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from various grades to keep an eye on the hunt itself, you could create the clues with their input. Here is a sample of some of our clues corresponding with the locations listed above just to get you started!

• I stand with 7 arms between the juniors and seniors watching the seasons change

• The place where many colors meet. • Need something wooden made or fixed? Come to me!

• Working from morning to evening supplying classroom materials in a flash!

• Twelve of us working overhead where juniors come together.

• I burn to help fill your tummy. When I get empty, please fill me up!

• Snuggled in the darkness, we wait to be fed twice a day.

• I used to smoke every day but now stand forgotten, watching the worms and bins grow full!

• Now I have four different stomachs, I can easily digest your garbage.

• One of the team, taking you to and fro.

5. It is important to carefully choose where you put the clues since you don’t want students to see them by chance when they are passing by nor make them impossible to find even when the students have found the correct location. Underneath the flap of the copy machine, in the back win- dow of the school vehicle, under the garbage bin and on the ceiling of the school shop’s entrance were some of our slightly tricky clue hiding spots, and as mentioned before, do consider when you choose higher places whether or not your students can reach them and/or that the print on the clue is large enough to read from ‘down below’.

6. If your treasure hunt continues over the course of more than a few hours, make sure that you periodically go

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around and check if the clues are all still there and still taped firmly in place while your students are in class or having lunch, since even one missing clue will wreck the whole hunt.

7. Finally, if possible, prepare a PowerPoint presentation to be shown at the assembly or in the class after the hunt has been completed. For each clue, the presentation would identify the clue, then a picture of the location where it was located, and whether the place or item was (+) or (–) in its impact on climate change. Finally, be sure to show some positive alternatives for the latter. Each clue can be read and students encouraged to raise their hand only if they can state whether the location they had found was a positive or negative place and why. The picture of the location and the (+) or (–) should only be shown after they have stated their response as a confir- mation of what they had said for the whole student body to see and applaud.

Here then are some of the locations mentioned before

from our school with the extra information: • Trees: (+) Absorb CO2


• Art Room: (–) Possible waste of paper and wood used for art projects. Trees that are cuts down release CO2

atmosphere. (+) Using handmade and recycled paper and reusing material for future art projects.

• School Carpentry/Repair Workshop: (–) When trees are cut down, they release the CO2

something uses less energy and no trees need to be cut down to make a new product.

• Copy machine: (–) Uses lots of paper from trees and energy, both increasing CO2

in the atmosphere. (+) Turn

off when not in use, make double-sided copies, use recycled copy paper, only make copies if really needed.

• Junior Assembly Room: Ceiling fans (–) Uses lots of energy, especially on high speed. (+) Uses much less

GREEN TEACHER 91 stored in them. (+) Fixing into the , one of the main Greenhouse

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