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Trail Map to World Scout Environment Award

for the Venturer Section.

Workbook for Leaders.

Contents

1. Brief Introduction

2. The Requirements.

3. Appendix A. – WSEA Worksheet.

4. Appendix B. – Useful Web Sites.

5. Appendix C. – Environment Fact Sheets.

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Brief Introduction

"Nature study is the key activity in Scouting and Guiding." - Baden-Powell The World Scout Environment Award is an international award, which means that Scouts in other countries are also working to earn it, even though they may be working on slightly different requirements. All Scouts around the world will wear the badge publically to demonstrate Scouting‟s concern for, and active stewardship of, the environment. The environment is central to Scouting and a key element of developing good citizens of the world. Since Scouting began, young people have been connecting with the outdoors, learning from nature and taking positive action for their local and global environment. There are many more environmental challenges today than when Scouting started, making it even more important to keep the environment central to Scouting, to build on the momentum already established and to make Scouting a positive force for change. It is important for leaders to work on this badge over the course of a Scouting year(s) and to integrate this badge program in other activities during this time to fully appreciate the significance of this Program. Scouting plays an important role in connecting people with the natural world, especially given the increasing separation of young people from the natural environment. With nearly 50% of the world's population living in urban settings, it is important to incorporate the 'bigger picture' of the environment, which includes more than just plants, animals and conservation. Helping Scouts to see the relationship between their actions in an urban setting and the natural world is an important element of environment education.

The environment is changing all around us, with a loss of habitat and native

species, reduced access to clean water and clean air, more harmful substances

entering our environment and more people being affected by natural disasters.

Scouts need to understand these issues and feel empowered to decide what are

the most suitable environmental practices they can apply and take action to

improve their local area. The environment is a global subject and Scouting is a

global movement. Through environmental education and action, Scouting can

really make a difference.

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World Scout Environment Award Requirements

The World Scout Environment Award badge shows Antarctica – the only collectively managed continent in the world and one of the most at risk from climate change – at its center. The other landforms create a “world” image – not showing any one particular continent or country, as Scouts are encourages to look beyond their own borders and think of the world. The colours of blue, green and white are commonly associated with nature and the purple of the World Scouting is blended with these. The Sun which brings life to our world is reflected in the water. The World Scout Environment Award ia an international award, which means that Scouts in other countries are also working to earn it, even though they may be working on slightly different requirements. All Scouts around the world will wear the badge on the uniform to demonstrate Scouting‟s concern for, and active stewardship of, the Environment.

-Taken from the Canadian Venturer Handbook, 2012 edition

The following requirements must be met.

Requirements: The Company is required to develop their own specific program ensuring that the WSEP objectives are met. The program needs to include discovering local concerns, finding out how the Company and its members impact the problems and solutions, showing that the Company understands and cares about the issues, and to plan and execute an environmental project - a project that has lasting effects.

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Appendix A. –WSEA Worksheet.

___________ Venturer Company.

World Scout

Environment

Award Worksheet

Name: ____________________________

"Nature study is the key activity in Scouting and Guiding." - Baden-Powell

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A suggested way to tackle each of these areas is outlined below: 1. People and natural systems have clean water and clean air

i. Visit your community‟s water treatment facilities. List the sources of clean water in your local community and understand the actions that your community takes to ensure clean water supplies.

ii. Describe air quality in your local community and how it is affected by sources of contaminants. Why is clean air important? Describe how your community manages air quality.

iii. Demonstrate how people and individuals in the local area affect the

availability of clean air and clean water. How does this reflect what takes place on a regional, national and global level?

iv. Creatively report on two of these: Develop a poster or presentation for

your company or community to discuss; create a photographic record of your experience; share your opinions using social networking [e.g., blog].

2. Sufficient natural habitat exists to support native species

i. Visit an appropriate natural area and remain outside for 36 hours. Observe the changes that take place over this period; Create a log of weather, light, sounds, smells etc; and reflect on this experience.

ii. From observations of a natural area of about 1 hectare, describe how the

natural plants and animals are connected and describe the inter-relationships in these habitats. Reflect on how your personal actions and your society‟s influence such habitats and native species.

iii. Choose a global conservation issue and compare and contrast with local

conservation issues. Reflect on how these issues are affected by your personal actions and those of your society.

iv. Creatively report on #1 and one of #ii or #iii: i.e.: Develop a poster or presentation for your company or community to discuss; create a photographic record of your experience; share your opinions using social networking [e.g., blog].

3. The risk of harmful substances to people and the environment are minimised

i. Inventory the chemicals commonly used in your community. Visit sources of household chemicals, and investigate if you community uses industrial chemicals on highways, railways, rights of way, and other private and public lands.

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ii. Explain the local impact of harmful substances to people and the broader

environment and what can be done by individuals, groups and the community to reduce the risk. Discuss how this differs from other Canadian communities and globally.

iii. Creatively reflect and report on either #i or #ii.

4. The most suitable environmental practices are used

i. Explain how our choices of action and responsibility as an individual, group, community and country can affect the environment.

ii. Identify and visit a local site of environmental controversy [i.e., real and

active such as a development site, pollution source, mine, dump, etc.] Assess which actions could or should be taken and reflect on how your community is affected by such issues.

iii. Meet with and discuss the experiences of local groups or individuals who „think globally and act locally”. Reflect on their actions and their role in society.

iv. Creatively report on #i and either of #ii or #iii. 5. People are prepared to respond to environmental hazards and natural disasters

i. List the natural landscape and weather hazards in your community. Describe how these situations or events might lead to an emergency and how you and your community prepare for them. OR

ii. Explain how changes to the environment can influence environmental hazards and natural disasters.

iii. Investigate how Scouts Canada contributes to the community agencies that prepare for emergencies and investigate the training they undertake OR

iv. Learn about specialized training that emergency preparedness organizations undertake and undertake a basic level of this training.

Emergency first aid 72-hour emergency kits Search and Rescue Provincial Emergency Measures Wilderness First aid

v. Complete one of i or ii and discuss with your Venturer Company or a

younger section. Complete one of iii or iv.

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6. Environmental project that relates to the previous learning and to the local environment

Select a local environmental issue and plan and execute an environmental project – a project that has lasting effects. [i.e., make a change that makes a different to the community.] Reflect on how the project connects to local, regional and global issues

and share with others on the Scouts Canada website. Reflect on your project and how it has, and will, affect Scouts, the local

community, and the environment. Learn about the Scouts Canada Climate Change program, undertake the ambassador training, and share the activities with a younger section over a four-month period.

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Appendix B. – Useful Web Sites and Contacts.

Climate Change Links: Renewable Energy Simulator Game – Can you pick the best locations for the Renewable Energy technologies?. http://www2.dti.gov.uk/energy/renewables/ed_pack/games/12-16/simulator/ Build your Own Pizza Box Solar Oven. http://www1.eere.energy.gov/kids/roofus/pizza_box.html Be the Mayor of Dumptown and help your citizens reduce their garbage. http://www.epa.gov/recyclecity/gameintro.htm Learn more about climate change and climate science. Find out how you can look for recent climate changes. http://whyfiles.org/021climate/index.html The Great Green Web Game helps you to make smart purchases. http://go.ucsusa.org/game/ Learn more about recycling from these activities, quizzes and experiments. http://www.dnr.state.wi.us/org/caer/ce/eek/earth/recycle/index.htm Here are some science projects that you can do at home. http://www.energyquest.ca.gov/projects/index.html Find out how things around your home work. http://www.energyquest.ca.gov/how_it_works/index.html Ask energy questions to Professor Quester. http://www.energyquest.ca.gov/ask_quester/index.html#general Learn more about renewable energy technology and build your own working models . http://www.re-energy.ca/ Energy jokes and riddles for the comedian in you. http://www.energyquest.ca.gov/games/jokes/index.html Check out these trivia games related to climate change and energy. http://www.energyquest.ca.gov/wattsthat_flash/index.html http://www.energyquest.ca.gov/games/energy_test/index.html http://www.eia.doe.gov/kids/energyquiz.html Try out these energy word puzzles:

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http://www.energyquest.ca.gov/games/crossword_puzzles/index.html http://www.energyquest.ca.gov/games/cryptograms/index.html http://www.energyquest.ca.gov/games/seek-a-word/index.html http://www.energyquest.ca.gov/games/scrambles/index.html http://www.energyquest.ca.gov/games/fall_games/index.html http://www.surfnetkids.com/games/electricity-cw.htm http://www.epa.gov/osw/education/kids/games/crossword/ Learn about energy with these flash cards. http://www.quia.com/jg/77679.html Play this energy web scavenger hunt. http://www.educationaldividends.com/teachers/hunt.asp Do this experiment to discover the effects of burning fossil fuels (Adult supervision required). http://geothermal.marin.org/htstf/mirrors.html Go to NRCat‟s Scratching Post for games, quizzes and homework help. http://www.nrcan-rncan.gc.ca/kids/index_e.html Emergency Preparedness Links: Risks Avalanches - http://www.getprepared.ca/knw/ris/ava-eng.aspx Earthquakes – http://www.getprepared.ca/knw/ris/eq-eng.aspx Floods – http://www.getprepared.ca/knw/ris/fld-eng.aspx Hurricanes – http://www.getprepared.ca/knw/ris/hrr-eng.aspx Landslides – http://www.getprepared.ca/knw/ris/lnd-eng.aspx Severe storms – http://www.getprepared.ca/knw/ris/str-eng.aspx Storm Surges – http://www.getprepared.ca/knw/ris/srg-eng.aspx Tornadoes – http://www.getprepared.ca/knw/ris/trn-eng.aspx Tsunamis – http://www.getprepared.ca/knw/ris/tsn-eng.aspx Wildfires - http://www.getprepared.ca/knw/ris/wldf-eng.aspx Planning/Kits Make an emergency plan: http://www.getprepared.ca/knw/plan/plan-eng.aspx Get an emergency kit: http://www.getprepared.ca/knw/kt/kt-eng.aspx Red Cross Disaster Preparedness: http://www.redcross.ca/article.asp?id=286&tid=025 Youth Friendly Links Federal Emergency Management Agency (FEMA for kids): http://www.fema.gov/kids/

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Government of Canada Emergency Preparedness at home (for kids): http://www.safecanada.ca/kids_e.asp?OP=link&topic=198 Sécurité publique Québec (civil protection for youth): http://www.msp.gouv.qc.ca/jeunesse/index_en.html Brampton Emergency Measures Office (games): http://www.city.brampton.on.ca/emergency_measures/games/index.tml# City of Guelph (fun games and tips to help you stay prepared): http://guelph.ca/uploads/IS_Dept/documents/EP/EPD_fungames_web.pdf U.S. Fire Administration (kids page): http://www.usfa.dhs.gov/kids/flash.shtm

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Appendix E. – Environment Fact Sheets

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Scouts are working towards a world where: 1. People and natural systems have clean water and clean air.

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2. Sufficient natural habitat exists to support native species.

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3. The risk of harmful substances to people and the environment are minimised.

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4. The most suitable environmental practices are used.

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5. People are prepared to respond to environmental hazards and natural

disasters.

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