Subjects: English

We care about our present and our future

We care about our present and our future: A report. Eco- Schools 11th Young People’s Summit… © 2022 Nature Trust – FEE Malta Any part of the publication can be reproduced as long as the source is properly cited and credited. Citation: Nature Trust – FEE Malta (2022). We care about our present and our future: A report. Eco-Schools 11th Young People’s Summit. Listening to children’s voices for sustainability There was a time, in the not-so-distant past, that the notion of listening to and acting on children’s voices was unheard of and even frowned upon. Children were considered as incapable of making value judgements, of evaluating issues and propose solutions to problems unless they were told how to do it by adults. Most of the opportunities offering children a platform were mostly (at best) different forms of tokenism. Children were expected to listen to and uncritically absorb what adults had to say on issues and themes that had a direct relevance to the children’s present and future. Education for Sustainable Development seeks to empower individuals irrespective of age to become active citizens seeking to promote sustainable lifestyles and choices. Nature Trust – FEE Malta sought to actively facilitate this by implementing the international Eco-Schools Programme (locally called EkoSkola). The EkoSkola programme is mainly driven by student initiated and managed actions that start off at school, but then spill over into their households and their community. Since its inception in 2002, the EkoSkola program has worked hard to bring the voice of children to policy makers, both local and overseas. So, over the years EkoSkola has created different fora to achieve this, like: EkoSkola Parliament sessions, consultation meetings with various Maltese presidents and ministers; meetings with the main political party leaders during which they presented a memorandum prior to the General Elections; and countless meetings with mayors and councillors of different localities. Another forum that promotes children’s voices is the annual Young People’s Summit, during which primary and secondary school students discuss various sustainability issues and propose ways how these issues can be addressed. These issues are collated into a declaration that is then presented to members of parliament. There were even cases where these recommendations were also presented to international fora such as during the Informal Meeting of the EU Environment Council; during international conferences about sustainability, and to delegates attending the CHOGM 2015. As part of the COP 26 follow up, the British High Commission sponsored five mini sessions that explored Climate Change from various dimensions that were attended by students from 103 schools (63 primary and 40 secondary). During the online summits, students discussed with local experts the various perspectives of the issues explored and proposed practical actions that could be implemented to address the issues. These proposals were collated in this special publication together with several other inputs from younger children in the form of drawings and craft projects. An interesting spin off from this series of mini summits, was an interest in learning what children from …

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Learning Corner for 5-18 year olds by European Commission

If you’re a primary or secondary school pupil, this is where you’ll find games, competitions and activity books to help you discover the EU in a fun way, in the classroom or at home. You can also find out more about studying or volunteering abroad. If you’re a teacher and want to help your pupils learn about the EU and how it works, this is a source of teaching material for all age groups. As well as finding inspiration for lesson plans, you can also discover networking opportunities with other schools and teachers across the EU. You can find material about food, farming, fisheries, environment, climate, energy, culture and much more… NOTE:  This resource is available in various languages.  Links to the Maltese and English versions can be found below.   More direct links in attachments below too.

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Somebody swallowed Stanley!

by Sarah Roberts  (Author), Hannah Peck (Illustrator) Everybody has a taste for Stanley – and the other ocean creatures just keep mistaking him for a delicious treat – but this is no ordinary jellyfish. Most jellyfish have dangly-gangly tentacles, but Stanley has two handles… Other jellyfish have a magical glow, but Stanley has stripes… Because Stanley (spoiler alert) is a plastic bag! A beautifully illustrated picture book with a powerful message about plastic pollution from environmental expert Sarah Roberts. The perfect gift to introduce children to the issues of plastic in our oceans Brilliant for teachers to read to children in class when introducing them to pollution issues This book is made of material from well-managed FSC-certified forests and other controlled sources Reading age: 3 – 6 years Print length: 32 pages Language: English Dimensions: 25 x 0.3 x 27.9 cm Publisher: Scholastic Sarah Roberts is on a mission! Everybody has a taste for Stanley, but he is no ordinary jellyfish. Stanley is a plastic bag… With beautiful illustrations, Somebody Swallowed Stanley tells the story of the problems a simple plastic bag can create in the oceans and all the creatures he meets on his journey. Eco-expert Sarah Roberts has worked in conservation all around the world. With large amounts of plastic spreading into remote ecosystems and food chains, Sarah is on a mission to help children understand the issues: “If children aren’t aware, how can they protect their favourite places and the awesome creatures who live there?” Some facts about plastics 18 billion pounds of plastic waste flows into the oceans every year from coastal regions. Plastic impacts entire food chains – sea, soil, plants and creatures. Scientists predict that every seabird and every turtle on this planet have plastic in their stomachs. Reducing, reusing, recycling and picking up plastic makes a life or death difference to ocean life. Our actions have global effects as currents transport plastics across continents. There is even evidence of plastic pollution on the North Pole.  

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Mother Earth is Weeping

by Claire Donald  (Author), Simon Taylor (Illustrator) Paperback  Publisher ‏ : ‎ Fuzzy Flamingo (24 Aug. 2020) Language ‏ : ‎ English Paperback ‏ : ‎ 32 pages ISBN-10 ‏ : ‎ 1838094415 ISBN-13 ‏ : ‎ 978-1838094416 Reading age ‏ : ‎ 3 – 11 years Dimensions ‏ : ‎ 20.96 x 0.2 x 20.96 cm About the Author Claire Donald was born and still lives in South Wales, United Kingdom. Claire was a primary school teacher for twenty years and is currently a children’s author and educational games designer. Claire and Simon love visiting schools to talk about their work and do educational activities with the children. Simon Taylor is a watercolour artist from the same town as Claire. After reading her stories he decided to move into illustration. They work closely together to bring the stories to life. Claire and Simon love visiting schools to talk about their work and do educational activities with the children. Author Claire Donald reads her best selling picture book Mother Earth is Weeping. Suitable for 3-11 year olds interested in the environment and caring for the planet.

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BEMED Educational Resource Pack – Clean Seas by Eco-Schools Malta

Plastic pollution is one of the greatest environmental disasters affecting the oceans. Once discarded into the natural environment, plastic can take up to 500 years to disappear. Every year, more than 8 million tons of plastic litter is thrown into the ocean. Drifting between waters, it can be ingested and can strangle or suffocate many animal species. Under the effect of the sun, it breaks into fragments called microplastics that can be ingested by fishes and enter the food-chain, which can have lasting impacts on human health.

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BeMED 18. Young journalists in action!

Title Young journalists in action! Author Audrey Gauci Age Guide Year 7-10 Subject Area English Language (but can be adapted to other languages) Preparation Time Preparation of interview / questionnaires to conduct an investigation in a coastal village/town. Estimated Duration 20 mins – reporting skills 20 mins – information session on marine litter 40 mins – discussion and creation of interview questions 40 mins – investigation outside school / online 40 mins – evaluation and reporting of investigation Site Any site related to the theme chosen – preferably a coastal area where marine litter is most prominent. Educational objectives –   Adhere to the requirements of the English syllabus in relation to report writing –   Learn how to investigate, be critical and assess comments and opinions expressed by others –   Express themselves in journalistic-style writing –   Work in teams Report Writing Report writing involves the production of a formal, informative and systematically presented text concerning a situation, person, place or plan. Report writing needs to evidence three clear characteristics: (a) adherence to the original request or brief; (b) a sustained perspective of who the report is supposedly being written by; and (c) an awareness of intended audience. Candidates should be able to: –    Select which type of report to write in response to a question. –    Employ a formal style of writing. –    State the purpose of the report in the introductory paragraph. –    Organise content by means of separate paragraphs clearly marked with subheadings. – Demonstrate an awareness of intended audience. Learning Outcomes Creative learning: –    I can participate in writing for a wide range of purposes and genres. Expressive language: – I can report, both in speech and in writing, what others have said or written. Managing learning – I can edit and revise my own writing. – I can write appropriately for an audience and with a purpose. – I can vary what I write according to the intended reader Learning to know: – I can justify the importance of identifying problems, reflecting critically, thinking creatively and having a wider vision in order to plan for the future and become an effective agent of change. Learning to do: –   I can use the natural, social and built environment that surrounds me, as a context and source of learning. Learning to be: –   I am a critically reflective person and am able to evaluate decisions, choices and actions. Learning to live together: –    I will challenge unsustainable practices across educational systems, including at the institutional level. Link to SDGs SDG 4: Quality education SDG 11: Sustainable Cities and Community* SDG 13: Climate Change SDG 14: Life below water* SDG 15: Life on land* *depends on the theme students select Educational resources required Video tutorials on reporting, in particular to report writing: https://www.yre.global/video-tutorials Interview guide: https://www.scholastic.com/teachers/articles/teaching-content/how-conduct-journalistic-interview/ Appendix 18.1 – Optional PowerPoint (Kindly send email on [email protected] if you wish to obtain this Powerpoint) Internet connection Remote preparation Since both investigation and reporting are required, a session on appropriate reporting skills is …

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BeMED 12. Persuasive Writing Task

Title Persuasive Writing Task Author Ms. Samantha Abela Age Guide Year 5-11 Subject Area English, Maltese, Geography, Social Studies, ICT, Environmental Studies Preparation Time Nil Estimated Duration 2 hours Site Classroom or computer lab Educational objectives Students understand and are empowered to address the real causes and consequences of unsustainable behaviour within the context of an interdependent and globalised world. Learning Outcomes – I can order ideas and describe them effectively to contribute to discussions supported by the teacher. – I can write for a stated purpose, using grammar and sentence starters. – I can gather information from long and complex articles and books. Link to SDGs SDG 12: Responsible Consumption and Production SDG 14:  Life below water Educational resources required Interactive Whiteboard Appendix 12.1 – Spider diagram Appendix 12.2 – Writing frame Appendix 12.3 – Capturing your audience Appendix 12.4 – Persuasive writing vocabulary Appendix 12.5 – Writing prompts discussions Appendix 12.6 – Websites to help students with research Internet Connection Remote preparation The ‘Fact-Finding’ Task can be done before the lesson and allot more time to writing and class discussion. The links provided can be sent to the students beforehand. Planning Considerations The lesson can be done in class or in a Computer Lab. In case of a Lab, booking of the facility would be required. The Fact-Finding task can be done as an introduction or as a pre-task before the lesson. Students require some technological device and an internet connection during the lesson for the Fact-Finding task. Students should be warned about the huge amount of information available online. Teachers can opt to: Limit the websites they search by giving them a prescribed list or by limiting the search by geographical zone example: things related to Malta only. Method Introduction 5 minutes – The teacher introduces the topic of ‘Persuasive Writing’. The teacher asks what is the meaning of the word ‘Persuasive’ and can create a spider diagram (Appendix 12.1) on the board jotting down the students’ ideas before giving the following definition: “making you want to do or believe a particular thing” – Definition by Cambridge Dictionary “able, fitted or intended to persuade” “inducement” – Definition by Dictionary.com Development 10 minutes -The teacher moves on to introduce the students to the main activity. The students will act as opinion writers for a local newspaper. They are concerned with the presence of plastic litter in our seas. The task is to: Write a letter addressed to the editor in which they have to: ·       Outline their concern by explaining what it is about. ·       Provide evidence on the concern by quoting events, sources, statistics, etc. ·       Provide arguments about the concern, namely why this is an important issue to be tackled. ·       Provide ideas about possible solutions to the concern. ·       Conclude the letter in a positive manner, hoping that you are acknowledged. The teacher can provide a Writing Frame (Appendix 12.2) to guide the students in their task. 20 minutes – Now that the students know …

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BeMED 9. Largest to smallest – the story of a plastic particle

Title Largest to smallest – the story of a plastic particle Author Neville Dimech Age Guide Year 4 Subject Area Science, Geography, English language Preparation Time 10 minutes to collect resources needed. 5 minutes to familiarise oneself with the PowerPoint presentation. Estimated Duration 45 minutes Site Classroom with interactive board. Educational objectives To create awareness of the issue of plastic litter which ends up in the seas, oceans, seabed and ocean floors as well as sandy beaches. Learning Outcomes – I can classify materials as natural or man-made. Link to SDGs SDG 12: Responsible consumption and production SDG 14: Life below water Educational resources required plastic items such as a plastic cup, a plastic straw, a small plastic toys used on the beach,  balls, buckets, spade, plastic water bottles, empty sun cream bottles, empty yogurt cups, plastic and cotton ear buds, cigarette  butts, and more. Appendix 9.1 – Powerpoint PLASTY Interactive whiteboard Internet Connection Planning Considerations At the end of the lesson the students are told that the resources used in this lesson will be stored and reused by other students/during other lessons. Method Introduction Engage (10 minutes) The teacher places on the table some plastic items such as a plastic cup, a plastic straw, small plastic toys used on the beach:  balls, buckets, spade, plastic water bottles, empty sun cream bottles, empty yogurt cups, plastic and cotton ear buds, cigarette – butts, and more. The teacher asks the students to look carefully at the items. Ask: Where do we find these? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Development Inquire  (25 minutes) Ask: What happens to plastic when it is out in the natural environment? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Where does plastic come from? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Watch the interactive Power Point (Appendix 9.1). Largest to smallest – the story of a life particle. The Story of the life of a plastic particle, “Plasty” from its birth in a plastic manufacturing factory to microplastic fragments ending at the bottom of the ocean floor. The learners will direct the story of “Plasty” and note that from whichever route and life-story they choose, “Plasty” will still end up at the bottom the sea. As they trace the life of the plastic particle they realize that it is not on its own in the end… The students choose what the plastic raw material will become. They follow what happens to the plastic. They conclude that many different plastic items eventually find their way to the sea. The plastic items end up as very small pieces – “micro-plastics.” Conclusion Evaluate (10 minutes) The students come to the conclusion that plastic materials will end up in …

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BeMED 4. Oh No! Plastic in my food! Plastic everywhere!

Titles Oh No! Plastic in my food! Plastic everywhere! Author Anita Muscat Age Guide Year 1-3 with adaptations for Year 6 Subject Area English, Science, Fine motor skills when colouring and handling scissors for the younger students. Preparation Time Depends on what activity is chosen and how it is carried out Estimated Duration 30 to 45 minutes Site Classroom and/or school hall / yard Educational objectives Students will learn that all creatures living in the sea are interconnected and that anything which affects one of them will probably affect others further up the chain as well. Students will become aware of what micro-plastics are, where they come from and the harm they cause. Students will learn that our plastic consumption has somewhat spiralled out of control but this trend can be reversed if we all do our part. Students will learn that many countries around the world are aware of the harm caused by plastics and what they are doing to address the problem. Learning Outcomes Year 1 and 2 – Understand that planet Earth supports life and therefore we must take care of Earth’s resources. – Identify practical ways of reducing, reusing, recycling and repairing waste as well as refusing items and rethinking everyday practices to safeguard planet Earth. – I can handle scissors safely to cut freely, along straight and curved lines. Year 3 – I can ask questions about the world around me. – I can carry out a simple practical investigation with the teacher’s support. – I can make simple conclusions from my direct observations. Year 6 – I can access information from a range of sources with ability and efficiency. – I can write for an audience and with a purpose. – I can create and write my own book/s experimenting with different genres. – I can find answers to simple questions on a scientific topic. – I can identify simple cause and effect relationships. – I can explain that the environment is an ecosystem that can be harmed through pollution, destruction of the natural environment, acid rain, overfishing and overpopulation. – I can observe and describe how the sea is becoming polluted and its effect on marine life. Link to SDGs SDG 14: Life below water Educational resources required Posters, pictures, books and videos containing information about the different forms of life in the sea. Appendix 4.1 – Template: How to draw a fish (1) Appendix 4.2 – Template: How to draw a fish (2) Appendix 4.3 – Template: How to draw a fish (3) Appendix 4.4 – Photos: 3D Fish Appendix 4.5 – Poster: Lifecycle of a plastic water bottle Appendix 4.6 – Poster: How long does it take for trash to decompose Appendix 4.7 – Powerpoint: Can we end plastic pollution Appendix 4.8 – Powerpoint: Plastics and the environment Appendix 4.9 – Poster: Food chains Cereal boxes, coloured paper, paper puncher/scissors Internet connection Remote preparation Year 1 – 3 : Prepare various different sized, rectangular pieces of cardboard (used cereal boxes). Sizes …

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Follow up SDG 2: Sharing is caring! (Early Years – Year 2)

Read a story: The Door Bell Rang! – Video link below… Ask the children: Imagine you are either Sam or Victoria…… At the start of the story, how many cookies each did you have? When the room was filled with kids, how many cookies each did you have? If you had to be Sam or Victoria in the story, how would you feel? What if more kids came instead of grandma? Would there be enough cookies for everybody? You may end the story with a simple song: Sharing is Caring!

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Eco-Gozo Resources

Various resources for schools available here

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Not Just Numbers

Not Just Numbers is a complete teachers’ toolkit about asylum and migration in Europe. The kit was developed in 2009 by UNHCR and the International Organization for Migration (IOM) with funding provided by the European Commission. Materials available A teachers’ manual explaining the main facts and definitions on asylum and migration in Europe, and a step by step explanation of a few class exercises. A series of video portraits of migrants and refugees available online via the links below and on a DVD. Video of Iranian refugee Rean Video of Kosovo refugee Adelina Video of Congolese migrant Doré Video of Italian migrant worker Tino Video of Mexican skilled workers Veronica and Alfredo A two minute video exercise without subtitles showing migrants and refugees arriving in a boat on the sea. A set of photos for use in a photo exercise. Download as pdfs: Photo 1; Photo 2; Photo 3; Photo 4; Photo 5; Photo 6; Photo 7 All material also available in Maltese and various other languages.

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SDGs for Children – The World We Want

Surely all have heard of the Sustainable Development Goals. 17 Goals – One Global Aim….Here is an excellent information booklet for children (and obviously also for adults) to help one understand better what they are all about : The World We Want – A Young Person’s Guide to the Global Goals for Sustainable Development.

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EAThink 2015 – Food Learning units

“EAThink2015 – eat local, think global” is a project that aims to enhance European students and teachers critical understanding and active engagement on global development challenges with a specific focus on food security and sovereignty, sustainable food systems and smallholder farming.

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Letter to Students from Bishop Grech on the Occasion of the World Day of Prayer for the Care of Creation

Bishop Mario Grech wrote a letter to children about the Environment on the occasion of the World Day of Prayer for the Care of Creation, which Pope Francis wishes to be celebrated by the Catholic Church, in communion with the Orthodox Church, on the 1st of September starting from this year.

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Song: Sustainable is Possible…

Eco-Schools are using this song to promote sustainability and the Eco-Schools Programme through a music video. You can use the lyrics , song and perhaps even record your own music video.

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CoReflect – Collaboration and reflection

Project CoReflect (Title: Digital support for Inquiry, Collaboration, and Reflection on Socio-Scientific Debates) is a three year (2008-2011) research program, funded by the European Commission, under the FP7 Science in Society program. Bringing together eight diverse and multi-disciplinary teams from seven European states, the project members promoted evidence-based practice in science teaching and learning, by collaborating to iteratively design, enact, critique, and validate problem-based innovative inquiry learning environments.

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A different approach to Global Warming across the curriculum

Is Global warming man made or a natural process? CoReflect provides a set of lesson plans which tackle Global warming through a number of subjects, going across language and debate to chemistry, research skills and observation.  The age group is more aimed at secondary school students.  Below are links to the CoReflect website and the lesson plans

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Consumer Classroom – also in Maltese…

Consumer Classroom is a new collaborative website for teachers about consumer education. It provides free, high quality resources for teachers along with interactive and collaborative tools to help teachers prepare lesson plans to share with students and other teachers from across the EU. Sign Up now on www.ConsumerClassroom.eu

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The Earth Dog Story – Earth Dog returns to Save the Environment

The Earth Dog Story, first published in 1992, returns as an app in iTunes and an eBook as part of the U.S. Department of Energy environmental outreach program with Weekly Reader. Earth Dog is a superhero who teaches kids about taking care of the environment.

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Early Childhood Activities for a Greener Earth

This book by Patty Born Selly, Published by Redleaf Press helps to educate young children about the environment through experience and play. These activities encourage children to develop a sense of wonder, curiosity, and joy for nature.

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Road to Rio + 20 workbook – Activities and Lesson plans

This publication is designed to introduce young people to the issues that will be central to Rio+20, by first providing you with a useful context of the project (Part 1 -Overview) and then moving forward to what you and the young people you work with can do as part of a classroom or youth group activity (Part2 – Activities & Lessonplans).

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How Green Are You? A personal action plan

Can you help to save the world? Yes, you can – if you’re 6 years old or more. You can save energy, protect wildlife, join in and help clean up the water and the air. It’s fun!! Conservationist David Bellamy and the Friendly Whale show you how,

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Take 2: The Student’s Point of View

The Take2 Youth Media Program takes advantage of today’s youthful fascination with technology to motivate active learning in environmental science, English, and media literacy. Working individually or collaborating in teams, students create short documentaries or public service announcements that are designed to inform, entertain, or advocate on issues illustrated by the footage provided.

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Where do Recyclable Materials Go?

Based on facts about the process of recycling in industrial countries, Where Do Recyclable Materials Go?, by Sabbithry Persad, helps children understand the importance of recycling to save natural resources and much more.

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Riparia’s River

Gretchen, Jason, Mark, and Daphne are horrified to find their favorite swimming hole filled with green slime. A mysterious naturalist named Riparia helps the children understand how pollution is affecting the nature of the river.

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Judy Moody saves the World

It all starts with the Crazy Strip contest — and the dream that she, Judy Moody, might one day see her very own adhesive-bandage design covering the scraped knees of thousands. But when her “Heal the World” motif merits only an honorable mention, Judy realizes it’s time to set her sights on something bigger.

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Mad about Air and more

Designed for 5-10 yr olds, these lesson plans and colourful posters provide useful information and suggestions on how to make a difference. The accompanying lesson plan has curriculum links into geography, maths, citizenship, ICT and English.

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What’s It Like Living Green?: Kids Teaching Kids, by the Way They Live

These days,there’s a lot of talk about living green, but does anyone actually do it? In What’s It Like, Living Green? Kids Teaching Kids, by the Way They Live, you’ll learn how other kids live green

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Easy to Be Green: Simple Activities You Can Do to Save the Earth (Little Green Books)

Everyone’s talking about the environment these days, especially kids. But what can kids do? A lot! This book is filled with cool coloring pages, Earth-saving tips, fun facts, and easy activities kids can do to help the environment. It’s just what kids need to be green all by themselves!

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Heal the world – Song by Michael Jackson

Music and lyrics of the song Heal the World

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Earth Song – Michael Jackson

Music video by Michael Jackson performing Earth Song. © 1995 MJJ Productions Inc. Lyrics of the song are in a separate weblink and provided as word document.

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Climate change and lifestyles guidebook for youths

Loads of information, activity ideas, tips, online resources and case studies about climate change – considering the food we eat, things we buy, transport, energy, third world countries, water, jobs, lifestyle, good life, leisure and entertainment and above all ways to take action.  All this is available in the UNESCO produced downloadable pdf Guidebook.

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Buy, Use, Toss? A closer look at the things we buy.

Buy, Use, Toss? A Closer Look at the Things We Buy, is a free interdisciplinary curriculum unit from Facing the Future that leads students through an exploration of the system of producing and consuming goods that is called the materials economy. Students learn about the five major steps of the materials economy (Extraction, Production, Distribution, Consumption, and Disposal) and are asked to analyze the sustainability of these steps to determine how consumption can benefit people, economies, and environments.  (All lesson plans, resources and more can be found from http://www.facingthefuture.org)

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Armenia Tree project

The new edition of the Armenia Tree Project’s (ATP) Plant an Idea, Plant a Tree manual outlines lessons to understand environmental issues and identify practical solutions. The manual was introduced in 2005 when ATP published Armenia’s first teacher’s manual for environmental education, compiled and written by Dr. Karla Wesley. (http://www.armeniatree.org/whatwedo/eea.htm) ATP is developing environmental education as a core program area in order to prepare the nation’s youth for becoming the next generation of environmental stewards. By actively engaging youth in a process to better understand and appreciate the value of a healthy and sustainable environment, ATP seeks to protect the trees we plant today from future exploitation. AS you leaf through the curriculum you will find various related lessonplans for all age levels.  

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Why is Coco orange? – Book about air quality

This free downloadable new picture book from the U.S. EPA helps children better understand how to protect their health. Why is Coco Orange?, tells the story of Coco the chameleon who can’t change colors and along with his friends they learn about air quality while solving the mystery.  

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The very hungry school – A whole week’s work on consumption

‘The Very Hungry School’ story and associated worksheet provide a useful resource for literacy and maths work, as well as offering good preparation for ‘The Very Hungry School’ online pupil discussion.

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One Sun One World

One Sun One World is a WWF school musical by Peter Rose and Anne Conlon.

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Why Should I Recycle? – WWF Book by Jen Green

What if everybody threw away old bottles and newspapers, littering the world with glass and plastic and tin cans that should be recycled and made into new products? Mr. Jones is a teacher who sets a good example for kids by separating his trash for recycling.

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Earth Day Network

Teach about the history of the environmental movement with Earth Day Network’s newest curriculum unit. This online resource for all ages and users provides lesson plans, activity ideas, and digital multimedia resources for the classroom. http://www.earthday.org

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Eco Keeco

Eco Keeco is a story about protecting the environment. Peter is constantly making a mess, stealing flowers, and knocking down trashcans, all because of his jealousy towards Marina and her friendship with Tony.

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