notes/ draw the process. 20 mins STEP 3. (Dipping and Drying): Once the syrup is ready, workshop staff dip the threaded nuts into the syrup multiple times to build up layers. After each dip, the sticks are hung to dry. Staff explain the importance of sunlight in the drying process. 20 mins STEP 4: (Reflection and Tasting): After completing the process, participants taste pre-made soutzoukos and reflect on the activity. Feedback is gathered on what they found meaningful.. Extra information we need to take into account. Notes for facilitation etc. (if needed) -Caution preparation, e.g protection and caution around stoves and heat. Preparations for the activity: (what do you need to do, who needs to do it, etc.) Find a venue/house/ traditional factory or restaurant willing to demonstrate the process with us. Have recording devices ready to capture stories and reflections. 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…) Conduct a short survey or group discussion to collect participants’ understanding of soutzoukos-making, its cultural significance, and its role in reducing food waste.Note how well participants understood the connection between soutzoukos-making and sustainability. 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 learn how soutzoukos is made and understand its historical and ecological significance.Strengthened intergenerational connections through storytelling and hands-on collaboration.The workshop promotes sustainability and highlights the closed-loop natureof traditional Cypriot food practices, where no part of the harvest is wasted, and by-products are repurposed creatively and sustainably. Appendices (If relevant – handouts, internet links, etc.) -
Reviving the Olive Tradition : Tree Planting and Harvesting
DEKAPLUS.4 Reviving the Olive Tradition : Tree Planting and Harvesting Partner organization (who designed it) DEKAPLUS Overall description (Tell us the story of this activity) This activity focusses on the traditional practice of planting and harvesting olive trees in Cyprus, and participants learn about the olive tree’s cultural, historical, and ecological significance. Participants will visit an olive grove to plant young olive trees, learn about the harvesting process, and how olives have influenced Cyprus’s ecology and economy over time. The practice also includes recollections from elders who have personally experienced olive picking in the past. Total Duration: 3 hours Group size: 10 List of materials: (from pens to papers to Wi-Fi to an elephant) Young olive tree saplingsShovels and gardening tools (e.g., gloves, watering cans, trowels)Olive baskets (for harvesting)Traditional harvesting sticks or toolsInformation sheets or small booklets about the history of olive trees in Cyprus Activity’s objectives: (what do you want to achieve by delivering this activity) To educate participants about the ecological, economic, and cultural importance of the olive tree in Cyprus’s history. To engage youth in hands-on activities like planting and harvesting, connecting them to traditional agricultural practices. To promote intergenerational learning, allowing elders to share personal experiences and stories related to olive cultivation. memory archive timeline: information, picture and link. e.g. short story. The history of Olive Harvests in the 1950s Short Summary: Cyprus is a Mediterranean island nation recognized for its rich cultural heritage and production of high-quality olive oils. Since ancient times, Cypriots have grown olive trees and produced olive oil
Crushing olives in a traditional olive mill, in the 1950s. Photo by F.M. Yiaxis.Step-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 30 mins STEP 1. (Introduction and Story Sharing) Elders share stories about the importance of olive trees to the community. 60 mins STEP 2. (Tree Planting) Youth and elders will work together to plant young olive trees in an open field or existing olive grove. 60 mins STEP 3. (Olive Harvesting) Youth will work together to collect olives in baskets, under the guidance of elders, who will explain how the harvest process has changed over the years. 30 mins STEP 4: (Reflection and Discussion) At the end of the activity, participants will gather to reflect on their experience of planting and harvesting olives. They will discuss the importance of preserving olive groves and sustainable agriculture in Cyprus. 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.) Facilitators: Choose an olive grove or farm with accessible land where tree planting can be done. Brief the elders on how they can share their stories during the activity, highlighting personal memories and the history of olive harvesting in Cyprus. Set up a comfortable, shaded area for the reflection and discussion phase. 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…) Gather feedback from participants by asking: “What did you learn about the importance of olive trees in Cyprus today?”Observe how participants interact with the elders and how well they understand the significance of olive trees in the cultural context. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Youth will learn about the ecological and cultural significance of olive trees in Cyprus.Stronger bonds between generations, as youth and elders work together to preserve a tradition.A deeper understanding of sustainable farming practices, contributing to local environmental conservation. Appendices (If relevant – handouts, internet links, etc.) -
Collaborative Art Project- Environmental Memories collage
DEKAPLUS.3 Collaborative Art Project- Environmental Memories collage Partner organization (who designed it) DEKAPLUS Overall description (Tell us the story of this activity) This activity invites participants to collaborate on a creative collage using recycled materials (e.g paper, cardboard) that visually represents the socio-ecological history of Cyprus. Elders provide stories and memories about significant environmental landmarks and events, while youth transform these narratives into a collage. Total Duration: 3 hours Group size: 5 youth , 5 elders List of materials: (from pens to papers to Wi-Fi to an elephant) Recycled magazines, newspapers, various cutoutsSketchpads/notebooks and pencilsScissors and glueDigital camera or smartphone for documentation (optional) Activity’s objectives: (what do you want to achieve by delivering this activity) To document and share ecological memories through a creative medium.To foster intergenerational collaboration and cultural exchange.To inspire youth to engage with environmental conservation and storytelling. memory archive timeline: information, picture and link. e.g. short story. The Akrotiri Marsh Cyprus since the 1980s Short Summary: Elder recounts her childhood visits to the Akrotiri Salt Lake. Akrotiri Marsh is a section of the unique Akrotiri wetland complex on the Akrotiri Peninsula in Limassol. The marsh is designated a Ramsar Site, an Important Bird Area (IBA), and a Special Protection Area (SPA). The area is significant for uncommon bird species, amphibians, invertebrates, and plants. The marsh has been associated with mankind for generations, since it provided raw materials for the traditional activity of basketry and grazing for the animals of the residents of Akrotiri village.
Flamingos in Akrotiri Marsh. Photo credit: A. Stoecker 2014Step-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 20 mins STEP 1. (Introduction and storytelling session) 30 mins STEP 2. (Brainstorm and sketching) 100 mins STEP 3. (Collage creation reflecting storytelling– breaks in between) 30 mins STEP 4: (Final touches and group Reflection) Extra information we need to take into account. Notes for facilitation etc. (if needed) -Facilitate a reflection circle where participants share what they found meaningful at the end. Preparations for the activity: (what do you need to do, who needs to do it, etc.) Facilitators: Prepare prompts for storytelling and visual brainstorming.Research and gather reference photos for Cyprus-specific landmarks, areas which hold ecological significance.Organize materials in advance. 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…) Conduct a short survey: “What did you learn about Cyprus’s ecology through this activity?”Ask elders if the collage accurately represents their memories/stories. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Youth understand Cyprus’s ecological history.Participants develop collaborative skills through a creative activity.Strengthened relationships between generations through shared storytelling and creativity.Increased appreciation of cultural and ecological heritage. Appendices (If relevant – handouts, internet links, etc.) -
Community Mapping Workshop – Cyprus’ Eco Heritage
DEKAPLUS. 2 Community Mapping Workshop – Cyprus’ Eco Heritage Partner organization (who designed it) DEKAPLUS Overall description (Tell us the story of this activity) Participants (elders and youth) create a collaborative map showcasing landmarks tied to Cyprus’s ecological and cultural history, such as ancient walls, archaeological sites and carob groves. Total Duration: 3 hours Group size: 10 participants List of materials: (from pens to papers to Wi-Fi to an elephant) Large map of Cyprus or blank poster Colouring pencils and markers Sticky notes Wi-fi for research Activity’s objectives: (what do you want to achieve by delivering this activity) Highlight important ecological and cultural sites in Cyprus, fostering environmental awareness. Foster intergenerational collaboration in a creative way through this activity. memory archive timeline: information, picture and link. e.g. short story. Carob Harvesting Traditions in the 1960s Short Summary: Carob trees have been farmed in Cyprus for generations, from ancient times. Carob pods, sometimes known as “black gold,” have historically been utilised as a currency to be traded for their great worth. The tree represents fertility, resilience, and value in Cypriot culture. It has become an iconic symbol of the island’s agricultural heritage, as well as a monument to the people’s resourcefulness.
Old Carob Mill Workshop, by Pixabay.comStep-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 10 mins STEP 1. (Introduction to the mapping project and its focus on Cyprus’s heritage.) 30 mins STEP 2. (Elders mark key sites of ecological memories on the map, like old wells or carob tree forests.) 40 mins STEP 3. (Youth annotate and add visual elements like drawings or notes.) 60 mins STEP 4. (Group discussion on changes and threats to these landmarks.) 40 mins STEP 5 (Reflection and discussion of the final results) Extra information we need to take into account. Notes for facilitation etc. (if needed) -Facilitate a dialogue on environmental preservation. Preparations for the activity: (what do you need to do, who needs to do it, etc.) Facilitators need to: Print large maps or create a blank one.Research historical environmental features to guide participants.Prepare materials for participants. (pencils, sticky notes etc) 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…) Collect participant feedback on the map’s clarity and collaboration process.Review the number of memories from elders successfully documented by the youth. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. A tangible map illustrating Cyprus’s eco-heritage. Increased youth knowledge of ecological history and local conservation issues. Intergenerational collaboration between generations by working together. Appendices (If relevant – handouts, internet links, etc.) -
Eco-Crafts from Eco-friendly clays in Cyprus
DEKAPLUS.1 Eco-Crafts from Eco-friendly clays in Cyprus Partner organization (who designed it) DEKAPLUS Overall description (Tell us the story of this activity) This activity brings together youth and elders to create eco-crafts out eco-friendly clay found in Cyprus, such as air drying clay. Elders teach stories and methods for making sculptures and ornaments, while youth use these techniques to construct their own creations. The activity promotes sustainable practices by repurposing clay, protects cultural heritage, and encourages intergenerational collaboration. Total Duration: 3.5 hours Group size: 10 List of materials: (from pens to papers to Wi-Fi to an elephant) Eco friendly clayProtective gear (gloves, aprons)Tables and chairs for crafting stationsWhiteboard or flipchart for instructions Activity’s objectives: (what do you want to achieve by delivering this activity) Promote sustainable practices through the upcycling of clay.Foster intergenerational collaboration by sharing traditional crafting techniques and cultural stories.Preserve socio-ecological memories through documentation and digital archiving. memory archive timeline: information, picture and link. e.g. short story. The sculptor Nina Iakovou was one of the first Cypriots to take sculpture lessons at the School of Fine Arts in Athens, in the 1950s, where she studied under a number of prominent teachers in the field of Modern Greek Art at the time. Now, she has been creating clay sculptures for 60+ years.
Fragment of Traditional Cypriot Pottery, by Nina Iacovou Larnaca Archives – Phivos Stavrides FoundationStep-by-Step Description Time: (mins) Activity Description: Include all the steps needed, Include notes for the facilitation. 20 mins STEP 1. (Welcome and introductions.) Facilitator shares an overview of eco-crafting. 40 mins STEP 2. (Crafting Demonstration) Facilitator and elders demonstrate the process of creating crafts from clay. 90 mins STEP 3. (Collaborative Crafting) Youth and elders work together to create crafts using clay. 30 mins STEP 4: (Showcase and Documentation) Participants present their finished crafts, sharing what they learned during the process. 30 mins STEP 5: (Reflection and Closing) Extra information we need to take into account. Notes for facilitation etc. (if needed) -Use icebreakers to create a comfortable atmosphere. -Encourage participants to share what they learned. Preparations for the activity: (what do you need to do, who needs to do it, etc.) Facilitators to: Source eco-friendly clay* and ensure all tools and materials are ready.Set up crafting stations and ensure accessibility for all participants. *Disclaimer regarding “air-drying clays”: such clays are actually polymer based and are not eco-friendly. Please use natural clay and keep in mind that uncured clay (that has not been fired in a kiln) even if natural can only be used as decoration and not for eating utensils, which could cause harm 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…) Conduct a short feedback survey or discussion: “What did you learn?”Ask participants how impactful the workshop was andlook for areas of improvement and execute accordingly. Expected Outcomes: What are the expected learning outcomes, social outcomes, or other benefits. Describe how it contributes to collecting and sharing socio-ecological memories. Youth and elders gain knowledge about sustainable practices and traditional crafts.Stronger intergenerational bonds and mutual respect.Increased awareness of the value of upcycling and reduced waste. Appendices (If relevant – handouts, internet links, etc.) -
Small Changes, Big Impact
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.) -
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.