ambassadorpackfinal dl

AMBASSADOR PROGRAMME

An Introduction to Sustainable Development

Young people educating young people to make a difference through the choices they make and the way they live their lives.

A Project of Peace Child International sponsored by DEFRA

Ambassador Programme �

This Pack Includes

3 BetheChange!AmbassadorProgramme

4 Outreach

5 DeliveringtheProgramme

6 RunningaVisit3

8 PlanningyourSessions

9 GeneralIntroductiontoSustainableDevelopment

10 FairTradeWorkshop

14 WasteWorkshop

16 EnergyWorkshop

18 AssemblyScript:“MyWorldandMe”

27 AboutPeaceChildInternational

28 FactsAboutPeaceChild

29 BackgroundInformationonSustainableDevelopment

31 Glossary


Introduction

Welcome!TotheBetheChangeChallenge!AmbassadorProgramme.

Theaimistotrainyoungpeopletopromotesustainablelifestylestotheirpeersinafunandmemorableway.

Ambassadorscanbeanyagefrom14–25.Oncetrained,BetheChange!Ambassadorswillgointoschools,youthclubs,andGuidesorScoutstroopstomaketheirpresentations,andruninteractivesessionsonEnergy,FairtradeandWaste.

BetheChangeChallenge!AmbassadorProgrammeisaprojectofPeaceChildInternational–aneducationalCharitythatworkstoempoweryoungpeopletoinformthemselvesandtakeaction.

Be the Change!

See the Change!

Live the Challenge!

Goals of the Programme

1.Toachievebehaviouralchangeinconsumptionhabits –bothathomeandatschool.

2.Totryandmakeyoungpeoplechangetheirhabitsin relationtowaste/recycling,thewaytheyuseenergyand theirconsumerchoices.

3.Topromotethelifestylecontractasawayofdeveloping sustainablehabits.

4.Toshowyoungpeoplethattheycanmakeadifference bythewaytheylivetheirlivesandthechoicestheymake.

Be the Change! Ambassador Programme

Benefits For the Ambassador

•Betrainedtobecomeconfidentinpublicspeakinginfrontofaudiencesofyourpeersand/oradults;

•Havetheresponsibilityforarrangingyourownprogrammeofpresentationsandworkshopsessions.Excellentprojectmanagementexperience;

•GetacertificateafteryouhavedoneFIVEpresentationstoaudiencesofmorethantenpersons;

•GainaCV-enhancinglineaboutmakingpresentations–importanttoanycareer;

•Havethechancetogetarticlesaboutyourselfinlocalnewspapers

•ThroughthePeaceChildnetwork,learnaboutwhatyoungpeopleindevelopingcountriesaredoingtopromotesustainabledevelopmentandhelptobuildlinkswiththem.

•Developskillswhichcanbeadaptedforothercurriculumsubjectsatschoolanduniversity.


OutreachIntroduction

AsaruleeachAmbassadorisexpectedtogive5presentationstoaudiencesof10+inordertoearnacertificate.Thiscanbeataprimaryschooloryouthgroup.Thisprogrammeinvolves3visits–1)Settinguptheprogrammeattheschool/group2)Deliveringtheworkshopsandlaunchingthelifestylecontract3)Goingbacktotheschool,toseehowtheygotonandgivecertificates.Thepresentationcanbegiventodifferentclassesinthesameschool.

Planning

Decidetowhomyouwouldliketomakeyourpresentationsi.e.primarystudents,brownies,scoutsetc–werecommendchildrenaged8andupwards.Orwouldyoubehappierwitholderpupils?Everyoneneedstolearnhowtolivemoresustainablyandeverypresentationcounts,nomatterwhotheaudience.Justmakesurethatyouarepresentingtomorethantenpeople.Makealistofalltheschools,youthgroups,clubs,societies,churchandreligiouscongregations,localeventsandcongressesthatyoucouldapproach.Peoplearemuchmorelikelytoletyoucometotheirschoolorgroupiftheyknowsomethingaboutyou–sotalktoyourparents,friendsandrelativesaboutwhotheyknow.Tryyouroldprimaryschool.Lookatyourtimetableandworkoutwhenyoumightbefreetodopresentations

Contacting Schools

Arrangewithyourteacher/coordinatorwhoisgoingtobethepointofcontactwiththeschools.Calluptheschoolandspeaktoyourcontact,theheadteacherorthecitizenshipcoordinator.

Explainwhatyouplantodoandsayyouwillsendaletteroutlininginformationabouttheprogrammeandwhatyoucanoffer.Thisshouldbesenttogetherwithacopyofthelifestylecontractandaflyer.

ArrangeadatefortheVisitone

Materials for outreach(Foundinteacher/coordinatorpack)

•Outreachletter-togotoschools

•Visitoneform-towritedownallschooldetailsanddatesofvisits

•Notesforteachers

Visit One(Tobedoneinpersonoronthephone,by

designatedcontact):

Thepurposeofthisvisit:a)Toworkoutwhichclassesyouwillbeworkingwith.b)Datesofvisitsc)Timetableforthevisitsd)Describetheworkshopyouwillgive.e)Getcontactdetailsofteacheryouareworkingwith.(Emailaddressandphonenumber)f)Workouthowmanylifestylecontractsyouwillneedforpupilsandhowmanycharts.g)Discusswiththeteacher,whatequipmentwillbeneeded.

Visit Two

Thisiswhereyoudelivertheassemblyandworkshopsorjusttheworkshops.Allowabout15minutesattheendoftheworkshoptogothroughthelifestylecontract.Giveeachchildacopy.Establishwhatpupilsarealreadydoingtobesustainableandrecorditonchartandyoursheet.Ifyourunoutoftimeyoucanexplainitbrieflyandgettheteacherstogothroughitwiththemafteryouhavegone.Giveeachteacheracharttogoupintheclassroom.BeforeyouleaveyourVisit2s,setupadateforthevisit3s.Thisshouldbefourweeksafteryourworkshops.

Visit Three

Afterthefour-weekperiodisupyouwillreturntotheschooltoseehowthechildrengoton.Toseeifthelifestylecontracthasmadeanydifferencetothemortheirfamilies.Toevaluatethechangeyouneedtogetthemtofillintheenclosedquestionnaire.Seenotesonevaluation.CollecttheseintogetherwiththeTeachersEvaluationandgivethemtoyourteacher/coordinator.

•Lifestylecontracts

•ConsentForm(forparents)

•ConsentForm(forschool)


Delivering the Programme Step One Preparing workshops:

TheAmbassadorpackhasideasforworkshopsonFairtrade,WasteandEnergy.Decidewhetheryouwanttogiveanassemblypresentation+workshopsorjustdotheworkshops.Ifyouwanttousepowerpoint,youcangetvisualsonaCDfromPeaceChild.WealsohavethevisualsthatgowiththeAssemblyskits.

Step Two: Understanding the lifestyle contract.

Thelifestylecontractsarecrucialtoourprogramme,soitisimportantthatyouunderstandhowitworksbeforegivingpresentations.

VisitTwo:TowardstheendofVisit2(last15min-utes)eachpupilgetsgivenalifestylecontract.i)Askeachpupiltogothroughthecontractandmarkdownwhattheydoforeachpledge.Eg.Dotheyturnoffthelightsalways/sometimes/never?Afterafewminutessaywhatwenowwantthemtodoistoselect5pledges–thingstheycandobet-tereg.Ifyousometimesturnoffthelightyoucouldworkonthissothatbytheendof4weeksyoual-waysswitchoffthelights.Getthemtocolourinthecirclesofthepledgenumbersthattheyplantodoandmarkthepledgesontheback.(Theymayneedhelpwiththis–besuretohaveoneoftheAmbas-sadorsexplainittotheteachers,sothattheycangooveritwiththepupilslaterifneedbe)ii)Havingselectedwhichpledgestheyaregoingtodo,tellthemweneedtofindoutwhattheyarealreadydoing.,sowecanseeifthereisanydif-ferenceinwhatyoudowhenwecomebackin4weeks.Thenrunthroughpledgesaskingthemtoputtheirhandsup.Onepersoncallsout“Whoswitchesyourlightsoffwhenleavingtheroom–always”OtherAmbassadormarksthenumberof“always”intheenclosedform.Thenrepeatwith“Sometimes”(Bymakingtheseandknowingtheamountofpupilsintheclassyoucanworkout“never”withoutaskingthem.).Gothrougheachpledge–markingthefiguresonyourform.

iii)Thebasiclifestylecontracthasachoiceof11pledges.Youwillnoticethatnumber12isfreesothatpupilscanmaketheirownpledge(providingit’ssensible).Thisisforpeoplewhosaytheydoallthesethingsalready.Theycouldthencomeupwithanactiontheycoulddoinschool,likecollectpaperanduseitbothsidesoranotheridea.Weaskthemtocommittofivepledgesthattheythinktheycan

keep

iv)Theyneedtotakethecontracthome.(Discusshowsomepledgescannotbedoneeachdaysuchasrecycling,Attheendofeachweektheparent/guardianshouldsigntosaythatthepupilhaskepttotheirpledges.Thepupilthentakesitintoschoolandtheteachermarkstheirprogressonthechart.

v)Tellpupilsiftheydothisforfourweeksyouwillomebackandgivethemacertifi-cateprintedonrecycledpaper.Thiswillbeusefulintheirschoolfiles.

TheChart:Theteacherorappointedmoni-torshouldrecordtheprogressofeachpupilonthewallchartprovided(weekly).Teach-er’sinvolvementiscrucialinenablingthepupilstofulfiltheirpledges.

AtVisit3:Youwilltakeinyourcompletedevaluationsheetwith.youHandoutnewevaluationsheetstopupils,Givethemafewminutestorecord“always/some-times/never”besideeachpledge.Thengothroughformasyoudidonpreviousvisit.Findoutwhohasdonethelifestylecontract,Askthemtowritecommentsonsheetabouttheirexperience.Findoutfromteachersifthosewhodidcontractsshouldbehandedcertificatesatthesessionorwhethertheywanttopresentthemwithcertificatesatalaterassembly.GetteachertofillinTeachersquestion-naire.CollectquestionnairesAftersessionwritedownyourowncom-mentsonAmbassadorquestionnaires.


Running a Visit 3

Purpose:ToseeiftherehasbeenabehaviourshiftTogetevaluationformsfromteachersandpupilsToawardlifestylecertificates(findoutifteacherswantyoutogivethemoutduringclassorwhethertheyaretobeawardedatanassemblylateron.)

Whatyouwillneedtotake:LifestylecertificatesforthosewhohavecompletedpledgesEvaluationformsTeachersevaluationformsClasslifestyleevaluationform(thatyouusedinlastvisit)Ambassadorevaluationform(foryourownnotes)

Planofsession(durationineachclassapprox15-20minutes)Findoutwhattheyrememberfromlastvisit.Thengooverforms.Finishbyencouragingthemtogoon–findingmorethingstheycandotosaveenergy,reducewaste.

Evaluations:Tellpupilsthatyouaregoingtoaskthemthesameseriesofquestionsthatyouaskedatyourlastvisit.Handthemeachanevaluationformandaskthemtofillin“Always/sometimes/never”.ThengothroughallpledgesanddoashowofhandsasyoudidinlastIftheyhavemadeabehaviourshiftbesuretocongratulatethem.Discusswhetheranyofthemhadmadeuptheirownpledges.

Thosewhohavecompletedthepledges:Askthemtowritedowni) Whichpledge(s)didyoudothatwillbecomeahabitii) Didyourfamilygetinvolved/doanythingdifferentiii) (Anoptionalquestionforthosewhoareenthusiastic)Whatelsedoyouthinkyoucoulddo(athomeorschool)tobecomemoresustainable?

ThosewhodidnotcompletepledgesFindoutiftheydidanyofthepledges–eveniftheydidn’tkeepupthecontract.Seewhatpreventedthemanddiscusswhethertheylearnedanything

fromtheprocess.Getthemtowritedownwhattheywillremember.

Getteacherstofillintheirevaluationforms.

Finishsessionbyawardingcertificates(ifthatiswhatteacherswant)Thankthemfortakingpartandhopethatcontinuetothinkaboutwaysthattheycanmakeadifference.Atendofsessions:HandintoyourTeacher/coordinator:• Teachersevaluations• Pupilsevaluationforms• ClassEvaluationchart•Ambassadorsnotes


Workshops1) General activities

2) Fairtrade

3) Waste

4) Energy


Planning your sessions

Roughguideincludingapproximatetimings.Youdonothavetosticktoexacttimings.IfyouaredoinganAssemblypresentationitusuallylastsbetween15-20minutes.Wewillgiveyou2outlines.

A AClassroomsessionwhereyoudonotdoanAssemblyPresentationandhaveasessionlastinganhour.

Thefollowingaresuggestionsaboutwhatshouldbeincludedinthesession:

• Introduceyourselfandthepurposeofthe AmbassadorProgramme.• Introduction.Discusswhatbeingsustainablemeans.• Definition‘SomeforAllforEver’.• TheBox(5minutestotal)• 50p/whatcanitbuy?(2mins)• 3pillars–(3minutes)• Waste/Energy/FairTradeworkshop(35mins)• Introducelifestylecontract.Seeform.(10-15mins)

B Classroom-sessionwhereyoudoanAssemblyPresentationandwehavesessionlasting1hour

• GooverwhattheylearnedfromAssembly(5minutes)• IntroduceyourselfandthepurposeoftheAmbassador Programme(ifyouhavenotalreadydonethisduring theassembly)(5mins)• Waste/FairTrade/Energyworkshop.(35mins)• Introducelifestylecontract.Seeform(10-15mins)

Recommendations

• Nevergiveoutwrongfactsorsaysomethingyouarenotsureabout.Don’tbeafraidtosayyoudon’t know,iftheyaskyouadifficultquestion.Tellthemyouwillfindoutandletthemknow,orsuggest thatyouallfindouttogether.• Usefactsforthepresentation-especiallywhenworkingwitholderchildren.• Preferablylearnthem.Theycanbeagoodtoolforthepresentationespeciallywhenyourunoutof thingstosay.• Alwaysgiveyourselvesatleast15-20minutestosetupatschool.• Keepaclosewatchonthetimingswhiledoingthepresentationsandclassroomsessions.• Workoutaheadoftimeroughlyhowlongeachactivityislikelytolast.Don’trunoutoftimeinthe middleofanactivity.• Makesureyouspeakclearlyandcanbeheard.• Makesureyourepeatkeypoints,sothattheyremember.

50p

(Holdingthe50p)Canyouseethis…whatisit?(Waitforanswers).Yesa50p,whatcanyoubuywithit?

Whatcanyougetfor50p?(Waitforanswers.)Atthemomentmorethanabillionpeopleonthisearthliveonlessthan50paday.(Holdup50p)50p…Thisistolookafterafamily,feedthem,andprovidewater,clothes,medicines,andschooling.Itcan’tbedone.Theydon’thaveeventhebasicthingswetakeforgranted.

Meanwhilewespend,throwthingsaway,pilestuffinthedustbinsandbuymorethanweneed.


The Box GameOK – here’s a way to explain it. Have a look at this box. Imagine it’s the world. Ask people to take things out... (Let people take things out.) What have you got left? – An empty box. It’s like our world.

Let’sgobackonthis–getpeopletoputthethingbacktheytookout.Askeachpersontothinkaboutwhyitisimportant.Discusseachitemwiththem.Oilleadingtoalternativeenergy.

Oil – runningoutofoil-40yearsleft?Nowlessoilthanbefore–moredemand.Ozone layer – globalwarming.Water–notwastingwater–turningofftaps.Manycountrieshaveshortageofwater.Aquifers–undergroundwatersystemsrunningdry...Animals–howeverythingisneeded–ecosystemWood and Forests –whytheyareuseful–sustainableforestry.(Importanttoknowyoucancutdowntreesbutshouldplantmore.)Man-population –howmanypeopleacrosstheworlddon’thavethebasicnecessitiesoflife?Therearemorepeoplethaneverbefore,usingmoreland,moreresources.

Solet’sthinkofawaytodescribesustainabledevelopment.(Askthem.)Thensaywhatwethink…

Living today with tomorrow in mind or Some for All for Ever – Somethingsforeveryoneforever.(Showtheposter.)

Questions for discussions

Water•Canwelivewithoutwater?•Canyouthinkofthedifferentwaysinwhichwepollutewater?•Whataresomethingsthatwecandotouselesswaterandcauselesspollution?•Whatcanyoudotohelpthepeoplewhodon’thaveaccesstocleanwater?•Doyouthinkthatitsfairthatthepoorestpeopleintheworld,oftenpaymoreforwaterthantherichest?

Forests•Whyareforestsandtresssoimportanttous?•Whatcanwedo?•Howwillthelossofforestsaffecttheenvironment?•Howareweresponsibleforthelossofforestsinanothercountry?

Energy•WhyisGlobalWarmingabigdeal?•WhyshouldwesaveEnergy?•HowdoestheproductionofElectricityaffectthenature?•Whataretheformsofenergythatwilllastforever?

Waste•Whyisitsoimportanttoreduce-reuseandrecycle?•Whatcanwedotostopthespreadoflandfillsites?

Fairtrade•HowmanyFairtradeproductsdoyouknowabout?•HowdoesaFairtradeproductenrichthelifeofafarmer?•Ifyourlocalstoredoesn’tsellFairtradeproducts,whatcanyoudoaboutit?•WhydoyouthinkFairtradeproductsaresometimesabitmoreexpensive?

Tip

Connectthethingsremovedfromtheboxtohowourresourcesareinterconnected(water,soil,plants,animals)Whatwilltheimpactbeonourfuturegenerationifthereisnothingleftonourplanet,liketheboxandbringintheimportanceofsustainabledevelopment.

General introduction to sustainable development

Ambassador Programme 10

Fairtrade Workshop

Fairtradeisaboutbetterprices,decentworkingconditions,localsustainability,andfairtermsoftradeforfarmersandworkersinthedevelopingworld.Byrequiringcompaniestopayabovemarketprices,Fairtradeaddressestheinjusticesofconventionaltrade,whichtraditionallydiscriminatesagainstthepoorest,weakestproducers.Itenablesthemtoimprovetheirlotandhavemorecontrolovertheirlives.Fairtradeproductsrangefromgoodssuchascoffee,chocolate,tea,andbananas,tohandcraftslikeclothing,carpetsandevenfootballs.Afairday’sworkforafairday’spay!

1) Introduction

Chocolate Discussion

Aim:Togettheclassthinkingaboutthechocolateindustryandtofindouttheiropinionsbeforetheylearnaboutfairtrade.Thiswillgetthemthinkingandbeusefulforevaluationattheendofthesession.Suitability:WholeclassdiscussionYou will need:Alistofquestionstostimulatediscussion.Suggestions for Questions:

1.Wholikeschocolate?(asktheclasstoraisetheirhand).2.Howmanytypesofchocolatebarcanyouname?(writetheanswersontheboard).3.Whatmakesyouchooseaparticularbar?Isittaste,cost,shape,sizeoradvertising?(Writethereasonsontheboardandratethemfromonetofive,orasnotimportant,quiteimportantorveryimportant.)4.HowmuchdoyouthinkpeopleintheUKspendonchocolateeachweek?(askseveralchildrenforsuggestions)Foryears3and4askthemhowmanychocolatebarstheyeataweek?Andworkitout.5.Ifalargechocolatebarcosts£1.Whodoyouthinkshouldgetthemost?(WritethesuggestionsontheboardbutdonotgetintoextensivediscussionasthisissuewillbecoveredinmoredetailwithTheChocolateGame.)

2) From Bean to Bar

Aim:Toshowthelinksinthechainfromfarmer,producerandconsumerintheproductionofchocolate.Suitability: Smallgroupsoffiveorsix.You will need:A‘FromBeantoBar’gameboardforeachgroupandasetofeightpicturesandcaptions.1.Dividetheclassintosmallgroupsanddistributethegameboards,picturesandcaptions.

2.Telltheclasstoputthepicturesandcaptionsinordertoshowtheprocessofmakingabarofchocolate,beginningwiththecocoabeanandendingwiththefinishedbar.

3.Allowtenminutesforthetaskthenpresenttheclasswiththecorrectanswers.

Ambassador Programme 11

3)Chocolate Game main title

Aim: Todemonstratetheeconomicdifficultiesofsmallscalefarmingandglobaltrade.

Suitability: Wholeclassactivitywithsixvolunteers.

You will need: SixnamebadgesforGovernment,Shops,ChocolateCompany,Middleman,Non-CocoaIngredients,andtheCocoaFarmer.OnebarofFairtradechocolatewith24squares,oramodelofachocolatebarwith24squares.

1. Giveeachofthesixvolunteersanamebadge,theywill representoneofthefollowing:Government,Shops, ChocolateCompany,Middleman,Non-CocoaIngredients,and theCocoaFarmer.

2. AwardtheCocoaFarmerachocolatebarwhichrepresents paymentforfarmingthecocoabeans.Invitehimtotakeit butwarnhimhemustmakeafewpaymentsbeforeheleaves. Thepaymentsareasfollows:

Non-cocoa ingredients 3 squares (13%) Government 4 squares (15%) Shops 5 squares (22%) Chocolate company 10 squares (43%) Middle men 1 square (3%)

3. Explainthatthefarmerisleftwithjustonesquaretosupport himselfandhisfamilywithfood,healthcare,shelter, educationandsoon.

4. Discussthedifficultiesthisprovides,askforsuggestionsofhow thismaybeovercomeandwhatwecandotohelp.

Ambassador Programme 1�

4)Lynda’s Story

Hello.Myname’sLynda.I’m12yearsoldandIliveinMim,avillageinGhana.Ihavetwobrothersandfoursisters.MyparentsaredivorcedandIlivewithmydadwhoisacocoafarmer.AfterschoolIoftenhelphiminthecocoafields,particularlyduringharvesttime.Mostofmyfriends’parentsarecocoafarmerstoo.Althoughmyvillagehasnorunningwaterorelectricity,theyoungpeopletherearelikeeverywhereelseintheworld.Welovemusic,fashionanddancing.

InGhanathereareaboutoneandahalfmillioncocoafarmers.Inthelast30yearsthepricetheyarepaidfortheircocoabeanshasdroppedrightdown,sotheyhardlymakeanymoneytoliveon.Sometimestheyhavetoborrowmoneybutit’sdifficulttopaybacktheirdebts.Tomakethingsworse,therehavebeenbushfires,andmonthswithnorain.Thecocoatreeisverytall–upto15metreshigh.Whenthepodsaregrowingitsvitaltokeepacloseeyeoutasrats,insectsandweedscandestroythem.

AbouttenyearsagoonegroupofcocoafarmersjoinedtogethertoformagroupcalledKuapaKokoo.TheysellsomeoftheircocoathroughFairtrade.Thismeanstheygetmoremoneyforeachsackofbeans–andtheyknowthey’llhavearegularincome.

TheKuapaKokoocanusetheFairtrademoneyfortrainingandtobuyfarmingtoolstohelpwiththeirwork.Theylearnhowtolookaftertheenvironment,andgrowtheircocoawithoutusingharmfulchemicals.KuapaKokooincludeswomenandmen–therearenowfarmorewomenworkingintheorganisationandmakingimportantdecisions.Therearenewschoolsforustoo–theextramoneyfromFairtradecanhelppayforourschoolsfeesandschoolbooks.

KuapaKokootrainsitsfarmerssotheyknowhowtoweighandbagtheirbeans.Thishadbeenaproblembecausesomecocoabuyerswouldcheatthefarmersbyusinginaccuratescaleswhichdidn’tweighfairly.

Sincewe’vebeensellingourcocoathroughFairtradewehavenewwaterpumpsforcleanwater.

MyDadandtheotherfarmersalsolearnaboutmanagingtheirmoneyandhowtomakeextramoneyinthe‘hungryseason’whenthecocoaisgrowing–forexamplebymakingsoapfromthecocoahusks,whichmeansawasteproductisbeingrecycled!MoreandmorevillageswanttojoinKuapaKokoo,buttheycan’tsellalltheircocoathroughFairtrade–therestillisn’tenoughdemandforFairtradechocolateintheUK.

Aim:ToexpresstherealityofbeingacocoafarmerinAfricaandtoidentifythebenefitsFairtradehasbroughttoonegroupoffarmers.

Suitability: Wholeclassactivity.

You will need:

TheLynda’sstoryscriptandaredandgreencardforeachpupil.

1. Explaintotheclassthat youaregoingtotella storyaboutsomeonejust likethem,Lynda.

2. Givearedcardanda greencardtoeachpupil andtelleachofthem toraisetheredcard whenevertheyhearabout adifficultythefarmers havetofaceandthe greencardwhenever theyhearaboutthe benefitsofFairtrade.

3. Askthepupilshowwe canbeinvolvedin reducingthedifficulties, andaddingto thebenefits.

4. Ifyouhavetimeask thepupilstofeedbackthe informationtheyhave heard.Thiscouldbe recordedontheboardasa listofdifficulties andbenefits.


Chocolate Evaluation Aim:Tofindoutfromtheclasswhattheyhavelearnedreferringtotheirinitialthoughts.Lookingatyourinitialquestionsontheboard,gooverwhattheysaid..

1.Ifmostchildrensaidtheylikedchocolateinthefirstsession,telltheclassthatiftheyarebuyinglotsofchocolatethatitisreallyimportantthattheybuyFairtradechocolatetosupportthesmallfarmers.

2. Choosing a chocolate bar – Revisit initial questions.

Cost-IfthepupilsratescostasimportantshowthatFairtradechocolateisn’tmuchmoreexpensive,theseareexampleprices-

Co-op Fairtrade Milk, Fruit and Nut or Crisp Chocolate (150g) – £.0.95 or £0.63/100g.

Divine Fairtrade Chocolate (100g) - £.0.99 or £0.99/100g

Dairy Milk (162g) - £1.39 or £0.86/100g.

Twirl (43g) - £0.45

Co-op Fairtrade Milk Chocolate (45g) £.039

Dairy Milk (43g) £0.49TellthemwhatweactuallydospendonchocolateintheUK.

•EachpersoninBritainspendsmorethan£54.15perheadperyear,whichismorethantwicetheEuropeanaverageof£28.93.

•Onaverageeachpersonconsumes200barsofchocolateperyear.

(Source:www.icco.org/questions/world.htm<http://www.icco.org/questions/world.htm>)

Fairtrade Extension Discussion

1.Ask if the pupils have seen any other Fairtrade products.

Productsincludebananas,mangoes,grapes,lemons,avocado,beer,wineandspirits,biscuitsandcakes,cereal,jamsandspreads,coffee,tea,hotchocolate,cosmetics,fruitjuice,nuts,sugar,rice,footballs…therearecurrently350productsarecertifiedbytheFairtradelogo.

2. Discuss

WherecanyoubuyFairtradeproductsinyourarea?Whatcouldyoudotopromotefairtradeinyourschool?

Fairtrade websites

www.dubble.co.ukwww.fairtrade.org.ukwww.divinechocolate.ukwww.traidcraft.co.ukwww.youngcooperatives.org.ukwww.makepovertyhistory.org/schools/index.shtmlwww.fairtradefederation.comwww.eftafairtrade.orgwww.transfairusa.orgwww.oxfam.org.uk/fair_trade.html


Workshop on Waste (aimedatYears4,5&6)

Aims

a)Tolookathowwasteisgeneratedanditseffectontheenvironment.

b)Learninghowtoreduce,reuse,refuseandrecycleandclosingtheloop

c)Toseehowwhatwehaveinourlunchboxaffectstheenvironment.

d)Tointroducelifestylecontract.

Introduction (5-10mins.)

IfyouaredoingtheMeandMyWorldpresentationyouwillalreadyhaveintroducedtheideaoflandfillsites.Discusswhattheyremember.Ifyouarenotdoingthepresentation,thenaswellasdoingthegeneralintroduction,youneedtoshowwhathappenstorubbishanditsjourneytothelandfillsite.Talkaboutproblemsoflandfillsites.Wearerunningoutofspaceandputtingunnecessarythingsintoit.Goovertheconceptsofreduce, refuse, reuse andrecyclingwaste.Reducingtheamountofwastewecreate,refusingunnecessarybags/packaging,reusingdurableitems,recyclingwhateverwecanandbuyingrecycledproducts.

Load Of Rubbish(10mins)

Haveteachersputpupilsintogroupsandgiveeachgroupabagof(clean)rubbishtogetherwithanaccompanyingsheet:

Nameofitem.RecycleReuseLandfill.

EachbagshouldcontainCerealboxPlasticIcecreamboxPlasticfruittray–nolidPlasticbottleMagazineAcarrotCrisppacketFoilpiedish

Eachitemisexaminedandthestudentscompletetheworksheetcategorisingwhichitemscanbereused(andhow)iftheycanberecycled,oriftheyshouldbesenttoalandfillsite.Discussfindingswithgroups.

Theonlyitemthatneedstogotothelandfillisthecrisppacketbecauseitisamixtureofmaterials–foil/plastic.(WithYears3&4focusonsortingandcategorising.WithYears5&6focusmoreonwhy.)

Waste Websites

www.shanks.co.uk/shanks/educationwww.remarkable.co.ukwww.capitalwastefacts.comwww.wasteonline.org.ukwww.esauk.org/waste/factswww.recycle-more.co.ukwww.slimyourbin.org.ukwww.wastewatch.org.uk/

Waste Facts

• Landfills:TheUKproduces 434mtonnesofwaste eachyear-enoughwaste tofilltheAlbertHall everyyear.

• Householdersproduce almost30mtonnesof wasteonaverageeach year.

• 73%ofthisgoesto landfill,eventhough90% ofthisisrecoverable-it couldberecycled, compostedorusedto generateenergy.

• Landfillisstillthemain meansofmanaging mostoftheUK·swaste. Currently,80%of municipalwasteand around50%ofindustrial andcommercialwasteis managedbylandfillin theUK

• Landfillprovidesasafe disposaloptionforwastes thatcan’tberecycled, compostedorusedto generateenergy.


Decomposition(forYears5&6)(5mins)

Remainingintheirgroupsthestudentsaregivendifferentcardsshowingitemssuchascans,glassbottleetc.sheetandaskedtomatchthemtotheamountoftimetheythinktheywouldtaketodecomposeinalandfillsite.Pupilsdiscusswhichitemscan’tberecycledandpossiblesuggestionsforhowtodealwiththeproblem.WereiterategivetheimportanceofrememberingReuse,Reduce,RefuseandRecycle.

Closing The Loop(3mins)

Wethenhighlighttheimportanceofbuyingrecycledproductstoensurethatrecyclinghasapurpose.WediscusswhatrecycledproductswecanbuyintheUKsuchaspencilcasesmadeoutoftyres,pensmadeoutofplasticcups,fleecesmadeoutofplasticbottlesetc.(Therearewebsiteswithdetailsonwhatyoucanbuy.)

Good lunchbox, Bad Lunchbox(10-15mins)

Whatgoesintoyourlunchboxcaneffecttheenvironment!Makeupalunchbox/bag.Youwillneed:Examplesoflunchboxfood(ormodels)suchasapackagedsandwichandahomemadesandwichwrappedingreaseproofpaper,aFairtradeandnon-Fairtradebanana,aSouthAfricangrownappleandaUKgrownapple,apieceoffreshcheeseandasampleofprocessedcheeseandsoon.

TheLunchablespacketisagoodexampleofanunsustainablelunch.Layouttheselectionoffoodandask2volunteerstosplitthefoodintotwogroups,‘GoodLunchbox’and‘BadLunchbox’makingajustificationfortheirdecision.Thiswillprovidetheopportunitytotalkaboutwaste,recycling,Fairtrade,andfoodmiles(aimthelevelofdiscussiontomatchtheagegroup)

Gooverneedtothinkabouttheconsequencesofouractions.

Introducing Lifestyle Contract(Seenotes)15mins

(Thetimingscanvaryaccordingtothepupils.Itisalwaysbesttohavemorethingstodoifyouneedto,suchasaquizorGlobingo.)


Energy WorkshopAims:

a) Torecognisetheimportanceofenergyforsocietyandhowit contributestoglobalwarming.b) Tolookatrenewable,non-renewableenergysources,and understandwheretheycomefrom,howweusethem,etc.c) Todiscusswaysofsavingenergyinourhomesandintroduce theLifestyleContract.

Observation:

IfyouarenotdoinganAssemblyPresentation,introduceyourselvesandgostraightintotalkingaboutenergy.

Introduction:

Whatisenergy?Askstudentsquestion;writedownanswersonboard.

[Explanation:Energycomesinmanydifferentforms.Itisallaroundus,itisineverything.Itmakesthingshappen,move,makesthingshotandcold,etc.]

Thought shower:

WheredoesENERGYcomefrom?Askstudentsquestion;writedownanswersonboard.

[Possibleanswers:electricity,sun,wood,coal,wind,water,etc.]

Acknowledgeanswers,putuppicturesfordifferentformsofenergy.Ifyoudon’thavepictures,acknowledgeandmoveon.

Energy sources: Renewable and non-renewable

BringoutLittleMenpicturesandlabelsforthispart!Introducethelittlemenandexplainwhytheyarehappyandsad.

HappyLittleMan=renewableenergysource;itgoesonandon.

SadLittleMan=non-renewableenergysource;whenit’sgoneit’sgone.Andthat’saproblem.

Usingvolunteers,groupthedifferentenergysourcesunderHappyandSadMen.

RefertoSadMan.Thisman’senergyall(oil,gas,coal)comesfromtheearth.Thereisaproblemhere:whenit’sgone,it’sgone.


Whoknowswhichoftheseweusethemost?Ask.Answer=Oil.

Doyouknowwhatweuseoilfor?Use picture of oil rig and electricity power plant + car and petrol pump to illustrate answers! Put these around oil pic.

Butthereisaproblem:whatdoesoildototheenvironment?Pointtopictureofcar+gaspump;addpicturesoffactory,truck,etc.POLLUTION.

Pollutionleadstoglobalwarming.Make sure they know what global warming is!

[Explanation:itmeanstheworldisgettinghotterandhotter,theice-capsaremelting,wearegettingmorefloods,andwe’regetting

moreextremeweather,colderinwinterandhotterinsummers,morerainordroughts,mountainsareeroding!]

Whatelseismadeoutofoil?Answer=PLASTIC!Put pic of plastics next to other pics around oil pic.

Whatinthisclassroomismadeoutofplastic?Ask and let them give as many varied answers possible!

WearefacingaBIGproblem!Weusesomuchoil,andit’srunningout,aswellaspolluting.Sowhatisthesolution?

If you had an Assembly Presentation:WeshouldREUSEandRECYCLEplastics;andwemustREDUCEtheamountofenergyweconsume,andalso…

If you didn’t have an assembly:Well,wecanuserenewablesources,suchaslookathappymanpics.Becausetheywillgoonandon,ANDtheydon’tcausepollution,whichmeanslessglobalwarming!

But,aswellasusingrenewableenergy,whatelsemustwedo?Answer=USELESSENERGY.

Thought shower:

Howdoweuseenergy?Answer=ElectricityWhatdoweuseelectricityfor?Getanswersfromstudentsandwritedownonboard.

Nowwe’regoingtoseewhatusesupthemostelectricity.Justasahint,keepinmindthatanythingthatproducesheatusesthemostelectricity,andthinkaboutwhichdevicesareonthelongest,whichareexpensivetorunandwhicharemostessential.

Appliances Activity:

Divideintosmallgroups:Howmuchenergydoeseachapplianceuse?Studentshavetomatchuptheappliancestothelightbulbs.Thelightbulbssignifyhowmuchelectricityeachapplianceuses.

Followingthiswehaveadiscussiononwhatsurprisedusmost.Returntolistonboard.Getstudentstocalloutwhichitemsshouldbecircledinred–ashighenergyguzzlers.

Non-Eco-Friendly House – Spot the problems!

Studentsgetintogroupsof2-3with1sheetbetweenthemtolookatanddiscussthepictureofthenon-eco-friendlyhouseandspottheproblems.Askstudentstocircleinredtheproblemsineachroom.Goroombyroom,groupbygroup,askingthemtospottheproblems.Askwhereisenergybeingwasted,andhowwecansaveenergy.Afteractivity,askwheredowewasteenergyatschoolandwhatwecandodifferently.IntroducetheLifestyleContract.


My World and MeCast: CaptainKwickfixTheWorldThePeopleNarrator(thiscanbesplitintoseveralparts)

Equipment & Props: PowerPointVisuals(ifpossible,butthepresentationcanworkwithoutthem)2xchairs‘Planet’T-ShirtorHat‘People’T-shirtorHatCaptainKwickfixCostumeMagazines,cans,bottles,sunglassesforPeopleRecycledpencilsetcfornarrator.

Setting:Thestage,orfloorspace,isbare;thechairsaresetupdownstagecentreatadistanceofaboutthreemetresfromeachother.Ifpossible,thecharactersshouldenterfrombehindacurtainorsomecornerwheretheycanbeeffectivelyoff-stage.TheNarratorstandstothesideofstage,atapodiumifthereisone-speakingintoamicrophone.

Image: Be The Change.

Explaintothestudentswhatisgoingtohappen:thepresentations,theworkshops,thegoalbytheendofthedaytogetthemtoallsignuptothelifestylecontracts.Explainthatwe’regoingtotalkaboutconsumption–askpupilsiftheyknowwhatthatmeans.Usingthingsupandbuyingmore.

Image: The World

Narrator:Wearegoingtotellyouastory,aneverydaytaleoftwolittlepeoplestrugglingtogetalonginahardolduniverse.WillyouwelcomepleaseThePeople(Peopleenterstakesabow)AndtheWorld(enterstakesabow)

Narrator:Now(nameofstudent)isplayingTheWorld.

Image: Beautiful world.

Iwantyoutoimaginehim/herrepresentingseveralmillioncubickilometresofland,sea,mountains,rivers,forests,meadows,elephants,ants,tigersandseveralbillionotherlivingthingsthatmakeupour“Environment”!


(nameofstudent)isplayingthePeople.

Image: People

Narrator:6Billionofus,humanbeingslikeyouandme.

We’regoingtosplittheaudienceintotwo.ThishalfofyouarewithWorldandthishalfwithPeople.

(addressthehalfwiththeworld)Whenwetalkaboutwhat’shappeningintheworld(nameofworld)willlookhappyorsad.You’vegottowatchthemcarefullyandseehowtheyfeel.SoifIsay“SavingEnergyisgoodfortheworld”–allyoulotaregoingtobedoingthewavewithWorld.

(addressthehalfwiththepeople)Whenwetalkaboutwhat’shappeningwiththepeople(nameofpeople)willlookhappyorsad.You’vegottowatchthemcarefullyandseehowtheyfeel.IfIsay“Drivingcarswhereverwewantisgoodforpeople”,thenyoulotaregoingtowavewith“People.”

So,nowweknowwhatwe’redoingandthinkingaboutwhatisgoodforpeopleortheworld,let’sgoon.

World:WellI’dliketosaysomething.People–humanbeingsalwaysgettheirvoiceheardbutwhocaresaboutwhattheWorldfeels?WhendoIgetavoice.?–DidyouknowthathumanbeingsareconsumingalmosthalfthegoodthingsthatI/ourworldproduces–thefood,thetrees,theanimals.

Image: Population Growth.

Andeveryday,thereareabout80,000moreofthem–80,000newbabies!!That’sgoodforthepeople–Peoplewave.Notsogoodforme-theworld(thumbsdown).

Captain Kwikfix:(leapingoutfrombehindtheCurtain–orcomingoutfromthecorner)Hi!MynameisCaptainKwikFixandIhaveasolutiontoeveryproblem.Youcantrustme!!Ha,ha!Nowthispopulationproblem–verysimple!Eatsomepeople!Worldisshortonfood–longonpeople!Eatsomepeopleandbringtheworldandthepeoplebackintobalance.Narrator: Now–IthinkthatisanabsolutelyHORRIBLEidea.Whatdoyouthink?Anyoneherethinkthatisagoodidea??Thoughtnot–gobacktoyourcorner,CaptainKwikfix.Wecan’teatpeople,butwehavetotryandslowdownpopulationgrowth.

[CaptainKwikfixslinksbackintothecorner,mutteringtohimself]

Ambassador Programme �0

Image: Global Warming.

Narrator:AnotheroneofthehardestproblemsbetweentheworldandpeopleistodowithGlobalWarming.Whoknowswhatglobalwarmingis?

World:Yes-IcantellyouIamgettinghotterandhotter.Itdoesn’tfeelgood.Peopledon’tcare.Ohno,peoplekeeppollutingmyair,drivearoundincars,flyoffonholiday,keeptheirhousestoastywarminwinterandair-conditionedcoolinsummer.Goodforthosepeoplewhodon’tcare–(Peoplewave)butbadforme-ourworld!(Thumbsdown)

[Peopleputsunglasseson]

Narrator:Butwaitaminute!Worldmighthavethelastlaughhere.Doyouknowwhathappenswhenourworldgetswarmer?[Waitforanswers!]–that’sright!

Image: Floods.

Theicecapsmelt,theseasriseandfloodourcoastaltowns;theclimatechanges–wegetmorehurricanesandtornadoes–anditbecomesharderandharderforthepeopletofindasafeplacetolive!

Image: Global warming oven.

World:That’snotgoodforme-ourworld–(thumbsdown)Andclimatechangewillbereally,reallybadforthepeople!(Thumbsdown)

[Peopletakesunglassesoff]

Captain Kwikfix:(leapingout)No,no!It’snotaproblem–Wecanfixthisreallysimply!MagicCarpets!

Image: Magic Carpets.

Captain Kwikfix:Justgiveeveryoneamagiccarpet–andtheycanflyroundeverywherelikeAladdin.NoPollution,nonastyfumes!Justthequickest,easiestwayoftravelingabouttheplace.Reallyfun,too!Narrator:Captain–Aladdinisafairytale!Magiccarpetsdon’treallyfly![Askaudienceiftheyhaveeverseenamagicflyingcarpet]Youaresoooooosilly!(pause)Ifyoucan’tcomeupwithaseriousideajustgobacktoyourcorner!Wecan’tjustburyourcarsandstopusingaeroplanes,wejusthavetofindwaysofgettingaboutthatdoesn’tcausepollution.

[CaptainKwikfixslinksbackintothecorner,mutteringtohimself]


Image: Mother Earth

Narrator:ManypeoplethinkoftheearthasourMother–wetalkalotaboutMotherNature!ButlookhowwetreatourMotherEarth?!

Image: Landfill site.

Narrator:OnaveragewethrowawaytheequivalentofhalfatonofrubbishperpersonperyearhereintheUKandtheymostlyendupinlandfillsites–theplaceswedumpourrubbish.(DuringthisPeopleshovesmagazine,plasticcups,cansetcatWorld.)

Thericherweget,themoreweconsumeandthemorewethrowaway.Fineforthepeoplewhodon’tcare–(Peoplewave).Terriblefortheworld!(thumbsdown)Image: Landfill Map.World: Lookatthismap.Thesedotsarealllandfillsitesandtherearemoreandmoreofthem.Doyouwantallourlandtakenupbylandfillsites?SpeakingastheworldIcantellyouIamsickofthem.TheyarenotgoodformeandIhatethem.

Captain Kwikfix:(leapingout)Excuseme?!MayI?!

Narrator:(shouting)We’vealreadyheardyourideas.

Captain Kwikfix:Don’tshoutatmeplease–butIthinkwecanfixthisonereallyeasily!Whythrowthisstuffaway–whynotmeltitdownorputitonthecompostheapanduseitagain?Thatway,wecouldmakesomemoneyoutofit!

Narrator:Nowthat’snotsuchasillyidea,CaptainKwikFix!Weareactuallystartingtodothis–recyclingourpaper,ourvegetablewaste,ourbottlesandcans....Butwehavetodoalot,lotmoreiftheplanetisgoingtowakeupandbehappyagain!(Worldstartstohandbackrecycleditemstopeople)

Image: Reduce, reuse, recycle.

Narrator:WehavetostartReducingtheamountofwastewecreate,ReusingasmanythingsaswecanandRecyclingwhereverpossible.Wealsohavetodosomethingcalled‘closingtheloop’becauseit’snogoodmakingrecycledthingsunlessweactuallybuythemsowealsohavetostartbuyingthingslikethisrecycledpen.(showpenandstuff)See,it’smadeoutofrecycledpaper,andwealsohavetomakesureweusethingslikerecycledpaperatschool.Somethingelsewecanrecycleisclothes.

Image: Ethical Fashion.

Ambassador Programme ��

Howmanyofyouhaveeverboughtsecond-hand,orrecycledclothes?Youshouldtryitsometime?Muchcheaperanditvanbereallycool!Getdowntoyourlocalcharityshopandseewhattheyhave!Youcanalwaystakesomeofyourthingsyoudon’tneedandnotwastethembydumpingtheminthelandfill.Sorecycledfashion?

Goodforthepeople(Peoplewave)andgoodfortheworld(worldwave).

[PeopleandWorldbothhappy.CaptainKwikfixsmilesproudlyfromcentrestage!]

Narrator: Thankyou,Captain–nowlet’sgeton.

[CaptainKwikfixexitswithabow]

AnothermajorproblemforpeopleisthattheyneedtoeatandtheonlysourceoffoodisMyWorld!Butovertheyearspeoplehavegotgreedy.

Image: Fruit.

Peoplewantthesamefreshfruitandvegetablesalltheyearround.Theywantitcheapandtheywantitnow.Tohavewhattheywantwhentheywant.It’scalledchoiceandpeoplethinkthat’sgreat.Theythinkit’sgoodforthepeople(Peoplewave).

Image: Square watermelons.

World:Squarewatermelons.Iaskyou.People(indicate-)wanttohaveeverythingtosuitthem.Soifit’seasiertopacksquaremelons–that’swhattheywant.Theywanttheshiniestfruit–withnoteventhetiniestmark.Doyouknowhowtheygetthemtolooksoperfect?(ask)WellItellyou.Theyspraymeallover.Horriblechemicals.Ihatethemtoo.They’renotevenverygoodforPeopleeither.Whyaren’tchemicalsgoodforyou(askPeople–askaudience)Explainaboutwater,fish,cleanair.Pollution.Andtheotherthingisthatinordertohavefreshfruitandvegalltheyearroundtheyendupflyingorshippingitthousandsofmilesaroundtogetwhattheywant.

Image: Picture of airplane.

Thiscausesmorepollution.Isthatgoodforme?(askaudience)………That’srightit’snotgoodformeandIt’snotgoodforthepeople.(Thumbsdown)

[PeopleandPlanetfeelingsick.CaptainKwikfixboundsbackon–hiseyesbrightwithanidea!]


Captain Kwikfix:Yes!Yes!Iknowhowtofixthisonetoo!!It’sreallyeasy!Welearntoeattheearth!

Image: Mud pies.

Captain Kwikfix:MudPies!Irememberthemasachild–theyweredelicious!Plentyofmudeverywhere.Noonewouldneedtostarve.Narrator:Sorry,sorry!–He’sgoingmadagain!But–somewhereinthatmuddledbrainofhis,thereisthegermofagoodidea.

Narrator: Ifpeopleatemorevegetablesgrowninfarmsnearwheretheylivetheywouldn’thavetoflyinsomuchfood.Thefoodwouldbefreshertoo.Whatweneedistoproducefoodthatisfairtotheplanet,andalsofairtotheconsumer.Butthereisanotherthing–whoproducesourfood?

Ask audience

Thefarmer,-intheUK,mostFarmersgetafairwage.Butinmanyoftheworld’spoorestcountries,farmersbarelyearnenoughtoeatandbringuptheirfamilies.

Image: Fairtrade logo.

Narrator:Whoknowswhatthissignsays?(Askwhattheyknow).Fairtrademeansthatthefarmerswhogrowthecropsgetafairdeal.Afairday’sworkforafairday’spay.Rightnowalotofmoneygoestothelargecompanieswhowanttohavecheaperandcheaperfoodfortheircustomers.Sohowisthefarmersupposedtoliveandtotakecareoftheearthandtheenvironment?Captain Kwikfix:LockuptheGreedyFatCatsandthrowawaythekey.Get‘emoutthewayandletthefarmergetadecentwage!

Image: Fairtrade farmers.Narrator: Well,wedon’thavetobethatextreme,Captain!Wejusthavetopersuadethemthatshopperscareabouthowfarmersandworkersaretreatedandmakesurethatpeoplestarttobuy“FAIRTRADE”

Ask audience:DoyouknowwhatkindofproductsyoucanbuythatareFairtrade?Wellbybuyingthesegoodsyouwillbehelpingboththepeopleandtheearth/theenvironment,becausethefarmerswillbeabletotakecareoftheearthbetter.SopeopleandWorldarebothhappy.(Thumbsupforboth)


Narrator:Noweverythingwehavebeentalkingaboutishowtolivemoresustainably.SothatPeopleandtheworldareworkingtogether.Thisideaofbeing“sustainable”isquitecomplicated,butifyousustainsomethingitcontinues.Sowethinktheeasiestwaytoexplainitis“SomeforAllForever.”

Image: Some For All Forever.

Narrator:“SOME–FORALL–FOREVER!”–sayitwithme:“SOME–FORALL–FOREVER!”Itmeanssomethings,foreveryone,forever.

Image: Pie chart.

World:Speakingasanoutsideritlooksmorelikelotsforsomeofyouanddon’tworryabouttherest.Youpeoplejustdon’tknowhowtoshare.

Narrator:That’sprobablyquitetrue.Now,ifwearetolivesustainablyweneedtothinkabout3things.

1)WehavetothinkaboutkeepingtheWorldhappy.That’snatureandtheenvironment,thatneedstobelookedafter.

2)WeneedtothinkaboutPeople,weneedtokeepsocietyhappy,theyneedjobs,housesandfood.Butthere’sathirdthing…

EnterCaptainKwikfixwithmoneysign.

Yes,that’sright,CaptainKwikfix.It’smoney;weallneedmoneytodothings.Now–aswehavelearnedfromCaptainKwikFix–therearenoquickfixestoalltheproblemsourplanetfaces–sowehavetothinkabouthowouractionsaffect

Theenvironmentandnature,Peopleandsocietysothere’senoughforeveryone,Andmoney,sowehavetheenoughtodothethingswewant.Weneedtothinkaboutall3,whetherweareatwork,atschool,orathome.

SLIDE NEEDED HERE Environment/NaturePeople/SocietyMoney-economy

We’veonlygotoneworldandthatiswhywearearegoingtoworktogethertoprepareourownLifestyleContractssowecanliveinawaythatismoresustainable,sothat

Image: heart.

Narrator:MyWorldandMecanliveinharmony.


[DuringthisspeechPeopleandPlanethugeachother]

Captain Kwikfix:See,See!!That’sthebestfixofall–makingtheplanetlovethepeopleasmuchasthepeoplelovetheplanet.Thankyou!Thankyouverymuch!


Background and general information


About Peace Child International Who we are

PeaceChildisaworldwidenetworkof700youthgroups,schoolsandindividualsin155countrieswhoreachmanymillionsofyoungpeople.

HeadquarterednearCambridge,England,PeaceChildisrunbytwoadultprofessionalmanagers(RoseySimondsandDavidWoollcombe)andateamof7-10youngvolunteersaged18-25fromallovertheworld.

How did it all start

PeaceChildwasfoundedin1981topromoteamusicalplayofthesamenamethateducatesyoungpeopleaboutthenatureofconflictsandhowtoresolvethem.

Inthe1980s,wefocusedonbringingtogetherSovietandAmericanchildrenineffortstoendtheColdWarbetweentheircountries.WithperformancesintheRoyalAlbertHall,LondonandtheKennedyCentreinWashingtonDC,PeaceChild’sactivitieswerehighprofile.In1986,webroughtthefirstSovietchildrentotheUSAonayouthexchange,alongwiththefirstSovietrockgroupevertotourNorthAmerica.

Empowermentwasalwaysattheheartofouractivities.EverycastthatperformedthePeaceChildplaywasinvitedtore-writethescriptimaginingthemselvestobethechildrenofthestory.Theplayhasnonamedcharacterssocastmembersusetheirownnames.Thisway,theystandonstage,actingouthowtheychangetheworldthroughtheirowncourageandimagination–apowerfulexperienceforayoungperson.

TherewerealsoprogrammesbasedonthemusicalplayintheMiddleEast,CentralAmerica,NorthernIreland,Cyprus,Armenia,andAzerbaijan

What do we do

Ourmissionistoempoweryoungpeople.Tobuildyoungpeople’sconfidenceandself-esteembyexpandingthenumberofopportunitiesavailabletothemtocontributeinglobaldebateandactiononcriticalworldchallenges.

PeaceChildencouragesyoungpeopletolearnabout,thentakeactionon,issuesrelatedtopeaceandconflictresolution,humanrights,andsustainabledevelopment.

Inthe1990s,webeganpublishingbooks,invitingchildrenaroundtheworldtocontributestoriesandartwork.Eachbookispreparedinasimilarway:PeaceChildcreatesaworkbookonthetopicthebookisgoingtobeabout.Teachersandstudentsinourpartnergroupsusetheworkbookstocreatetheirownstoriesandpaintings.Fromthegroupsthatsendinthebestcontributions,weselecteditorstocometoafirsteditorialmeetingwherearoughdraftisproduced.Thisissenttoallcontributors–andateamofadultexperts.TheircommentsandadditionalcontributionsarefedintoaFinalEditorialMeetingwhereyoungpeopleassemblethefinishedbookandsendittotheprinters.

PeaceChildhasnowmade12booksinthisway,eachoneanidealintroductionforyoungpeoplebyyoungpeopleoncomplexglobalissues.


Facts about Peace Childthat ambassadors should know• PeaceChildisayouth-ledorganisation.Themajorityofthestaffareyoungpeopleunder25whoareresponsiblefortheplanningandimplementationofprojects.

• PeaceChildrunsaseriesofWorldYouthCongressesontheroleforyoungpeopleintheefforttoachievesustainabledevelopmentandtheMillenniumDevelopmentGoals(MDGs–seebelow)ThefirstofthesewasinHawaiiin1999,theMillenniumYoungPeople’sCongress(MYPC)whichmandatedthesettingupoftheBetheChange!youth-ledsustainabledevelopmentactionprojects.TheirhavebeentwoothercongressesinMorocco(2003),andScotland(2005).ThenextwillbeinQuebec,Canada(2008).Thesecongressesareuniquebecausetheircontentisalldecidedbyyoungpeople.

• BetheChange!isoneofPeaceChild’scoreprogrammesatthemoment,WehavefourFieldOffices–inIndia,Kenya,Peru,andSierraLeone.WorkingthroughtheseFieldOffices,weareabletohook-upschoolsintheUKwithgroupsofyoungpeoplelivingintheverypoorestconditions–andhelpthemtohostlivechatsovertheinternet–andraisefundsforsimpleprojectsthattheywanttoaccomplish.

• PeaceChildbelievesthatyoutharearesource,notaproblem.ThiswasthesloganfortheYouthCaucusattheJohannesburgWorldSummitonSustainableDevelopment.

• Wealsobelievethat5%ofoverseasdevelopmentaidshouldgotoprojectsdesignedandexecutedbythat50%oftheworld’spopulationthatisunder25.Youth-ledprojectscostafractionofadult-ledones–soifwecouldgetmoreyoungpeopleintheworld’sLeastDevelopedCountriestobefundedtodocommunityimprovementprojects–theMDGscouldbeachievedatamuchlowercost.

• Withhalftheworld’spopulationbeingunder25,itisessentialthatyoungpeoplebeengagedinsustainabledevelopment.AsanAmbassador,youshouldspreadthemessagethatyoungpeopledonothavetositarounduntiltheir18thbirthdaystobecomeeffectivecitizens.Theycancontributeeffectivelyrightnowtosolvingsociety’sproblems.

• Attheendofeverypresentation,youshouldencourageotheryoungpeopletobecomeAmbassadorsoradoptBetheChange!projects–orDOSOMETHING!Enablethemtofeeltheirpowerandmaketheircontribution!Thatiswhyweareencouragingchildrentodothelifestylecontract.Tostartbeingsustainableathomeaswellasschool.Wehopethatbydoingthesameactionforamonth,peoplewillcontinuetoturnofflights/turnoffstandbyorwhateverpledgetheyhavemade.

The Millennium Development Goals

OurmissionistosupporttheUnitedNationsanditsmemberstatestomobiliseyoungpeopletohelptheefforttoachievetheMDGsby2015.Thegoalsare:

1 Halving the number of people who live in extreme poverty on less than $1 a day;

2 Ensuring that all boys and girls get a primary education. 3 Promoting gender equality and empowering women.

4 Reducing by 2/3 the number of children who die before their 5th birthdays.

5 Halfing the number or women who die during childbirth.

6 Halting and reversing the spread of HIV/Aids, malaria and other diseases. 7 Ensuring environmental sustainability.

8 Making global partnerships for sustainable development – ending third world debt, creating jobs for young people, and protecting the environment.


Background InformationWhat is Sustainable Development?

Definition:TheuniversallyacceptedUnitedNationsdefinitionofsustainabledevelopmentis:“Developmentthatmeetstheneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds.”

How are economy, environment and society related? Three pillars

Sustainabledevelopmentrecognisestheinterdependenceofenvironmental,socialandeconomicsystemsandpromotesequalityandjusticethroughpeopleempowermentandasenseofglobalcitizenship.

Therearemany,manywaysthatthesearerelated.Oneexampleisjobs.Mostpeoplethinkofjobsasjustpartoftheeconomy.True-theeconomydoesprovidethejobsinacommunity.Butsociety-thepeople-providesthelaborforcetodothesejobs.So,inthisway,societyandeconomyareinterdependent.Neithertheeconomynorthejobscanexistwithoutpeople.

Also,therewouldbenojobswithoutpeopletobuythegoodsorservicesthatthejobsproduce.Rawmaterialsforallproductscomefromtheenvironment;sodoesthelandthatthepeopleliveonandthewatertheydrink,andtheairtheybreathe.Iftheenvironmentdeteriorates,societysuffers;peoplegetsick,cannotgotowork.Theyspendlessongoodsandservices,sotheeconomysuffersandthismakessocietytosufferevenmore.

What is global warming?

Globalwarmingistheincreaseinannualaveragetemperatureoftheentireplanet.GreenhousegasesaregaseslikeCarbondioxide(CO2)whichexistinouratmosphere.TheytrapheatfromthesunthatisnormallyreflectedbackintospacefromtheEarth’ssurface.Bydoingthis,theyactliketheglasspanelsinagreenhouse,whichletwarmthinandkeepitinside.Thisisanaturalprocess,andwithoutittheworldwouldbealotcolder.Globalwarmingishappeningbecause,asrecentstudiesshow,thebuildupofgreenhousegasesishappeningfaster.Itisasthoughtheglassinthegreenhousehasgottenthickerandthustheearthhasbecomewarmerinthelast50yearsthanatanytimebeforeinhistory.

GlobalWarmingoccursasaresultoftheburningoffossilfuels,whichreleaseagreatdealofcarbondioxideintotheair.Thishasbeenaresultofindustryandincreasedburningoffossilfuelsforelectricityandpetrol.

Thevastmajorityofscientistagreethattheglobeiswarming,thatthisisoccurringasaresultofhumanactivitiesandnotanaturaloccurance,andthatfarfrombeingaproblemofthefuture,globalwarmingisalreadyhappening.


What are fossil fuels?

Coal,oilandgasarecalledfossilfuelsbecausetheywerecreatedovermillionsofyearsthroughthedecay,burialandcompactionofrottingvegetationonland(coal),andmarineorganismsontheseafloor(oilandgas).

Fossilfuelsareburnedinconventionalpowerstationstoproduceelectricityanddirectpower.PeopleareconcernedaboutfossilfuelsbecauseburningthemtomakeenergycreatespollutionandreleasesalotofCarbonDioxideintotheatmosphere,andalsobecausewearerunningoutofthem.Fossilfuelscannotberecycledanddonotregenerate.Onceweusethemup,theyaregone.

Sustainable energy sources or renewable energy

Thebasicideaisthatalternativesrelyonsourcesofenergywhichcanconstantlybereplenishedunlikefossilfuelswhichcannotbereplacedandwillrunouteventually.Forexample:

Solar powersolarpanels,photovoltaiccellsetc.

Wind powerwindmills–bothonhillsidesandinthesea(offshore)

Tidal powerbarragesacrossbayswhichusetheriseandfalloftidestodrivetheturbines–likeinahydroelectricscheme;

Wave energy‘noddingducks’thatrestontheseaandnodbackandforthwiththewavesturningsmallgeneratorsthatcreateelectricity;

Geothermal energygeysersandhotspringsareonlythemostvisiblesourcesofheatfromtheearth.Warmthfromtheearth’scrustcanbeusedforheatingand,insomecases,generatingelectricity.

Hydro Electric Powerriversfallseveralthousandfeettothesea.Ifyouputadamacrossariver,thatwatercanflowatgreatspeeddownapipeanddriveaturbinetogenerateelectricity.Bio fuelsrottingcowmanureproducesmethanegaswhichcanfuelsmallstoves.InIndia,therearesomanytonsofcowmanure,itispossiblethathalftheeconomycouldbedrivenonbiofuels.


GlossaryAcid rainRainthatcontainsstrongmineralacidscausedbyindustrialpollutantsintheatmospheresuchassulphurdioxideandnitrogenoxides,extremelytoxicandharmfultoplantandanimallife.

Air pollutionToxicorradioactivegasesorsubstancesthatbecomepartoftheatmosphere,usuallyasaresultofhumanactivity.

Alternative EnergyEnergythatdoesnotusefossilfuelsorcontributesasmuchtoglobalwarming.Itisgenerallymoreenvironmentallysound,suchassolar,wind,andwaterenergy.

Alternative fibres Materialproducedfromnon-woodsourcesforuseinpapermaking.

Alternative fuels Fuelsfortransportationotherthangasolineordiesel.Includesnaturalgas,methanol,andelectricity.

Alternative transportation Modesoftravelotherthanprivatecars,suchaswalking,bicycling,rollerblading,carpoolingandpublictransit.

Ancient forest Aforestthatisolderthan200yearswithlargetrees,densecanopiesandanabundanceofdiversewildlife.

Aquifer Anundergroundsourceofwater.

Atmosphere The500kmthicklayerofairsurroundingtheearthwhichsupportstheexistenceofallplantlife,whichinturnsupportsallanimalandhumanlife.

Biodegradable Wastematerialcomposedprimarilyofnaturalparts.Itcanbebrokendownandabsorbedintotheecosystem.Forexample:woodisbiodegradable,plasticsarenot.

Biodiversity Alargenumberandwiderangeofspeciesofanimals,plants,fungi,andmicroorganisms.

By-product Somethingproducedinthemakingofsomethingelse.Asecondaryresult;asideeffect.

Carbon dioxide (CO2)Anaturallyoccurringgreenhousegasintheatmosphere.SomeCO2isnecessary,buttoomuchofitpollutestheatmosphereandcontributestoglobalwarming.Beforetheindustrialrevolution,theaircontained280partspermillion,andtodayitisover350partspermillion.Thishappenedasaresultofhumans’burningofcoal,oil,naturalgasandfirewood.

Clean fuelFuelswhichhaveloweremissions(lessCO2)thanconventionalgasolineanddiesel.Alternativefuelsaswellastoreformulatedgasolineanddiesel.

ClearcuttingAloggingtechniqueinwhichalltreesareremovedfromaforest

area,withlittleregardforforesthealth,orlongtermharvestpotential.

Climate change Aregionalchangeintemperatureandweatherpatterns.Currentscienceindicatesalinkbetweenclimatechangeoverthelastcenturyandhumanactivity,specificallytheburningoffossilfuels.

Compact fluorescentsFlorescentlightbulbssmallenoughtofitintostandardlightsockets,whichusemuchlessenergythanstandardincandescentbulbs.

CompostAprocesswherebyorganicwastes,includingfruit,vegetables,andgardenclippingsdecomposenaturally,resultinginaproductrichinmineralsandidealforgardeningandfarming.

ConsumptionTheusingupofgoodsandservicesbyconsumerbuyingorbyproducingothergoods.

DevelopmentAtractoflandnotinitsnaturalstate,usuallywithhousesorstructures.Theactofcreatingthesestructuresfromland.

Diesel Apetroleum-basedfuel,whichisburnedinengines,ignitedbycompressionratherthanspark.Itiscommonlyusedforheavy-dutyenginesincludingbusesandtrucks.


Dioxin Aman-madechemicalby-productformedduringthemanufacturingandburningofotherchemicals.Studiesshowthatdioxinisthemostpotentanimalcarcinogenevertested,aswellasthecauseofsevereweightloss,liverproblems,kidneyproblems,birthdefects,anddeath.

Dump sites Wastedisposalgrounds.

Ecologist Ascientistwhostudiestherelationshipofplantsandanimalsandtheirenvironment.

EcologyAbranchofscienceconcernedwiththerelationshipofplantsandanimalsandtheirenvironment.

EconomyThesystemorrangeofmoneyandresourcesinacountry,region,orcommunity.Careful,thriftymanagementofresources,suchasmoney,materials,orlabour.

EcosystemAninterconnectedandmutuallybeneficialgroupingofanimals,plants,fungi,andmicroorganisms.

Endangered speciesSpeciesindangerofextinctionthroughoutallorasignificantpartofitsrange.

Energy conservationUsingenergyefficientlyorprudently;savingenergy.

Energy efficiencyTechnologiesandmeasuresthatreducetheamountofelectricityand/orfuelrequiredtodothe

samework,suchaspoweringhomes,officesandindustries.

Environment Thecircumstancesorconditionsthatsurroundyou.Thetotalityofcircumstancessurroundinganorganismorgroupoforganisms.Thecombinationofexternalphysicalconditionsthataffectandinfluencethegrowth,development,andsurvivaloforganisms.

Evaluation Toexamineandjudgecarefully;appraise.

Fairtrade Acommercialagreementwheredistributorssellproductsofagiventypeatnolessthanaminimumpricegiventothemanufacturer.

Forests Landsonwhichtreesaretheprincipalplantlife,usuallyconducivetowideBiodiversity.

Fossil fuelAfuel,suchascoal,oil,andnaturalgas,producedbythedecompositionofancient(fossilised)plantsandanimals.

Free tradeTradebetweennationswithoutprotectivecustomstariffs,wherethebuyerisfreetosetwhateverpricethemarketdictates,nomatterhowsmall.

GeothermalLiterally,heatfromtheearth.Energyobtainedfromthehotareasunderthesurfaceoftheearth,sometimesnaturalhotspringsornaturallyheatedwater.

Global warmingIncreaseintheaveragetemperatureoftheearth’ssurface.

GrassrootsLocalorperson-to-person.Agrassrootscampaignormovementisonewhichcomesdirectlyfromthepeopleaffectedbytheproblem,attemptingtocreateasolutionforthemselves.

Green design Adesign,whichconformstoenvironmentallysoundprinciplesofbuilding,materialandenergyuse.Agreenbuilding,forexample,mightmakeuseofsolarpanels,skylights,andrecycledbuildingmaterials.

Greenhouse effect Theprocessthatraisesthetemperatureofairintheloweratmosphereduetoheattrappedbygreenhousegases.

Greenhouse gas Agasinvolvedinthegreenhouseeffect,suchascarbondioxide,nitrousoxide,methane,chlorofluorocarbons,ozone.

Greenhouse Abuildingmadewithtranslucent(lighttransparent,usuallyglassorfibreglass)walls,meanttogiveasmuchlightaspossibleandconducivetoplantgrowth.

Greenway Undevelopedlandusuallyincities,setasideorusedforrecreationorconservation.

Growth overfishing Theprocessofcatchingfishbeforetheyarefullygrownandhavehadachancetoreproduce,resulting


inadecreaseintheaveragesizeofthefishpopulation.

Habitat Thenaturalhomeofananimalorplant.

Human rights Thebasicrightsandfreedoms,towhichallhumansareentitled,oftenheldtoincludetherighttolifeandliberty,freedomofthoughtandexpression,andequalitybeforethelaw.

Hydro Todowithwater.

Hydroelectric Electricenergyproducedbymovingwater.

Hydropower Energyorpowerproducedbymovingwater.

Industrialised countries Nationswhoseeconomiesarebasedonindustrialproductionandtheconversionofrawmaterialsintoproductsandservices,mainlywiththeuseofmachineryandartificialenergy(fossilfuelsandnuclearfission).Generallylocatedinthenorthernandwesternhemispheres(NorthAmerica,Japan,Europe).

Insecticides Substancesusedtokillinsectsandpreventinfestation.

Inter-connected Tobeconnectedwitheachother,relyoneachotherinsomeway.

Inter-dependence Tobedependentoneachother,onecannotsurviveaswellwithouttheother.

Landfills Disposalareaswheregarbageispiledupandeventuallycoveredwithtopsoil.

Less developed country Previouslycalled,‘thirdworldnations’.TheycompriseallregionsofAfrica,Asia(excludingJapanandSingapore),LatinAmericaandtheCaribbean,plusMelanesia,MicronesiaandPolynesia.

Litter Wastematerial,whichisdiscardedonthegroundorotherwisedisposedofimproperlyorthoughtlessly.

Logging Cuttingdowntreesforcommodityuse.

Lumber Woodorwoodproductsusedforconstruction.

Managed growth Growthorexpansionthatiscontrolledsoasnottobeharmful.

Mining Theremovalofminerals(likecoal,gold,orsilver)fromtheground.

More developed country Previouslycalled‘firstworldnations’.TheycompriseallregionsofEuropeplusNorthernAmerica,Australia/NewZealandandJapan.

Nitrogen oxides Harmfulgases(whichcontributetoacidrainandglobalwarming)emittedasaby-productoffossilfuelcombustion.

Oil Ablack,stickysubstanceusedtoproducefuel(petroleum)and

materials(plastics).

Organic Involvingtheuseoffertilisersorpesticidesthatarestrictlyofanimalorvegetableorigin.Raisedorconductedwithouttheuseofdrugs,hormones,orsyntheticchemicals.Asubstance,especiallyafertiliserorpesticide,ofanimalorvegetableorigin.

Over-fishing Fishingbeyondthecapacityofapopulationtoreplaceitselfthroughnaturalreproduction.

Over-grazing Grazinglivestocktothepointofdamagetotheland.

Ozone Anaturallyoccurring,highlyreactivegasmadeofatomicoxygenformedinthepresenceofultravioletradiation.Thisnaturallyoccurringgasbuildsupintheloweratmosphereassmogpollution,whileintheupperatmosphereitformsaprotectivelayerwhichshieldstheearthanditsinhabitantsfromexcessiveexposuretodamagingultravioletradiation.

Ozone depletion Thereductionoftheprotectivelayerofozoneintheupperatmospherebychemicalpollution.

Ozone holeAholeorgapintheprotectivelayerofozoneintheupperatmosphere,exposingtheplanettotheharmfulultravioletraysofthesun.

Pesticides Chemicalagentsusedtodestroypests.


Plastics Durableandflexiblesynthetic-basedproducts,someofwhicharedifficulttorecycleandposeproblemswithtoxicproperties,especiallyPVCplastic.

PollutionThecontaminationofsoil,water,ortheatmospherebythedischargeofharmfulsubstances.

Population Thetotalnumberofpeopleinhabitingacertainarea.

Poverty Thestateofbeingpoor;lackofthemeansofprovidingbasicmaterialneedsorcomforts.

Power plants Facilities(plants)thatproduceenergy.

Public transportation Variousformsofshared-rideservices,includingbuses,vans,trolleys,andsubways,whichareintendedfortransportingthepublic.

Pulp Rawmaterialmadefromtreesusedinproducingpaperproducts.

Rainforest Alarge,denseforestinahot,humidregion(tropicalorsubtropical).Rainforestshaveanabundanceofdiverseplantandanimallife,muchofwhichisstillunrecordedbythescientificcommunity.

RecycleSystemofcollecting,sorting,andreprocessingoldmaterialintousablerawmaterials.

Reduce Actofpurchasingorconsuminglesstobeginwith,soasnottohavetowaste,reuseorrecyclelater.

Renewable energy Energyresourcessuchaswindpowerorsolarenergythatcankeepproducingindefinitelywithoutbeingdepleted.

Reservoir Anartificiallakecreatedandusedforthestorageofwater.

Resource Somethingthatcanbeusedforsupportorhelp.Anavailablesupplythatcanbedrawnonwhenneeded.

Resources Availableforeconomicandpoliticaldevelopmentortoacompanyforincreasingproductionorprofit.Includesplant,labour,andrawmaterial.

Reuse Cleaningand/orrefurbishinganoldproducttobeusedagain.

Salvage logging Theloggingofdeadordiseasedtreesinordertoimproveoverallforesthealth;usedbytimbercompaniesasarationalisationtologotherwiseprotectedareas.

Sea level Theleveloftheocean’ssurface,especiallythelevelhalfwaybetweenmeanhighandlowtide,usedasastandardinreckoninglandelevationorseadepths.

Second-growth forests Foreststhathavegrownbackafterbeinglogged.

Smog Adense,discolouredradiationfogcontaininglargequantitiesofsoot,ash,andgaseouspollutantssuchassulphurdioxideandcarbondioxide,responsibleforhumanrespiratoryailments.

Society Thetotalofsocialrelationshipsamonghumans.Agroupofhumansbroadlydistinguishedfromothergroupsbymutualinterests,participationincharacteristicrelationships,sharedinstitutions,andacommonculture.

Solar energy Energyderivedfromsunlight.

Solid waste Non-liquid,non-gaseouscategoryofwastefromnon-toxichouseholdandcommercialsources.

Surface water Waterlocatedaboveground(e.g.,rivers,lakes).

Sustainable communitiesCommunitiescapableofmaintainingtheirpresentlevelsofgrowthwithoutdamagingeffects.

Sustainable Capableofbeingcontinuedwithminimallong-termeffectontheenvironment.

Tap water Drinkingwatermonitoredandoftenfilteredforprotectionagainstcontamination,availableforpublicconsumptionfromsourceswithinthehome.

Timber Loggedwoodsoldasacommodity.

Transportation Anymeansofconveyinggoodsandpeople.UrbanplanningThescienceofmanaginganddirectingcitygrowth.

Utilities Companies(usuallypowerdistributors)permittedbyagovernmentagencytoprovideimportantpublicservices(suchasenergyorwater)toaregion.Utilitiesareprovidedwithalocalmonopoly,sotheirpricesareregulatedbyagovernmentagency.

Water quality Thelevelofpurityofwater;thesafetyorpurityofdrinkingwater.

WellAdugordrilledholeusedtogetwaterfromtheearth.

Wetland Land(marshesorswamps)saturatedwithwaterconstantlyorrecurrently.AllowsforwideBiodiversity.

Wilderness Landremaininginbasicallywildorundisturbedcondition,withfewifanytracesofhumanactivities.

Wildlife refugesLandsetasidetoprotectcertainspeciesoffishorwildlife.

Wildlife Animalslivinginthewildernesswithouthumanintervention.

Wind power Powerorenergyderivedfromthewind.

Zero emission vehicles Vehicles(usuallypoweredby

electricity)withnodirectemissionsfromtailpipesorfuelevaporation.

Zoning Thearrangementoflandareasforvarioustypesofusageincities,boroughsortown.

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