Karo Sambhav School Programme - Club Energy

Karo Sambhav School ProgrammeShaping and enabling behavioural change

Teacher’s Manual (2019-20)

Partner

Karo Sambhav School Programme

Shaping and Enabling Behavioural Change!Tool Kit (2019-20)

Contact UsPhone: +91-124-4551068Email: [email protected]: www.karosambhav.com

Address408 & 409, Fourth Floor,

Suncity Business Tower, Sector 54, Golf Course Road, Gurugram,

Haryana 122002, India

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In 2 years,Karo Sambhav School Programme has reached 29 States,

3 Union Territories covering

50 Cities

Content

Module 1Sustainable Consumption and Production

Activity 1Understanding Sustainable Development and Sustainable Development Goals (SDGs)

Activity 2SDG 12: Let us contribute to Sustainable Consumption and Production

Module 2Circular Economy

Activity 1Enabling Circular Economy: Finding wisdom from older

generations Activity 2

Life Cycle Thinking: Is my favourite gadget affecting the environment

Modules and Activities

Module 3Introduction To Waste and Its Solution Via EPR

Activity 1Waste Management: How is the waste managed in your community

Activity 2 Waste Management and Segregation: Recycling relay the trash dash

Activity 3 Understanding What Goes in Your Bin: Know your waste

Activity 4 Extended Producer Responsibility: The way forward

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Module 6Climate Change and Culture

Activity 1 Understanding Climate Change: Does the community care

Activity 2 Understanding How Climate Change is Affecting Our

Culture Activity 3

Climate Change and Culture: Why should we care

Content

Module 5Plastic Waste

Activity 1Plastic Waste: Tracking our contribution to plastic waste

Activity 2Understanding The Plastic Waste Management Rules

Module 4

Module 7

Electronic Waste

Let’s Make It Possible- Karo Sambhav!

Activity 1Life-cycle Thinking: Don’t waste your waste!

Activity 2 Exploring The E-waste Network: What’s at stake

Activity 1E-waste awareness and collection drive

Activity 2Campaigning for Change

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The Karo Sambhav school programme has reached

5, 83,200students through

3,888 teachers like you

in 1944 schools since 2017.

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21st Century Skills

Critical Thinking

Communication

Collaboration

Creativity

Computational Thinking

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MODULE 1

Introduction to the Sustainable Development Goals (SDGs) of United Nations (UN)

Develop understanding of ‘Sustainable Consumption and Production’

Inspire students to lead a sustainable lifestyle Curriculum Connect

Objectives

Pedagogy

Interdisciplinary Learning Team work Debate

Resources Required

Videos shared in the module Projector/Computer

Environmental Science Civics

21st Century Skills

Karo Sambhav

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Sustainable Consumption and ProductionModule: 1

Background for Facilitator

What is Sustainable Development?

The concept of sustainable development first emerged in 1987 with the publication of the Brundtland Commission Report Our Common Future. The report defined sustainable development as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. This remains the most widely accepted definition till date.

In 1992, Rio de Janeiro hosted the United Nations Conference on Environment and Development also called The Earth Summit, where leaders from 178 countries adopted a declaration of principles “The Rio Declaration” for achieving sustainable development in the 21st Century.

Sustainable development emphasizes that economic development must be conducted in a way that does not harm the environment or deplete natural resources which drive the economy. The three main elements or pillars of sustainable development are: Environment, Society and Economy. These are also referred to as three Ps: Planet, People and Profit. For sustainable development all three pillars must be balanced.

EcomomySocial

Enviroment

Sustainable

Bearable Viable

Equitable

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What are the Sustainable Development Goals?

In 2015, the 193 countries of the UN General Assembly adopted the 2030 Development Agenda, with the following 17 Sustainable Development Goals:

India is among those 193 countries that are committed to achieving these goals by the year 2030. Developing an awareness on the effects of our actions on the environment

and adopting a sustainable way of life is how we can and must contribute in achieving these goals.


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Sustainable Consumption and Production

Goal number 12 of the 2030 Agenda for Sustainable Development is Sustainable Consumption and Production. Countries are required to make fundamental changes in the way their societies produce and consume goods and services. To achieve this, governments, international organisations, the business sector and other non-state actors and individuals must contribute to changing unsustainable consumption and production patterns.Sustainable consumption and production (SCP) is about “the use of services and related products, which respond to basic needs and bring a better quality of life while minimising the use of natural resources and toxic materials as well as the emissions of waste and pollutants over the life cycle of the service or product so as not to jeopardize the needs of further generations”.

Sustainable Production: Sustainable Production is the creation of goods and services using processes and systems that are:

Non-polluting Conserve energy and natural resources Economically viable

Safe and healthy for workers, communities, and consumers

Socially rewarding

To enable sustainable production, producers generally use ‘Design for Environment’ as a strategy. To responsibly use the limited resources planet earth has to offer, the production practices must be environment friendly. Every step in the production must be well thought of, considering its environmental effects.

The strategy of Design for Environment includes:

Design for environmental processing and manufacturing: Using raw materials that are reusable, recyclable, biodegradable, and non-toxic for the manufacturing of products.

Design for environmental packaging: Using no, minimal, and non-toxic packaging for products.

Design for disposal or reuse: Planning for efficient reuse, and recycling of the products at the end of their life.

Design for energy efficiency: Ensuring that electrical devices use minimal energy over the course of their lifecycle.


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Sustainable Consumption

Sustainable consumption is adopting environmentally conscious choices in the purchase and use of products. If people prefer to buy products which are non-toxic, made of recycled material, use very little or no packaging, can be recycled at the end of their life and are highly energy efficient (5 start rated) then the producers will be driven to create and only sell such products. Following the 3 Rs: Reduce, Reuse and Recycle principles is crucial to enable sustainable consumption.

REDUCE: Doing a “need vs. want” analysis before buying any new product. If there is no need of buying a product then one must avoid buying it.

Green Economy = Sustainable EconomyLow Carbon Footprint Resource Efficiency Social inclusion


REUSE: Opting for products which are reusable rather than “use and throw” or “single use”.

RECYCLE: Ensuring that all recyclable products are sent for recycling.

Example: When buying a new laptop or a phone, ask yourself, do I really need this? If you feel that you do not, then don’t buy it. If your old laptop/phone is not useful for you but is still useful for someone else, then pass it on to that person.If your old laptop/phone is no longer usable and is not-functional anymore, then you must give it away for responsible recycling to an authorised take-back system. When you purchase a new laptop/phone consider looking for products that have been made with a design for environment approach.

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Understanding Sustainable Development and Sustainable Development Goals

Class discussion

Homework

Team Presentation

Reflection

30 mins

1 Week

60 mins

60 minsClass Discussion

Start with a discussion on sustainable development followed by sustainable production and consumption

Ask students to give their own interpretations of sustainable development. Assess the students through sample questions like: do the students consider more consumption as a sign of more development? Is a city more developed if there are more malls and if people own the latest gadgets?

Prompt students to reflect on whether all the resources required to make products are finite. If not, is it possible to use products infinitely? Use specific questions: If the earth has a limited quantity of materials like gold, tantalum etc. then is it possible to produce phones and laptops forever?

If the earth has a limited quantity of materials and fuel then is it possible to continue making and running cars forever?

Introduce the concept of Sustainable Development. You can show following video in the class to build on the concept - https://bit.ly/2ImCfRD. To introduce the Sustainable Development Goals, you can also use any of following videos – Do you know all 17 SDGs https://bit.ly/2zmoka7 ; https://bit.ly/2oERnht

Discuss the 17 SDGs and then divide the class into groups of two or more depending on the class size. Ask each group to choose one SDG for homework. You can also use the following creative way to explain the SDGs (optional if you have more time)

Put tape on the floor in the shape of a big

Activity: 1Module:1

TO DO

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India is among those

193 countries that are committed to achieving SDG goals by the year

2030.

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cross. Then divide the space further with more tape until it looks like a star with 17 triangles (as shown in the picture below) that correspond to the 17 SDGs. Ask the students to write the SDGs inside, put the picture of each one of them or draw them in the corresponding space.

Then ask the students to select and stand on the SDG they are interested in discussing more about. In this way, the groups are formed according to each person’s preference.

Homework

Ask students to pick one SDG and research on what India is doing to achieve the SDGs by 2030. Make sure that all the students in the class are participating, and all 17 SDGs are coveredred.

Here are a few reference reading materials, which they may use: https://bit.ly/2uLxQgP https://bit.ly/2KWnHZz

Team Presentation

Each group of students should present their work to the class. The presentation can follow any format but must include:

List of key commitments made by India to achieve the SDGs.

Suggestions on how students can contribute towards achieving the SDGs for India.

After the presentations, ask the students to once more to stand in a segment of the

Module: 1 Activity: 1

Image source : https://student.canopylab.com/public/course-preview/140/

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SDG circle. This time they should make their choice based on the presentations and discuss SDGs that India has the most chance of achieving by 2030.

Reflection

Create a quick questionnaire to help the students reflect on the activity. Once completed, these questions can form the basis for a plenary discussion.

Why did you choose the SDG? Why do you think it is important for India?

How did your perception shift after the presentations? How did the presentations influence your decision? What information persuaded you to change your preferred SDG?

Write three things that you would propose to your chosen group to improve their plan of action.


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SDG-12: Let us contribute to Sustainable Consumption and Production

Class discussion

Start the class with a brief introduction to SDG-12.

Choose a simple product and, together with the class, analyse its end-to-end life (Production-Sale-Consumption-Disposal). This could be a chair, tiffin, bottle, and notebook. You could even choose a more complex product like a T-shirt , phone, laptop etc. depending on the ability of the class. Get students to comment on how at each stage the product could be made more sustainable. Discuss the role that the students can have at the stage of consumption of any product or resource. Use this video by TATA power under their Club Energy programme: https://bit.ly/2X6sTRq

Ask each student to come up with some rules they will follow going forward, to reduce their own consumption of the following: Electricity Water Plastic

Classroom activity

Set up/ Draw a scale of 1 to 10 on the floor in your classroom. (10 represents agree and 1 represents disagree). Depending upon the level of agreement, students will have to stand next to the number on the scale. Prepare a set of thought-provoking statements on sustainable consumption.

Share the statements with the class one by one and ask the students to take positions on the scale, based on their opinion.

Activity: 2Module: 1

Class discussion

Class activity

30 mins

60 mins

TO DO

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Ask each student to share their thought process behind choosing a number.

Depending upon the explanations given, some students may be swayed to change their positions. Ask these students to explain the class why they had chosen a different number initially and what made them change their stand.

Conclude this module by discussing how the school can contribute to SDG 12 and how an individual student can think as a leader to make change possible.

CONGRATULATIONS! YOU HAVE COMPLETED MODULE 1 OF 7.

Don’t forget to share evidence of your work, so we can recognise your achievements.


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must be very skilled in her tapping and make sure that all children have their eyes closed.Very interesting assumptions and stereotypes about leadership will certainly come up during the final discussion, and these should be collected by the children and written up on a board.

Leaders in action

Case study Greta ThurnbergWatch a video of 16-year-old Swedish activist Greta Thurnberg in action: https://www.euronews.com/2019/04/21/watch-greta-thunberg-makes-powerful-climate-change-speech-inlondon or https://www.youtube.com/watch?v=VFkQSGyeCWg) https://www.youtube.com/watch?v=VFkQSGyeCWg&authuser=0

Points for discussion

Does Greta Thunberg have any of the qualities identified earlier? Does she have any other qualities not on our list? Can we think of other young leaders who have similar qualities? How does it feel to be a leader from the brief exercise we did? Would you like to be a leader in something? Write one page on this topic and present it to the class.

EnergiserModule: 1

All students stand in a circle with their eyes closed. The teacher walks around behind them, two, three times. She has told them beforehand that she is going to touch gently one child on the shoulder, who will be the designated leader.The class will then open their eyes and silently walk around the classroom. The chosen child must not reveal they have been chosen but as they walk around should try to embody leadership through their body language and way of walking. The idea is that the classmates should be able to guess who the chosen leader is. Children come back again to the circle and on the count of three, point in silence to the person they think was the leader. The teacher counts where most hands are pointing but does not reveal which one was tapped.The game is then repeated. This time, during the debrief, the teacher asks the children to identify the qualities they see in a leader and why they thought this particular child was the leader.

But there’s a twist

After this discussion, the teacher reveals the secret of the game: in the first round, she did not tap ANY child and in the second round, she tapped ALL the children!For this game to be successful the teacher

Energiser: Who is the leader?

21Teacher’s Manual 2019-20

MODULE 2

Enable understanding of the concept of ‘Circular Economy’

Inspire students to take steps to contribute to a ‘Circular Economy

Curriculum Connect

Objectives

Pedagogy

Research-based learning Interview technique Public speaking

Resources Required

Videos shared in the module Projector/Laptop Computer lab

Environmental Science Science Social science

21st Century Skills

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CIRCULAR ECONOMYModule: 2


What is circular economy?

Circular economy is an economic system where products are traded in closed loop systems and follow the process of ‘Make-Use-Reuse-Remake-Recycle-Make’. It is a regenerative system seen as an alternative to linear systems where we – ‘Take-Make-Use-Dispose’ and in the process pollute the environment.

Circular economy minimises waste by emphasising the 3 R’s: Reduce, Reuse and

Linear Vs Circular Economy

Recycle. Manufacturers design products such that they are durable, reusable and can be recycled easily to extract the maximum value from the resources put in. At the end of product life, materials are recovered in the form of raw material for further production. Adopting a way of life that regenerates natural systems and provides a safe and healthy human environment can contribute to closing the loop and establishing a circular economy.

Creating a circular economy requires manufacturers to develop a deep understanding of ‘Life Cycle Thinking’.

Linear Economy

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CIRCULAR ECONOMYModule: 2

What is Life Cycle Thinking?

Life cycle thinking is an approach to becoming mindful of how our everyday lives affect the environment, by evaluating the impact of consumption of products and services. It’s a powerful tool for enabling both sustainable production and consumption. The beauty of life cycle thinking lies in its holistic approach. It’s not sufficient to think about the impact of consumption of a product at just a single point. The entire life cycle of that product should be thought of, which includes the raw material extraction, material processing, transportation, distribution, consumption, reuse/recycling, and disposal. Life cycle thinking, and analysis can help us better understand our negative environmental impacts as well as reduce waste. Every day, we make choices based on our needs and consider factors like price and preferred brands before making purchases. Rarely, if ever, do we consider the environmental impact of these choices. Conscious people who want to reduce their environmental impacts need to apply a life cycle thinking approach to all their choices.Choosing responsible brands that work on sustainability is one important way of reducing environmental impact. By using life cycle thinking, you as a consumer, can choose products with lesser harmful impacts on the environment. 4

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Enabling Circular Economy: Finding wisdom from older generations

Class discussion

Start the class with an explanation of circular vs. linear economy. Ask students to share examples of circular economy that they may have seen or heard of being practised currently or in ancient times. You could also prompt them with some examples of circular economy:

Returning bottles to the shops in exchange for a deposit

Many Indian families used to pass on clothes for children from one child to another including cousins till they were completely worn out. Such old clothes were then used as dusters or mops till they were no longer usable

Upcycling of old clothes by turning old sarees into cushion covers etc.

In certain parts of India (Bengal, Bihar, Assam and Orissa) old cotton sarees were stitched together in layers using run

stitches (kantha) to make blankets for infants Using ink-pens that just needed refilling

with ink.Discuss how our lifestyles follow linear economy. Ask students to share examples. You could prompt them with the following examples:

Buying one-time use pens and then throwing them in the bin not knowing if they would be recycled or not.

Throwing away malfunctioning electronic products (e.g. TV, mixer-grinder) etc. rather than making attempts to fix them and extend their life

We buy bottles for drinking water and throw away the bottle without thinking of the harmful waste getting created You can use the following video to explain further - Rethinking Progress: The Circular Economy- https://bit.ly/2Hdnj2S


Class discussion

Home work

Team Presentation

30 mins

60 mins

30 mins

TO DO

25Teacher’s Manual 2019-20

Homework

Ask students to discuss the concept of circular vs. linear economy with their parents or neighbours and come up with a few examples of how can they practice circular economy in their daily lives.

Team presentation

Following the discussion session at home, make groups of 5-7 students, and ask them to share their insights within the group then make a skit which showcases actions they will take.

The skit must discuss how these actions will enable circular economy.

Ask each group to present their skit with the class in a group presentation.

After all the skits, discuss with the class and shortlist three to five Sustainable Resolutions that they all agree to follow in order to shift their life from linear to circular economy.

Prepare a Class Declaration on a chart paper where these resolutions are written and put it on the class wall.


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Life Cycle Thinking: Is my favourite gadget affecting the environment?

Class discussion

Start the class with a brief discussion about life cycle thinking

Show the following video – The story of electronics - https://bit.ly/1gFvntk

You may also show this video - The life cycle of a t-shirt by Angel Chang- https://bit.ly/2xajL14

Ask students to choose any product like a phone, TV, laptop etc. that they may have purchased recently and start noting down the environmental impact that their purchase may have had. Spend at least 10 minutes on this activity

Reflection and sharing

Divide the class into 4-5 groups. Ask them to reflect on the following points then share their views as a group with the class:

Do you ever consider that a gadget/ t-shirt could cause such an impact on the environment? How has your thinking changed since watching the video?

Do you understand the holistic approach of life cycle thinking now?

Do you feel that you should be using this approach while shopping?

Class discussion

Reflection and Sharing

15 mins

60 mins

TO DO

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Conclude this module by discussing how the school can contribute to enabling circular economy and use life cycle thinking approach

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Energiser

Energiser: Bust a Move!

Module: 2

If the students have not already viewed the videos in Activity 1 and 2 then ensure that they see all the three videos Circular Economy (video 1), the Story of Electronics (Video 2) and the Cycle of a Cotton T-shirt (Video 3) .

Divide students into three groups according to the three videos.

Group 1 invites the audience to a tech gallery of the future where “the individual goods of today become the resources of tomorrow”. Students work together in identifying how products that we use today can change to follow this principle and then they decide how to “become” these products with their bodies (i.e. they stand still, or they move in slow motion etc). Be creative with costumes, settings and music.

Group 2 invites the audience to a scientists’ lab to observe the discussion between the scientists who argue the case to their boss for creating ‘products that are not for the dump but are made to last’. Members of the group alternate in the roles of the two scientists. They use arguments from the video or from own research.

Group 3 takes the audience to a high-end fashion design Studio/workshop where the students in the role of the designers are examining the right steps to take in order to turn their production sustainable using the principles of circular economy presented in the video. All groups are to consult the videos and conduct further research to present their skits.

They can invite other classes and/or parents.

Following these activities, have a debriefing session with the students asking them:

How did you feel about your role? How did you feel as an audience member

for the other groups? Name one thing you’ve learned about

circular economy from the presentations and one thing you will change in your consumer habits beginning from today?

29Teacher’s Manual 2019-20 Teacher’s Manual 2019-20

MODULE 3*

Develop an understanding of waste management amongst students

Develop conceptual understanding of the concept of Extended Producer Responsibility (EPR) and its relevance in the Indian context

Curriculum Connect

Objectives

Pedagogy

Interdisciplinary learning Research based learning Conducting surveys/audit Flipped Classroom

Resources Required

Videos shared in the module Projector/Computer Computer lab

Environmental Science Civics

21st Century Skills

Compulsory Module

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INTRODUCTION TO WASTE AND ITS SOLUTION VIA EPR

Module: 3


Introduction to Waste

While analysing the life cycle of products in Module 2, did you think about what happens to the products you consume at their end of life?Once you stop using a product, it’s categorised as “Waste”.It’s worth remembering that you may further extend the life of these products by giving them away to others who still find value in them. An old t-shirt might fit a younger sibling; an old tiffin box could still be used in the kitchen for storing purpose; and someone else may find your old school bag still usable.

But what if the waste once generated is not re-used? What happens to the chocolate wrappers thrown away? How many plastic bags might be going into dustbin of the house daily? Where do they end up? Let’s understand a bit more about the waste we humans create. It is also important to reflect on the fact that – humans are the only species on the planet who create waste. No other species on earth creates waste.

The different types of waste generated by humans can be categorised depending on the source of waste.

REDHazardous Waste

GREENWet Compostable

BLACKElectronic Waste

BLUEDry- Recyclable

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Types of waste generated by humans

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In India, a staggering 0.14 million tonnes of garbage is generated daily. Of all the solid waste generated in India (133 760 tonnes per day), only 91 152 tonnes are collected, and only 25 884 tonnes are treated .

The remaining waste ends up in our fast filling landfills across the country, where it poses a serious threat to our environmental ecosystem, affecting land, air, and water. Most of this waste is dumped, rather than landfilled, and almost all sites in India are reaching their maximum capacity. In most metropolitan cities like Delhi, the waste dumped is much beyond capacity.

What is Extended Producer’s Responsibility

When we use any natural resources, it is critical to close the loop of the process by returning the resources back for re-use. Otherwise, finite resources are bound to fall short for our limit-less desires. Hence, recycling of materials becomes a non-negotiable necessity.When manufacturers make complex products like computers, refrigerators, etc, which use a combination of various materials, the process of returning the materials back to the ecosystem at the end of product life is more complex. It

can be made easier if the product is designed in a sustainable way and the cost of recycling is taken into consideration by the producer before sale.Extended Producer Responsibility (EPR) is a concept of extending the responsibility of producers from sales and maintenance to include management and disposal of waste created at the end-of-life of their products. EPR promotes the integration of environmental costs associated with the collection and recycling of the products at the end of their life into the market price of the products. EPR legislation is a driving force in the adoption of re-manufacturing initiatives as it focuses on the end-of-use treatment of consumer products to increase the amount and degree of product recovery and to minimise the environmental impact of waste materials.

Example: A producer of a mobile phone or laptop will be held responsible for managing the waste generated when their products reach their end of life.EPR in waste management helps in:

Putting recycled material back into manufacturing

Encouraging producers to design for environmentProducers may also choose to delegate this responsibility to a third party, a producer responsibility organisation (PRO) like Karo Sambhav. (www.karosambhav.com)

INTRODUCTION TO WASTE AND ITS SOLUTION VIA EPR

Module: 3

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In India, a staggering

0.14 million tonnes of garbage is generated daily. Of all the solid waste generated in India only

91 152 tonnes are collected,

and only 25 884 tonnes are treated.

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Do people take ownership of their waste? What are the by-products? And how are

they used?

Conducting the survey

Ask groups to take a week to conduct this survey with their parents, relatives, school principals and nearby residential welfare societies. Based on their survey each group should share a picture of the best example they found along with a short description of why it is the best example of waste management in their knowledge.

Homework

At the end of the class, ask students to also research online about the concept of EPR as home-work.


Waste Management: How is the waste managed in your community?It’s time for students to step outside their classrooms!

Class discussion and preparation for survey

Start the class with a brief introduction to waste, and types of waste as explained in the “Background for facilitator” section. After the introductory discussion, divide the class into groups of 5-7 students and assist them in designing a survey questionnaire. The objective of the survey is to find out the best executed waste management solution in any office, school or residential society nearby.

Survey questions may include: Do you have a waste management

solution? How does your solution work? Who manages it? Is it self-sustainable? Is the capacity enough? Is the waste segregated at source?

Class discussion and preparation for survey

Conducting the survey

Homework

60 mins

1 Week

60 mins

TO DO

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Module: 3

Waste Management and Segregation: Recycling Relay the Trash DashWhat you need

One big pile of assorted trash, to be placed in the middle of the relay run and three or four separate collection bags to be held by teachers or students at one end. Long running space on a playground, field or running corridor in a gym etc.Rubbish collection bags or open bins are clearly labelled: plastic, paper and cardboard, biowaste, electronics etc. – as many recycling categories as desired. These should closely resemble choices available in your community.

How to play

Students will relay in teams, snatching a random piece of trash from the pile, as they run past, then stowing it in the correct bag, before sprinting back home to tag the next team runner. The first team with everyone home and rubbish correctly stowed wins. This can be played over and over with students connecting physically with the

trash through the action of cleaning up correctly, and all in the spirit of friendly competition and outdoor exercise.

Alternative indoor version

Students create cards with waste products from each category described above and ask students to form teams in line. Students first in line look for a card and run or walk with it to the correct tray/bin at the other end of the classroom or corridor. The first team to correctly identify all items wins.

Activity: 2

Prepare trash

Introduce the game

Play the game in teams of 3, 8 to 10 per team

25 mins

5 Mins 30 mins

TO DO

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Understanding what goes in your bin: Know your waste

Homework

For this activity, invite students to become “investigators” of the life journey of a piece of waste.

Ask students go through one week’s recyclable waste in their homes and classify the items according to the above table. (They can further classify the solid waste into categories like organic, glass, plastic etc). Ask each of them to bring to the school one piece aiming for variety. Students with similar waste are grouped together in groups of 3-5. They select one waste and research together:

Where was the product made? Where were each of its components

made? Who was involved in its making? How long and from where did it travel

before my family bought it? Where did we purchase it from? For how long was it used by my family? What will happen to it once thrown

away?

An artwork or costume made up of all the waste items brought can be made and displayed in the school halls.

Waste barcode (optional)

Once the waste is selected and research is done, assign groups the task of coming up with a system to create their own “barcodes” for their waste. The barcoding should consider all the steps that a product goes through from manufacturing to disposal. Students could research if there is a pre-existing system to trace the steps any product has gone through before becoming waste. Based on their research and their own ideas ask students to design a prototype and present it creatively in the form of a sketch or model. Group presentation

Homework

Group research

Reflection

1 week

1 week

90 mins

TO DO

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Once all the information is collected, each group decides how to present it creatively. Some options could be:

A geographic map with all the important places their waste travelled from production to consumption and disposal. Pictures, drawings, artefacts or words can be included.

An animated short video A short film in the form of digital

storytelling with pictures, music and/or narration.

An artwork or costume made up of all the waste items brought can be made and displayed in the school halls.

Reflection

Following are a few sample questions for a debriefing session if time permits:

How did you feel watching the presentations?

Were you surprised by what you heard? How so?

Does anyone have some final suggestions for the companies on their approach to waste management?

A letter addressing this issue could be


drafted and sent out to relevant companies.

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Extended Producer Responsibility: a way forward

Class discussion

Start the class by explaining what EPR is in very simple words using the example of a mobile phone. Discuss various stages of a customer’s association with that mobile, as follows:

Seeing an advertisement Researching about the features and price Purchasing the phone Visiting customer care to fix issues with

the phone when required

But what happens when a mobile reaches its end of life? Should a producer be responsible for taking back that mobile and recycling the materials to create new products? Or should a customer just give it away to a kabadiwala, or throw it in the trash, not knowing what will happen to it?

Ask students to add to the discussion based on what they learnt about EPR during their online research.

Discuss if they have any specific points about EPR in India

Ask them if they think it is also the responsibility of a consumer to give their device back to an authorised producer take back channel and not to a kabadiwala/waste collector

Ask students how EPR is an enabler of circular economy and how it will lead the way to managing waste more responsibly

Help students understand how EPR is relevant. Ask them questions like: Do we know which producers are EPR compliant in India? Can we find that out on the producer websites? Will your buying choices differ now that you have the knowledge of EPR and of producers following it?

Class discussion

Preparation for radio show in assembly

60 mins

60 Mins

TO DO

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Preparation

Using some of the ideas from the Producer plan, help students prepare a radio show on Extended Producer Responsibility in the school assembly.

Encourage students to share their thoughts/ questions regarding EPR with the Karo Sambhav team at [email protected]

Conclude this module by discussing how despite the challenges EPR offers an opportunity to help solve India’s waste management issue



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Energiser

Energiser: Mock parliament – Rewrite the rules

Module: 3

Make three groups of three students: a company that is compliant with EPR (identified from their research in 6, above); a non-compliant EPR company; a group of informed consumers. The rest of the students will become the policy makers.

Those students working in the three groups will take a few minutes to prepare their arguments, aimed at persuading policy makers to draft a plan that fits their points of view.

Students in the policy making group will begin thinking about what they would like producers to do in terms of extended responsibility for e-waste. Their task will be to come up with a draft list of new rules for producers.

The class is then set up as a mock mini-parliament where the three groups sit each with one representative presenting at a time.

You might also want to select one student to become the speaker, who will

call order when necessary if people start to argue and speak over each other as happens in some adult sessions.

The policy makers must listen carefully and begin to draft an EPR plan or set out rules for producers based on what they hear.

At the end, of the parliamentary session (about 45 minutes), the teacher or ‘the speaker’ will call everyone to order and in a plenary session write down the new draft rules on the board or on a flip-chart. The entire class will then vote with shows of hands on the five best ideas. Remind them to try to make the plan fair and reasonable in order to maximise take-up.

The top five can be crafted into a final five-point plan. This could later be crafted into a petition to send to your own local policy makers.

41Teacher’s Manual 2019-20Teacher’s Manual 2019-20

MODULE 4*

Develop understanding of the importance of responsible management of electronic waste

Inspiring students to spread awareness about responsible e-waste management

Curriculum Connect

Objectives

Pedagogy

Interdisciplinary Learning Designing and implementing

awareness campaign

Resources Required

Videos shared in the module Projector/Computer Computer lab

Environmental Science Science Social science Biology

21st Century Skills

Compulsory Module

42

ELECTRONIC WASTEModule: 4


Introduction to E-waste

Any used / old / unwanted electrical or electronic equipment which an individual or an institution decides to dispose can be termed electronic waste or e-waste. E-waste is one of the highest growing waste streams in the world.

95% of the e-waste in India finds its way to the informal sector for processing. The informal sector uses crude methods for recycling e-waste, which can lead to adverse human health effects and environmental pollution.

Responsible recycling of e-waste, on the other hand, leads to positive environmental impacts. There are many elements that can be recovered from old electronics. These elements can be used to make new products, thus reducing the need to mine new products.

What makes e-waste dangerous?

Improper and unsafe treatment and disposal through open burning or in dumpsites, pose significant risks to our environment as well as to human health.

44.7 Million tones of E- waste was produced in 2016 which is =

Source: Global E-Waste Monitor 2017

43

Module: 4 ELECTRONIC WASTE

Effect on Human Health

E-waste is made up of metals, chemicals and plastics. Improper processing of e-waste releases hazardous metals such as lead (Pb), cadmium (Cd), copper (Cu), arsenic (As), mercury (Hg), and chromium (Cr). Open burning of plastics releases harmful toxins such as dioxins and furans into the air. Children working or living in areas where improper recycling takes place regularly inhale, ingest and absorb many toxic substances released during the

process. Skin rashes, eye irritation, coughs, upper respiratory problems, headaches, sleeping and hearing problems have been documented among e-waste workers. Anaemia (lower than normal amount of red blood cells) is common among children handling e-waste; extreme tiredness, dizziness, and shortness of breath are some of the common manifestation of anaemia.

Many toxic metals and chemicals are neurotoxins meaning they can damage the nervous system. For growing children, having these toxins in the body can lead to permanent and irreversible brain damage. Some of the neurological effects of hazardous metals and chemicals found in e-waste are mental retardation, poor memory, hyperactive behaviour, poor attention and learning disabilities. In addition, children growing up in these conditions do not achieve optimal physical growth for their age. They are likely to have reduced lung function and less ability to fight infections (low immunity). Asthma and chronic obstructive pulmonary diseases are more likely to develop later in life.

Organs most affected by improper recycling of e-waste:Lung, Brain and nervous system, Skin, Eyes and ears, Kidneys, Others (blood, heart, bones)

44

Module: 4 ELECTRONIC WASTE

Effect on Environment

The rest of us, not involved in informal e-waste recycling, must also suffer the ill-effects of hazardous metals and chemicals released during the informal processing of e-waste into the air, water and soil. Related ecological damage from this is ultimately detrimental to our health too. The toxic chemicals can get into our body and potentially contribute to the development of cancer, lung and heart diseases as well as brain damage.

India’s e-waste problem

Even though India is the fourth largest producer of e-waste in the world we only responsibly recycle less than 2% of our e-waste. Over 95% of our waste is handled by informal recyclers using unscientific methods which affect the environment and human health.

Over 4-5 lakh child laborers in the age group of 10-15 years are also said to be engaged in various e-waste activities in the informal sector.

In addition, children are in danger even before they are born. Children born to mothers who work or live in these

communities are more likely to have birth defects, low birth weights and reduced physical capacities at birth. Overall, children directly or indirectly affected by e-waste, if they survive through childhood, are more likely to have disabilities as adults, reduced healthy life-years, and early death, compared with children not working or growing up in these communities.

The Government of India has come out with a set of rules (E-waste Management Rules 2016), which mandates responsible collection and recycling of e-waste to the electronics producers. The rules mandate all stakeholders with a focus on producers, bulk consumers and recyclers to play critical roles in the responsible recycling of e-waste.

You can access these rules at: https://bit.ly/28PBJu0

The concept of Extended Producers Responsibility (EPR) as discussed in Module 3, is the basis of these rules and makes producers responsible for the end-of-life management of the products they sell.

8

7

45


Life-cycle thinking: Don’t waste your waste!

Class discussion

Start the class by briefly describing electronic waste and the issues related to improper disposal, using information provided in the background. Next you could use the video to explain the issue further - Citizens at Risk- https://bit.ly/1HpjEJf

You may also show the diagram on health impacts of improper recycling to your students.

You may also use the Energiser at the end of this module for a quiz.

After discussing the issue of e-waste, talk about how India has come up with E-Waste (Management) Rules 2016 based on the concept of EPR. Link ‘e-waste issue in India’, ‘EPR (Extended Producer’s Responsibility) in e-waste management’ and ‘product life cycle thinking’ by asking students to connect the dots. You could use a specific example of a desktop computer and ask the

following questions to build the linkage: What happens to a desktop computer,

once a person stops using it and gives it away to a waste collector?

Is it going to end up in a landfill as we saw in the video?

What if that computer is given to an authorised e-waste collection point enabled by a producer under their EPR?

Do you think this is the way EPR will help to reduce e-waste going on landfill?

Is it possible for people to research a little bit before buying electronics, and choose products sold by producers who follow EPR? Do you think your actions will make any difference?

Do you think that this is one of the ways to contribute to solving the issue?

Class discussion

Homework

60 mins

120 Mins

TO DO

46


Homework

Ask students to select any electronic product, which their family may be planning to buy soon. It could be a mobile phone, laptop, printer, etc.

Ask them to: Research all the available producers

in the market who sell that product, and select one to be purchased, based on all the factors, including its impact on environment

Apply a life-cycle approach to it as learnt in earlier Module

List down the reasons behind their choice of brand selection and share it with their family

Prepare a short report outlining the list of reasons behind their selection of a particular brand

Health Impacts of Improper recycling of E-Waste on

Human Body

Physical InjuriesCuts and burns

Impaired Mental DevelopmentExposure to lead, arsenic, mercury,Cadmium affects memory, attentionBehaviour, cognition

Hearing Loss Difficulty Sleeping

Reduced Physical GrowthLow weight and height

Persistent cough, reduced lung function, Asthma, Chronic Pulmonory Diseases, Cancer Exposure to burning plastics (dioxins & furans)

Kidney & Liver DamageExposure to Chromium, Lead & Cadmium

47


Exploring the e-waste network: What’s at stake?

Class discussion

Start this activity by discussing the issue of e-waste management and various stakeholders involved in this process.

Divide your class into the groups of 5-7 students. Now ask them to devise ways to speak to each stakeholder involved in the e-waste management in this chain. The objective for the groups is to find the entire route through which e-waste travels from a household to landfill.

Fieldwork

Ask students to start by speaking to the waste picker who comes to their doorstep and understand if he accepts e-waste. If yes, then where is it going, and then follow the chain?You could make this exercise more interesting by doing a competition and

awarding the group that reaches the further-most point in the journey of e-waste first. Tell them to document this entire dialogue with all the stakeholders and present it in either of these two ways:

Videos and pictures with a little description in a sway or a presentation.

Illustrative report on the journey of e-waste as discovered by them.

Class discussion

Fieldwork

15 mins

1 Week

TO DO

48


Conclude this module by discussing the current level of awareness on e-waste management in India based on the experience of the class



49

EnergiserModule: 4

In addition to the two activities in the module, teachers may also take a quiz if they find it suitable for their class. This quiz focuses on checking understanding of students about the health impacts of e-waste on human body. A few sample questions are given for reference.

(Teachers can modify questions as appropriate)

1. Improper e-waste processing could cause physical injuries such as: a. Cuts b. Burns c. Skin rashes d. All of the above

2. Some common health issues of children working with e-waste are: a. Hearing problems b. Persistent cough and breathing problems c. Anaemia d. (a) and (c) only e. All of the above

3. Indicate which of the following is/are correct. Anaemia is a blood problem. It makes children: a. Apathetic b. Energetic c. Breathless d. Happy and joyful e. Tired and fatigued

4. Neurotoxins released during improper processing of e-waste are toxic substances that damages: a. Heart b. Lungs c. Nervous system d. Kidneys

5. True or False. Children whose parents are working in improper e-waste processing: a. More likely to have physical or mental defects when they are born b. More likely to weigh less at birth and grow up short in height c. More likely to have better memory, attention and learning abilities d. More likely to have normal lung function e. All of the above are false f. (a) and (b) are true

Energiser: Quiz on health impacts of informal recycling of E-waste

50

EnergiserModule: 4

Answer Key

1. d2. e3. a, c and e are correct4. c5. g6. g7. f8. b

g. (a), (b) and (c) are true

6. E-waste is a complex mixture of metals, chemicals and plastic. Some of the harmful toxins are: a. Sodium b. Lead c. Cadmium d. Mercury e. Fluoride f. (a) and (b) g. (b), (c), and (d) h. (b), (c), and (e)

7. Improper processing of e-waste releases harmful toxins into: a. air b. Tree c. Water d. Soil e. (a), (b), and (c) f. (a), (c), and (d)

8. Identify the correct statement. a. The e-waste processing happens somewhere far away and we are not affected b. The toxins released during improper e-waste processing could affect our health through the shared environment

51Teacher’s Manual 2019-20Teacher’s Manual 2019-20

MODULE 5

Develop an understanding of the environmental impacts of plastic waste and how each stakeholder can contribute to managing this waste

Introducing India’s approach to manage plastic waste

Curriculum Connect

Objectives

Pedagogy

Conducting surveys/ audit Research-based learning Team work Creative expression

Resources Required

Videos shared in the module Projector/computer Computer lab

Environmental Science English

21st Century Skills

52

PLASTIC WASTEModule: 5


Overview of plastic waste

Plastic products have become omnipresent in our lives. Plastic usage became main stream in the 1960s and today, plastic can be found everywhere – from packaging, clothing, consumer goods, building and construction, automotive, electronics to agriculture. People buy 1 million plastic bottles every minute across the globe. In the last decade we produced more plastic than in the entire last century.

Though initially it was viewed as a boon it is now a cause of concern because plastic waste causes air, land and water pollution and can survive in the environment for 500

years. Some of the most common household packages – including potato chip bags, biscuit & chocolate wrappers and toothpaste tubes often comprise of multi layered packaging that aren’t typically recycled and generally find their way to landfills or illegal dumpsites.

Plastics are made from natural materials such as cellulose, coal, natural gas, salt and crude oil through the process of polymerization or polycondensation. Both these processes require specific catalysts. During polymerisation monomers such as ethylene and propylene are linked together to form long polymer chains . Example: ethylene (monomer) becomes Poly Ethylene after polymerization.

[ ]H

H

H

HC = Cn

Ethylene monomer

[ ]H

H

H

HC C

Polyethylene

n

Heat

Pressure catalyst

9

10

53

Various plastic products we use in our daily life are made from different varieties of plastics. Plastics are classified based on its composition, ease of recycling and toxicity in following seven categories:


54


Apart from these seven major categories, there are two other types of plastics:

Compostable Plastic

The plastic that undergoes degradation by biological processes during composting to yield CO2, water, inorganic compounds and biomass at a rate consistent with other known compostable materials, excluding conventional Petro-based plastics, and does not leave visible, distinguishable or toxic residue.

Multi-Layered Packaging (MLP) Plastic

This includes any material used for packaging that has at least one layer of plastic as the main ingredient in combination with one or more layers of materials such as paper, paper board, polymeric materials, metallised layers or aluminium foil, either in the form of a laminate or co-extruded structure .MLP is used widely, despite the lack of recycling solutions because it is light, reduces shipping volume, doesn’t take up much space on a shelf, and is graphics friendly.

12

13

11

CoatingOuter Layer-

StructuralTie Barrier

Seal

Layers of plastic in packaging

Plastic Waste Rules 2016 The Government of India has issued a new set of rules called “Plastic Waste (Management) Rules 2016” to address this pressing issue of plastic waste management. Just like the rules for e-waste management these rules are also based on the concept of Extended Producer Responsibility, which makes producers responsible for managing the plastic waste. Here is the link to these Rules: https://bit.ly/2GBYQ7O Go through page number 17 to 21 to understand roles of various stakeholders in plastic waste management, as mentioned in the rules.

https://bit.ly/2w6jNUu 7

55


Plastic Waste: Tracking our own contribution to plastic waste

Class discussion

Start the class with a discussion about different types of plastics and the harm plastic waste is having on our environment.You could use the video below to take the discussion forward. This video talks about how plastic waste is not just destroying the beauty of Maldives but is also polluting the food - Backstage Paradise -- https://bit.ly/2laFkpU

Reflection

Sit in a circle and ask the students to describe with one word how you felt after watching the film. Get the students to unleash their creativity, and dwell into further thoughts and self reflection using the techniques below:

Drawing: Put on some soft music and invite all the students to sit around and

draw in silence on a long piece of meter paper their feelings that arose after watching the film. Their drawings can have specific forms or just colours.

Free writing: Invite the students to sit by themselves and write on a blank page their thoughts. They have a minute during which they should not put down their pen and continue to write until you tell them to stop. Tell them that they will not read what they write to anyone.

Word relay: Each student circles on their text 7 words that stand out for them. They then write the first one at the top of a new blank paper, fold it and pass it to another student while at the same time they take

Class discussion

Reflection

Homework/Fieldwork for students

Presentation in class

30 mins

60 mins 1 Week

60 mins

TO DO

56

someone else’s paper with their respective chosen word at the top. They write below it their own second word, fold it again, pass it to someone else and so on until each student ends up with a paper with seven words.

Poetry: Ask students to use inspiration from the film to create a three-line Japanese style poem (Haiku) using the 7 words they have.

Performance: Ask students to make groups of five and read aloud their poems and either choose one or incorporate all five poems in a short three-minute performance. Each group has 20 minutes to prepare their performance which will use the creative forms of theatre, movement, music, dance or drawings, including the poems into their performances. When all groups are ready, they set up a stage and present to their fellow students. After the students have self-reflected and engaged in art , dig deeper into further conversations by asking How have your emotions shifted since engaging in these activities compared with how you felt after watching the film?

Homework/Fieldwork

Ask students to track the plastic trash generated by their household for a week in a template given in annexure.

Students should identify which category that particular plastic from their trash falls under and record it

Ask them to look for the mark on the plastic goods. Generally, the sign for a particular category of plastic is mentioned on the product as shown in the seven categories listing

Presentation

After a week ask students to review their worksheets, and identify which variety of plastic is the most consumed one. Ask students to make plans to minimise the plastic waste generated by their households.

Divide the class into nine groups and assign one category of plastic to each group. Ask


57

each group to represent their category of plastic in front of the class, where they talk about following things:

Characteristics Products made from that particular

category Ways to reduce its usage

Ways to collect it back for recyclingYou may encourage students to also design costumes where they dress up to represent their category of plastic. You could even create a plastic monster to roam the school grounds and raise awareness! But do ensure that no extra waste is created just for the purpose of creating a costume.

You may also have a plastic awareness theme for a week in your school, where these nine presentations are done in school assembly.


58


Understanding Plastic Waste Management Rules

Class discussion

Start this activity by discussing Plastic Waste (Management) Rules 2016 by Government of India. (Follow the link to rules given in “Background for facilitator” section).Discuss the roles of different stakeholders as mentioned in the rules. Give a couple of days to students to research on India’s approach towards plastic waste management and understand the roles of different stakeholders as described in Plastic Waste Management Rules 2016.

Teamwork As a class, students should write, and perform a role play in school assembly. Divide the groups of students in following departments such as: Research Script writing

Direction Casting director Costume director ActingPlay should portray following roles: Producers of plastics State pollution control board Monster of plastic waste Consumer / end user of plastic products Recycler Landfill Environment

Class discussion

Teamwork

30 mins

1 Week

TO DO

59

Conclude this module by discussing how the school could work on minimising plastic waste




60

EnergiserModule: 5

Energiser: A day in the life of a waste pickerThe students step safely into the shoes of the film characters through various drama activities that allow them to gain a brief insight into the lives of these e-waste pickers.

Show students the video Citizens at Risk- https://bit.ly/1HpjEJfor any othe video featuring waste pickers

Before watching the video: Students are told that while watching the film they are to select a character who makes a strong impression on them and note down something this character says or does that they find interesting.

After watching the video: The students close their eyes and imagine the daily life of their chosen character. They write one page from the diary of their life in the first person, as if they were that character (i.e. what they had for lunch, what kind of trash they picked today, how they feel, something that happened during the day, something they wish for the future, a question they might have etc.). If they wish they can read aloud what they wrote.

All together they create in their classroom the space of a recycling unit like the one they saw in the film. They begin by marking on the floor a square with a paper tape. Each student writes or draws on a small white paper an item they think should be inside the square space which now represents the recycling unit. One by one they stand up, tell and place their item within the space at a spot they choose. Once the space is ready, one after the other they enter the “recycling unit” and take a still pose becoming their character until all together they create a frozen image. The teacher asks them to invoke silently all their senses: “What do you see at your feet? Where do you stand?What do you see far away?What do you smell?What do you hear?What do you touch?”

The teacher taps each student on the shoulder, and they say aloud in the first person the thoughts of “their” character in that particular moment. Finally, the students move in slow motion

61

EnergiserModule: 5

on the count of 10 to another frozen pose that will be their characters in one year from now. Discuss afterwards how they felt and what new insights they got about these workers. The students then draft a letter to the local government as the film prompts to inquire about the work conditions and care of these workers.

Reflection

Ask the students in a plenary discussion:

How did you feel about these workers (a) before watching the film, (b) after watching it and (c) now that we’ve done these last activities? Did your perception of any of these characters change?

What did you learn about yourself after getting into someone else’s shoes?

62

AnnexureActivity 1 worksheet

Module: 5 Energiser

Activity Worksheet- My Trash, My ResponsibilityName of Student: Grade: Varieties of plastics with examples Source in your

houseAmount per day (in kg)Mon Tues Wed Thurs Fri Sat Sun

1. Bottles for water and soda

2. Detergent bottles, food storage containers, plastic bags3. Water pipes, insulation, clothing, furniture, shower curtains, toys4. Laminates, disk drives, snap on lids, playground slides, plastic wraps5. Packaging, Textiles, carpets, stationary, lab and medical equipment, diapers6. Packaging foam, drink cups, rigid shapes like DVD cases or frames7. Cutlery, toys, bins

8.Compostable plastic

9.Multilayered plastic: (Shampoo sachets, Chips Packets)Total Trash in one week in Kg:

63

MODULE 6

Helping students assess whether the climate is changing in their area

Encouraging students to understand how devastating weather events impact our cultural heritage by destroying local landmarks and community sites.

Identifying and initiating action to protect and save a nearby cultural landmark

Helping students become climate literate and empowering them with skills to engage in climate change conversations

Objectives Pedagogy

Collecting climate statistics - formal and informal

Community outreach Creative expression via interviews

and documentation Debate on relevance of cultural

monuments

Resources Required

Case studies of endangered heritage sites on http://www.climateandmonuments.com

Local weather data Craft materials / sound and video

recording devices (optional)

Environmental Research Social studies Statistics

21st Century SkillsCurriculum Connect

64

CLIMATE CHANGE AND CULTUREModule: 6


Have you noticed climate change happening around you? Maybe there are stronger storms that last longer? Heavier rainfalls? Hotter summers or harsher winters? Prolonged wildfires? Heavier flooding? Are any of these weather events affecting areas that have cultural significance for your town or city? It could be anything from a church to a statue, or even an old beloved tree that has become vulnerable to storms. In this module you will assess what’s happening and how it may be affecting places of importance near you. You will also begin to develop climate change literacy by becoming part of the conversation.

What is Climate Change?

Carbon dioxide and other gases keep Earth warm, by trapping the sun’s heat in the same way that a greenhouse does. These gases are important, without these gases we would all freeze. However, when we burn fossil fuels with carbon in them (oil, gas and coal) to run electrical-power stations, for vehicles, for heating and other daily energy use, dirty carbon gets dumped into the air. Too much of this heat-trapping dirty carbon makes Earth dangerously warmer.

Our Earth is getting warmer. As Earth’s climate heats up, it raises the probability for extreme weather conditions. Many people are surprised to learn that these changing weather patterns pose a great threat to our ancient heritage sites – in India and throughout the world.

More extreme weather events

According to the India Meteorological Department, 2018 was recorded as the sixth warmest year since 1901 when the organisation began keeping records, described as “significantly above normal.” All six warmest years occurred in the last 10 years. While we are quick to calculate the monetary value of storm damage, it’s easy to forget about places of cultural or ecological significance, which get destroyed and lost to our societies during extreme weather events. Examples might include architectural sites of historical or educational value; statues or monuments of remembrance; or natural sites even the incalculable loss of a single tree, which has stood for generations, can have an impact on the community.

65

According to the India MeteorologicalDepartment, 2018 was recorded as thesixth warmest year since 1901

66

Understanding Climate Change: Does the community care?

Class discussion

Start with a discussion based on material given in the “Background for Facilitator”. Ask students to comment on what’s happening to the local climate and the country’s climate?

Make a list of your own general climate change findings based on this discussion. Divide the class into three groups to research on Weather, Temperature and Rainfall. Get the group to also design a questionnaire for survey on climate change

Homework

Ask students to do research on climate change in the following ways:

Students could conduct online research on climate change in their area and the country

Students supported by Teachers could also contact any research centres that can

provide them with data on changing local weather patterns.

Try to discern valid versus questionable sources of data – watch out for fake news! For example, find sources of data behind changing weather patterns and make an informed opinion about whether they are related to a warming planet.

Talking to your local community is not just a good way of conducting research but also a good first step in inspiring people around you to take action. Conduct a survey in your community based on but not limited to the following questions:

Are there any anecdotal inputs that people have to give of their experience with climate change?

Do people believe that over the years the climate has changed locally and in India as a whole?


Class Discussion

Homework

Showcase of findings

60 mins

2 weeks

60 mins

TO DO

67


Do people understand what the science of climate change is?Based on the findings from the research ask students to prepare a creative expression and exhibition of their results

Showcase your findings

The findings can be showcased in any of the following ways:

Document personal accounts regarding weather experiences and create an expressive “exhibition” with the material collected from the community and online

Present findings to other students – you may even arrange a local stakeholder presentation (e.g., invite parents, students, school community, council members, local artists)

68

Understanding How Climate Change is Affecting Our Culture

Class discussion

In discussion with students identify a local landmark building or monument, even an area of forest or garden near your school. It could even be a large tree, which is vulnerable or has been affected by changing local weather conditions.

Homework

Encourage students to reach out to family members/people in their local community

about why it is important to take care of a landmark with cultural significance. They can dwell into questions like:

Is there a story you can tell about the landmark?

How old is the landmark? Is it connected to history, or particularly

relevant to India, or to your city or town? What makes it interesting? Why is it important to protect it? What’s

being done? And what still needs to be done?

Based on the conversations/discussions ask students to unveil their creative expressions through art and mythmaking, or retell the story of the landmark they have chosen.


Class discussion

Homework

Showcasing findings

60 Mins

1 Weeks

20 mins

TO DO

69


Showcase your findings

The findings can be showcased in any of the following ways:

Write songs, poems, stories or make short videos at the site, reporter/journalist style.

Create a wall with posts of pledges & good wishes for the future protection of this landmark. Be creative and use different materials like paper, wood, plaster, sand, and clay.

Make replicas of the site using waste/rubbish.

Make a class time capsule with objects, stories & messages for the future and store in a safe place with local authorities, a church or an official body connected with the site.

Take a class outing and formally present the capsule. Have members of the class explain publicly why it is important and educate the community on the risks.

70

Climate Change and Culture: Why should we care?

Class discussion

Divide the class in two equal groups and ask them to brainstorm and research arguments around the value of preserving ancient cultures.

Ask each student in each group to write one argument in favor of their group’s position. Then ask each group to select two representatives and hand them all the papers. These four students (two from each group) will then stand side by side at the far end of the classroom.

Make a line halfway between the four students and the other end of the classroom (use a paper tape to mark this line). The audience, including students, teachers and perhaps other students from other classrooms who are not familiar with the subject, should stand on this line.

Debate

The four students should begin, one by one, to deliver one argument at a time in a persuasive way to win over their audience starting with one of the following: ‘We should preserve cultural landmarks because…’ or ‘We should let cultural landmarks take their natural course because…’

One of the key message ideas to help students get thinking could be: Do we really need old statues and stones?

In with the Old: We should let the monuments take their natural course because…

Culture is evolving and we should allow the old monuments to disappear


Class Discussion

Debate

Reflection and Findings

60 mins

90 mins

60 mins

TO DO

71

They are not relevant to today’s people and today’s stories

Their structures are often unsafe for passers-by

Sometimes they look ugly and broken down

Why not build beautiful replicas instead and this can be done with climate resilient materials.

Out with the Old: We should preserve the monuments because…

Ancient sites like the Taj Mahal or the Greek Parthenon will always be part of our shared story - the Parthenon in Athens is widely seen as the cradle of human civilisation.

Monuments can be the gateway to the history, architecture and mythology that binds our communities together.

They don’t have to be stone structures and it could be a tree or a forest or well-kept garden

We should protect them as our past and our future.

We need to know where we came from in order to move forward.

Classroom decides The people in the audience take a step

forward if they agree with the argument

that supports the position for preserving the monuments,

They stay still if they remain indecisive They move one step backwards if

they disagree with the position against preserving the monuments.

Reflection and findings

Once the arguments have been made, ask the students to stay still and turn their heads to see where the majority stands. Discuss the results.

Ask the four students who delivered the arguments to tell how they felt as they saw the audience move, especially if they had to support a position they did not necessarily agree with.

Ask the audience about how they felt as they heard the arguments and had to make a decision.


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Module: 6

What can we do to combat climate change?

One way to combat climate change is to use less energy from fossil fuels. Minimizing our use of oil and gas reduces the amount of dirty carbon released into the air, which means less pollution and less climate change impact. This could include using eco-friendly products that reduce the use of fossil fuels, or by cutting your personal use at home and at school by switching off the lights, powering down devices when not in use and unplugging your phone chargers, walking, riding a bike or taking public transport…and carbon bust today!

Remember: The human wish for more and more stuff is a social problem, driving climate change through the manufacturing of excess goods using dirty-carbon fuels and improper waste management.

Conclude this module by discussing ways of conserving our cultural sites as well as combatting climate change.



73

Energiser

Energiser: Bust a Move!

Module: 6

Rap role play

The students in groups will perform a series of short raps.

A beat can be either improvised or provided through a sound system

Lyrics should be available to the students (e.g., via projector, printout, large cards or a flip chart) to use on the day.

Costumes or props of any kind are encouraged!

Students will be divided into four singing groups:

Carbon (Chorus) Oil and Coal Trees Clean Energy

All students will review the whole song with their teacher to ensure that everyone has a sense of the “big-picture” meaning of the words. (2 mins)

Students in their pre-assigned groups will then use the space available to go into breakout corners/ corridors/ rooms and rehearse their roles. (5 mins)

Students will discuss how fire as a central motif interacts with each of the four groups. For example, Dirty Fuel is related to fire through combustion or burning in the production of ‘dirty’ carbon emitting oil or coal. (13 mins)

General themes and key learnings

DIRTY FUEL Coal is burned to produce electric power

for air conditioning and running factories to make our stuff.

Oil is burned and refined to run our planes, trains, trucks, cars, which releases carbon into the airCLIMATE CHANGE

There’s too much dirty carbon in the air. It’s polluting the air and causing extreme weather events. This can lead to more fires that kill treesTREES ARE PART OF THE SOLUTION

Trees are important because they suck dirty Carbon (CO2) from the air/atmosphere and store it in their trunks and branches (mainly as cellulose or bio-mass)

But when fire burns a tree, the carbon is released which pollutes the airNEED EFFICIENCY AND CLEAN ENERGY SOLUTIONS

People need to use less stuff and switch to clean energy

Clean energy comes from the sun, water, earth and wind

Solar panels and windmills are two examples of Clean Technology, geothermal heating and cooling, cellulosic energy from plants, or biofuels - all which put much less carbon into the air.

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The Lyrics

We are the trees and why should YOU care? Trees help the world by cleaning up the airToo much carbon in the air from all YOUR cars and plastic junk A Tree sucks CO2 and it stores it in its trunk Too much Carbon in the air it’s making dirty weather We can help you clean it, but we’ve got to work together!

Fire burns the tree and the carbon gets freeFire burns the tree and the carbon gets free C-C- Carbon Busters C-C Carbon Busters

We’re the oil and the coal, we’re the dirty energy People burn us in the furnace, making electricity We’re the oil and the coal and why should YOU care?People drive us in their cars and they dirty up the airPeople use us in their factories and for making plastic stuffMaking so much stuff, you people never get enough

Carbon Chorus: Too much carbon in the air, the earth is heating up Too much carbon in the air, the earth is heating up C-C- Carbon Busters C-C Carbon Busters

We’re wind, solar, hydro; why should YOU care?We cooperate with nature so we don’t mess up the airTar sands, oil shale, and dirty gasoline Time to say goodbye to them and switch to something cleanSolar panels, windmills with nature’s energy Cutting out the carbon we’re the clean technology!

Too much carbon in the air from making all your stuff Too much carbon in the air and the earth has had enough!C-C- Carbon Busters C-C Carbon Busters

Now write and perform your own rap!

The Trees

Carbon Chorus

Oil and Coal

Carbon Chorus

Clean Technology

Carbon Chorus

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MODULE 7*

Inspire students to take steps towards problem solving

Enable Swachh Bharat Mission at your school

Consider actions with short- to long-term impacts

Curriculum Connect

Objectives

Pedagogy

Team work Planning a campaign Creative expression Brainstorming Letter/ report writing

Resources Required

Computer lab Internet connection

Environmental Science English Arts

21st Century Skills

Compulsory Module

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LET’S MAKE IT POSSIBLE- KARO SAMBHAV!

Module: 7


A step towards Swachh Bharat

You must be aware of the nation-wide campaign called ‘Swachh Bharat Mission’.

It is time for all of us to think if we are doing our bit towards achieving a clean India? If yes, what more can be done? As we reach the last module of the Karo Sambhav School Programme, it’s time for action. This is where we bring together all our knowledge from the previous modules to use and show the world that change is possible, through our actions.

The Swachh Bharat mission speaks about better sanitation and cleaner cities. The issue of e-waste is closely linked with making our cities cleaner as covered in the Module on E-Waste. However, this issue is not yet commonly understood and therefore needs some champions for spreading awareness on the right ways of managing e-waste.

Most societies that segregate waste know currently only about three bins: Red (Hazardous Waste), Blue (Dry-Recyclable Waste), Green (Wet- Compostable Waste. However, there is a fourth bin, the Black

Bin, for collecting Electronic Waste. This has been mentioned in Swachh RWAs- Standard Operating Procedures for Residents’ Welfare Associations developed by Ministry of Urban Development, 2016.

To make our cities truly clean, e-waste must be recycled responsibly.

This module will focus on what kind of impacts your actions can have in the short-, medium- and long-term. There are so many ways to get involved and to stay involved!

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What kind of impact can your actions have today and tomorrow?

As you prepare to take action think about who you are and what you would like to achieve!

Short-term impacts: What kind of impact you could have in the short-term – today – among your friends at school and in the community. In this module we will be carrying out a collection campaign which can have an impact today as well as inspire others to take action now.

Medium term impact: What about in the medium-term, how can you have an impact over time with the initiatives and big ideas that you develop today? In this module we will be developing an awareness campaign to promote the collection of e-waste by students. This kind of campaign may bear fruit in the coming months or years, and is one big way of contributing to the dream of garbage free cities, and a cleaner India. Karo Sambhav will take care of scientific recycling of the collected e-waste.

Longer-term impact: If you’re interested in the environment, why not start planning ahead for a ‘green’ career. Start by researching what’s out there. Talk to people in your community, or look for ways to volunteer in programs that might lead to your sector of interest. In this module we will also brainstorm how we can, and should, make every job a ‘green’ job.

Activity 1 and 2 in this module represent the short and medium term impact that our actions can have. The energiser represents a longer-term impact.

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E-waste awareness and collection driveClass discussion and planning

Start your class with a discussion on e-waste awareness and collection drive, as shared in “Background for facilitator” section. Students from your class should conduct an awareness campaign and a collection drive on e-waste management for the entire school and nearby community.

Divide your class into groups. Each group is then given the task of developing a highly effective campaign to create awareness amongst people on e-waste. A campaign could entail doing an interview with the general public, doing street plays, conducting rallies, etc.

In case the students plan to do an interview, their questions could include:

Do you know what is e-waste? How much e-waste does India generate

every year?

How much e-waste India recycles scientifically?

Are you aware of the ill-effects of e-waste on human health if not managed scientifically?

Do you know anything about E-Waste (Management) Rules 2016?

What is the responsibility of a consumer towards e-waste he/she produces?

The students can enhance the reach of their campaign by using social media platforms such as Facebook, Twitter, and YouTube etc. Review the plan of all groups and provide feedback before they start implementing their plans. Each plan must have elements of creativity and collaboration.

Class discussion and planning

Implementation of awareness and collection campaign

60 mins

2 Week

TO DO

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Implementation of awareness campaigns and collection drives

All groups should be given a time of 1-3 weeks to implement their campaigns and do collection drives. It is recommended that students do not engage in activities like upcycling or model-making from e-waste, as it creates more waste and makes recycling of the collected e-waste even more difficult.

During the e-waste collection drive, students could approach:

Family Friends Relatives Residential complexes Different schools Colleges

Students could also organise the collection drive right before Diwali and position it as a “Diwali Clean-up Drive” or in the week of 2nd October. This date is celebrated as the Rastriya Swachchta Diwas and the day when Swachch Bharat Abhiyan was launched.


Also tag @Clubenerji (Twitter, FB and Instagram) in all your posts on social media. During the collection drive you can also take pictures and later put it on social media tagging @clubenerji and use #clubenerji. These evidences will be considered for selecting award winning schools. The school collecting the maximum e-waste, will win an award.

The process of entering the school’s total collection data in the Karo Sambhav app will be explained to the teachers during the induction workshop. Teachers can also reach out to their city co-ordinators to resolve any queries.

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Campaigning for change

Drafting the petition

Conduct this activity in a computer lab with internet connectivity if possible. A petition is a request, most commonly addressed to a government official or a public entity. Though petitions have no legal effect, the signatures of number of people on the petition represent a moral force that may help the cause

Start the class with a discussion about all the pressing issues that the students came across while doing the activities in Karo Sambhav programme.

Ask each student to make a list of all such issues. After that, ask the entire class to brainstorm together to come up with a list of issues, which are relevant to their community

Help the class to shortlist the issue that is most pressing and relevant

Now, tell them what a petition is, if they don’t already know. You may use a sample petition given below to explain the concept.

Then ask students to make a draft ready for petition filling.

Class discussion

(This activity can be specific for e-waste )If we want our students to be successful in their petition and in trying to influence decision-making, we should give them a chance to envision themselves in the roles of the local leadership. One way could be by fast forwarding in their minds to when the stakeholders have received the students’ petition and role playing their imagined reactions. Ask the students to identify the various stakeholders being targeted with the petition. These could be:

Drafting the Petition

Class discussion

Homework

Presentation

Reflection

60 mins

60 mins

60 mins

120 mins

30 mins

TO DO

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A sample petition addressed to BMC and Chief Minister of Maharashtra is given here for reference:

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The Mayor Members of the city council Consumers of e-products (like their

family and friends, whom they surveyed) E-waste collectors E-waste sorting people (like the people in

the film) Manufacturers of electronic products etc.

Divide the students into groups of five and assign each a stakeholder.

Homework

Ask each group to research their stakeholder’s position on e-waste/any other issue, their best interest, limitations, profit making etc. and prepare arguments on the subject they would like to take up in their petition. Students may examine issues and opinions such as whether they expect their stakeholder to be honest and transparent among others.

Presentation

The students divide the classroom into two spaces, a scene and an audience space. In the scene set-up, they place a

table with chairs around it while all the other chairs form the audience space. One representative from each stakeholder group sits around the table and debates with the other representatives on the topic of the petition. The rest of the students (the audience) listen carefully and take notes.

They let the discussion roll and whenever a student from the audience feels that they have something more to contribute, add or clarify for their own group, they stand up and go behind their group representative, tap them on the shoulder, and take their place at the discussion table. The tapped person steps down and joins the audience.

After this discussion concludes, all the students step down and discuss in their own groups how they would change the petition they had written based on what they’d just heard. They then move to a plenary discussion with the teacher and decide how and if they need to modify their petition. Finally, they upload their petition and observe reactions of the real-life stakeholders.

To start a petition student could also go on www.change.org . Help them with whom this petition should be addressed to and get maximum number of signatures. For this,


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entire class must work as a team. Encourage students and other teachers as well to use social media platforms to reach out to a greater number of people.

Reflection

Have a debriefing discussion asking the students:

How did you feel about the stakeholders before you researched about them?

Did your perception shift with regards your own stakeholder group? What about the other groups?

How easy/difficult was it for you to participate in the discussion and debate?

Do you think the activity brought some added value to the petition you wrote? Will it increase your chances of being heard?


Conclude this module by discussing how the school could play a role in keeping people inspired to take the right steps in e-waste management



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Energiser

Energiser: Plan your ‘green’ career

Module: 7

A green job, or green-collar job, according to the United Nations Environment Program can be defined as agricultural, manufacturing, research and development, administrative, and service activities that contribute substantially to preserving or restoring environmental quality.

These could include jobs that help protect ecosystems and biodiversity; reduce energy, materials use, and water consumption through high efficiency strategies; de-carbonize the economy; and minimize pollution and waste.

The environmental sector is also witnessing an emergence of various entrepreneurs and start-up companies working in varied e.g. renewable energy, clean technology, waste and waste water management, environmental education. Governments across the world are also creating policies which enable and promote the environmental sector. Start thinking today about what you can do for tomorrow.

All jobs should be green jobs!

Group activity

Even if you are not planning a career in what is known as the environmental sector, whatever you choose, with the right approach you can play a significant role in protection of environment, e.g. as a product manager you can decide to sell products with little or no packaging; as a marketing manager you can decide to educate consumers on the energy efficiency of products; as a supply-chain manager can make decisions on the use of trains for movement of goods instead of air freight; as a designer you can decide to create products made from recycled materials.

Greening your jobs

Students come up with a list of regular careers – as opposed to so-called green jobs – and write each on pieces of paper, which they fold and place into a basket. The class then divides into groups of three, and each group selects one paper from the basket.

Each group gets a meter of paper, long enough to draw a life size figure of a person (about 1.70 cm). They write on top the name

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Energiser

of the career they have, so for example Nurse, Marketing Manager, Investment Banker, Supermarket owner, fireman, landscape gardener. They draw the figure depicted in the career selected. Tell the students to get creative. They can even give the character a name and a back story to help with the brainstorming.

In their groups they then discuss the different actions their character doing this job could take to make their career green and to have positive impact on the environment or at a minimum to avoid adding to environmental degradation through their daily work.

Present the ideas on the paper using arrows or drawings around the figure. This could end up as a creative colorful drawing to exhibit. When the students are ready, each group pastes their paper on the wall. All students can now go around all the drawings, reading what is written and suggesting additions to each drawing. Following this, each group stands by their original drawing and presents it, incorporating or commenting on the new suggestions added by their classmates.

Module: 7

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Creative activities in this curriculum are developed in collaboration with Carbon Busters Club.

It is a school-centred, climate science program, combining creative expression with interdisciplinary science learning. CB Club is a global NGO, based in Finland, incorporating expertise from the internationally recognized Finnish education and sustainability sectors. Students working with Carbon Busters content learn the link between human behavior and climatic changes and how and why we must transform the way we live, work and play. Education is an essential part of the global response to climate change. Dealing with climate crisis will depend heavily on the young people in schools today, who can become vital agents for change.

All health-related material for Module 4 has been developed

by Centre for Environmental Health, Public Health Foundation of India (PHFI).Module 4 is developed in collaboration with The Public Health Foundation of India PHFI is working towards building a healthier India. It is helping to address the limited institutional and systems capacity in India by strengthening education and training, advancing research and technology and facilitating policy and practice in the area of Public Health.

Activity 2 in module 1 is developed in collaboration with Tata Power Club Enerji, a

sustainability initiative aimed at creating awareness among school students. Tata Power is India’s largest integrated power company and, a pioneer in the field. With renewable energy assets in solar and wind accounting for 30% of the company’s portfolio, Tata Power is a leader in clean energy generation.

References

Module 1 1. with: https://bit.ly/2T5pJYX 2. https://bit.ly/1UcwEeq 3. https://bit.ly/1TGusbU

Module 2 4. https://bit.ly/2NwE25H

Module 3 5. https://bit.ly/1MYfdx7 6. https://bit.ly/2KX5efo

Module 4 7. The Global E-Waste Monitor 2017 8. ASSOCHAM-Frost & Sullivan study 2016

Module 5 9. https://bit.ly/2JxhP4I 10. https://bit.ly/2K6mkHz 11. https://bit.ly/2ugOVQ9 12. https://bit.ly/2xIjpj0 13. https://bit.ly/2syZldW

www.clubenergy.com

The challenge for education in the 21st Century is to create an educational approach that is agile, adaptable, and in-tune with the lives of students outside of the classroom and their future employability. We at ‘Karo Sambhav’ believe that Education Leaders need to create conditions that allow students to be deeply involved with real-world problems, using real-world tools in as close to real-world conditions as possible.

Partner

Documents

Karo Sambhav School Programme - Club Energy