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SAME World Edu-Kit a Rich and Simple Project co-funded with the support of the European Union SAME World A rich and simple educational tool to facilitate the Edu-kit inclusion of social and environmental topics in School curricula CLIMATE CHANGE CLIMATE ENVIRONMENTAL JUSTICE ENVIRONMENTAL ENVIRONMENTAL MIGRATION ENVIRONMENTAL December 2017, Rome This publication was the product of the project S.A.M.E. World – Sustainability Awareness Mobilization Environment in the Global Eudcation for the EYD2015, co- financed by the European Union. DCI-NSAED 2014/338-120 Complete online edu-kit available at the address: edu-kit.sameworld.eu This publication has been produced with the support of the European Union. The contents of this publi- cation are the sole responsibility of the authors and can in no way be taken to reflect the views of the European Union SAME World A rich and simple educational tool to facilitate the Edu-kit inclusion of social and environmental topics in School curricula SAME World Edu-kit Project credit: Leading partner of S.A.M.E. World project www.cies.it Project Partners: Centro di Volontariato Internazionale 3 SAME World Edu-kit The contents of this edu-kit have been written by: Angela Alaimo, ASGI, Anna Brusarosco, Lucia Carbonari, Stefano Caserini, Giorgio Colombo, Judith Corbet, Daniela Del Bene, Silvia Di Laurenzi, Peter Fedor, Irene Fisco, Costas Gavrilakis, Živa Gobbo, Veljo Kimmel, Jurij Kočar, Aija Kosk, Chiara Lainati, Georgia Liarakou, Cecilia Lohász, Fernando Louro Alves, Hanna Mikes, Ylle Napa, Teréz Pataki, Alessia Romeo, Katrin Saart, Manca Šetinc Vernik, Rene Suša, Diana Szántó, Genoveva Tisheva, Elena Triffonova, Guido Viale. First online issue coordination team: Francesca Santapaola, Silvia Di Laurenzi, Alessia Romeo First online issue editor: Sarah Dominique Orlandi Irene Fisco With the collaboration of: Laura Bernardi, Irene Desideri, Silvia Di Laurenzi, Maria Cristina Fernandez, Carmen Gullì, Alessia Romeo, Francesca Santapaola, Emanuela Soldano and the project partners staff Special Advisor: Giuseppe De Marzo Supervision team: Scientific Board members – Stefano Caserini, Ajia Kosk, Peter Fedor, Georgia Liarakou, Guido Viale Technical development FORCOM team: Monica Fasciani, Alessandro Mazzola, Luca Galassi. Thanks to: All teachers and students involved in the workshops realized in Italy, Bulgaria, Estonia, Germany, Greece, Hungary, Slovakia, Slovenia, Spain and Portugal! 1st edition 2017 CC Creative Commons licence ISBN 978-88-943185-0-0 9 788894 318500 4 SAME World Edu-kit Contents, Class activities and Online Resources for Educators Primary and Secondary school Dear teacher, This publication is for you. You have a fundamental role: you deal professionally with the growth of children, with the transmission of humanity’s knowledge. You develop in them a fundamental life tool, a critical sense. Knowledge makes us free: it frees us from prejudice and makes us free to act with awareness. S.A.M.E. WORLD – Sustainability Awareness Mobilization Environment in the global education for the European Year of Development 2015 - is an European project directed to schools, intending to convey knowledge and information oriented to acquire more competences and critical under- standing of climate change, environmental justice and environmental migration. It aims at pro- moting practices of active citizenship in a global vision. As a whole it is a learning project, involving teachers and students in mobilization activities in favor of sustainable lifestyles. This kit will help you to talk about these topics in the classroom. You will find content created by experts from different disciplines (geography, anthropology, sociology, agronomy, economics, ecology...) and activities such as role-playing games, mathematical exercises, art workshops to be implemented together with your students. The content and activities are divided into three interconnected macro-areas: ENVIRONMENTAL JUSTICE 4 Units and 16 class activities CLIMATE CHANGE 4 Units and 13 class activities ENVIRONMENTAL MIGRATION 4 Units and 12 class activities You will also have access to: • A selection of links to further information online (videos, reports ...); • Some free online tools to create diagrams, maps and reports; • Different sections to deepen your knowledge (bibliography, glossary, etc.). 5 SAME World Edu-kit Why do we talk about environmental migration? The theme of environmental refugees is new, and influence various dimensions of our system: the social, environmental, economic, and political dimensions, to name a few. It is a complex puzzle and requires a careful approach to all the pieces that compose it. Does it affect us? Yes, it is an ongoing phenomenon that it is estimated to involve more than 250 million people, because “we are living in the Same Word”, and as for the beating of a butterfly, what happens, even far away, has an impact on us. Are we ready to meet this challenge? This kit will be used to talk about ourselves: our adaptability, our resilience; What do we mean by identity, and the future that awaits us. What it means to be citizens of the world and what we mean by global citizenship. The land adapts to climate change, the economy changes, and migrants field very complex survival skills. We must be protagonists and active agents of change. Use this content as a starting point for your work in the classroom and re- elaborate them in ab- solute freedom. Go to the methodology section for more information on the structure and peda- gogical focus of the kit. Share tips, suggestions and new ideas to improve the kit: the exchange and dialogue are the basis of knowledge processes. Good work! Same World team The Universal declaration of human rights. 1948 Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (Article 26.2) 6 SAME World Edu-kit Contents: ENVIRONMENTAL JUSTICE Pag. 11 Unit 1 In a single world: the natural balance 1.1 Biodiversity - an essential component of ecosystems Pag. 13 1.2 Biodiversity and sustainability Pag. 15 1.3 Biodiversity - what benefits for the Earth Pag. 17 1.4 Can an economic model respect biodiversity? Pag. 19 1.5 How can biodiversity strengthen stability? Pag. 21 Unit 2 We do not have all the same opportunities 2.1 Environmental justice Pag. 23 2.2 Examples of environmental injustice Pag. 25 2.3 Actors involved in environmental justice issues Pag. 27 2.4 Are social equity and environmental sustainability compatible in our global economy? Pag. 29 2.5 Shall we get organized? Pag. 31 Unità 3 The impact of our lifestyles 3.1 The responsibilities of the current economic system Pag. 33 3.2 Production chains: social and cultural impacts Pag. 37 3.3 The distortion of consumer sovereignty Pag. 39 3.4 How will food production affect environment? Pag. 41 3.5 Can knowledge sharing make the difference? Pag. 43 Unità 4 Our legacy for the future generation 4.1 New economic models Pag. 45 4.2 New models of sustainable consumption Pag. 47 4.3 New models of participation Pag. 49 4.4 What intergenerational and intragenerational justice are? Pag. 51 4.5 Are new production models possible? Pag. 53 Activities Pag. 55 Writing (14+) - Grandma cricket Pag. 57 Writing (14+) - To govern a city Pag. 67 Writing (14+) - Immigrants from the natural world Pag. 71 Mathematics (14+) - Virtual water Pag. 75 Mathematics (14+) - Access to energy and poverty Pag. 85 Mathematics (14+) - Environmental justice in a map: an on-line atlas Pag. 91 Science (11+) - Fishing game Pag. 95 7 SAME World Edu-kit Science (11+) - Rally in supermarkets Pag. 101 Science (14+) - 100% cotton Pag. 103 Creativity (11+) - World game Pag. 107 Creativity (9+)- The rainforest and me Pag. 113 Creativity (11+)- Digital Storytelling: unfairy tales Pag. 117 Workshop (14+) - Mobile phone story Pag. 123 Workshop (11+) - The world in our shopping cart 1: tracking the banana Pag. 131 Workshop (11+) - The world in our shopping cart 2: cacao Pag. 135 Workshop (11+) - Deciding about a gold mine Pag. 139 Evaluation form Pag. 145 Evaluation form 9+ Pag. 147 Evaluation form 11+ Pag. 151 Evaluation form 14+ Pag. 155 CLIMATE CHANGE Pag. 157 Unit 5 Earth and its function 5.1 What is climate? Pag. 159 5.2 What regulates CO in the atmosphere? Pag. 161 5.3 The historical human ability to adapt to climate change Pag. 163 5.4 Can nature have rights? Pag. 165 5.5 What are the differences between climate and weather and what is an extreme climate event? Pag. 167 Unit 6 Something is not working 6.1 Signs of climate change Pag. 169 6.2 The Increase in CO concentration Pag. 173 6.3 Different causes of climate change Pag. 175 6.4 Are we equally responsible for the increase of CO ? Pag. 177 6.5 The carbon footprint of my jeans, what is it? Pag. 179 Unit 7 Limits of the planet: climate change effects 7.1 Short, medium and long term effects of Climate Change Pag. 181 7.2 Effects of climate change on water Pag. 183 7.3 Impact of climate change on agricultural p roduction Pag. 185 7.4 Will climate change have a n impact on human health? Pag. 187 7.5 Do women suffer more from the Climate Change? Pag. 189 Unit 8 Reduce our impact on environment, now! 8.1 Mitigation solutions at state and global levels Pag. 193 8.2 Individual daily choices for mitigation Pag. 195 8.3 Adaptation to climate change Pag. 197 8.4 How do countries share the effort of reducing emissions of CO ? Pag. 199 8.5 Why Global South is more vulnerable to Climate Change? Pag. 203 8 SAME World Edu-kit Activities Pag.
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