Introducing the lesson: Present relevant background information, the purpose of the lesson, and the learning objectives.
Teacher/Learner Activity 1 – Paired exploration of environmental issues chapter 13
• Remind students of the following quote by the student from Sri Lanka in The Day After Peace: “Maybe our generation won’t be there living when it comes to 100%. But I think the great thing is at least we’ve done something for the next generation.” Ask students how this idea applies to our environment. What will need protecting for the next generation?
• Divide students into pairs to complete the worksheet (Resource R1), which will serve as a starting point for their exploration of the environment, conflict, conflict resolution, and possible outcomes.
• For inspiration, Look at Resource R2 ‘Do I Really Need That Light On?’ This is a step by step, simplified example of a causal chain linking our own behavior and conflict. There are many other examples that could be explored – depletion of fisheries, deforestation/soil erosion, population growth etc.
• Ask students to share some of their dystopian and utopian visions of the future (the last question on Resource R1).
• Which outcome do you think is more likely and why? Teacher/Learner Activity 2 – Making an Eco Resolution
• Explain to students that they are to make an Eco Resolution outlining a simple action they will take to help protect the environment.
This could
be a resolution for 21 September or one that starts on 21 September and continues for a period of time, or indefinitely.
• Establish what is meant by a ‘resolution.’ They can visit
www.peaceoneday. org to find the UN resolution that Jeremy created.
• Discuss with them some possible topics for their Eco Resolution (e.g. energy efficiency, recycling, waste reduction, water, ‘green’ products, biodiversity).
• Caution students to keep their resolutions simple and achievable. Help students by asking them to consider the products used in school and at home (water, electricity, gas, paper, cleaning products, plastic containers, print cartridges, etc.).
• Resolutions could incorporate a chain of cause and effect like the one in Teacher/Learner Activity 1 above, to help explain to others the reason for making an Eco Resolution.
• Students should present their resolutions as imaginatively as possible. They might consider, for example, presenting a resolution on waste by using already-used products (paper, cans, etc.). The resolution could be presented on a piece of scrap paper that has already been used and is ready for recycling – this way the resolution becomes a more profound statement, a work of art!
Reflection/Ideas to Discuss:
• Have students place their resolutions as a display on the wall or on a central table.
• Each group should explain their display and read their commitment. Make this display part of the school’s wider Peace Day activities.
Review the purpose of the lesson and learning objectives to determine mastery. 45
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