World Scout Environment Programme Activities & Factsheets

WORLD SCOUT ENVIRONMENT PROGRAMME ACTIVITIES & FACTSHEETS

Youth Programme © WSB Inc. / Els Bosmans Principle writers: Rodney Abson and Lucy Mace

Contributors: Farouk Bouraoui, Jànos Divényi, Zsolt Ecsedi, Ursina El Sammra, Filomena Grasso, Lorena Gudino, Euloge Ishimwe, Yuhei Kageyama, Melanie Kesteven, Mark Knippenberg, Ella Maesepp, Mark Shepheard, Tomoko Umemoto, Anne Whiteford and Paul Whitﬁeld

Principle sponsor organisation: The Alcoa Foundation

Supporting organisations: Clean Up the World, Jane Goodall Institute, United Nations Environment Programme (UNEP), Volvo Adventure, Web of Hope and WWF

Acknowledgement: This publication is with thanks to many volunteers in Scouting throughout the world and staff of the World Scout Bureau who supported the development and testing of the content of the World Scout Environment Programme.

World Scout Bureau Rue du Pré-Jérôme 5 PO Box 91 CH – 1211 Geneva 4 Plainpalais Switzerland

Tel.: (+ 41 22) 705 10 10 Fax: (+ 41 22) 705 10 20 [email protected] scout.org

Reproduction is authorized to National Scout Organizations and Associations which are members of the World Organization of the Scout Movement. Credit for the source must be given. ACTIVITIES & FACTSHEETS

“NATURE STUDY IS THE KEY ACTIVITY IN SCOUTING AND GUIDING.”

BADEN POWELL

3 CONTENTS SECTION 1

INTRODUCTION 5 Framework for environment education in Scouting and the World Scout Environment Badge 6 The process for earning the World Scout Environment Badge 8

PROGRAMME ACTIVITY RESOURCE Sticky Leaves 9 Water Exploring 13 Life of a River 15 Sense Nature 17 Nature Art 21 Creatures Conference 23 Catch the Carbon Dioxide 25 Food Chains and Chemicals 27 My Carbon Footprint 31 What have I done today? 35 Garbage Bag Challenge 37 Quick Energy Debate 39 What Disaster am I? 43 Prepare for Disaster! 45 A Natural Disaster Story 49

CONTENTS SECTION 2

FACTSHEETS 54

4 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Bangladesh Scouts

Introduction

The World Scout Environment Programme offers tools, resources and initiatives to help Scouts all around the world work together for the good of the local and global environment. This World Scout Environment Programme resource book contains Programme Activity Resources in Section 1 and Factsheets in Section 2 to help implement the programme in Scouting throughout the world. The following two-pages presents the Framework for environment education in Scouting and the World Scout Environment Badge. This is a useful reference to see the overview of the key environmental challenges facing the planet and how this relates to the Scouting youth programme in three broad age ranges (under 11, 11 to 14 and 15+). This framework can be applied in each National Scout Organization in a way appropriate to their Youth Programme.

The ﬁfteen Programme Activity Resources relate to each of the ﬁve aims for environment education in Scouting and three broad age ranges. A symbol has been used to help illustrate which of the aims the activity is focusing on. These activities are presented to you as examples for how the framework could be implemented amongst local level Scout Groups, though there are many ways to present activities for the World Scout Environment Badge. Wherever possible the programme should be presented outdoors, allowing the Scouts to explore for themselves and discover the natural world.

World Scout Environment Programme - Activities & Factsheets 5 FRAMEWORK

Framework for environment education in Scouting and the World Scout Environment Badge

Educational objectives per age group Stage Activity guidelines Under 11 11 to 14 15+ A. EXPLORE and REFLECT – Complete activities based on each of the ﬁve aims

Explore the sources of clean water and clean Explore the sources of clean water and clean air in the Explore the sources of clean water and clean air in the local environment. local environment. 1. People and natural systems have clean air in the local environment. Identify threats to clean water and clean air Demonstrate the relationship of personal actions to the water and clean air Understand the ways water and air are in the local and global environment and be availability of clean water and clean air in the local and naturally cleaned. able to suggest solutions. global environment.

Explore a local natural area. Explore a local natural area. Explore a local natural area. Understand the ecosystem connections of native species Understand the ecosystem connections of of plants and animals and their habitat needs. Discover some of the local native species of 2. Sufﬁcient natural habitat exists native species of plants and animals and their plants and animals and their habitat needs. Demonstrate the relationship between personal actions to support native species habitat needs. and the availability of sufﬁcient natural habitat to Demonstrate knowledge of some contrasting Be aware of global conservation issues support native species. natural habitats. affecting biodiversity. Be aware of global conservation issues affecting Outdoor activities that are fun, allow biodiversity. unstructured exploration, encourage inquisitiveness and generate awareness.

Experience based activities that Be aware of harmful substances in the local Explain the local impact of harmful substances to people promote environmental learning. Be aware of harmful substances in the local environment and identify their source. and the broader environment and what can be done by 3. The risk of harmful substances to These could be practical, physical or environment. individuals, groups and the community to reduce the people and the environment are Demonstrate what personal action can achievement based activities. Explain ways to reduce the risk of harmful be taken to reduce the risk of harmful risk. minimised substances to people, plants and animals. substances to people and the broader Understand the global impact of harmful substances and environment. how local actions can change the global environment. Experience based activities that encourage critical thinking about environmental issues and lead to shared awareness and deepened understanding of the individual Recognise how we are connected with the Explain how our choice of action and responsibility as an responsibility for the environment. environment and how we can make informed individual, group, community and country can affect the choices about our actions that can minimise environment. 4. The most suitable environmental Show awareness of how our actions affect the impact on the environment. Where possible activities should the environment and alternative ways to Understand how we can change our actions to improve Identify potentially better environmental encourage thinking about how the practices are used make a smaller impact. our impact on the environment. practices for your local area. ﬁve aims connect with each other. Demonstrate how local solutions can impact global Demonstrate how local solutions can impact issues. global issues.

Be able to recognise different types of environmental Be able to recognise different types of hazards and natural disasters and explain why they Be able to recognise different types of environmental hazards and natural disasters 5. People are prepared to respond to occur. environmental hazards and natural disasters. and explain why they occur. environmental hazards and natural Demonstrate how to help other people to be prepared to Demonstrate how to be prepared and react to Demonstrate how to help other people to disasters respond to environmental hazards and natural disasters environmental hazards and natural disasters be prepared to respond to environmental in the local area. in the local area. hazards and natural disasters in the local area. Explain how changes to the environment can inﬂuence environmental hazards and natural disasters.

B. TAKE ACTION – Do an environmental project

Identify local environmental issues and potential Review learning experiences. Participate in a local environmental project. Identify local environmental issues and solutions. potential solutions. Identify local environmental issue Environmental project that relates to the Understand the beneﬁts to the local Plan and execute an environmental project. and understand local to global link. environment of the project. Plan and execute an environmental project. previous learning and to the local environment Understand the local to global connections of the project. Plan and implement project. Be aware of the local to global link of the Understand the local to global connection of Evaluate the results of the project for the Scouts, the Monitor, evaluate and identify future ICONS © WSB Inc. project. the project. community and the environment. actions.

6 World Scout Environment Programme - Activities & Factsheets Framework for environment education in Scouting and the World Scout Environment Badge

Educational objectives per age group Stage Activity guidelines Under 11 11 to 14 15+ A. EXPLORE and REFLECT – Complete activities based on each of the ﬁve aims

B. TAKE ACTION – Do an environmental project

Identify local environmental issues and potential Review learning experiences. Participate in a local environmental project. Identify local environmental issues and solutions. potential solutions. Identify local environmental issue Environmental project that relates to the Understand the beneﬁts to the local Plan and execute an environmental project. and understand local to global link. environment of the project. Plan and execute an environmental project. previous learning and to the local environment Understand the local to global connections of the project. Plan and implement project. Be aware of the local to global link of the Understand the local to global connection of project. the project. Evaluate the results of the project for the Scouts, the Monitor, evaluate and identify future community and the environment. actions.

World Scout Environment Programme - Activities & Factsheets 7 The programme focuses on the environment in a broad sense and encourages the Scouts to have a holistic awareness of the natural world and how their day- to-day actions can impact upon this, progressively building a sense of personal responsibility for the environment. The process for earning the World Scout Environment Badge is presented in the diagram below. Please note that National Scout Organizations may have speciﬁ c requirements for a Scout to fulﬁ l in order to earn the World Scout Environment Badge.

The process for earning the World Scout Environment Badge:

1. Explore and Reﬂ ect: Complete activities based on each of the ﬁ ve aims for environment education in Scouting: Scouts are working towards a world where:

1. People and natural systems have clean water and clean air. 2. Sufﬁ cient natural habitat exists to support native species. 3. The risk of harmful substances to people and the environment are minimised. 4. The most suitable environmental practices are used. 5. People are prepared to respond to environmental hazards and natural disasters.

2. Take Action: Do an environmental project that relates to the previous learning and to the local environment.

3. The World Scout Environment Badge is presented to the Scout in recognition of their learning and commitment to the environment.

The Factsheets in Section 2 offer further information with quotes from Baden- Powell on Scouting and the environment, more background on the World Scout Environment Programme and the World Scout Environment Badge, Scout Centres of Excellence for Nature and Environment (SCENES), Scouts of the World Award and partnerships that can support Scouting and the environment. A Frequently Asked Questions section helps to answer other outstanding questions about how to implement the World Scout Environment Programme.

8 World Scout Environment Programme - Activities & Factsheets Scout Association of Australia © WSB Inc. / The

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Sticky Leaves

Aim 1 Educational objectives Summary

Scouts are working towards Explore the sources of clean water and A fun, outdoor activity that a world where people and clean air in the local environment. investigates air and makes air pollution visible. natural systems have clean Understand the ways water and air are water and clean air. naturally cleaned. Aim Age range To learn about air pollution and investigate local air quality. Under 11

World Scout Environment Programme - Activities & Factsheets 9 STICKY LEAVES

Equipment Background

Clear sticky tape, maps, white An air pollutant is any unwanted paper substance or chemical that contaminates the air that we Preparation breathe resulting in a decline in air quality. Air pollutants Find a suitable place to run the include smoke, carbon monoxide, activity nitrogen oxides, sulphur dioxide, particulates and ozone.

Duration Air pollutants have sources that are both natural and human. One hour Natural sources include volcanoes, wildﬁ res, airborne dust, cattle Setting digesting grass and natural radioactive decay. Although some An outdoor setting with trees and pollution comes from natural shrubs. The activity can be done sources, most pollution is the at more than one location. If this result of human activity. The is the case, choose areas that biggest causes are the operation differ in their proximity to roads, of fossil fuel-burning power plants factories, or other sources of air and automobiles that combust fuel. pollution. The areas will need trees or bushes in leaf but the leaves Most of the main air pollutants can should not be near the ground. be harmful to human health. Air One important point to note is pollution is frequently associated that smooth surfaced leaves give with respiratory problems. It can better results than hairy leaves. make people sick or cause long- term illness, particularly in those most sensitive to pollution, such as children and the elderly.

There are three ways in which animals can be affected by air pollution. They can breathe in gases or small particles, eat particles in food or water or absorb gases through the skin. Soft-bodied invertebrates, such as earthworms, or animals with thin, moist skin such as frogs, are particularly affected by absorbing pollution.

Sources of air pollution and dust often leave residues on the top of exposed leaves. The sticky leaves activity collects these residues. This makes air pollution ‘visible’ and easier to understand. The air pollution in different areas can be compared and related to the source of the pollution

10 World Scout Environment Programme - Activities & Factsheets STICKY LEAVES

Step by step guide to activity 1. Give the Scouts five minutes to 4. Introduce the sticky leaves activity. explore their surroundings. They Our air contains 21% oxygen, 72% can explore in small groups or nitrogen, approximately 7% carbon individually. Ask them to discover dioxide and approximately 1% all the different things that make up other gases including pollutants. the environment around them. The majority of the gases and particles that make up our air, 2. Gather the group together and including the oxygen, nitrogen and discuss their discoveries. They carbon dioxide, are colourless, should have noticed living things odourless and tasteless. However, such as trees, plants and animals some of the pollutants are in as well as inanimate objects like particles big enough to be visible soil, rocks and water. Ask the to the naked eye. The sticky leaves Scouts how are these things all activity enables these particles to connected? Who eats who? Where be collected. do the animals live? What do the trees and plants need to survive? 5. Ask the Scouts where they think air They should discover that the pollutants might come from (some environment is all linked together. sources are cars, fossil fuel-burning Ask them if there is anything else power plants, volcanoes, fires, that is vital to this environment dust). Ask the Scouts about their that we can’t see. The answer is air. current location. What sources of air pollution are nearby? 3. Sit the Scouts down and ask them to spend one or two minutes 6. Split the Scouts into small groups breathing in the air and thinking and give each group some white about it. They should take really paper, scissors and some sticky deep breaths and try to fill their tape. Depending on the size or lungs. At the end of the allotted other characteristics of your natural time ask them to describe the area and the size of your group, air around them. Does it taste you can allocate each group their of anything? Does it smell of own area or vegetation type or anything? Can they see it? What is you can allow them to decide in air? themselves where they sample. 7. The Scouts cut a piece of sticky tape and press it firmly, sticky side down, onto a leaf. They then carefully remove the tape and stick it onto a piece of white paper. Each group should do this at least ten times in order to get a representative sample and write down or draw the location where they took the sample Rod Abson © WSB Inc. /

World Scout Environment Programme - Activities & Factsheets 11 STICKY LEAVES © WSB Inc. / Scouts Australia

Evaluation Further activities 1. Gather the Scouts together and 1. There are other ways that air compare the results. If you have pollution can be ‘seen’. Investigate access to a magnifying glass buildings made of stone in your or microscope, look closely at local area. These can show the samples. Rank the different evidence of air pollution, in samples in order of how dirty particular from vehicles on adjacent they are. Where were the dirtiest roads. Look out for natural stone samples taken from? Where were that looks ‘dirty’. Graveyards are the cleanest samples taken from? also good places for seeing the Is there a pattern, if so why? Where effect of air pollution on stone. is the pollution coming from? Find out how scientists measure air quality. 2. If you have sampled in more than one area then transfer your results 2. Think about how our actions affect to a map and discuss. Is there a air pollution. How they contribute reason why certain areas show to it and what we can do to reduce more pollution than others? Where air pollution. is the pollution coming from? 3. Make a poster showing all the 3. Think about the damage the different things in your local area pollution in the air might be doing. that contribute to air pollution.

How might it affect the plants? How might it affect human health? How might it affect animals? Bear in mind that this is only the pollution that is visible. A lot of pollution is not visible to the naked eye.

12 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Rod Abson © WSB Inc. / Rod

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Water Exploring

Aim 1 Educational objectives Summary Scouts are working towards Explore the sources of clean water and A practical activity to explore your a world where people and clean air in the local environment. local area and discover where water is natural systems have clean found, what it is used for and why it is Identify threats to clean water and water and clean air. necessary. clean air in the local and global environment and be able to suggest solutions. Aim To create awareness of water in our Age range surroundings and the relationship between water and human life. 11 to 14

World Scout Environment Programme - Activities & Factsheets 13 WATER EXPLORING

Equipment Evaluation Map, paper, pens,camera (optional) 1. Once all the groups have returned ask each group to present what they found and discuss the fi ndings. Preparation Use the questions below to help the discussion. Find a suitable route around the local area Were the Scouts surprised by the Duration quantity of water they discovered? How does the water they found fi t One to two hours into the water cycle? Setting How does the water help us? How does the water help plants and Local area animals? Did anyone mention the water that is in the air as water vapour? Did anyone mention the water in the soil and underground? Step by step guide Background to activity Water is vital for life and in many 1. Split the Scouts into small groups 2. If you have taken photographs, parts of the world can be found all and give each group a map, paper, create a display of the water in around us in a variety of different pen and a camera (optional). A your neighbourhood. places. In some parts of the world route can be marked on the map, clean, safe water is not freely or you can give them co-ordinates 3. Did the groups identify water available. This activity encourages to follow, or they can decide on hidden within buildings? Ask them us to explore our local environment their own route within a marked to think about what we use water and discover our water, where it is, area. for in our homes and how that what it is needed for and what it water gets there. What happens looks like. Once we understand our 2. Before the groups set off, have a to that water before it enters our water and why it is important to us quick discussion about where they homes? Where does it go after we can begin to learn about water think they might fi nd water. For it leaves our homes and what in a global context example, stream or river, public happens to it then? toilets, puddle, water fountain etc. 3. The groups walk around the route looking for water. When they fi nd some they should think about the following questions. Where is the water? What is it used for? How much water is there? Is it there every day? What colour is it? Does it smell, is it discoloured? Can humans drink it? Can animals drink Further activities it? If they have a camera they can 1. Visit a water facility in your local take a photograph of the water. area and learn about where the water in your home comes from, how it is cleaned and where it goes to after you have used it. 2. Build a model or make a poster showing the water cycle. 3. If you found any water pollution problems in your local area, investigate these more thoroughly. Find out what is causing the pollution and take some action to resolve it. 4. Look into ways we can be more effi cient with our use of water in our day-to-day lives.

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WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Life of a River

Aim 1 Educational objectives Summary

Scouts are working towards Explore the sources of clean water and An exploration of how a river or stream a world where people and clean air in the local environment. can change as it moves through the landscape. natural systems have clean Demonstrate the relationship of water and clean air. personal actions to the availability of clean water and clean air in the local Aim and global environment. To explore a river or stream in the local environment and investigate Age range how it changes naturally and through interaction with people. 15+

World Scout Environment Programme - Activities & Factsheets 15 LIFE OF A RIVER

Equipment Background Evaluation

Glass jars, paper and pens, camera Rivers and streams come in many 1. Have the Scouts present their (optional), canoeing or rafting sizes and are very important observations as they followed the equipment (optional) ecologically and for people that use life of the river. This could include them for many reasons. A river showing their photographs or sketches, water samples or stories Preparation may have a catchment area (the total land area that collects and in the order they were collected. Identify a suitable stretch of a river funnels water towards the river) 2. Discuss the results and the activity. or stream accessible in the local many times greater than the river, Use the following questions to help environment that can be followed stretching potentially hundreds the discussion. for a length downstream and or thousands of kilometres away observe the changes. If conducting from the river. The land uses in the catchment can affect the river activities on the water, ensure What were the natural observations from its point source (the place suitable safety procedures and of the Scouts? experience of participants. furthest away from the river in its catchment), to its end point Did the environment change (such as where it reaches a lake or as they moved through the Duration ocean). catchment?

Variable, up to one day Rivers naturally change as they Were the changes natural or move through the landscape, with inﬂ uenced by people? Setting different plants and animals taking How were people interacting with advantage of the area surrounding the river? In the local area alongside the a river. People also make use river or on the river with suitable of the waters from rivers, the Was clean water available for boating equipment. plants and animals, and the land people and natural systems? that surrounds them, which are Did the water quality change in the often very fertile. Many human built environment? settlements started along rivers and have progressively grown into How could the catchment be better town or even cities. These changes managed if there were activities in the built environment also affect that were impacting badly on the the river in different ways. health of the environment and the water? Where would the point source and end source of the river be? Step by Step guide Do people need to share access to the river? Could this cause 1. The aim of this activity is to explore challenges? the life of a river as it changes throughout its catchment. Explore maps of the river system to learn more about the geography of the area, specially features or different habitats and where human settlements occur that need the river or could affect it. Start at an accessible part of the river or further up its catchment, such as a drainage area or smaller stream. 2. Follow the river downstream and record how it changes. What does Further activities the environment look like? How are 1. Have the Scouts consider what the people interacting with the river? river might look like in the future Is the water clean? Take samples of and how they can help ensure that the water in glass jars as you travel people and natural systems have along the river and record where clean water and clean air. each sample was taken. 2. Share their experience and results 3. Include a section of the river with other people in the community where it passes through a built and identify if there are ways the environment, such as a town or city health of the river can be protected. What happens to the water here and after it has passed by the built environment?

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WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Sense Nature

Aim 2 Educational objectives Summary Scouts are working towards Explore a local natural area. An outdoor activity where the Scouts a world where sufﬁcient use their ﬁve senses to explore and Discover some of the local native natural habitat exists to connect with nature. species of plants and animals and their support native species. habitat needs. Aim Demonstrate knowledge of some To experience and connect with contrasting natural habitats. nature using all of the senses (seeing, hearing, tasting, smelling, touching) Age range and understand how the information Under 11 from our senses combine to create our awareness of the natural world.

World Scout Environment Programme - Activities & Factsheets 17 SENSE NATURE

Activity 1 Scavenger Hunt Equipment Background Sense: Sight

Blindfolds, paper, pens Nature can be appreciated using all 1. Split the Scouts into teams and of our senses. The sense we use ask them to fi nd ten objects that the most often to understand our have something in common. For Preparation environment is sight but in actual example, ten natural objects that are soft. Other ideas are objects Find a suitable place to visit. fact we are using our other senses at the same time to help build up that are hard, green, brown, dead, the picture of what is around us. man made etc. Duration By concentrating individually on 2. Each group could have the same each of our senses we can gain One hour category or one group could have a better awareness of our local to fi nd soft objects and the other environment. Setting group hard objects. 3. The Scouts should take care not to A local natural area, for example, harm or disturb living creatures. forest, beach, mountain or park. 4. Once they have found their objects they present them to the rest of the group. 5. Have a discussion about what Step by step guide to they have found. Some ideas for activity questions are given below. 1. Find a suitable local natural area 6. After the discussion put the natural and take the group there. objects back appropriately. If a group has collected man made 2. Ask the group to name the fi ve objects, make sure these are taken senses and discuss how we use away with you and disposed of these in our daily lives. How do our correctly. senses help us to understand our surroundings? How many different natural objects 3. Explain to the group that they have they found overall? are going to explore the natural environment around them using Are the group surprised by the each of the senses individually. number of different things they Which senses do they use the have found? most? Which senses do they think will tell them the most and the What is the most surprising thing least? collected? 4. Do the following activities. Each How much man made material was activity will identify different found? features of the natural environment Where did they look for the you are exploring. Write down objects? these features as the activities progress. The fi nal activity ends How well do these objects by summing up how our senses represent what is living in the have painted a picture of the local natural area? environment. Was this activity easy? It depended on our sense of sight. How useful is our sight? How important is sight to our awareness and understanding of nature?

18 World Scout Environment Programme - Activities & Factsheets SENSE NATURE

Activity 2 Activity 3 Activity 4 Barefoot Walk Find Your Tree What do you hear? Sense: Touch Sense: Touch Sense: Hearing 1. Split the group into pairs and 1. Introduce this activity by looking 1. Ask each Scout to find a choose one of the pair to go first. at and discussing the trees in your comfortable place to sit. surroundings. Ask the Scouts what 2. The Scout going first takes off their the distinctive features of the trees 2. The group must sit quietly for five shoes and socks and puts on a are and visit several trees to see minutes and listen to the sounds blindfold. their differences and similarities. around them. When they hear a sound, they must think about what 3. The blindfolded Scout is then led 2. Split the group into pairs and has made it and remember it. over a course by their partner. blindfold one of the pair. 3. After five minutes, ask the group 4. As they walk the blindfolded Scout 3. The blindfolded Scout is spun what they heard and discuss the must concentrate on what their around and then guided carefully to sounds. Some ideas for questions feet can feel. They must describe a tree. This is best done in silence. are given below. to their partner what the ground feels like on their feet and try to 4. They must touch the tree to identify what they are walking over. discover its size, shape and texture. The path should be safe from sharp They need to learn enough about What sounds did they hear? Were or dangerous objects and should the tree to be able to identify it they natural or man made sounds? include different textures and without their blindfold on. Good Were they surprised at how much/ surfaces. things to feel for are distinctive how little noise there was? Did they patterns in the bark, branches 5. The pair then swaps roles and hear any sounds they had never coming from the trunk, roots or heard before, if so, what? repeats the activity. plants at the base of the tree. An 6. Gather the group together and excellent way to identify your tree How did the sounds help them to discuss the activity. Some ideas for is to know its diameter. Get the understand what is surrounding discussion are given below: Scouts to wrap their arms around them? the tree to work this out. 5. They are then taken away from the What did the ground feel like? tree, spun around again and their Was it soft, hard, warm, cold, wet, blindfold taken off. They must use dry etc? Try thinking of really their memory of what the tree felt imaginative words to describe how like to find it. the ground felt. 6. The pair then swaps over and What were you walking over? repeats the activity. How sensitive are your feet? Are 7. Gather the group together and they more, the same, or less discuss the activity. Some ideas for sensitive than your hands? discussion are given below: Did you use your sense of hearing to help you identify what you were walking on? (for example, if walking How easy was it to find your tree? through leaves or through mud or What features of your tree helped water) you to find it? How did being blindfolded make As you touched the tree, how easy you feel? was it to imagine what it looked like? How sensitive are your fingers? What features of the tree could they feel (for example, different textures, different temperatures, dampness, dryness)? If you have done the barefoot walk activity, are your fingers more sensitive than your feet? How does touching the tree compare with just looking at the tree? What did you learn about the tree from touching it that you wouldn’t learn from looking at it?

World Scout Environment Programme - Activities & Factsheets 19 SENSE NATURE

Activity 5 Activity 6 Nature Smells Natures Larder Sense: Smell Sense: Taste Evaluation 1. Sit the group down and ask them 1. Save this activity until the end. 1. Gather the group together and to shut their eyes and sit quietly for discuss their experiences exploring 2. Ask the group to name all the a few minutes and concentrate on nature using each of their senses. different things that make up the what they can smell around them. Some ideas for questions are given natural environment surrounding below. 2. After a few minutes have a group them. Which of these things could discussion on the different smells in they eat? What would the different their surroundings. The results of tastes be? What does something this discussion are very dependent taste like that is bad for us? Which Which sense gives you the on the natural area, the time of other senses could we use to help most information about your year, the weather and even the us decide not to eat something? surroundings? time of day. Ask the Scouts to Which sense gives you the least? identify any smells. Where are 3. If there are any edible plants in they coming from? Do they like the your local natural environment that How do the senses work together smells? How do the smells make can be picked without harming to give you information? them feel? the local ecosystem then allow the Scouts to taste these. What natural things have you 3. Ask the Scouts to explore the discovered today? 4. Ask each Scout to choose an natural area and smell as many How do the living things in this natural things as possible to fi nd animal that lives in the surrounding environment. They must tell the environment use their different their favourite smell. Explain that senses? they can rub things with their rest of the group what that animal fi ngers to generate a smell. The eats. Do they think animals have What is your favourite thing in this smell might then be passed onto taste buds? How do animals use natural environment? their fi ngers. their sense of taste? How does their animal decide what is good to eat 4. Once they have found their and what is bad to eat? favourite smell, ask each Scout to present their object and its smell to the whole group. Have a discussion about the natural smells. Some ideas for questions are given below.

Can they describe why they like their favourite smell? Does their favourite smell remind them of anything? Further activities Did they fi nd any smells they didn’t 1. Create a poster or display showing like? all the different features of your Were the smells of the natural local natural environment place what they expected? 2. Learn about the difference between Does nature have its own smell? native and non native species and fi nd out about them in your local How do they think the animals that area. live here use the smells around them? 3. Explore different natural habitats in your local area and other If they couldn’t see, how would places or learn about them from their sense of smell help them to local experts, books, fi lms or the picture their surroundings? internet. 4. Encourage the Scouts to practice their sensory skills simultaneously by themselves in their own time. 5. Encourage Scouts to keep their own nature journal where they can record their observations with different senses.

20 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Rod Abson © WSB Inc. / Rod

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Nature Art

Aim 2 Educational objectives Summary Scouts are working towards Explore a local natural area. An outdoor activity where the Scouts a world where sufﬁcient have the opportunity to be creative in Understand the ecosystem connections natural habitat exists to nature and with nature. of native species of plants and animals support native species. and their habitat needs. Aim Be aware of global conservation issues To gain an appreciation of the variety, affecting biodiversity. form and beauty of nature through Age range creative activities. 11 to 14

World Scout Environment Programme - Activities & Factsheets 21 NATURE ART

Step by step guide Equipment to activity Evaluation

Paper and pens 1. Find a suitable local natural area 1. Find out what the Scouts learnt and take the group there. about the natural environment they visited. What animals and plants Preparation 2. Ask each Scout to fi nd a did they see? Did they discover comfortable space in the natural things in the natural environment Find a suitable place to visit. environment and spend a few that they hadn’t seen before? minutes looking around them at the How do the different natural Duration local nature. elements work together to create 3. Gather the group together and talk the environment? Discuss how the Up to one hour about what they noticed in their ecosystem works. surroundings. Setting 2. Find out how much the Scouts 4. Ask each Scout to choose one thing enjoy being in the natural environment. Did the activity help A local natural area, for example, in the environment and draw a them to connect with nature? forest, beach, mountain or park. picture of it. Hand out paper and pens. Once they have fi nished they present their picture to the rest of the group. 5. Ask the Scouts to form into small groups (of between three and fi ve). They are going to use the natural objects around them to create some art - a picture or a sculpture. Make sure they respect the natural objects and do not harm any living creatures. They can use leaves, branches, stones, soil, trees, shrubs etc. If you want you can give them Background a theme for their art work. The natural world is full of 6. Once they have fi nished gather the variety and beauty. One way to whole group together and go on a become aware of this and begin tour of the art work. Each group to understand and appreciate it should explain their work. is through art. Being creative in nature and with nature is a fun way to connect with, observe and work with the natural world.

Further activities 1. Carry out a proper investigation of the local natural environment. Use survey techniques to record the plants and wildlife, make plaster casts of tracks, collect animal droppings and so on to build up a picture of the creatures that live there. 2. Encourage Scouts to keep their own nature journal where they can record their observations with different senses. 3. Learn about the native species and non native species in your local area. Do the non native species cause a problem for the native species? Find out how the non native species were introduced.

22 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Rod Abson © WSB Inc. / Rod

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Creatures Conference

Aim 2 Educational objectives Summary Scouts are working towards Explore a local natural area. A discussion activity to explore how a world where sufﬁcient local ecosystems work and how they Understand the ecosystem connections natural habitat exists to might react to different environmental of native species of plants and animals support native species. conditions. and their habitat needs. Demonstrate the relationship between Aim personal actions and the availability To explore the local ecosystem from of sufﬁcient natural habitat to support the point of view of the animals and native species. plants that live there. Be aware of global conservation issues affecting biodiversity. Age range 15+

World Scout Environment Programme - Activities & Factsheets 23 CREATURES CONFERENCE

Step by step guide Equipment to activity Evaluation Cards of local living creatures (for 1. Sit the participants down in a circle. 1. After the conference, discuss the example, man, plants, insects, Ask everybody to pick a card. On effect of human beings on the birds, animals etc). Cards with each card is a different creature from habitat. Use the following questions scenarios and problems to be within the local ecosystem. Make to generate a discussion. solved by the group. sure that one participant is a human

being. Give the group a few minutes How have human actions affected to think about their creature. Preparation the habitat? 2. Choose one leader to be the Are humans aware of how their Prepare the cards and some chairperson of the group. They are actions affect the creatures living problems to ask the group. the guardian of the Earth and must around them? lead the discussion. If we considered how our actions Duration 3. Each participant then introduces affect the environment, would we themselves. They must tell the Thirty minutes come to different decisions? group what creature they are, where they live, how they live, Setting what they eat and so on.

Scout meeting place 4. The chairperson presents the ﬁ rst question. The questions should be suitable for the age of the participants and also for the habitat being considered. Think about problems that the habitat could face or is facing. Think about actual problems that have affected your local environment. Some example Background questions are: Within a habitat there are many different animals and plants existing in co-operation with one The summer has been very dry and another and with the environment. the grass has not grown as much This activity imagines that all the as usual. There is not enough for creatures within a habitat have everyone. What shall we do? a say in how that community A new family of (choose a suitable operates. This is very similar predatory animal) is wanting to to how human society is move into the habitat. What do the Further activities managed. Human beings are group think about that? part of the natural community 1. Explore the local natural but do we always give it enough The lake has been polluted by human environment to see how human consideration? beings. Who has been affected? actions are affecting it. If the environment is being harmed Winter is approaching. Is everyone This activity enables us to explore investigate how and why and ﬁ nd prepared? what could happen if everything out what can be done to solve the within the natural community was problem. equal and able to have its say. 5. Each participant comments. They 2. Have the Scouts do further must think about how the question investigations into their creature to affects them in their creature role. learn more about this animal in the Encourage the Scouts to stand up local habitat. What are this animals for their creature and if they want habitat needs and any threats to the community to take action on this species. something then they must tell the group. For each question the group 3. Visit a wildlife shelter or need to decide what they can do to rehabilitation centre that helps make the environment good for the native species. all the creatures. 6. Prepare some additional cards for certain creatures. These should contain a scenario and a question to ask the group. These problems need to be sorted out by the whole group. 7. Bring the conference to a close by thanking all the creatures for their participation.

24 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Victor C. Ortega

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Catch the Carbon Dioxide

Aim 3 Educational objectives Summary Scouts are working towards Be aware of harmful substances in the A fun activity to introduce climate a world where the risk local environment. change of harmful substances to Explain ways to reduce the risk of people and the environment harmful substances to people, plants Aim are minimised. and animals. To learn the basic science behind climate change. Age range Under 11

World Scout Environment Programme - Activities & Factsheets 25 CATCH THE CARBON DIOXIDE

Step by step guide Equipment to activity Evaluation Blindfolds 1. Split the group into two teams. One 1. Discuss the game afterwards using team are trees and one team are the ideas below. carbon dioxide molecules. There Preparation should be more carbon dioxide molecules than trees. In the game, what effect does None the number of trees have on 2. Ask the trees to fi nd a place to the number of carbon dioxide Duration grow with plenty of space in molecules? between each tree. Once the tree Fifteen to thirty minutes has chosen its place to grow it Does this also happen in real life? cannot move, only its branches Halfway through the game humans Setting (arms). As they are growing the came along and chopped down lots trees need to catch carbon dioxide. of the trees. What effects did this Scout meeting place They do this with their branches have (think about immediate and and leaves. Ask the trees to long term)? practice catching carbon dioxide (they should wave their arms What effect did the planting of trees around). by the Scouts have on the carbon dioxide molecules? 3. The carbon dioxide molecules are found fl oating around in the air. Why does it matter how much They can move very quickly but carbon dioxide there is in the Background they can’t see where they are atmosphere? Explain the going (put blindfolds on the carbon greenhouse effect. Our planet is surrounded by a dioxide molecules). The carbon blanket of gases. This is our How can we reduce the amount of dioxide molecules have to move atmosphere. As the sun shines on carbon dioxide in the atmosphere? from one side of the playing area to the earth it sends us heat. Some the other without getting caught. of this is absorbed by the earth’s The trees have to try and catch surface and some of it bounces them with their branches. A carbon back into the atmosphere. The dioxide molecule is caught if a tree refl ected heat is trapped by the touches it and the molecule then atmosphere and this keeps our becomes a tree. planet warm. This is known as the greenhouse effect. 4. Continue the game until nearly all the carbon dioxide is gone then The blanket of gases is getting stop and announce that humans thicker as we release greenhouse have discovered this forest and gases by burning fossil fuels want to chop down the trees so for energy and as we cut down they can grow crops on the soil. forests for timber and agriculture. The trees get burnt and the carbon Greenhouse gases are carbon dioxide is released. Choose three dioxide (CO2), methane and quarters of the trees and turn them nitrous oxide. As the blanket gets into carbon dioxide molecules. After Further activities thicker, the temperature rises. a while the land becomes useless 1. Ask the Scouts to think about As a result of this, our climate is for growing crops so they decide how their daily actions might starting to change. to build a town there instead. In affect climate change. What can the town there are lots of cars and they do to reduce the amount of factories. These burn fuel which greenhouse gases they produce? releases more carbon dioxide into the atmosphere. Choose half of the remaining trees and turn them into carbon dioxide molecules. 5. The scenario can then be changed so that Scouts come along and plant more trees (turn some of the carbon dioxide molecules into trees).

26 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / South Africa Scout Association

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Food Chains and Chemicals

Aim 3 Educational Objectives Summary Scouts are working towards Be aware of harmful substances in the A run around game to show how a world where the risk local environment and identify their agricultural chemicals build up within of harmful substances to source. the food chain. people and the environment Demonstrate what personal action can are minimised. be taken to reduce the risk of harmful Aim substances to people and the broader To show how chemicals from environment. agriculture are passed through ecological systems and why this is Age Range harmful to the environment. 11 to 14

World Scout Environment Programme - Activities & Factsheets 27 FOOD CHAINS AND CHEMICALS

Equipment Background

Cards showing different items in a Life on earth depends on the sun. The organisms at the beginning common food chain (for example, The sun provides energy that of a food chain are usually very grass, rabbit, fox etc.). There plants use to grow and then also numerous while the animals at the should be many more cards for provide food for other organisms. end of the chain are often large and the items lower in the food chain One important way in which few in number. It is rare for high and only one or two for the higher organisms depend on each other end predators to eat other high end levels. Some type of coloured tags is for their food. Many animals predators. Food chains are normally (one per person at the bottom of feed only on plants (herbivores), more complicated than a simple chain the food chain). lots of animals eat only other as most animals eat more than one animals (carnivores) and some type of food. For example, a fox will Preparation animals eat both plants and eat rabbits, mice and beetles. In animals (omnivores). Despite reality the food chain becomes a food Make up the food chain cards. these differences in diet, actually web. Choose a food chain that would be all animals depend on plants for A food chain can be upset by human affected by agricultural pesticides their food through a relationship actions. This activity focuses on the and if possible that is relevant to between plants and animals called impact of agricultural chemicals on your local area. Some ideas are a food chain. food chains. Agricultural crops are supplied in the resources section. commonly sprayed with chemicals Foxes eat rabbits, rabbits feed The cards should be able to be called pesticides. These destroy on grass. A hawk eats a lizard, worn by the Scout, for example, insects, fungi and plants that might the lizard eats a grasshopper they could be pinned or stuck onto damage or compete with the crop. jumpers or worn around the neck and a grasshopper eats grass. on string. In the ocean, fi sh eat small Pesticides disrupt the food chain in crustaceans (e.g., shrimps), two main ways. Firstly, by removing who eat microscopic organisms organisms from it. The majority of Duration called plankton. Plankton are very these pesticides kill the harmless or Thirty minutes small organisms that live in the benefi cial organisms as well as the ocean and are classifi ed as either harmful ones. If a plant or animal is Setting ‘phytoplankton’ or ‘zooplankton’. removed from a food chain then the Scout meeting place Phytoplankton use the energy animals higher up the food chain will from sunlight to create food via a be affected. process called ‘photosynthesis’. Secondly, by introducing persistent, poisonous chemicals into the food chain. Some of these chemicals take a long time to break down. Once eaten, the chemical remains in the body of the animal and when that animal is eaten the chemical moves Example food chains: into the body of the next animal. The concentration of the chemical within Grass > Grasshopper > Lizard > Hawk each animal increases as it moves up the food chain. The chemical may Phytoplankton > Zooplankton > Shrimp > Fish > Shark be harmless to larger animals in low Cactus > Insects > Lizard > Snake > Hawk concentrations but as a result of being passed through the food chain its Trees > Insects > Monkey > Leopard concentration might have increased suffi ciently to cause disease or death.

28 World Scout Environment Programme - Activities & Factsheets FOOD CHAINS AND CHEMICALS © WSB Inc. / The National Scout Organization of Thailand

Step by step guide to activity 1. Introduce the subject of food 3. The next activity is food chain tag. chains. Ask the Scouts some The aim of the game is to catch questions to find out what they your prey. Start by letting the know about food chains. What food plants run around the room and chains exist in the local natural get warmed up. Set the herbivores environment? What food chains do (plant eaters) off to catch the they know about from other natural plants. When they catch a plant environments? Choose a variety of the herbivore receives one point examples, such as, the ocean, a and the plant must sit on the tropical rain forest, the desert. ground. After a few minutes let the carnivores (animal eaters) start to 2. Give each Scout several long pieces play. When they catch a herbivore of string and a food chain card. they automatically take their They must wear the card so it is points. The winner at the end of visible to the other Scouts. Explain the game is the carnivore with the the activity. They are going to most points. This might seem unfair create a food chain. The cards show on the plants and the herbivores all the different organisms within but the situation will be changed in a food chain. They must look at the next game when chemicals are the different plants and animals introduced into the food chain. on the cards and think about what their creature would eat and what 4. Repeat the game but this time hand would eat them. When they find out a coloured tag to all the players something that they eat they must who represent the lowest rung in connect themselves to that creature the food chain (the green plants). with a piece of string. They should They have been sprayed with a lie the string on the floor. They will pesticide and the coloured tag end up with a food chain which represents the chemical. When they shows a clear progression from are caught they have to hand over several plants at the base of the their tag and lie down. At the end food chain to one top predator of the game, ask each carnivore to at the top but with some animals count up the number of coloured that are connected to more than tags they have collected. one other creature. Ask the Scouts to explain their chain. Is it a food chain or a food web? This activity will actually produce a food web which is a more realistic picture of what really happens in nature.

World Scout Environment Programme - Activities & Factsheets 29 FOOD CHAINS AND CHEMICALS

Evaluation 1. The coloured tags represent 2. Encourage the Scouts to think 3. How aware are the Scouts pesticides that have been sprayed about why the pesticides were used of pesticides in their local onto the plants to ensure that the and what alternatives to pesticides environment? Use the following farmer’s crops are successful. The are available. Use the following questions to help discuss this. farmer does not want diseases, questions to help your discussion. insects or other plants to affect his crops. Discuss how the farmer’s actions have affected the natural environment. Use the following questions to help your discussion.

Which animals have ended up with Do you think the farmer would stop What crops are grown in your local the most coloured tags? using pesticides if he knew about environment, region, country? the damage they cause further up Do you know if pesticides are used If the tags are harmful chemicals the food chain? then is having lots of them good or locally, regionally, nationally? bad? How could the farmer protect his Has anyone heard of any local crops from pests, disease and problems from pesticide use? What might the chemicals do to the other plants without using harmful different animals? pesticides? Do you think problems from How has the food chain pesticides are well publicised? system helped to increase the How could human beings be concentration of chemicals? affected by pesticides? What properties of the chemicals What can individuals do to reduce have enabled this to happen? the risk of pesticides to the environment?

Further activities 1. Explore how food is grown locally. Can you ﬁ nd examples of organically grown foods? Are there places growing food with chemicals? Which ones are used and why? Find out about alternatives to pesticides. 2. Find out which animals in your local area are top end predators. Do you think they may be affected by chemicals in the landscape? 3. Grow some of your own food using organic methods.

30 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Lucy Mace

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

My Carbon Footprint

Aim 3 Educational objectives Summary Scouts are working towards Explain the local impact of harmful A simple activity to start the group a world where the risk substances to people and the broader thinking about their personal daily of harmful substances to environment and what can be done by energy use and how this affects the people and the environment individuals, groups and the community environment. are minimised. to reduce the risk. Understand the global impact of Aim harmful substances and how local To raise awareness of how we actions can change the global contribute to climate change in our environment. daily lives by understanding how our everyday actions are associated with Age range releasing greenhouse gases into the atmosphere. 15+

World Scout Environment Programme - Activities & Factsheets 31 MY CARBON FOOTPRINT

Equipment

Question cards, green, orange and red answer cards. The answer cards should be in three different Scouting © WSB Inc. / World sizes. The red cards must be the biggest and the green cards the smallest.

Preparation

Prepare question cards and answer cards. Use the questions provided and if appropriate prepare additional questions that are relevant to your local environment. Duration Thirty minutes Step by step guide Background Setting to activity Our planet is surrounded by a 1. Set the question cards out in a Scout meeting place blanket of gases. This is our circle and place the answer cards in atmosphere. As the sun shines on the middle in three piles (a green the earth it sends us heat. Some pile, an orange pile and a red pile). of this is absorbed by the earth’s surface and some of it bounces 2. Each question has three answers back into the atmosphere. The a green answer, an orange answer refl ected heat is trapped by the and a red answer. When making atmosphere and this keeps our the answer cards, think about the planet warm. This is known as the number of participants and what greenhouse effect. their likely answers will be to the questions. This will determine how The blanket of gases is getting many answer cards of each colour thicker as we release greenhouse are made. The answer cards can gases by burning fossil fuels be made smaller if necessary. The for energy and as we cut down important point is that the red forests for timber and agriculture. cards are the largest and the green Greenhouse gases are carbon cards are the smallest. dioxide (CO2), methane and nitrous oxide. As the blanket gets 3. Explain the activity. Each thicker, the temperature rises. participant moves around the As a result of this, our climate is circle answering the questions and starting to change. taking the correct coloured answer card at each question. Once they This activity explores how we have answered all the questions contribute to climate change in they fi nd a space and lay out their our daily lives by understanding answer cards on the fl oor to make how our everyday actions a patterned mat. are associated with releasing 4. Once the Scouts have laid out greenhouse gases into the their mat explain what it means. atmosphere. The mat demonstrates their day to day energy use, which actually represents their day to day carbon footprint. It will vary between participants. The greater your energy use the bigger and redder the mat will be and the less your energy use the smaller and greener your mat will be.

32 World Scout Environment Programme - Activities & Factsheets MY CARBON FOOTPRINT

Evaluation 1. Once everyone has ﬁnished their mat have a discussion using the ideas below. © WSB Inc. / Asociación de Scouts México

Who has the smallest, greenest mat and who has the biggest reddest mat? How do they feel about it? How green are the group in general? Are there big differences between the participants or does everyone have a similar energy use? Ask the group how the questions relate to energy. Some of the questions have obvious, direct connections to energy, for example, do you switch off the lights when you leave a room? Further activities Other questions need some thought 1. Learn about renewable energy. to connect them to energy, for example, how often do you buy 2. Visit a renewable energy facility in new things? your local area. How relevant were the questions to 3 Ask the Scouts to think about how their daily life? they would do their daily actions if they had no energy. Run a weekly What can they do to reduce their meeting using no energy. carbon footprint? 4. Ask the Scouts to write a list of What would be easy to do and what ten things they can do to reduce would be hard to do? their carbon footprint. They should What are the group doing already think about things that are easy to to help the environment? achieve and things that are more challenging. After a few weeks, Are they doing this on purpose or ﬁnd out whether they have reduced by accident? their carbon footprint.

World Scout Environment Programme - Activities & Factsheets 33 MY CARBON FOOTPRINT

How do you get to school/work? By car ❑ Red Card ❑ By bus or train ❑ Orange Card ❑ By bike or on foot ❑ Green Card ❑

Do you switch off the lights when you leave a room? Always ❑ Green Card ❑ Sometimes ❑ Orange Card ❑ Never ❑ Red Card ❑

Do you leave your television on standby/in sleep mode? Always ❑ Red Card ❑ Sometimes ❑ Orange Card ❑ Never ❑ Green Card ❑

Do you recycle? Never ❑ Red Card ❑ Sometimes ❑ Orange Card ❑ My Carbon As much as possible ❑ Green Card ❑ Footprint Questions Do you buy locally produced food? As often as possible ❑ Green Card ❑ Sometimes ❑ Orange Card ❑ No/Don’t know ❑ Red Card ❑

How often do you buy new things? (for example, clothes, cd’s, computer games etc) More than once a week ❑ Red Card ❑ Once a week ❑ Orange Card ❑ Once a month or less ❑ Green Card ❑

Do you use renewable energy? Yes, a lot ❑ Green Card ❑ Yes, but not often ❑ Orange Card ❑ No/Don’t know ❑ Red Card ❑

Have you ever planted a tree? Yes, several trees ❑ Green Card ❑ Yes, one tree ❑ Orange Card ❑ No ❑ Red Card ❑

34 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / © Jean-Pierre Pouteau © WSB Inc. / Jean-Pierre Pouteau

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

What have I done today?

Aim 4 Educational objectives Summary Scouts are working towards Show awareness of how our actions A fun and easy game to start the a world where the most affect the environment and alternative Scouts thinking about how their suitable environmental ways to make a smaller impact. actions affect the environment. practices are used. Age range Aim Under 11 To understand that our daily actions have an impact on the environment.

World Scout Environment Programme - Activities & Factsheets 35 WHAT I HAVE DONE TODAY?

Evaluation Equipment 1. After everyone has had a go, have Ball a quick discussion with the group using the ideas below. Preparation

None Was it easier to think of things that were good or things that were bad? © WSB Inc. / The Singapore Scout Association Duration When you do everyday things do you think about how it affects the Ten to twenty minutes environment? Do you think it is important to Setting consider the environment? Scout meeting place What differences are there within the group? Why is this?

2. Have each Scout choose one thing they do that is good for the environment and one thing they Step by step guide could improve upon. Background to activity 3. Make a group picture showing Every day we do things that one half of things they do which 1. Gather the group in a circle and impact on the environment. Some are good for the environment and hand the ball to one person. things we do are good for the the other half the things they can environment and some things we 2. The person with the ball starts by improve do are bad for the environment. telling the group one thing they Very often we do things without have done today that is good for even being aware of how it affects the environment. They should the environment.This game explain why their actions were good encourages the Scouts to think for the environment. If they fi nd about how our daily actions affect it diffi cult to think of something the natural world all around us. ask them to think of one thing they have done today and decide if and how it was good for the environment (have a leader keep note of the answers given by the Scouts throughout the activity). 3. The Scout then passes the ball onto another participant who does the same. 4. Once the ball has been round the whole group, repeat the game Further activities but with the question ‘what have I done today that is bad for the 1 Ask each Scout to change their environment?’ actions until the next meeting and to share their plan with their family, class and/or friends. 2. At the next meeting look at the fi rst pictures and make a third picture showing how their actions have improved. 3. Use this activity as an introduction to subjects such as renewable energy, recycling, water conservation and energy conservation.

36 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Scouts Musulmans Algériens

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Garbage Bag Challenge

Aim 4 Educational objectives Summary Scouts are working towards Recognise how we are connected A fun game to think about waste and a world where the most with the environment and how we how we can reduce it. suitable environmental can make informed choices about our practices are used. actions that can minimise the impact Aim on the environment. To encourage thinking about the waste Identify potentially better we generate, what can be recycled environmental practices for your local and how we can reduce what we throw area. away. Demonstrate how local solutions can impact global issues. Age Range 11 to 14

World Scout Environment Programme - Activities & Factsheets 37 GARBAGE BAG CHALLENGE

Equipment

Plastic rubbish bags, selection of waste objects (clean and safe) © WSB Inc. / World Scouting © WSB Inc. / World Preparation

Prepare the waste objects.

Duration

Thirty minutes

Setting

Scout meeting place

Step by step guide Background to activity Evaluation Human society creates a lot of 1. Split the group into teams and give 1. Discuss the activity and introduce waste. This waste might go into each team a bag of rubbish. the fi ve ‘R’ approach to waste. landfi ll, it might be incinerated or it might simply be dumped outdoors 2 Explain that the object of the game and left to decay. Whatever is to make your bag of rubbish as What do the Scouts think about happens to this waste it is causing small as possible in a set amount these ideas? a problem for the environment. of time. This is done by sorting What do they do already? What We need to reduce the amount through the rubbish and deciding would be easy to do? of waste we produce. This can how to dispose of things in a be done by following the fi ve ‘R’ different way. Ask the group to approach: think about what they can do to make the bag of rubbish smaller in Refuse – for example, the fi rst place. unnecessary packaging, leafl ets, 3. After fi ve minutes ask each team to promotional material, plastic bags explain why they removed certain items from their bags and where Repair – clothes, electrical they will put them if not in the equipment etc rubbish. They should also explain Further activities Reduce – choose products that what they would do differently have less packaging, use only what – they should identify that some 1. Ask the Scouts to think about you need things could have been refused packaging and bring in items from and that they could buy things with home that show packaging that Reuse – buy second hand items, less packaging or packaging that is is good for the environment and donate items to second hand reusable or recyclable. that is bad for the environment. They should think about whether shops, use items more than once 4. The team with the smallest bag of the packaging is necessary, is rubbish at the end is the winner. Recycle – buy products that can recyclable, is already recycled, how be recycled and recycle them much manufacturing has gone into it and how long it will take to decay in a landfi ll. 2. Set up a recycling station in your Scout meeting place. Ask the Scouts if they recycle at home. 3. If there are not recycling or good waste facilities available, consider contacting the government to encourage these to be set up. 4. Write a waste policy for Scout camp. Think about how you can reduce the amount of waste generated and how you will re-use and recycle during camp.

38 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Jesús Inostroza

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Quick Energy Debate

Aim 4 Educational objectives Summary Scouts are working towards Explain how our choice of action and A quick thinking game to test your a world where the most responsibility as an individual, group, Scouts ability to think under pressure suitable environmental community and country can affect the and their powers of persuasion. practices are used. environment. Understand how we can change our Aim actions to improve our impact on the To think about energy issues from all environment. points of view. Demonstrate how local solutions can impact global issues. Age range 15+

World Scout Environment Programme - Activities & Factsheets 39 QUICK ENERGY DEBATE

Equipment

Stopwatch, whistle or bell © WSB Inc. / Victor C. Ortega Preparation

None

Duration

Thirty minutes

Setting

Scout meeting place

Step by step guide Background to activity There are lots of environmental 1. This activity assumes that the 4. Repeat the game with the next two issues associated with energy. Scouts already have some Scouts and continue until everyone This game asks the Scouts to knowledge of issues relating to has had a go. The winners can think about them from all points of energy production and use. It may then compete against each other view. The participants may have to be necessary to do an introductory until there is an overall debating argue a point that they don’t agree activity to remind the Scouts of champion. If you have a lot of with and the true skill in this game what they know. Scouts, you can split the group into two. is being able to do so convincingly. 2. Select two Scouts to compete in the debate and one to be the timekeeper. The rest of the Scouts are the judges. 3. Give each contestant one of the topics provided. This should be done secretly so the contestants don’t know their opponents subject. Give the contestants 30 seconds to think about what they are going to say. They then get 30 seconds each to state their argument. After both contestants have talked for 30 seconds they then get a further 15 seconds each to respond to what the other contestant has said. The judges then decide who was the most convincing and declare them the winner. The winner of each debate is the contestant who has shown the greatest skill in presenting their argument. The judges must forget their own opinions on the subject matter and judge purely on the debating skill of the contestants.

40 World Scout Environment Programme - Activities & Factsheets QUICK ENERGY DEBATE

Evaluation 1. At the end of the competition 2. Think about the issues that the discuss the debates with the debates brought up. Discuss with Scouts. Some ideas for discussion the Scouts their true feelings on are given below. energy production and use. Some ideas for discussion are given below.

Which subjects were easy to debate and which were difﬁcult? Where does energy Did knowing more about the come from? subject make it easier to present an argument? How does energy production harm the environment? Was arguing against what you believe difﬁcult? How can energy be produced with less impact on the environment? Was it easier to argue for what you believe in? What can individuals do to help energy production have less impact on the environment? How do you save energy in your daily life? What are the Scouts already doing and what do they want to do in the future?

Further activities 1. Visit a renewable energy facility in your local area. 2. Make your own renewable energy, for example, a solar oven, a wind

© WSB Inc. / The Scout Association of Maldives © WSB Inc. / The Scout Association of Maldives turbine, a water mill. 3. Explore how energy is produced in your country. Is it non renewable or renewable? 4. Learn about the environmental problems associated with using non renewable energy, for example, climate change, air pollution, nuclear waste disposal, water pollution from mining, problems associated with offshore oil platforms. 5. Decide how your Scout group would ﬁnd the worlds energy. Pretend that you have control over all the resources of the Earth. Think about all the different ways of creating energy, all the different things we need energy for and also all the different ways we could save energy. You can do this activity as a debate or as a competition.

World Scout Environment Programme - Activities & Factsheets 41 QUICK ENERGY DEBATE

Debating subjects

Coal is great And for a bit of vs light relief, try these Coal is bad crazy subjects...

I love solar power vs I hate solar power

I think wind farms are ugly vs I think wind farms are beautiful Green is the best colour vs Global warming is very important Red is the best colour vs Global warming is not important Bananas are the worst frui vs © WSB Inc. / World Scouting © WSB Inc. / World It will be good Apples are the worst fruit if temperatures rise vs It will be bad if temperatures rise You should only wash once a week vs You should wash every day. Solar power is the best form of energy vs Wind power is the best form of energy

We should use nuclear power vs We shouldn’t use nuclear power

We need to reduce our energy use vs We don’t need to reduce our energy use

Everyone should know how to grow vegetables and basic foods vs Food production should be left to the professionals - farmers

Urbanisation is good vs People should be encouraged to stay in the countryside

42 World Scout Environment Programme - Activities & Factsheets © WSB Inc. / Korea Scout Association © WSB Inc. / Korea

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

What Disaster am I?

Aim 5 Educational objectives Summary Scouts are working towards Be able to recognise different types A fun game to introduce the different a world where people are of environmental hazards and natural types of natural disaster. prepared to respond to disasters. environmental hazards and Demonstrate how to be prepared and Aim natural disasters. react to environmental hazards and To encourage thinking about natural disasters in the local area. natural disasters and their different characteristics. Age range Under 11

World Scout Environment Programme - Activities & Factsheets 43 WHAT DISASTER AM I?

Equipment

Cards showing images of natural disasters, safety pins. © WSB Inc. / Ella Maesepp Preparation

Print cards showing a picture of a natural disaster and its name. There should be enough cards for one for each Scout.

Duration

Twenty minutes

Setting

Scout meeting place

Step by step guide Background to activity Evaluation Natural disasters occur all 1. Introduce the subject of natural 1. Gather the whole group together around the world and can have disasters. Ask the Scouts to name and show them all the different a devastating effect on the some different types of natural natural disaster images. Find out natural environment and on disaster. Ensure that they have from the group which images they human beings. There are lots of enough knowledge to begin the are familiar with and which images different types of natural disaster, game and if necessary show the they are not familiar with. for example, hurricane, tropical group some pictures and ask them cyclone, typhoon, tornado, to describe the images. drought, fl ood, volcano, landslide, 2. Pin a picture of a natural disaster tsunami, heat wave, wildfi re, insect onto theback of each Scout. plague, famine, health epidemic, Explain the object of the game. avalanche and earthquake. It is They have to fi nd out what their very important that we have an natural disaster is by moving understanding of natural disasters. around the group and asking each We need to be prepared to respond other questions. The question can to them when they happen to us only be answered with a “yes” or Further activities and to be able to provide support a “no”. For example, “does my 1. Choose a few suitable examples when they happen to others. disaster involve wind?” of natural disasters and ask the 3. The Scouts move around the Scouts to think about how they room, asking questions until they could prepare for them. have worked out which natural 2. Find out about natural disasters disaster they are. The fi rst Scout in your country and prepare some to tell the leader the correct information about what happened, answer wins. why it happened and how the 4. Allow the game to continue until emergency services coped with the everyone has worked out which situation. natural disaster they have worked 3. Go on a visit to a local emergency out which natural disaster they services station, for example, the are. Fire Brigade or the Police Station and fi nd out how they deal with emergency situations. Discover if they have ever helped out in a natural disaster. 4. Practice basic fi rst aid skills and how to get help in an emergency.

44 World Scout Environment Programme - Activities & Factsheets © WSF / Yoshi Shimizu © WSF / Yoshi

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

Prepare for Disaster!

Aim 5 Educational objectives Summary Scouts are working towards Be able to recognise different types An activity to create an emergency a world where people are of environmental hazards and natural response plan and kit in preparation prepared to respond to disasters and explain why they occur. for natural disasters. environmental hazards and Demonstrate how to help other natural disasters. people to be prepared to respond to Aim environmental hazards and natural To understand why it is important disasters in the local area. to prepare for natural disasters. Age range 11 to 14

World Scout Environment Programme - Activities & Factsheets 45 PREPAREPREPARE FOR FORDISASTER DISASTER

Equipment

Paper pens, emergency response

Preparation

Study the emergency equipment list provided.

Duration

Twenty minutes

Setting

Scout meeting place

Step by step guide to Background activity: Natural disasters occur all 1. Introduce the subject of natural around the world and can have disasters and fi nd out how much a devastating effect on the the Scouts know about the subject. natural environment and on What natural disasters have human beings. There are lots of affected their community or their different types of natural disaster, country? What natural disasters for example, hurricane, tropical have they heard about in other cyclone, typhoon, tornado, countries? What natural disasters drought, fl ood, volcano, landslide, could affect them in the future? tsunami, heat wave, wildfi re, insect plague, famine, health epidemic, 2. A short movie is available from avalanche and earthquake. the World Scouting website (www. scout.org) to introduce how It is very important that we have various natural disasters affect an understanding of natural Scouts around the world, or have disasters. The effect of a natural information from recent natural disaster can sometimes be disasters to share with the Scouts. minimised with careful preparation, 3. Choose a suitable natural disaster. awareness of warning signs (if This could be one that is relevant appropriate) and knowledge of to the local area or one that is best what to do once the disaster understood by the Scouts. Gather occurs. We need to be prepared the Scouts in a group and describe to respond to them when they the natural disaster to them. happen to us and to be able to provide support when they happen 4. Split the Scouts into small groups to others. and ask each group to think about how their lives would be affected by the natural disaster. Give them fi ve minutes to discuss this and then ask for their thoughts.

46 World Scout Environment Programme - Activities & Factsheets PREPARE FOR DISASTER

Evaluation

© WSF / Yoshi Shimizu © WSF / Yoshi 1. Ask the Scouts if they have ever thought about how they would cope in a natural disaster before. Do any of the Scouts have an emergency response kit or plan at home already? Will any of the Scouts go home and help their family to create a kit or plan? 2. Note to Leaders: Natural disasters can be devastating experiences and impact on the environment, infrastructure and people long after the initial event. It is important to provide ongoing support for young people to assist their recovery following a natural disaster.

5. Ask the Scouts how their survival 7. As a group, decide on the contents would be affected if they were for your emergency response kit. prepared for the disaster. Write If you have any of these items with down their ideas. you hand them out to the Scouts to look at. 6. One way to increase your potential for survival during a natural 8. Using all the ideas generated so disaster is to have an emergency far, create an Emergency Response response kit. This kit will be kept in Plan. This could incorporate ideas a box or a bag that is transportable, for assessing the severity of a in an accessible and known location natural disaster (if appropriate) and will contain items that have a before it happens, the emergency clear survival purpose. Give each response kit, actions to take to group a list of items that might go respond in the immediate instance into an emergency response kit. to the disaster and actions to Use the list provided and add extra take in the event of the situation items or adjust to suit available lasting a certain length of time. local resources as relevant to the An example plan is provided. type of natural disaster being This focuses on how to maintain discussed. An alternative option communication throughout a is to also put in some items that natural disaster. Further activities are not suitable. Ask each group 1. Having a knowledge of first aid is to choose the most relevant items very important when placed in an from the list. You can ask them to emergency situation. Organise a choose a certain number of items first aid course for the Scouts. or you can ask them to list them in order of importance. When each 2. Visit a local emergency services group has finished ask the Scouts facility, for example, the Fire to present their lists to the whole Brigade or the Police Station. Find group and explain their choices. out about their procedures for dealing with emergency situations and if they have had to deal with a natural disaster.

World Scout Environment Programme - Activities & Factsheets 47 PREPARE FOR DISASTER

Example Family Family Emergency Emergency Response Kit Response Plan

CONTENTS ICE – In Case of Emergency Water – 9 Litres per person (3 Litres number programmed into mobile per person for 3 days) for drinking and phone and carried on a card in

© WSB Inc. / Pakistan Boy Scouts Association Boy © WSB Inc. / Pakistan cleaning. your wallet or school bag. Food – Non perishable, for a minimum Family meeting point – somewhere of 3 days. Can opener if food is in a clear of the home, that the entire can. family can re-unite at. A local park or Blankets and warm clothing. Tent other open area is a good location. At or other shelter if required. least two known routes to get there, in case one is cut off. Communications – Radio (and batteries) to listen for updates on Out of Town Family Contact – a disaster, mobile telephone (Note: grandparent, aunt, uncle or family mobile phones may not always work friend who lives in a different city after a disaster situation). to act as the central communication point. All family members check in Notepad and pen or pencil to record with this person after the disaster, and important information. this person (away from the disaster Light – Torch with spare batteries. zone) can co-ordinate if all family Candles and matches in a waterproof members are accounted for, and be container can be helpful but should not the liaison with Red Cross or other be used if there is a risk of gas leaks. relief organisations. 1st Aid Kit and any medications that This person is also notifi ed in the are required by family members. case of an imminent disaster, to be informed that all of the family is Toilet – Bucket, garbage bags, together, what equipment they have disinfectant, trowel. with them, where they are evacuating Entertainment (especially with to and how long they expect to be out children) – pack of cards, crosswords, of contact for. special toy or games. Local Evacuation Centre – fi nd out Water purifi cation method – where the evacuation centre in your a cooker to boil water and/or water town is situated. School? Sports purifi cation treatment tablets. Ground? Town Hall? Protection - Gloves, face mask, long trousers and long sleeve shirt, hat, waterproof jacket. Whistle Rope Map of town/city and compass. Wrench or pliers in case gas or watermains need to be switched off.

WORLD SCOUT ENVIRONMENT BADGE Programme Activity Resource

A Natural Disaster Story

Aim 5 Educational objectives Summary Scouts are working towards Be able to recognise different types A fun, drama based activity that a world where people are of environmental hazards and natural explores how to cope when faced with prepared to respond to disasters and explain why they occur. a natural disaster. environmental hazards and Demonstrate how to help other natural disasters. people to be prepared to respond to Aim environmental hazards and natural To gain an awareness of the disasters in the local area. importance of preparation and decision making in a natural disaster situation. Explain how changes to the environment can inﬂuence environmental hazards and natural disasters. Age range 15+

World Scout Environment Programme - Activities & Factsheets 49 A NATURAL DISASTER STORY

Step by step guide to Equipment activity Evaluation Scenarios, paper and pens, WOSM 1. Introduce the subject of natural 1. Gather the group together to movie ‘Natural Disasters: Will You disasters. Ask the Scouts to name discuss the activity. Use the Be Prepared?’ (optional) different types of natural disaster following questions to help the and write their answers on a large discussion. sheet of paper. Preparation 2. A short movie is available from What were the main differences in Print off the disaster scenarios the World Scouting website (www. the natural disaster scenarios? from the resources section, or scout.org) to introduce how amend as appropriate for your various natural disasters affect How did the preparation for each group. Scouts around the world, or have disaster vary? information from recent natural Duration disasters to share with the Scouts. Could all the disasters be prepared for? 3. Split the Scouts into groups and Sixty minutes give each group a natural disaster How important was the decision scenario card. Use the examples making in each scenario? Setting provided or write your own using natural disaster types that are more How pressured was the decision Scout meeting place applicable for your Scouts. Ensure making in each scenario? that the examples used show the different timescales that are Do they think this is how it might associated with natural disasters. happen in reality? The card asks the group to prepare a short play about the situation Background described on their card. You can 2. Note to Leaders: Natural disasters provide costumes and props if can be devastating experiences Natural disasters occur all appropriate. Allow approximately and impact on the environment, around the world and can have twenty minutes for preparation and infrastructure and people long after a devastating effect on the rehearsal. the initial event. It is important to natural environment and on provide ongoing support for young human beings. There are lots of 4. Ask each group to present their people to assist their recovery different types of natural disaster, play to the rest of the group. following a natural disaster for example, hurricane, tropical cyclone, typhoon, tornado, drought, ﬂ ood, volcano, landslide, tsunami, heat wave, wildﬁ re, insect plague, famine, health epidemic, avalanche and earthquake.

It is very important that we have an understanding of natural disasters. The effect of a natural disaster can sometimes be minimised with careful preparation, awareness of warning signs (if appropriate) and knowledge of what to do once the disaster Further activities occurs. We need to be prepared 1. Make an emergency response kit to respond to them when they with the Scouts. See ‘Prepare for happen to us and to be able to Disaster!’ activiy for example. provide support when they happen to others. 2. Having a knowledge of ﬁ rst aid is very important when placed in an emergency situation. Organise a ﬁ rst aid course for the Scouts. 3. Visit an emergency response facility in your local area, for example, the Fire Brigade or the Police Station. How do they cope with emergency situations? Have they ever responded to a natural disaster?

50 World Scout Environment Programme - Activities & Factsheets A NATURAL DISASTER STORY © WSB Inc. / Bangladesh Scouts © WSB Inc. / Bangladesh Scouts

Example Disaster Scenarios

SCENARIO 1 The Story LONG TERM DROUGHT Your family live very happily on Question a farm in the countryside near What strategies are your family going Instructions a small town. You have cattle, a to put in place to live through this vegetable garden and some ﬁelds drought? Read through the following growing crops. Your water supply It is now ﬁve months into the drought. story about how a long term comes from the local reservoir Only 40% of your usual rainfall has drought affects a family. and your own rainwater tanks. come, and the crops haven’t grown so The story is not complete. At each gap Your father regularly keeps up to your animals have little food. in the story there is a question to help date with information about weather, You have two options. Firstly, your group think about how to decide livestock markets and the agricultural purchase some food for them. This what happens next. industry through the internet and solution is not ideal as there is very newspapers. Make the story into a short play to little available due to the drought and show the rest of the group. One evening, he asks the whole family it is very expensive. The second option to remain at the table after dinner. is to sell some of our cattle. However, “I am afraid I have some bad news,” everyone else is trying to sell their he says. The weather reports on the animals too, and the prices your family television are warning that we will would receive are very low. be facing a drought this year. This The climate predictions say this could be very bad news for our crops drought will last for another year. and our cattle. We will have to start Your Mum’s garden is still beautiful, thinking about how we will cope.” but your Dad does not seem very happy these days. Question What do you and your family do?

World Scout Environment Programme - Activities & Factsheets 51 A NATURAL DISASTER STORY © WSF / Yoshi Shimizu © WSF / Yoshi

SCENARIO 2 The Story HURRICANE Your family live in a house on a hill Question APPROACHING overlooking the ocean, near the Does this change any of the plans your equator. You have your own power family made? Read through the following story about supply from a wind generator and how a hurricane affects a family. solar panels. You live in an area that It is now 7.30 pm. The winds were receives hurricanes and when the terribly strong this morning and The story is not complete. At each gap hurricane season is upon you, you coming from the east– pieces of in the story there is a question to help know to be prepared. Your family has buildings and tree branches was fl ying your group think about how to decide an emergency kit ready permanently everywhere, trees were being fl attened what happens next. and you keep an eye on the weather and the rain kept coming down. Just after lunch, the eye of the storm Make the story into a short play to forecasts crossed over you – it was strangely show the rest of the group. For the last few days, your family has calm and the sun was shining. Then been watching reports on the evening Bam!! The winds came howling again, news of a low pressure system that this time from the west, and more rain has deepened considerably, turned fell. More fl ying materials, and the into a tropical cyclone and is travelling storm surge came in. Everything within across the ocean heading your way! 1 km of the coast fl ooded – there were The latest prediction is that it will fi sh in the streets. Now the winds are hit the coast tomorrow morning. dying down, but the rain is still falling. Everyone is warned to be on high alert Question and prepare for hurricane damage What damage did your home suffer? immediately. The hurricane is expected to bring severe wind for around 12 It is one week later and the hurricane hours. has totally gone but the damage to your neighbourhood and the Question environment hasn’t. What do you and your family do to prepare for the hurricane? Question How did you help after the hurricane? Its 6.30 am on the day of the predicted hurricane. The winds are starting to pick up and rain is falling heavily. There are new warnings of a major storm surge Ocean levels could rise as much as 5 meters due to the upward sucking of the cyclone system.

52 World Scout Environment Programme - Activities & Factsheets A NATURAL DISASTER STORY © WSB Inc. / The National Organization for Scouts and Guides of Oman

SCENARIO 3 The Story EARTHQUAKE It is a normal weekend evening and Question Instructions your family are enjoying dinner in What does the family do? your apartment. You live in a big city Read through the following story about on a Paciﬁc Island. Your pet cat all of The shaking comes to a stop. Your how an earthquake affects a family. a sudden appears really agitated and home is a mess, your mum has burnt then suddenly a loud rumbling sound her arm when the hot water from The story is not complete. At each gap the stove hit her skin, and you’re all in the story there is a question to help is heard and everything starts shaking violently. The TV goes off, things scared, but otherwise you’re all okay, your group think about how to decide including the cat. However, you know what happens next. are falling off shelves, a light ﬁtting crashes from the ceiling and your Mum that there could be aftershocks. Make the story into a short play to screams “earthquake!” Question show the rest of the group. What do you do now? After a few minutes the power goes out suddenly and you are all left in the dark. You can smell gas coming from the kitchen. Question What can you do about the gas, and being in the dark?

World Scout Environment Programme - Activities & Factsheets 53 CONTENTS SECTION 2

FACTSHEETS Quotes From Baden-Powell 55 World Scout Environment Programme 57 Framework for Environment Education 59 SCENES - Scout Centres of Excellence for Nature and Environment 61 The Scouts of the World Award 63 Partnerships for a Supportive Environment 65 Frequently Asked Questions - FAQs 67

54 World Scout Environment Programme - Activities & Factsheets © The Scout Association / Sketch by Baden Powell by © The Scout Association / Sketch

Factsheet

Quotes From Baden-Powell Scouting and the environment

“Nature study is the key activity in “When a Wolf Cub hears the words Scouting and Guiding.” “Nature study” his first thought is about school collections of dried “The aim in Nature study is to develop leaves, but real Nature study means a realisation of God the Creator, and a great deal more than this; it means to infuse a sense of the beauty of knowing about everything that is not Nature.” made by man, but is created by God.” “The study of nature brings into “Nature study should not be the mere a harmonious whole the question formal class teaching of the school, of the infinite, the historic and the but the interested pursuit of each microscopic as part of the Great individual girl in that branch of it which Creator’s work. And in these, sex and particularly appeals to her, through reproduction play an honoured part.” practical handling and dealing with it.” “The wonder to me of all wonders is “The man who is blind to the beauties how some teachers have neglected of Nature has missed half the pleasure Nature study, this easy and unfailing of life.” means of education, and have struggled to impose Biblical instruction as the first step towards getting a restless, full-spirited boy to think of higher things.”

World Scout Environment Programme - Activities & Factsheets 55 QUOTES FROM BADEN-POWELL

“A Lady Cubmaster was teaching a “As a Scout, you are the guardian of Cub Natural History, and asked him: the woods. A Scout never damages a “What is a rabbit covered with - is it tree by hacking it with his knife or axe. hair, or wool, or fur, or what”. The Cub It does not take long to fell a tree, but replied: “Good gracious, Akela, haven’t it takes many years to grow one, so you ever seen a rabbit?” a Scout cuts down a tree for a good reason only – not just for the sake of “God has given us a world to live in using his axe. For every tree felled, that is full of beauties and wonders two should be planted.” and He has given us not only eyes to see them but minds to understand “For those who have eyes to see and them, if we only have the sense to ears to hear, the forest is at once a look at them in that light.” laboratory, a club and a temple”. “A Scout/Guide should save animals as “There’s nothing like ‘Being Prepared’ far as possible from pain, and should is there, for what might seem possible, not kill any animal unnecessarily, not even if it may not seem probable.” even the smallest of God’s creatures.” “Do your best.” “By continually watching animals in their natural state one gets to like “Try to leave this world a little better them too well to shoot them. The than you found it and, when your turn whole sport of hunting animals lies in comes to die, you can die happy in the woodcraft of stalking them, not in feeling that at any rate you have not the killing.” wasted your time but have done your best.” “An animal has been made by God just as you have been. He is therefore a “The open-air is the real objective of fellow-creature. He has not the power Scouting and the key to its success.” of speaking our language, but can feel “The key that unlocks the spirit of the pleasure or pain just as we can, and movement is the romance of woodcraft he can feel grateful to anyone who is and nature lore.” kind to him.” “Scouting is a school of citizenship “A Scout is always helpful to people through woodcraft.” who are crippled or blind or deaf and dumb; so he is good also to these dumb fellow-creatures of ours.”

Factsheet

World Scout Environment Programme

“Nature study is the key activity in Scouting and Guiding” Baden-Powell

The environment is central to the Scouting plays an important role in Scout Programme and a key element connecting people with the natural of developing good citizens of the world, especially given the increasing world. Since Scouting began, young separation of young people from the people have been connecting with the natural environment. With nearly outdoors, learning from nature and 50% of the world’s population living taking positive action for their local in urban settings, it is important to and global environment. There are incorporate the ‘bigger picture’ of many more environmental challenges the environment, which includes today than when Scouting started, more than just plants, animals and making it even more important to keep conservation. Helping Scouts to see the environment central to Scouting, the relationship between their actions to build on the momentum already in an urban setting and the natural established and to make Scouting a world is an important element of positive force for change. environment education.

World Scout Environment Programme - Activities & Factsheets 57 WORLD SCOUT ENVIRONMENT PROGRAMME

The environment is changing all World Scout Environment Principles around us, with a loss of habitat and native species, reduced access Programme The environment is central to the to clean water and clean air, more Scout Programme and a key element The World Scout Environment harmful substances entering our of developing good citizens of the Programme is a collection of tools, environment and more people being world. resources and initiatives to support the affected by natural disasters. Scouts development of environment education Scouting provides opportunities to need to understand these issues in Scouting around the world. The experience and connect with the and feel empowered to decide what programme is based on a set of natural world. are the most suitable environmental environmental principles and aims that practices they can apply and take provide a foundation for environment Scouts actively engage in educational action to improve their local area. education in Scouting. programmes to make informed choices The environment is a global subject about the environment, people and and Scouting is a global movement. society - choices that reflect the Scout Through environmental education and Promise and Law. action, Scouting can really make a The World Scout Environment difference. Programme includes: The importance of the environment 1. Principles and aims for environment Aims to Scouting was highlighted at the education in Scouting 37th World Scout Conference with 2. Framework for environment Scouts are working towards a world resolutions on environment education education in Scouting and the where: and sustainable development, 18/05 World Scout Environment Badge 1. People and natural systems have and 20/05. In response to these clean water and clean air. resolutions, the Educational Methods 3. Programme Activity Resources Committee, through the Environment 4. SCENES – Scout Centres of 2. Sufficient natural habitat exists to Education Task Team, has developed Excellence for Nature and support native species. the World Scout Environment Environment Programme. This has been developed 3. The risk of harmful substances to through a process of consultation and 5. Scouts of the World Award people and the environment are review with environmental education minimised. 6. Partnerships experts within Scouting, with partner 4. The most suitable environmental organisations and local level Scout practices are used. groups in countries around the world. 5. People are prepared to respond to The World Scout Environment Principles and aims environmental hazards and natural Programme provides support for for environment disasters. Scouts to engage in environmental education activities, to learn about education in Scouting nature and the environment and to The principles and aims form the make informed choices about the foundation that underpins the environment, people and society - approach to environment education choices that reflect the Scout Promise in Scouting. The principles reaffirm and Law. Scouting’s commitment to the environment and its place in the broader Scout programme. The aims identify the key environmental issues facing the world and provide a focus for Scouting to address these.

Factsheet

Framework

A framework for environment education in Scouting and the World Scout Environment Badge

The framework for environment The World Scout Environment Badge education in Scouting and the is intended to replace the World World Scout Environment Badge is Conservation Badge during the next based on the principles and aims for triennium, with NSOs phasing out environment education in Scouting. the use of the World Conservation It can be used as a tool for National Badge by the 39th World Scout Scout Organizations to review and Conference. WWF have been consulted update their environmental education throughout this process and are programme. aware of the intention to replace the World Conservation Badge with the The framework provides a clear World Scout Environment Badge. structure for the World Scout They are supportive of this decision Environment Badge, which is intended and have provided support for the to refocus the attention of WOSM educational content of the World Scout members on the challenges facing our Environment Programme. environment from local to global level. A copy of the framework is included on pages 6-7.

World Scout Environment Programme - Activities & Factsheets 59 FRAMEWORK

The World Scout Scouts of the Environment Badge World Award The World Scout Environment 1. NSO reads principles and aims for The Scouts of the World Award is Badge seeks to create an awareness environment education in Scouting aimed at the senior section (over 15 of personal responsibility for the and the framework for environment years old) and is focused on the areas environment. The badge encourages education in Scouting and the of environment, development and Scouts to connect with nature, think World Scout Environment Badge. peace. The World Scout Environment about how we interact with the Programme can support the delivery environment and take action to protect 2. NSO reviews current environmental of the Scouts of the World Award. it. The environment is a global subject education programme against the The World Scout Environment Badge, and the badge focuses on learning framework. completed by the senior section, can about local and global issues and how 3. NSO develops suitable badge complement the educational content taking local action can help both of requirements for their age sections of the Scouts of the World Award. these. in accordance with the educational For more information on the Scouts objectives for each aim. of the World Award go to: www. The World Scout Environment Badge scoutsoftheworld.net is based on the principles and aims for 4. NSO informs WOSM (via the World environment education in Scouting. Scout Bureau) of intention to adopt The badge is carried out in two stages: the World Scout Environment Explore and Reflect and Take Action. Badge. For the first stage each aim is explored Supportive educational through a variety of experiential 5. NSO informs members of the resources for activities that enable the participant to availability of the World Scout connect with the subject, learn about Environment Badge. environment education it and think about how we interact 6. NSO provides leader training and in Scouting with it. For the second stage, a need ongoing programme support and to take action is identified and an The Environment Education Task review for delivery of the World Team has engaged with other partner environmental project is planned and Scout Environment Badge. executed. This should be related to organisations and Scouts from many the learning achieved in the exploring countries to develop supportive stage and the local environmental educational resources that relate conditions. to the framework and World Scout Environment Badge. These were tested The purpose of the badge is for between December 2007 to March the Scouts to identify personal 2008 with local level Scout groups responsibility for the environment. in 12 countries around the world in This should not stop once they order to gather direct feedback on the have finished the badge. It is hoped effectiveness and relevance of this that achieving the World Scout framework and resources for Scout Environment Badge is the first step in groups. With a diversity of Scouting awakening enthusiasm for the natural experience and external reviews, world and creating a generation the feedback was very positive and of Scouts who care about the the Scout groups were able to apply environment and are prepared to take the framework and activities to their action to protect it. environmental conditions and needs. The framework for environment These environment programme education in Scouting and the World activity resources are available directly Scout Environment Badge provides on the www.scout.org website, and educational objectives for each aim, sample resources are provided in the based on three age ranges: under Environment Kit available at the 38th 11, 11 to 14 and 15 +. Activity World Scout Conference. guidelines provide further supportive content that can help with developing and delivering the World Scout Environment Badge. The framework should be used by National Scout Organizations to develop requirements and activities for the World Scout Environment Badge that are applicable to their local environment, using the following process:

Factsheet

SCENES - Scout Centres of Excellence for Nature and Environment

SCENES As part of the World Scout Existing SCENES Centres are available Environment Programme, there is to support the development of a renewed emphasis on SCENES environmental education programmes (Scout Centres of Excellence for and environmental management Nature and Environment) and practices at Scout Centres, with the SCENES Network to provide a the overall goal of establishing new valuable resource to engage Scouts SCENES Centres. in learning about and caring for our environment. It is anticipated that more National Scout Organizations will look to their own Scout Centres to identify current good examples of campsites that provide natural settings, offer environmental education programmes and demonstrate good environmental management practices.

World Scout Environment Programme - Activities & Factsheets 61 SCENES CENTRES

Current SCENES Centres As at the 38th World Scout - regularly reviews and develops The SCENES Network Conference, there are nine SCENES the environmental learning Centres across seven countries: experiences The SCENES Network is an open network for all people interested AUSTRALIA: - shares environmental practices in the development of SCENES. Eprapah, The Charles S. Snow with guests Membership of the SCENES Network Scout Environmental Education - includes engagement in the is a requirement for SCENES Centres Centre SCENES Network and is recommended for Scout AUSTRIA: centres working towards SCENES - provides opportunities to learn Techuana Youthcamp accreditation. The SCENES Network is about other SCENES Centres supported by WOSM.The function of CANADA: - provides learning opportunities the SCENES Network is: Blue Springs Scout Reserve that can support the World - to support Scout Centres DENMARK: Scout Environment Badge and wishing to improve their Houens Odde Spejdercenter Scouts of the World Award environmental management

3. Environmental management practices or environmental Naesbycentret is practiced which: education programmes; Stevninghus Spejdercenter - is based on a well managed - to share best practices, ideas SOUTH AFRICA: centre approved by NSO and experiences among mafikeng Scene Center SCENES Centres; - has an environmental policy SWITZERLAND: that: - to support the development Kandersteg International of environmental education - considers the principles Scout Centre resources for use in SCENES and aims for environment Centres; and USA: education in Scouting Florida Sea Base - to distribute local environmental - protects environmentally information through the sensitive areas of the centre Network. - reviews and takes action to Key requirements to reduce the environmental The SCENES Network operates as footprint of the centre a virtual web based community SCENES supported by physical meetings of - embraces ongoing improvement SCENES Centres representatives and SCENES consists of three through self and peer other Network members on a time key requirements: assessment scale appropriate to the Network. 1. A natural area which: - establishes appropriate links The virtual SCENES Network provides with local environmental - has sufficient natural habitat to a shared space for discussions, sharing organisations and projects support native species of experiences, files, chat facilities and can be accessed by registering - provides opportunities for through: Scouts to experience and The SCENES Charter connect with the natural world www.communityzero.com/scenes The SCENES Charter is an agreement - provides a place for that all SCENES Centres and their For more information on SCENES unstructured play and respective National Scout Organization please see the SCENES Guidelines exploration in nature adhere to. It provides guidance as available from the World Scout Bureau to how SCENES Centres can actively and the World Scouting website: 2. Environment education is contribute to protecting the natural available which: environment, offer environmental www.scout.org/scenes - is based on the principles and education experiences and aims for environment education demonstrate sound environmental in Scouting management practices, as well as a commitment to supporting the - provides opportunities to learn SCENES Network. It also provides a about the natural features of tool for officially recognising current the centre and surrounding and new SCENES Centres within natural environment the World Organization of the Scout - as a minimum - provides Movement, when endorsed by the unguided environmental NSO, Scout Centre and communicated learning experiences to WOSM via the World Scout Bureau. - optimally - provides guided environmental learning experiences

Factsheet

The Scouts of the World Award

Environment, Development and Peace

What we are aiming to achieve The Scouts of the World Award has The Scouts of the World Award been launched in order to encourage concerns global citizenship-preparation a stronger involvement of Rover for young adults and emphasises Scouts in the development of society three core-themes demanding by making them more aware of the understanding, skills and knowledge, present world issues. for life on a small planet: Peace, Environment and Development. The Scouts of the World Award is open to everyone between the ages of 15 and 26 years, regardless of ability, race, faith or location. This provides a great opportunity to the NSOs to increase their membership at local and national level, given the possibility to invite non-Scouts persons (in the age cover by the Rover Scout Section 18- 22) to participate in the Rover Scout Programme, and to encourage them, after completing the Scouts of the World Award, to be part of the Rover Scout Section.

World Scout Environment Programme - Activities & Factsheets 63 SCOUTS OF THE WORLD AWARD

Why this is important Examples from in Scouting around the world The Scouts of the World Australia Taiwan Award is an initiative to “Scouting Tugeda” in the Solomon SW Voluntary Service of Water support the objectives of Islands. Hannah Lord is a Rover from Conservation. Taipei Rover Scouts the Rover Scout Section. Erindale Rover Crew and Michael took the chance to set an exhibition It attracts, empowers and engages Freeman a Venturer from Stromlo- of “Protecting the Water Resources” youth in action of world importance. Forest Venturer Unit in Canberra, to promote the ideas of conserving That action is based upon universal Australian Capital Territory (ACT). water resources. They developed three values - freedom, tolerance, The ACT Branch is leading Australia in kinds of activities in a Conservation equality, respect for nature, shared establishing the Scouts of the World centre, including Q&A of water responsibility - respected in any Award, and Michael and Hannah are resources, water map of Taiwan, and culture and enshrined in the UN’s both actively involved as members bamboo relay game. These games Millennium Declaration. Scouting of the Cottermouth Scouts of the not only let young adults have a good has promoted those same values for World Base Committee. Michael ran time, but taught them a lot of useful almost 100 years. the first Australian Discovery in July knowledge about water conservation. 2006, which focused on Peace and All Rover Scouts will keep designing It affords rare opportunities for our local Indigenous community. new activities and carrying it out adolescents to work in multi-cultural Hannah was also the Team Leader in the coming voluntary service international teams. It makes Scouting of the first Australian Scouts of the opportunities. more attractive as a mechanism for World Voluntary Service. This youth- young people to join an international led project saw 42 people travel to the network and make a difference in their Solomon Islands in October 2006 to France communities at the local, national and complete two weeks service with the international level. local Scouting community and the Red A SW Base in Provence. Every summer Cross School for the Disabled. At a Venture-Scout and Rover camps are The Scouts of the World Award helps time when the political and diplomatic organised in the most threatened the NSOs to develop partnerships relations between Australia and the areas. Scouts receive a special training with other NSOs willing to help Solomon Islands were at an all-time in order to be able to camp without each other in implementing the SW low, Scout teams were walking along threatening the environment. Part of Award, sharing human resources and the main street, Mendana Avenue in their activities is focused on preventing knowledge (trainers, documents, etc). Honiara, wearing bright green t-shirts forest fires. Equipped with binoculars, that read ‘Scouting Tugeda; Solomon radio-transmitters and compasses, Islands & Australia’ on the back. The they take their turn in watching towers team members were proud to be in order to detect smokes and give Resources available Scouts, and it showed everyone how their precise location to the firemen. They have the responsibility to make A book called “Guidelines of the Scouting is such a powerful social force a Canadair plane take off and drop Scouts of the World Award” can be in both of communities. water on the starting fire. Also they downloaded from the website of the patrol in the forest with mountain- SW Award: www.scoutsoftheworld. bikes and inform the tourists on the net . This document gives guidelines risks of forest fire. The base of the on how National Scout Organizations project is one of the first Scouts of can implement the Scouts of the World the World base. The training courses, Award, as an element of their Rover which are organised for Rover Scouts, Scout Section programme, and open it will become Scouts of the World to all young people, members or not of Discoveries. the Scout Movement. Different elements have been created to support National Scout Organizations on implementing the SW Award, such as: the SW Passport, SW Identity Guidelines, SW Promotional materials and visual aids. For more information www.scoutsoftheworld.net

Factsheet

Partnerships for a Supportive Environment

Scouts are encouraged at all levels Alcoa Foundation has invested in local to identify suitable partners that can community projects to be a source support the development and delivery of positive community change and of environment education in Scouting. enhancement, with over US$465 WOSM has been working with several million invested since 1952. partner organisations and co-operating with NSOs to develop the World Scout Alcoa Foundation and WOSM have Environment Programme. These developed a partnership focused partnerships have included working on environment and sustainability with: education in Scouting. A two-year $US205,000 grant has supported the Environment Education Task Team in developing the World Scout Environment Programme. This grant also assisted environmental education activities at major events such as the Alcoa Foundation World Scout Jamboree. In addition, (www.alcoa.com/foundation) ﬁ ve European countries (Germany, Alcoa Foundation is a nonproﬁ t U.S. Hungary, Italy, Switzerland and the corporate foundation with assets of United Kingdom) are supported in approximately US$542 million. Its further developing their environmental mission is to actively invest in the programmes. quality of life in Alcoa communities worldwide. Throughout its history,

World Scout Environment Programme - Activities & Factsheets 65 PARTNERSHIP FOR A SUPPORTIVE ENVIRONMENT

Clean Up the World The Web of Hope Volvo Adventure (www.cleanuptheworld.org) (www.thewebofhope.com) (www.volvoadventure.org) Clean Up the World is a not-for- The Web of Hope are a nonprofi t The Volvo Adventure focuses on profi t, non-government, apolitical organisation that has provided technical practical projects undertaken by organisation that unites communities and academic input into the development young people to improve their local with a common focus to clean up the of the World Scout Environment environment. This UNEP sponsored world Scout groups in any city, town Programme. They are assessing the event is open to young people around or village can get involved in Clean carbon footprint of the World Scout the world aged between 13 and 16 Up the World by simply having their Youth Forum and Conference and years. Teams must be between two National Scout Organization register. offering recommendations to reduce the to fi ve young people with one adult as Scouts have been actively involved in environmental impact of large Scout supervisor. Scouts have previously this UNEP sponsored programme since events. been amongst the top 15 fi nalists, it’s beginning in 1993 and Scouts are who come together in Göteborg in further encouraged to be involved, Sweden to present their project to a with the primary focus over the Clean panel of judges. The top three teams Up the World weekend annually held in are awarded prizes of $US10,000, the third weekend in September. $US6,000 and $US4,000 to further support their project. United Nations Environment Jane Goodall Programme (UNEP) Institute (JGI) (www.unep.org) (www.janegoodall.org) Through the partnership with WWF (World Wide Fund Founded by world renowned the United Nations Environment primatologist Jane Goodall, JGI is a global Programme (UNEP) we have received for Nature, formerly nonprofi t organisation whose mission support to major Scouting events such World Wildlife Fund) is to inspire and empower individuals as the World Scout Jamboree; opened to take informed, compassionate and opportunities for Scouts to enter (www.panda.org) effective action to make the world a environmental competitions; Scouts WWF (World Wide Fund for Nature) better place for all living things. Jane have engaged in worldwide campaigns is one of the largest environmental Goodall has supported the World Scout such as the Billion Trees Campaign organisations in the world with Jamboree and the development of the and World Environment Day; Scouts more than 2000 WWF conservation World Scout Environment Programme. contribution to the environment projects currently underway around Roots & Shoots is the JGI worldwide have been highlighted through UNEP the world. The vast majority of environmental and humanitarian publications; Scouts attended UNEP these focus on local issues. They education programme, supporting young International Youth and Children’s range from school nature gardens people of all ages in projects that benefi t Conferences within the Tunza Youth in Zambia, to initiatives that appear people, animals and the environment Programme; as well as having on the packaging in supermarkets, encouraging students to analyse representation at UNEP Governing from the restoration of orangutan problems in their communities and then Council meetings and receiving expert habitats to the establishment of giant take action to address those problems advice in developing the World Scout panda reserves. WWF have a long- Environment Programme. standing relationship with WOSM and are happy to provide ongoing support for developing environment and sustainability programmes in Scouting.

Factsheet

Frequently Asked Questions - FAQs

What do the World Scout Environment Programme logo and World Scout Environment Badge mean?

At the centre of the World Scout In the World Scout Environment Environment Programme logo is Programme logo, the world is Antarctica - the only collectively supported by three leaves to symbolise managed continent in the world and water, air and plants which are all one of the most at risk from climate important environmental elements to change. The other landforms create support life. The World Scout Emblem a ‘world’ image - not showing any shows that it is an ofﬁcial programme one particular continent or country, of the World Organization of the as Scouts are encouraged to look Scout Movement and its inclusion as beyond their own borders and think of a registered trademark gives the logo the world. The colours of blue, green legal protection. The words ‘World and white are commonly associated Scout Environment Programme’ are with nature and the purple of World written with the graphic image and can Scouting is blended with these. The be translated into other languages. Sun which brings life to our world is reﬂected in the water.

World Scout Environment Programme - Activities & Factsheets 67 FREQUENTLY ASKED QUESTIONS - FAQs

The World Scout Environment Badge What happens to the World Scout has the same world image as used in Conservation Badge (Panda the logo, encompassed by a circle of badge)? rope which reminds us that we are all connected on this one world. There are The 38th World Scout Conference three colours of rope, incorporating passed the Resolution 22/08 which colours used within the world image, to recommends the World Conservation show the progression made by Scouts Badge be phased out during as they move through the sections the next triennium by National and advance their appreciation of the Scout Organizations which use it. environment. The rope colours are National Scout Organizations were blue for Cub Scouts, green for Scouts encouraged to adopt the framework and purple for Rover Scouts. Please do for environment education in Scouting not make modifications to the image of and incorporate the ideas through the World Scout Environment Badge or a regular review of their youth World Scout Environment Programme programme and by offering the World logo. Scout Environment Badge. This helps to bring the environment education WORLD SCOUT ENVIRONMENT BADGE dimension of the youth programme up to date with the situation of today. BLUE IS FOR CUB SCOUTS Where can I get the World WWF have been fully supportive of Scout Environment Badges and this transition to the World Scout Certificates from? Environment Badge. The World Scout Environment Badges and Certificates are made available to the official representative of a National How can we show the progressive Scout Association/Organization that stages for our youth members to has been appointed in the World Scout earn the World Scout Environment Environment Programme Agreement. Badge when they move up to the The Agreement is available from the next age section? World Scout Bureau and online at www.scout.org/environment with In response to feedback received from two options: Pack 1 (non-commercial several National Scout Organizations use) or Pack 2 (commercial use). The to show progress of youth members World Scout Environment Badges and earning the World Scout Environment Certificates can then be purchased Badge and to encourage them to earn from the Scoutstore, the Official the badge in their next age section, WORLD SCOUT ENVIRONMENT BADGE World Scout Shop for distribution two further variations to the World Scout Environment Badge have been GREEN IS FOR SCOUTS within the National Scout Association/ Organization. The World Scout developed. The three stages now Environment Badges and Certificates consist of the same central world are not available for purchase by image, surrounded by a blue rope individuals so as to help ensure the (Cub Scouts), green rope (Scouts) badges remain as a recognisable and purple rope (Rover Scouts). The symbol of a Scout’s exploration of the rope colours correspond to the colours environment and an achievement by used in other parts of the World Scout our youth members. Environment Badge to link it with the ‘environment’ and ‘World Scouting’ themes, and to keep the production costs of the badge consistent. Can we make the World Scout Environment Badges ourselves? For consistency of production, Where does the World Scout efficiency of delivery, monitoring Environment Badge go on the and evaluation purposes, National uniform? Scout Associations/Organizations are The placement of the World Scout WORLD SCOUT ENVIRONMENT BADGE requested not to make the World Environment Badge on a Scout’s PURPLE IS FOR ROVER SCOUTS Scout Environment Badges, but to order them from the Scoutstore. This uniform is the decision of the National provides a central contact point for Scout Association/Organization, in delivery to any country in the world. accordance with its existing policies The Badges are priced at near-cost about how badges should be worn on price to reduce expenses for Scouts the uniform. earning the World Scout Environment Badge.

68 World Scout Environment Programme - Activities & Factsheets FREQUENTLY ASKED QUESTIONS - FAQs

How can I earn the World Scout Can we develop new programme Can we reproduce the content Environment Badge? activity resources? of the World Scout Environment Programme Kits ourselves? When a National Scout Association/ Yes, you are encouraged to develop Organization has signed the new programme activity resources and The content of the kit can be Agreement, the Scouts are use existing resources that fit with the reproduced by National Scout welcome to earn the World Scout framework for environment education Associations/Organizations that Environment Badge, in accordance in Scouting. A template is available sign the World Scout Environment with the programme advice given for download from the World Scouting Programme Agreement Pack 1 (non- by their National Scout Association/ website and you are encouraged commercial) or Pack 2 (commercial Organization. to send these to the World Scout use). To support consistent use and Bureau to help share good programme presentation of the World Scout The World Scout Environment Badge resources with Scouts around the Environment Programme logo and is based on the ‘framework for world. documentation an Identity Guide is environment education in Scouting available to clearly explain how the and the World Scout Environment logos and document templates can be Badge’ which is available online or used. in the World Scout Environment Where can I get the World Scout Programme Kit. The framework is Environment Programme Kits based on the principles and aims for from? Can we make other merchandise environment education in Scouting World Scout Environment Programme and encourages a progressive learning with the World Scout Environment Kits can be downloaded from the Programme logo? process as Scouts develop a greater World Scouting Website at: www. awareness and understanding about scout.org/environment They can also National Scout Associations/ the environment and the world around be purchased in hard copy from the Organizations that sign the Agreement them. Scoutstore: www.worldscoutshop.org are welcome to produce other For a Scout to earn the World Scout or www.scout-store.com The kits have merchandise that supports the Environment Badge, they should been designed to help National Scout implementation of the World Scout first explore and reflect on each of Associations/Organizations to easily Environment Programme. Please the five aims covering: 1. Air and reproduce the kits and disseminate consider the environmental impacts Water; 2. Habitats and Species; 3. them to their members. of any products that use the World Harmful Substances; 4. Environmental Scout Environment Programme logo Practices; and 5. Environmental and inform the World Scout Bureau Hazards and Natural Disasters. They Can we translate the content of to support the dissemination of useful should then consider how they can the environment kit to our own materials to other Scouts. take action based on their learning language? Promotional use: If you intend on experiences and undertake an Yes, National Scout Associations/ producing merchandise for promotional environmental project. This approach Organizations are encouraged reasons and without profit, the encourages a holistic exploration of the to translate the content of the appropriate agreement is the Pack 1. environment and provides flexibility environment kits into their own local For commercial use or for fundraising: of its application for National and local language to assist in the content being levels of Scouting. If you intend to produce and sell of use to their Scouts. Please inform merchandise for fundraising to support National Scout Associations/ the World Scout Bureau if you intend the implementation of the World Scout Organizations should consider to translate the contents to verify that Environment Programme or for any the framework in the process of the kit has not already been translated commercial use, the agreement you reviewing their youth programme, into your language, as well as to help need is the Pack 2. applying it with consideration of the ensure consistency of content and to environmental conditions and needs support other Scouts who may have Please contact the World Scout Bureau of their country. They may wish to an interest in the resources in another for additional details. apply the framework in a way which language. The contents of the kit are connects with similar dimensions of already being translated into additional their existing programmes and expand languages and will be made available on other areas that could be improved. online from the World Scouting The National Scout Association/ Website when they are complete. Organization may feel it appropriate to establish more specific requirements to support their youth members exploration of the environment, respecting the intention of the principles and aims for environment education in Scouting and framework.

69 FREQUENTLY ASKED QUESTIONS - FAQs

How can we work with the How can we determine if our Scout Who can I contact for more partners that have supported the Centre is eligible to be a SCENES information about the World Scout development of the World Scout Centre? Environment Programme? Environment Programme? The process for assessing and If you have further questions or The partners that have supported determining whether a Scout Centre require more information about the the development of the World Scout can be eligible to be a SCENES (Scout World Scout Environment Programme, Environment Programme have a Centre of Excellence for Nature and please contact: variety of initiatives and resources Environment) Centre is covered in the that can help young people to SCENES Guidelines. More information explore the environment. National is available from www.scout.org/ Scout Associations/Organizations are scenes encouraged to consider whether there World Scout Bureau may be opportunities for them to connect with these partners through How do the World Scout local, national or regional offi ces. For WORLD ORGANIZATION OF THE Environment Badge and Scouts of SCOUT MOVEMENT more information see the partners the World Award relate to each section of the World Scouting Website other? Rue du Pré-Jérôme 5 environment section: www.scout.org/ PO Box 91 environment The Scouts of the World Award encourages a stronger involvement CH-1211 Geneva 4 Plainpalais of Rovers in the development of Switzerland Is there fi nancial support to society, concerning global citizenship implement the World Scout preparation of young adults and Environment Programme? emphasises three core-themes: Peace, email: [email protected] Environment and Development. It There is no specifi c fi nancial support is particularly focused on the older Tel: (+41 22) 705 10 10 to National Scout Associations/ age range, whereas the World Scout Fax: (+41 22) 705 10 20 Organizations to implement the World Environment Badge is available to Scout Environment Programme, Scouts of all ages. The framework for though you are encouraged to explore environment education in Scouting www.scout.org/environment any appropriate avenues that may and the World Scout Environment be available through local partner Badge can support the environmental organisations, government support curriculum of a Scouts of the World or other National Scout Associations/ Discovery, though there are additional Organizations. skills and experiences that would be expected of a Scout undertaking the Scouts of the World Award that are not covered within the World Scout Environment Badge.

70 World Scout Environment Programme - Activities & Factsheets

World Scout Bureau Rue du Pré-Jérôme 5 PO Box 91 CH – 1211 Geneva 4 Plainpalais Switzerland

Tel.: (+ 41 22) 705 10 10 Fax: (+ 41 22) 705 10 20 [email protected] scout.org