Aalborg Universitet

Vi lærer om en bæredygtig fremtid

Skoleelever går på universitetet og lærer om klima og energi - SAUCE praksisbrochure

Braun-Wanke, Karola ; Budde Christensen, Thomas ; Mourits, Sigrid; Duchkowitsch,Manfred; Ernsteins, Raimonds; Sulga, Diana; Grunwald, Annette; Henriksen, Leif; R.Kotzebue, Julia; Watts, Nicholas; Bointner, Raphael; Braun-Wanke, Karola ; Göldner, Lisa;Piening, Annette; Energiplanlægningsgruppen; Henriksen, Leif

Publication date:2011

Document VersionTidlig version også kaldet pre-print

Link to publication from Aalborg University

Citation for published version (APA):Braun-Wanke, K., Budde Christensen, T., Mourits, S., Duchkowitsch, M., Ernsteins, R., Sulga, D., Grunwald, A.,Henriksen, L., R. Kotzebue, J., Watts, N., Bointner, R. (red.), Braun-Wanke, K. (red.), Göldner, L. (red.), Piening,A. (red.), Energiplanlægningsgruppen, & Henriksen, L. (red.) (2011, okt). Vi lærer om en bæredygtig fremtid:Skoleelever går på universitetet og lærer om klima og energi - SAUCE praksisbrochure. http://www.skub.aau.dk

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Schools @ University for Climate and Energy (SAUCE)Schools @ University for Climate and Energy (SAUCE)

Practical examples of out-of-school activities at universities on energy and climate change 

Learning for a sustainable future

SAUCE Resources Guide

2

3

Contents

Introduction  4

Opening up universities: Promoting knowledge and skills on energy and climate change   5

What is SAUCE?  6

SAUCE in practice: Some programme highlights   8 Myenginerunsonhydrogen!Howtobuildaclimate-friendlycar Energyfromnature–andthebio-wastebin! Whenthesurf’sup:Oceanwavesasthepowerstationsofthefuture WearetheClimateCheckers! Energyquiz:HowcanIconserveenergy,savemoneyandprotecttheenvironmentatthesametime? Climatebreakfast:Whatdoesmybreakfasthavetodowithclimatechange? Trashitup:Howmuchartisthereintrash? Showmeyourfeet!Theecologicalfootprint Becomeanarchitectforaday:Builda“green”building

Additional ideas from the SAUCE programmes  28

Selected links   30

Imprint    31

4

Howcanwegenerateenergyfromwind,sunandcowdung?Whatexactlyaregreenhousegases,andwhathavetheygottodowiththetemperatureonearth?HowcanIprotecttheclimatewhilesavingenergy(andmoney)?Whatisthecorrelationbetweenmybreakfast,energy,andclimateprotection,andhowdoIgetsunshineintomycar‘sfueltank?Theseandmanyotherinterestingquestionsaboutday-to-dayissuesastheyrelatetoener-gyandclimatechangearethefocusoftheEU-funded“SchoolsatUniversityforClimateandEnergy”project,SAUCE.FortheSAUCEproject,childrenagedbetween10and13,togetherwiththeirteachers,wereinvitedtothecampus-esofsevenuniversitiesinAustria,Denmark,Germany,Latvia,theNetherlandsandtheUnitedKingdom.Theseuniquelearningenvironmentshavegiventhesechildrentheopportunitytogainknowledgeandexperienceaboutenergyandclimatechange.

Allprogrammesintheprojectadoptaninterdisciplinaryapproach,andprovidearangeofhands-onactivitiestoencouragelearning.Theuniversitiesandlocalpartnersdevelopedscientificexperimentsinvolvingrenewableenergies,on-campus“energytours”,creativewritingworkshops,andartandtheatreactivities,aswellasmanagementandclimatechangeroleplays.Childrenlearnedaboutenergyawarenessinanentertaining,non-patronisingway.TheSAUCEproject’sprogrammeswereadaptedtotheuniquecultureandcontextofeachuniversityaswellasthatcountry’seducationalpolicy.

WehavedraftedthisbrochuretosupplementtheSAUCEHandbook,togiveanideaofthecontentsoftheseflexi-bleandhighlyadaptableprogrammes,andwiththeaim

ofinspiringotherstodeveloptheirownactivities.WehopethisbrochurewillgiveanideaofthewiderangeofactivitiesusedintheSAUCEproject.Thenineexamplesinthisguidewereselectedbythesevenuniversitiesworkingwiththeprogramme.Theydemonstratearangeofsuccessfultopicsandstrategiesthatcanbeusedtoteachthecomplexissuesofenergyandclimatechangeinanage-appropriateway.

Wehopeyouenjoyreadingthisbrochure,andthatyouwillbeencouragedtodiscovernewstrategiesforeducationonenergyandclimatechange.

LutzMez,SAUCEcoordinator,KarolaBraun-Wanke,SAUCEProgrammeDevelopment

Introduction

Vienna

Riga

Berlin

Roskilde

Aalborg

TwenteLondon

“Our biggest challenge in this new century is

to take an idea that seems abstract –sustainable development –

and turn it intoa daily reality for all the world’s people.”

Kofi Annan – former UN Secretary General

TheSAUCEEuropeanpartnersare:

ViennaUniversityofTechnology,AustriaAalborgUniversity,DenmarkRoskildeUniversity,DenmarkFreieUniversitätBerlin,GermanyBerlinEnergyAgency,GermanyUniversityofLatvia,LatviaUniversityofTwente,TheNetherlandsLondonMetropolitanUniversity,UnitedKingdom

www.schools-at-university.eu

5

Climatechangepresentsamajorchallenge,bothlocallyandglobally,particularlyforthosefuturegenerationsthatmakeuptheyouthoftoday.Forthisreasonitisextremelyimportantthatthisissuebecomespartoftheregularschoolsyllabus.ThesevenpartneruniversitiesoftheSAUCEprojectcametogethertoaddresscurrentshortfallsinknowledgeandteachingonthekeyissuesofsustainabledevelopment,energyandclimatechangeinschoolsthroughouttheEuropeanUnion.

IntheSAUCEprojectindividualscientistsfromsevenEuropeanuniversitiesinitiatedanewapproach:Theyopeneduptheiruniversities’premisesasvenuesfortheeducationofanewandyoungtargetgroup.Thissup-portedtransferofknowledgeandskillsandprovidedanopportunityforexploringnewwaysofcommunica-tioninscience.Since2008theseuniversitiesandtheirstaffhaveproducedinteractiveeventsonenergyandclimatechange,undertheauspicesoftheSAUCEproject.Inwell-equippedlecturehalls,workshoprooms,laboratoriesandgardens(aswellasonroofswithsolarinstallations),scientiststurnedthecomplexsubjectsofenergyandclimatechangeintotangibleexperiences

Opening up universities: Promoting knowledge and skills on energy and climate change

forchildrenandteachers.Overthecourseofthreeyears’intensesharedexperience,theSAUCEconceptdevelopedintoafully-fledgedEuropeanprogrammeformatwithmorethan19,000childrenparticipatingfromalloverEurope.Roughly35,000seatsinwork-shopsandlectureswerefilled.

ThroughtheSAUCEprojecttheuniversitiesinvolvedactivelycon-tributedtosocietalchangeandthepromotionofasustainable,secureandfairpolicyonenergyandenvironmentalprotection.

Wenegotiatethenetworkoflife.Astudentsimulatesaninternationalconference

withtheschoolchildren.

Facts and Figures

Since2009,SAUCEprogrammeshaveheldatotalof1,000sessionsinsixEuropeancountries.Thesesessionswereattendedby19,000pupilsand1,250teachersmanyofwhomattendedtwoworkshopsorlectures,fillingatotalof35,000seats.

6

“SAUCE”referstotheconceptoftakinggroupsofchildren,togetherwiththeirteachers,intouniversitiesinordertoprovidethemwithpracticalknowledgeaboutenergyandclimatechange,aswellasintroducingthemtoinitiativesandsolutionsonclimateprotection.Thisideaisbasedonthesuccessfulmodelofthe“children’suniversity”–anideathathasbecomeacommonfeatureatmanyEuropeanuniversities.

InfosallgemeinzuKinderuniversitätenfindenSieunterwww.eucunet.netWhom do we wish to reach? 

What is SAUCE?

SAUCEprogrammesareaimedat10-13-year-olds.Thisisbecausetheissuesofenergyandclimatechangehavetradition-allybeeninsufficientlycoveredineducationalsyllabusesandteachingmaterialsforthisage-group.Moreover,childrenofthisagegroupare(intermsofdevelopmentalpsychology)matureenoughtounderstand,aswellassufficientlyopento,andinquisitiveabout,environmentalissues.

TeachersarealsoofferedsupporttoencouragefurtherteachinganddeepeningofknowledgeafterparticipatinginaSAUCEevent.Whenpossible,teachersareabletoparticipateininformativeeventsoncampusandtobecomeacquaintedwithteachingmaterials,experiments,andwithideasforinter-disciplinaryprojectsdealingwithenergyandclimatechange.Theyaregiventheopportunitytomakecontactwithuniversitystaffandenergyeducationprofessionals.

Characteristics of the SAUCE programme

Focus on climate + energy

Mix of teaching and learning approaches 

Target group: pupils aged 10–13 and their teachers 

One-week progammes

Services for teachers

Interactive and interdisclipinary  lectures and workshops

Exploring climate + energy

Furtherinformationon“children’suniversities”isavailableatwww.eucu.net

PaperEnergyworkshop:Pupilsfollowthepathfromtreetopaperto

uncoverthehiddenusesofenergyandotherresourcesinthepaper-

makingprocess.

7

What do SAUCE events offer?

SAUCEeventsofferhands-on,experience-ledworkshopsandlecturesonenergyandclimatechange.Overthecourseofaweektheuniversitiesinvolvedprovideacomprehensiveprogrammeofbetween25and50activities,someofthemrunsimultaneously.Dependingonthescaleofanyparticularprogrammebetween1,000and2,500childrenmayparticipate.

AnimportantfeatureofallSAUCEprogrammesistheirinterdisciplinaryapproach,dealingwiththescientific,technological,socialandculturalaspectsofclimatechange,renewableenergiesandenergyefficiency.Alleventsareadaptedasappropriatetotheagesofthechildrenandtorelatetotheireverydaylives.

Closed or open SAUCE programme format?

TheSAUCEprogrammeisflexibleandadaptabletopracticallyanycontext.Takingintoaccounttheiruniversity’sresearchfocusandthelocaleducationsystem,SAUCEpartnersdevelopedandsuccess-fullytestedtwobasicprogrammeformats:

An“open-campus” format,whichallowsparticipatingschoolstoselectindividuallecturesorworkshopsandfreelychoosethethematicfocus.Thisformatissuitableforlargercitieswithgreatdemandbyschools,efficientpublictransport,andopencampusesthatallowquickandeasyaccess.

A“closed-cycle” programmeovertheequivalentofaschoolday,usuallywithaplenaryopeningevent(e.g.,asciencedemonstra-tion),followedbysmaller,parallelworkshopsandfinishingwithanotherplenaryeventorfeedbacksession.

“open-campus” format

InpracticeofSAUCE,individualelementsfrombothprogrammeformatswereeasilycombined.

“closed-cycle” programme

9:00-9:30

9:30-12:00

9:30-12:30

10:00-14:00

10:00-11:00+11:30-12:30

10:00-11:30+12:00-13:30

12:30-13:30

9:00-9:30 12:15-13:00

9:45-10:45

9:45-10:45

10:45-11:45

10:45-11:45

8

Wheninitiatingaprogramme,universitystaffandscientistsmustfirstanswerthecorequestionofwhichmethodsaremostappropriateforteachingtheoftenabstractandcomplexissuesofenergyandclimatechangeinauniversitycontext:

Howcanwemakeyoungpeoplethinkaboutchangingtheirattitudestoenergy,intermsoftheirpersonallivesaswellasintermsofpolicy?Howcanwemakepeopleinterestedinwhatisoftenperceivedasa“boring”topic,andonethatisoftenpresentedinanegativecontext–frequentlycoveredbythemediaonlyinthecontextofnaturaldisastersandcatastrophes?Howcanwemakepeoplefeelresponsibleforthefuture,withoutthemfeelingpatronised?

SAUCE in practice: Some programme highlights

TheobjectiveofallindividualprogrammeelementsoftheSAUCEprojectistomakechildrenawareoftheroleenergyplaysintheircurrentlifestylesandconsumption–thatis,inrelationtotheirclothing,nutrition,mobility,hobbies,ortoarchitectureandproductdesign,forexample.

Throughdirect,hands-onexperience–including,forexample,bymakingthings,takingpartina“climatebreakfast”,workingoutone’secologicalfootprintordiscoveringenergyinstallationsonatourofacampus–childrenaregiventheopportunitytoappreciatethekeyissuesofsustainabledevelopmentforthemselves,usingallfivesensesandinvestigatingpotentialsolutionsandopportunitiesforaction.Sincetheprogrammeadoptsaninterdisciplinaryap-proachitcanaddressissuesnotonlyfromecologicalandscientific,butalsofromsocial,socio-political,local,nationalandglobalperspectives.

AllSAUCEprogrammescombinefacts,backgroundknowledge,andsupplementaryknowledgeandinformation,aswellasexaminetherelationshipsbetweencauseandeffectandcombinethesewithpractical,hands-onactivities.Theuniversitiesinvolvedintheprojecthaveimplementedthisapproachinarangeofsituationsincluding:

scientificexperimentsonrenewableenergies(wind,water, bio-mass,solar)inresearchlaboratories;

workshopsonrenewableenergytechnologies(e.g.,fuelcells,windpowergenerators,solar-panels,bio-massreactors);excursionsandworkshops–forinstanceatanecologicalfarm,atalocaltextilerecyclingfactory,ataweatherstation,atabotanicalgarden,andatalocalpowerstation;tourstoenergy-relatedfacilitiesoncampus;art,theatreanddanceactivitiesdealingwithrecycling,resourceconservationandsustainableliving;andquizzes,interactivelecturesandknowledgegamesexaminingvariousissues,including“Whatisenergy?”andthecausesandeffectsofclimatechange.

From abstract theory to hands-on practical experience

Age-appropriate teaching based on real-life experience

Teaching SAUCE concepts at university: keynotes for success

Takechildrenseriouslyanddonotunderestimatetheknowledgeandcompetencestheyhave.

Presentknowledge,factsandfiguresthroughfunny,personalstories,combinedwithhands-onactivities.

Presentinformationandknowledgebymeansofimagesandpersonalexperience.

Involvechildrenandletthemplayanactiverole.

Letchildrenhavealook“behindthescenes”atenergy-relatedfacilitiesoncampusandaroundit.

Disseminatepositive“cando”-messages.

Letchildrendiscoverconcrete,tangibleinitiativesandsolutionsthattheywillrememberandtakehome.

9

Thenineexamplesgivenbelowdemonstratehowthecrucialissuesofenergyandclimatechangecanbebroughttolifethroughinteractiveworkshopsandlectures.TheyillustratehowthefollowingfivecoretopicsoftheSAUCEprogrammescanbeimplemented.Withsomeminormodificationstheyhavebeenusedbyallparticipatinguniversities.

LearningaboutrenewableenergiesEducationthroughgamesandroleplaysConservingenergyathomeandatschoolSustainableconsumptionandlifestyleEnergy-efficientdesignandconstruction

Examples of SAUCE topics

Resource protection

and recycling

Energy and climate change policy

Sustainable architecture 

and urban planning

Energy saving and 

energy efficiency in 

everyday life

Renewable 

energy

Sustainable mobility

Climate science

Product design

SAUCE: Variety of topics

10

Introduction: Thechildrenareintroducedtotheadvan-tagesofalternativeandrenewabletechnologiesformotorvehicles-inparticular,fuelcells.Environmentallyfriendlymodesofmovement(e.g.,walkingandcycling)willalsobediscussed–thatis,onesthatconstituteadeliberate“deceleration”whilecontributingtoclimateprotectionandabetterqualityoflife.Theworkshopalsoaddressestypicalanxietiesandreservations(e.g.,regardingcosts),oneswhichmanyconsumershaveinrespecttosuchalternativetechnologies.Thisworkshopgiveschildrentheopportunitytogetinvolveddirectlyinlearningabouttheprinciplesofbuildingamodelcar,andtogainfirst-handexperienceofthetechnicalrelation-shipsbetweenthegearbox,theweightofthecar,thequalityofdesign,aswellasthematerials.Assemblingthemodelcarrousestheirinterestandcuriosityinsearchingfortechnicalsolutions;atthesametime,aninterestinrenewableenergiesispromoted.

Group activity:Thechildrenaredividedintosmallgroupsoffourorfive.Eachgroupisgivenakit(withdifferingwheelsizes,enginecapacities,chassis,fuelcells,etc.)fromwhichtheyassembletheirownmodelcar.Whiletheyareencouragedtoaskquestions,thechildrenbuildtheircarswithoutrelyingonconstant

Learning about renewable energies

assistancefromtheworkshoptutors.Thecarswillthenbefilled(withfivemillilitresofhydrogen)andtheirefficiencytestedthroughaseriesoftrialruns,andthechildrenhaveanopportunitytooptimisetheircar’sefficiencyaftereachtrialrun.Theobjectiveofthissessionistoencourageeachgrouptoimprovetheefficiencyofitsdesign,todiscardinefficientsolutions,andtolearnhownottobedisheartenedbysetbacks.

Reflection: Inafinalplenarysession,thechildrenareencouragedtodiscusstheirimpressionsandexperiences.Thequestionswillfocusuponthefollowingissues:whatwasthegreatestchallengeforyou?Why?Howdidyoufindworkinginateam?Howmanytrialrunsdidyoudo?Didthecarbecomemoreefficientwitheachrun?Didyouhavefun?Theplenarysessionconsiderstheextenttowhichinnovativetechnol-ogiesprovidesolutionsforclimateprotection,howfeasibletheyare,andtheextenttowhichchangesinone’sownbehaviourcancon-tributetoclimateprotectionandsustainablemobility,e.g.walking,cyclingandusingpublictransportmoreoftenandflyingless.Thechildrenhavetheopportunitytodebatethe‘technicalfix’approachtoclimateproblems.

Objective

Thepurposeofthisworkshopistogenerateenthusiasmforrenew-ableenergies,toencouragegreaterawarenessofpotentialalter-nativesinautomotiveengineering,andtodeliverapracticalunder-standingoftherelationshipbetweenclimate-friendlytechnologiesandenergyefficiency.

Thechildrenareshownthevariouswaysafuelcellfunctions: Howitcanbeusedforlocomotion; Howitcanprovideaclimate-friendlyalternativetofossilfuels suchaspetrolanddiesel(assumingthehydrogenisproduced inanenvironmentallyfriendlyway); Howitcanbeusedtostoreenergy.

Byusingacreativeandinteractive“trialanderror”approach,onethatencouragesfun,curiosityandthejoyofdiscovery,thechildrenbegintorecognisehowtechnologicalandbehaviouralinnovationscanbedeveloped.Theyalsogettoknowsomethingaboutengineering,beforechoosingbetweenartsandsciencesubjectsforsecondarystudy.Thisshouldwidentheirhorizonsandenhancetheircareerprospects.

A hands-on, interactive workshop

My motor runs on hydrogen! How to make a climate-friendly car

Method: Creativeandexperimentalmodelmaking.

Petrolanddieselarefossilfuelsthatplaceaconsiderableburdenonourclimate,ourenvironmentandourhealth.Aren’tthereanyclimate-friendlyalternatives?Whatwillsuchcarslooklike?Howefficientaretheirengines?

Inthishands-on,interactiveworkshop,smallgroupsofchildrenlearnhowahydrogen-fuel-cellmodelcarisas-sembled.Usingthekitprovided,togetherwithafuelcell,eachgroupassemblestheirownenergy-efficientmodelcar–withanendurancetestattheendofthesession.Thewinneristhecarthatgoesthefurthestononechargeofliquidhydrogen.

Duration:Onehour.Educators: EnvironmentalprofessionalsfromArcolaEnergy,London.

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Whichcarprovidesthemostefficienttransport?Byassemblingandtestingout,

thechildrendiscoverhowafuel-cell-poweredcarworks.

Example from London Metropolitan University

SubjectsSustainablemobility;theroleofhydrogeninlow-carbonmobility;renewableenergies(fuelcell)asalternativestofossilfuels;theuncer-taintiesaboutwhichfuelswillbeadoptedsuccessfully

1212

Learning about renewable energies

Slideshow: The“expertpanel”isfollowedbyanotherslideshowthatfeaturesphotosofbio-energyfacilitiesofvaryingsizes.Thesefacilitiesprocess(orferment)eitherbio-massorwastes(suchaschickenslurryorcropresidue)forbiogasproductionwhich,inturn,isconvertedtoelectricityandheatbycombinedheat-andpowerstations(co-generationplants).Thefemalescientistbrieflyexplainshowthesesystemswork.

Expert panel: FarmerBrunoconvenesthesecondexpertpanel,invitingthe“experts”toidentifyandassessotherspeciesofgrainsandsolidorganicmaterials.Thesearepassedaroundtoaudiencemembers.

Discussion: Afterthissession,thetwopresentersusephotostodiscusstheprosandconsofbio-energy.Forinstance,dothemonoculturesofenergy-plantsdestroymeadows,pasturesandrainforests,anddotheyactuallycausepricespikes(offoodorfarmland)which,asaresult,havenegativeconsequencesforworldhunger?Isbio-energythepanaceaforallenergyissues–i.e.,theidealsourceforallelectricity,heatandfuelinthefuture?

Reflection: FarmerBrunoasksthechildrentodiscussamongstthemselvestheprosandconsofbio-energy.Somechildrenareinvitedtopresenttheirimpressionsaswellastheresultsofthese“private”discussionstotheentireaudience.

Objective

Thechildrenareintroducedtovarioussolidorganicsubstancesandgraintypesthatcanbeusedforenergygeneration.Throughdirectcontact(i.e.,throughhands-oncontactandaquiz)theylearnthatbio-energyisarenewableenergygeneratedfrombio-mass.Theyareshownthatthematerialsbroughtbythefarmer(e.g.,wood,straw,maize,rapeseed,sugarbeet,gardenandkitchenwaste,aswellasanimalexcrement)canbeconvertedintoelectricity,heatandfuelsatspecialbio-energyplants.

Introduction: Twopresentersleadtheinteractivelecture,oneafarmerwearingWellingtonsandgreenworkclothing,theotherafemalescientist.“FarmerBruno”introduceshimselftothechildrenandexplainsthatafarmercanproducenotonlypotatoesandeggs,butalso“energy”.Inanentertainingmannerthetwolec-turerspresentphotosofwood,straw,rapeseedandsugarbeet.Duringa“questionandanswer”game,theyinvitethechildrentoguesswhichoftheseorganicsubstancescouldbeusedtogenerateenergy.

Expert panel: Fourchildrenareinvitedtovolunteertositonan“expertpanel”.Thefemalescientistgivesthemsolidorganicmaterials—driedcowpats,mash,straw,hay,andbarkfromtrees,whichBrunohasbroughtwithhimfromhisfarm.Thechildrenstudythesematerialsonthebasisofscientificcriteriaandby“smelling,touchingandtasting,”inordertoidentifythesubstancesanddecidewhichcouldbeusedforenergygeneration.Largeimagesofeachmaterialareprojectedontoascreen,thusenablingtheaudiencetofollowtheentireprocess.

Interactive lecture

Energy from nature – and the bio-waste bin!

Method: Interactivelecturewithroundtablediscussion.

Bio-energy(anyenergygeneratedfrombiomass)isthe“all-rounder”oftherenewableenergies.Bio-energycanbeliquid,gaseousorsolid;anditcanbestored.Yet,howdowegenerateelectricityfromthecontentsofthebio-wastebin,fuelfromrapeseed,orheatfromwood?Doesn’ttheenergyfromchickenslurrystinktohighheaven?Anddoesn’tbio-energyactuallydecimateourrainforests?Dopeopleinpoorercountrieshavetogohungrybecausewewanttofillourcars’fueltankswithbio-fuels?

Duration: OnehourEducators: EngineersfromReinerLemoineInstitutGmbHandfromtheVereinfürIntegrationvonTechnikundOrganismus-VITOSe.V.

1313

Whatisthatfunnysmell?!Cowpatsinthelecturehall!

-FarmerBrunoexplainsentertaininglywhatbio-energyis.

Example from Freie Universität Berlin

SubjectsProducingheatandelectricityfrombio-mass;advantagesanddisadvantagesofgrowingenergycrops;methodsofscientificanalysis

14

Exciting!Experiencetheenergyofocean

wavesinaresearchlab.

14

Learning about renewable energies

Objective

Theobjectiveofthisworkshopistodemonstratehowawavepowerstationworksandhowtheenergyofoceanwavescanbeusedtogenerateelectricity.Fromthemeasurementstheytake-inadditiontotheirexperienceinthetank-,thechildrenlearnthattheuseofwavepowerisarealisticandexcitingformofenergygeneration,onethatisbothrenewableandsustainable.

Howcanweturntheenergyofoceanwavesintoconsumableelectricity–andhowmuchenergywillbemadeavailableasaresult?Usingtheuniversity’soceanwavelaboratorywediscoverhowmuchenergyiscontainedwithinanoceanwave,andhowthisenergymightbeused.

Duration: OnehourEducators: Universitylecturers(PhDstudents)andengineersoftheInstituteofCivilEngineering,AalborgUniversity

Method: Byexperiencingenergyintheuniversity’soceanwavelaboratory.

Introduction: Standingdirectlyinfrontofthelaboratory’swavegenerator,ayoungPhDstudentprovidesanintroductiontothissessionbyaddressingthefollowingquestions:whatisenergy?Howmuchenergyiscontainedinwood,coalorchocolate?Howmuchenergyiscontainedinanoceanwave,andcanwegeneratewavesartificiallytousethemsystematicallyforenergygeneration?

Hands-on activity: Thelecturerexplainshowwaterpowercanbeconvertedintoenergyandwhywaterpoweriscategorisedasaregenerativeenergysource.Followingthisbriefintroduction,thechildrenimitatethetypicalup-and-downmovementsofwavesbypretendingtobewavesthemselves.Afterthistheoreticalandphysical“warm-up”,thechildrenaretakenonaguidedtourofthelaboratory.

Thelecturerexplainshowtheenergyofawavecanbemeasured,andwhatparametersareusedinmeasuringthisenergy.He/sheasksthechildrentoundertakesuchmeasurementsthemselves.Thechildrenenterthetankwearingwadersandmeasurethewaterlevel.Afterthewavegeneratorisswitchedon,theymeasuretheheightofthewaves,alsonotingthelengthofthepausesbe-tweeneachwave.Thecompletedataisenteredintoaspeciallydesignedformandcollectivelyevaluated.

Experience and hands-on workshop

When the surf’s up: Ocean waves as the power stations of the future

SubjectsCausesandeffectsofclimatechange;renewableenergies(e.g.,waterpower).

1515

Measuring,calculating,andexperiencingwaterpower!Bymeansofwaders,thechildrendiscover

howmuchenergyiscontainedinwavesandhowtheirpowercanbeusedtogenerateenergy.

Warmup:Thechildrenimitateanoceanwave.

Example from Aalborg University

16

Journalistforaday!Checkingwhatadultsknowabout

theclimatebymeansofaquiz.

16

Education through games and role plays

groupisgivenaclipboardwithalistofquestionsandstickersreading“ClimateChecked!”Thechildren‘staskistoaddressadultpedestriansandtosubjectthemtoashort“energyandclimatequiz”.Dotheadultsknowaboutthecausesandconsequencesofclimatechange?Howmuchdotheyknowabouttheirownday-to-dayenergyconsumptionandCO2emissions?Howdoexpertopinions,studies,andwarningsfromscientists,researchersandpoliticiansinfluencetheirattitudesandviews?Thoseadultsthatparticipatearepresentedwitha“ClimateChecked!”stickerasatokenofgratification.

Reflection: Laterintheplenary,thechildrenhavetheopportu-nitytosharetheirexperiencesandinterviewresults.Ifnecessa-ry,furtherdiscussionensues;andanylingeringquestionsareanswered.

Objective

Thisworkshopoffersyoungpeopletheopportunitytoassumetheroleofjournalists.Thepresumablyadvancedknowledgeoftheadultsisputtotest–this,bymeansofposingunconventionalquestionsinamannerwhichsimultaneouslysatisfiesthechildren’scuriosityandlet’sthemhavefun.Discussiononenergyandclimateisstimulatedbetweentheinterviewersandtheinterviewed.Thechildrenaskothersabouttheirviews,opinionsandknowledge.Thechildrenlearnhowtheycangetinvolvedinpoliticsandsocietybyaskingsimplequestions.

Whydoadultsconstantlytalkabout“climateprotec-tion”,“sustainability”and“energyconservation”?Whatdotheymeanbythesethingsexactly?Doesonefirstunderstandtheseconceptswhenonebecomesanadult?Hopefullynot!Thissessionattemptstogettotherootoftheseissuesand,bymeansofinterviews,hopestofindouthowmuchtheadultsthemselvesactuallyknowabouttheseissues.Finally,ashortquizontheenvironmentprovidestheopportunityforeveryonetolearnsomething!

Duration: ThreehoursEducators: ScientistsfromtheInstitutfürEnergie-systemeundElektrischeAntriebe(EnergyEconomicsGroup,InstituteofPowerSystemsandEnergyEconomics,ViennaUniversityofTechnology)

Method: Experienceandplay-ledhands-onactivityandtrainingincommunicationskills.

Introduction: Afterashortintroductorygame,thechildrenareinvitedtoformgroups(offivetoseven)andtogatheraroundvariousposters,whichareontheground.Pensareavailable.Anyassociationsthatcometothechildren’smindsarecollectedusingkeywords–includingwind,energy,crudeoilandclimatechange.Subjectclustersareestablishedandthegroupsdiscussthemoststrikingassociations.Interactivediscussionsandexplanationsondiversetopicsfollow-amongstthesearerenewableenergies,fossilfuelenergysources,thegreenhouseeffectandtheenvironment.

Field study: Afterabriefintroductionthatdealswithbehaviourandpersonalsafetyrulesregardingstreetinterviewconduct,communicationandinterview-ingtechniquesusingthe“ball-bearingmethod”arepresented.Usinggroup-trainingmethodology,thechildrenareaskedtositorstandinpairs,facingeachother.Thisgivesthemtheopportunitytopracticesimplecommunicationtechniquesthattheyinturncanusewithpassers-byonthestreet.Thechildrenleavetheuniversitybuildingingroupsofthree.Each

Hands-on workshop and education through play

We are the Climate Checkers!

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Traning:Bymeansofagamethechildrenpracticetaking

streetinterviews.

Example from Vienna University of Technology

Subjects

Causesandeffectsofclimatechange;reflectionsonlifestyleandenergyconsumption;practicalexperienceofjournalismandtheroleofmultipliers.

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Conserving energy at home and at school

Reflection: Thesession’squizelements.aswellasthecommonsearchforfeasibleproposals,raiseclimateprotectionawarenessandencouragethechildrentoincorporatevariousaspectsofthisintotheirday-to-daylives.

Objective

Thisinteractivelectureendeavourstoshowchildreninaplayfulwayhowtheycanconserveenergy;itencouragesthemtoadoptenergy-efficientandclimate-friendlybehaviourintheireverydaylives.Thechildrenlearnhowtoactinaclimate-friendlymannerwithoutcompromisingcomfortorqualityoflife.

Whatisenergy,howisitgenerated,andhowdoesitreachthesockettobeusedbyconsumers?Whatarefossilfuelsandrenewableenergysources?Whatarethekeycharacteristicsofaclimate-friendlyenergysupply?Howcanweconserveenergyandevensavemoneythere-withinourday-to-daylives?Guessalonganddiscoverhowsavingenergyathomecanactuallybefun!

Duration: One-and-a-halfhoursEducators: ScientistsandemployeesfromtheDepartmentofEnvironmental,SocialandSpatialChange,RoskildeUniversity

Method: Interactivelectureandquiztoeducatechildrenaboutenergy.

Introduction: Bydealingwithafewfundamentalques-tions-“whatisenergy;howisenergygenerated;howdoesitreachconsumers’sockets;whatarefossilandrenewableenergysources?”-,childrenaregivenabriefintroductionintothewaysinwhichenergyconsumptioncorrelatestoclimatechange,andthewaysinwhichconsumersand/orchildrencanhelppreventclimatechangeandprotecttheenvironment–this,throughchangesintheirownbehaviouraswellasthroughmeasurestoimproveenergyefficiency.Usingpicturesandimagery,ashortfilmdepictsthecomponentsofatypicallocalenergysupplysysteminDenmarkandout-linespotentialinitiativesandsolutionsthechildrencanpursueforprotectingtheclimateineverydaylife.

Quiz: Inthesecondpartofthissession,yellowandredcardsaredistributed.Questionsregardingthosesubjectspreviouslyoutlinedareposedinafunquiz.Theywilldealwithissuessuchaswhichmeasurescanbetakentoconserveenergyathomeandatwork.Thelecturerwritestwoproposals(oneinredandoneinyellowchalk)ontheblackboard,andthechildrenareaskedtoraisetheirredoryellowcardstoshowwhichtheythinkiscorrect.“Correct”answersarediscussedintermsofhoweachproposalcanbeintegratedintoeverydaylife.

Interactive lecture

Energy quiz: How can I conserve energy, save money and protect the environment at the same time?

SubjectsCausesandeffectsofclimatechange;thecorrelationbetweenenergyconsumptionandclimatechange;proposalsforactionandsolutionsatschool,intheworkplace,andineverydaylife;tipsforconservingenergy

Energycanbereallyexciting!

1919

Example from Roskilde University

Quizinthelecturehall!Inthislecture,thechildrendiscoverhowenergycanbe

generatedandhowpeoplecansavemoneybyconservingenergy.

2020

Sustainable consumption and lifestyle

Discussion and assessment: Duringthebreakfastthechildrenareinvitedtodiscusstheirfoodchoices–whethertheproductstheyhavechosenareclimate-friendlyornot,andwhythatisthecase.Theyareencouragedtotakeintoaccountwhethertheproductsweretransportedoverlongorshortdistances;theamountofpackagingused;andwhethereachproductwaslocallyproducedorinseason.Similarly,theycompareindustriallyproducedfoodwithfreshortraditionallypreservedfood.Sessionsupervisorsaccompanythechildrenthroughout,providinginformationaswellasansweringquestions.

Objective

Byacquiringknowledgeandtakingatourofthefarm,thechildrenuseallfivesensesinordertolearnwhatorganicfoodproductionmeans,howcropsaregrown,andhowanimalsarekept–thoseconsistentwithecologicalcriteria.Theyalsogainanunderstand-ingofthedifferencebetweenconventionalandecologicalfoodproduction.Indeed,theexcursiontothefarm-withitstourand“climatebreakfast”-isaneventofsorts.Thechildrenbecomemoreawareoffarming,foodprocessingandproductionconditions,andtheylearnthatourdailyfoodconsumptioninvolvestheconsumptionofenergyforproducing,processing,transporting,trading,purchasingandpreparingfarmproductsandfood.Thechildrenreturnhomewithanunderstandingofhowtheycanreducetheemissionofgreenhousegasesboththroughtheirpurchasingchoicesaswellastheirclimate-friendlynutritional“style”.

Grapes,strawberries,jamfromSouthAfricaorChile,localmeatsandbutter,cheesefromSwitzerlandandapplesfromSouthTyrol?Ourbreakfastisfullofener-gy!Andnotjusttheenergyweeat,but,inparticular,theenergythatisconsumedinproducing,transportingandprovidingthefood,aswellasdisposingofwaste.Theprojectsessionentitled“Climatebreakfast:whatdoesmybreakfasthavetodowithclimatechange?”takesaverypracticalapproachbyhavingbreakfastatanorganicfarm.Intheprocesswediscoverwhereourfoodactuallycomesfrom,andhowourfoodrelatestoclimateprotection.

Duration: One-and-a-halfhoursEducators: ScientistsoftheTwenteCentreforStudiesinTechnologyandSustainableDevelopment,Univer-sityofTwente,andrepresentativesfromanecologicalfarm,ZorgboerderijViermarken.

Method:Learningwiththefivesenses:anexcursionwitha“climatebreakfast”toanecologicalfarm.

Introduction: TheexcursiontotheZorgboerderijViermarkenfarmbeginswithabrieflectureonfoodproduction.Itoutlineskeycriteriarelatingtoecologicalfarmingandanimalhusbandry,andcomparesthesewithconventionalfarmingmethodsandintensiveanimalhusbandry.Knowledgeisimpartedthroughgamesandquizzes,withthechildrentakinganactiverole,askingquestionsabouttheoriginoffoodaswellasthecorrelationbetweenclimatechangeandnutrition.Thechildrenreceiveaguidedtourofthefarmwheretheyareshownachickencoop,apigsty,greenhouses,andfieldsinwhichcropsaregrownandanimalskept–allinaccordancewithecologicalprinciples.

Climate breakfast: Thechildrenmeetforabuffetbreakfastwheretheycanservethemselves,choosingfroma)local,seasonalandorganicallyproducedfood;andii)foodimportedfromallovertheworld.Thebreakfastlastsabout30minutes.

Experience and hands-on workshop

Climate breakfast: What does my breakfast have to do with climate change?

SubjectsTheoriginandproductionoffood;thecorre-lationbetweenclimatechangeandnutrition;gettingtoknowecologicalfarmingandanimalhusbandry,andhowthisdiffersfromconventionalfoodproduction.

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Example from University of Twente

Wheredoesourfoodcomefrom?Howmuchenergyiscontainedinourbutter,meatsandjam?Thechildrenlearnonafarm

howcloselyconnectedclimateprotectionandnutritionare,andhowonecaneatinanenvironmentally-friendlyway.

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Sustainable consumption and lifestyle

dealingwiththeissueof“recycling”.Theyareabletolettheirimaginationrunfree.

Thissessionisunusualforthechildrenintwoways:a)themultitudeofmaterialsmadeavailableandb)thelargerangeoftoolstheycanuse,includingsaws,drills,hammers,hot-meltadhesive,sewingmachines,pliersandothertools.

Reflection: Attheendoftheworkshop,thechildrenpresenttheirsculpturesandcreations.Thesearedocumentedwithnamesaswellasintentions.Photographsaretakenofallobjectsandtheircreators;thechildrenarepermittedtotaketheworkshomewiththemiftheywish.

Objective

Thiscombinationofteachingandartisticactivityallowsthechildrentoreflectupontheconsumersocietyinwhichtheyliveanduponthedepletionofnaturalresources-and,therewith,thesquander-inganddestructionofvaluablenatural(energy)resources.

Thepossibilitiesforrecyclingandup-cyclingaredemonstratedthroughthepracticalandcreativere-useofpackagingwastetomakeart,aswellasthroughdiscussionswiththearttutors.Further,thechildrenareencouragedtodeveloptheirownso-lutionstothewasteproblem,i.a.avoidingexcessivepackagingwaste.

Byworkingwithtoolsanddiscussingissueswithartists,childrenaregiventheopportunitytoreconsidertheirownlivesandlife-stylesasconsumers,anddiscovertheirowncreativity.Forchildrenfromsociallydisadvantagedfamiliesinparticular,thissessionoftenpresentsthefirstopportunitytoworkwithtoolsorengageindirectcontactwithartists.

Trashisn’tjustmeantfortherubbishbin!Wecanusehouseholdwastecreativelyinmanyways,eventurningitintoart.Renownedartists,architectsanddesignersworldwideareshowingushowthisisdone.Oldcartiresandtarpaulinsarebeingturnedintobags;eggcartonsanddiscardedstuffarebeingturnedintosculpturesanddesignerartefacts.Togetherwithtwoartists,wetakeacriticallookatthegrowingwasteheapsgeneratedbyourconsumersocietyandconsiderhoweachofuscanavoidwaste.Atthesametime,thesessioninitiatesacreativewasteworkshop.

Duration: FourhoursEducators: Independentartistsandartteachers

Method:Creativeworkshopwithintroductorylectureandquiz

Introduction: Abriefintroductorylecture(30minutes),consistingofapresentationaswellasquizelements,providesinformationonthehistoryofwastewithinthecontextofindustrialdevelopment.Whendidnotionsofwasteand/orpackagingwastebecomeanissue?Whatisthecorrelationbetweenenergyconsumption,wastedenergyandresources?Explanationsofkeytermssuchaswaste,reuse,recycling,up-cycling,etc.areprovided.

Followingthis,theartistspresentworksbyrenownedarchitects,designersandartistsfromallovertheworldwhohavemadepackagingwasteandrubbishthesub-jectoftheirwork.Theseoriginalworksandobjectsd’artprovidethepointofdepartureaswellasthebasisforthesubsequentthree-hourcreativeworkshop.

Creative workshop: Thechildrenaregiventheoppor-tunitytoworkinaspacious,well-equippedroomwithmaterialscollectedathomeespeciallyforthispurpose–i.e.,packagingwaste,fabric,wood,dolls,toys,etc.Notonlydothearttutorsprovideadditionalmaterial,buttheyencouragethechildrentouseasmuchofthediversematerialaspossible.Thechildrenworkaloneoringroups;theyusematerials“creatively”while

Creative workshop

Trash it up: How much art is there in trash?

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Trash=Art!Thechildrencreatesculpturesandobjectsfromhouseholdtrashtheyhavebroughtalong.During

thecreativeprocesstheylearnthatenergyconsumptionandproductionofpackagingmaterialsareconnected.

Theyexperiencethatonecanhavefunbycreatingartandunusualobjectswithoutspendingalotofmoney.

Example from Freie Universität Berlin

SubjectPackagingmaterialsandclimate-relatedimpacts;thecorrelationbetweenconsumptionandclimatechange;conservingresourcesthroughenviron-mentallyconsciousshopping,wasteseparationandrecycling.

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Sustainable consumption and lifestyle

Discussion: Onthebasisoftheresultsproduced,thechildrendiscusstheconceptofthe“ecologicalfootprint”,aswellassolutionsforreducingthefootprintsoftheirhomesandschool.Whatfeasiblealternativesarethere,intermsofaclimate-friendlyandresource-conservingnutritionormobility?Whatcaneachindividualdotoprotecttheenvironment?

Reflection: Thechildrendiscussthequestionofhowtheycanmaketheirfamiliesandfriendsawareoftheconceptof“ecologicalfootprints”,andhowtheycanpersuadethemtoadoptamoreclimate-friendlywayoflife.

Objective

Theobjectiveofthisworkshopistogivechildrenanintroductiontothebasisforcalculatinganecologicalfootprint,allowingthemtodetermineifandtowhatextenttheirlifestyleissustainable,andtofindouthowtheycanimprovethisthroughchangesintheirday-to-daybehaviour–thosewhichincludemodestinitiativesregardingnutrition,mobilityandconsumption.

Didyouknowthatyourlifestyleandenergyconsump-tioncanbemeasuredintermsofan“ecologicalfoot-print”?Youcancalculateanecologicalfootprintusingdataonenergyconsumptioninyourschoolorhome.Whatinformationcanyougleanfromthis?WecomparetheecologicalfootprintsofseveralcitiesandregionsinLatviawiththoseofothercitiesandcountries;andtogetherwetrytofindwaystoreducethefootprintsofchildren’shomesandschoolsbychangingbehaviourandthuscontributingtoclimateprotection.

Duration:One-and-a-halfhoursEducators:  ScientistsoftheDepartmentofEconomyandManagement,UniversityofLatvia.

Method: Interactiveacquisitionofknowledgeontheconceptoftheecologicalfootprint,withquizelements.

Introduction: Byconductingafunquiz,thelecturerexplainswhatexactlyismeantbytheterm“ecologicalfootprint”.Itinvolvesamethodwhichallowsforthecalculationoftheamountofspaceonearththatwouldbenecessarytosupportacertainlifestyleandstandardoflivingforeveryindividual,includingthevolumesnecessaryfortheproductionoffoodandclothing,andforenergygeneration.Theresulting“carbonfootprint”canthenbeusedtodemonstratethedifferencesintheconsumptionofrawmaterialsandenergy(i.e.,thevarious“footprints”)thatexistbetweencountriesand/orregions.

Hands-on activity: Priortothisactivity,childrenandteachersareaskedtogatherinformationabouttheenergyconsumption(electricity,gas,water)oftheirschoolandhomes,andtobringthisdatawiththem.Followingtheintroductorysession,thechildrenfeedthedataintoacomputer.Theecologicalfootprintoftheirschooliscalculated;thereafter,thechildrenlearnhowtotransmitthisdatatotheirownpersonalconsumption.Duringtheworkshoptheycalculatetheecologicalfootprintoftheirfamiliesandfriends

Subjects

Causesandeffectsofclimatechange;thecorrelationbetweenclimatechangeandlifestyle;potentialactionseveryonecantake.

Hands-on workshop

Show me your feet! The ecological footprint

2525

HowmanyplanetswouldweneedifallpeopleonearthwouldlivelikeusinLatvia?

Theecologicalfootprintisthetotalofalltheland(i.e.farmland,forest,meadows,industrial

premises)thatapersonuseswiththeirwayoflife.Afootprintcanalsobecalculatedforcities

andcountries.

Examples from University of Latvia

2626

Energy-efficient design and construction

Whereisthesunintheafternoon?Howcanwebringmoregreen-eryintothetown?Wherecanyourideyourbicycle?Howlongistheroutetoschool?

Thechildrendiscusstheseaspectsandcollectivelybuildamaquette,includingoutdoorfacilities.Architecturestudentsareonhandtomediateintheeventthechildrencannotagreeoncertaindesignsolutions(thusprovidinganopportunityforthestudentstogainprofessionalandteachingexperience).

Presentation of results:Eachgrouppresentsitsresults,outliningthereasonsfortheirparticulararchitecturalsolution.Everymaquetteisphotographedtogetherwiththechildrenwhocreatedit.Attheendofthesession,variousconclusionsarecollectivelydrawnabouttheresultsofthework.

Objective

Theobjectiveofthisworkshopistoallowchildrentogainanunderstandingofthecriteriaforenergy-efficientconstructionandsustainablebuilding–particularlyregardingtheuseofsolarpower.Whiledesigningtheirhousesthechildrenalsohavetheopportunitytouseandfurtherdeveloptheirowncreativeandcooperativeabilities.Inanengaging,playfulway,thechildrenlearnthatrenewableenergiesarearealisticandattractivepossibilityinthedesignofattractiveandfunctionalhousesandcommunities,consistentwithecologicalcriteriaandatareasonablecost.

Whatdoesa“green”buildinglooklike?Whathastobetakenintoaccountwhendesigningone?Howcanwebuildattractivehousesthatconsumeaslittleenergyaspossibleandusethepowerofthesun?Thissessionexaminesanddevelopsarchitecturalsolutionsandconsidershowwecanoptimisetheuseofsolarenergytomeetdomesticenergydemand.

Insmallgroupsoffourtosixchildrenweassumetheroleofarchitectsanddesignanenergy-efficientandenvironmentallyfriendlyhouse,onesurroundedbygreenery.Whatdesigncanyoucomeupwith?

Duration: ThreehoursEducators: ScientistsandarchitecturestudentsatAalborgUniversity.

Method: Creativeworkshop,workingwitharchitecturalmodels.

Introduction:Thearchitectsdeliveralecturebrieflyexplainingthecausesandeffectsofclimatechange.Thereafter,theypresentvarioussolutionsforsustain-ablebuildingandtheenergy-efficientconstructionofresidentialbuildingsandcommunitiesusingsolarpowerforheatingandhotwater.Thechildrenarebriefedontheinformationthatshouldbetakenintoaccountindesigningsolarinstallations(e.g.,theorientationofthebuildingfacingsouthward).

Creative workshop:Thechildrenaredividedintogroupsoffourorfive.Theyarepresentedwiththetaskofde-signingacommunitythatincludesbuildingsreliantontheuseofsolarpower.These,however,needtomeetcertainexpectationsintermsoflivingcomforts.Toproducethenecessarymodelstheyareprovidedwithcardboardboxesofvarioussizesaswellasthematerialstypicallyusedbyarchitectstoproducedummiesor“maquettes”(e.g.,miniaturetreesandbushes,figurines,mossandglue).

Thelecturersprovideadviceaswellasconstructiontipsanddirections:Wherearethecompasspoints?Howcanroomsbedesignedtomaximiseavailable daylight?

Creative workshop

Become an architect for a day: Build a “green” building

Subjects

Causesandeffectsofclimatechange;energy-efficientbuilding;criteriaforsustainablearchitectureandurbanplanning;opportunitiesrelatingtorenewableenergiesinarchitectureandconstruction.

2727

Withthepowerofthesunandmanyideas!

Thechildrenimplementtheirvisionofgreenliving.

Example from Aalborg University

28

Additional ideas from the SAUCE programmes

LectureRecycling fashion - The long life of a pair of jeansTwente of UniversitySubjects: Connection between clothes production and climate change, sustainable consumption and lifestyle

Howmuchenergyiscontainedinyourjeansandtowhatextentcanthechoiceofclothescontributetoclimateprotection?Inthislectureanexpertintextilerecyclingreportsaboutthelifecycleofourclothesandtheconnectionandinfluenceoftextileandclothingproductionontheclimateandtheenvironment.

Games workshopHow does climate change influence our forests?University of LatviaSubjects: Connection between climate change and the loss of biodiversity; everyday climate protection

Byengagingingamesthechildrenlearnabouttheim-pactsofclimatechangeonthedomesticforests.Istheimpactvisiblealready?Howdothetrees,coniferousforestsandwildanimalsrespond?Arethereactionsthatcanbetakentocontainclimatechangeandpreservetheforests‘ecosystems?Teamsplayingaboardgamedevelopsolutionsforcontributingtotheprotectionofourforests.

Experimental workshop Build a wind turbine with lots of action!Freie Universität BerlinSubjects: Functioning and effect of wind power

Awindmill-competitionawaitsyou!Smallgroupsworktogetherinbuildingamodelwind-turbinefromrecy-cledcardboardandplastic.Intheworkshopyoulearnhowwindturbineswork;intheteamyougetengineeringpracticeandfindoutwhyrenewableenergyresourcescanstopclimatechange.Youwillhavefunatthewindtunnel:thereyouwillbeabletotesttheefficiencyofyourturbine

Hands-on workshopWhy I am a climate-champion London Metropolitan UniversitySubjects: Causes and consequences of climate change

Sixteen-year-oldLouisereportsfromherexpeditiontotheArctic–specificallyaboutthelivesoftheInuitandhowclimatechangethreatenstheareawheretheylive.28youngpeoplefromvariouscountriesparticipatedintheartsandscienceproject.Joinusonthisexcitingtrip.

Hands-on workshopThe power of the solar creaturesVienna University of TechnologySubjects: Fossil and renewable energy resources

Theshortfilms“FreundederSonne”(Friendsofthesun)and“FreundederSchatten”(friendsoftheshadows)providethechildrenwithinformationonrenewableandfossilenergyresources.Alivelyquizwillrevealwhopaidattentionbestandthechildrencanapplytheirknowledge

Interactive lectureWhat are climate-killers and how do they change our climate? London Metropolitan UniversitySubjects: Causes and consequences of climate change 

Experiencethefascinationofchemistryandexperienceaknowl-edge-showinwhichexperimentsdemonstratethephysicalfunctioningofthegreenhouseeffectandwhichgasescontributetoglobalwarming.LearnaboutthegasCO2.Findoutwhyitturnstheoceansacidicandwhichpositiveandnegativeimpactsthegashasontheenvironment.

29

Hands-on workshopHow do you generate electricity from sunshine and wind?Vienna University of TechnologySubjects: Renewable energies

Howcanweusethesun,wind,biomassandwaterforgeneratingelectricityandheat?Inafunny“1,2or3?”-quizyouhavetofindthecorrectanswershiddenintheinformation.

Hands-on workshopClimate change in Denmark?Roskilde UniversitySubjects: Causes and consequences of climate change

Howdoestheclimatechangeinfluencetemperature,rainandwaterlevels?Whichsubstancesareclimatekillersandhowdoesthegreenhouseeffectwork?ScientistsshowyouhowthingsareinterconnectedandwhatimpacttheclimatechangehasinDenmark.

Creative writingWrite it down: A different approach to waste separation and climate protectionFreie Universität BerlinSubjects: Conservation of resources and separation of waste, climate protection in everyday life

Comewithusanddiscovertheworldofwriting!Inadialogue,withimagestogiveimpulsesandassocia-tionswasteseparationandclimateprotectionbecomeeasyaspie.Creativewritingopenssecretdoorsandletsyoudiscoveryourideas;joinandfindouttowhichworldsyouaretakenbyyourcuriosityandjoyofwriting.Inwhatwaywillyouperhapschangeyoureverydaybehaviour?

Interactive lectureWhat is energy? Can energy be renewed? University Roskilde Subjects: Renewable energies

Whatdoesthetermof“renewableenergies”mean?Whatarerenew-ableresources?Howcanchickenslurrybeturnedintoelectricityandheat?Hereyoulearnwhattheterm‘“renewableenergies”meansandhowitcanbeusedinasustainableway.

Activity workshopExperimenting with energyAalborg UniversitySubjects: Experience energy in a playful way

Byplaying,experimentingandsettingoffaminorexplosioninathrillingchemistryandknowledgeshow,studentsexplainwhatenergyisandhowitcanbegenerated.TheChildrenexperimentwithsolarenergyandfindoutwhattheterm“energy”means.

Informationisavailablewww.schools-at-university.eu

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Selected links

Belowyouwillfindcontactinformation(compiledbytheparticipatinguniversitiesandlistedbypartnercountry)ofthemostimportantlocalandnationalprojectpartnersaswellassourcesoffurtherinformationforteachers.

AustriaIGWindkraft-Kinderprojekt“DieErneuerbaren”www.igwindkraft.at/kinder

FORUMUmweltbildung-CarbonDetectiveswww.carbondetectives.at,www.umweltbildung.at

KlimabündnisÖsterreichwww.klimabuendnis.at

DieUmweltberatung-KompetenzzentrumfürUmweltbildungwww.umweltbildung.umweltberatung.at

DieUmweltchecker-Nachhaltigkeitfürdie2.bis6.Schulstufewww.umweltchecker.at

DenmarkSkoletjenesten(AalborgKommune)www.skoletjenesten.daks.dk

NTS-centerNordjyllandwww.nts-centeret.dk

EMU–DanmarksUndervisningsportalwww.ubu.emu.dk

Energitjenestenwww.energitjenesten.dk

SkolernesEnergiforumwww.skoleenergi.dk

Bjørnvig/relationswww.bjoernvig.com

DetmobileSciencecenteriKøbenhavn–enselvforsynendebypåvedvarendeenergiwww.mobilesciencecenter.dk

GreenKidswww.green-kids.dk

GermanyBildungsservicedesBundesministeriumfürUmwelt,NaturschutzundReaktorsicherheitwww.bmu.de/bildungsservice

Bildungswiki“Klimawandel”desHamburgerBildungsserverswww.wiki.bildungsserver.de/klimawandel

UnabhängigesInstitutfürUmweltfragenwww.ufu.de

UmweltbüroNorde.V.www.umweltschulen.de

Great BritainActionAidwww.powerdown.actionaid.org.uk

CapeFarewell-Educationwww.capefarewell.com/education

CentreforAlternativeTechnologywww.cat.org.uk

EPSRC(EngineeringandPhysicalSciencesResearchCouncil)UniversityCollegeLondonDrAndreaSella,EPSRCSeniorMediaFellowwww.ucl.ac.uk/cheltenhamblog/tag/andrea-sella

Seed-SustainabilityandEnvironmentalEducationwww.se-ed.co.uk

Latvia InstituteofSolidStatePhysics,UniversityofLatviawww.cfi.lv

InstituteofPhysicalEnergeticswww.innovation.lv/fei

MinistryofEducationandScience-CentreforCurriculumDevelopmentwww.visc.gov.lv

VidesLabirints(EnvironmentalLabirinth)www.aluksne.lv/videslabirints

NetherlandsEcocschoolswww.eco-schools.nl

Natuurlijkduurzaamwww.natuurlijkduurzaam.nl

NatuurenMilieueducatievandeGemeenteEnschedewww.enschede.nl/toerisme/natuureducatie

ThefollowingprojectsundertheEuropeanIntelligentEnergyEuropeProgrammeprovidemorehints,informationandbackgroundforteachingyoungaudiencesaboutenergyandclimatechange:www.iuses.eu|www.myfriendboo.com|www.flicktheswitch.eu|www.kids4future.euwww.energyunion.eu|www.rainmaikers-eu.eu|www.learn-energy.net/education

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I N T E L L I G E N T E N E R G YE U R O P E

Supported by

Photo Credits

Covertopleft:HansSchürmann,Zurich,Switzerlandtopright:LondonMetropolitanUniversity,UnitedKingdombottomleft:KarolaBraun-Wanke,Berlin,Germanybottomright:ThorBagger,Aalborg,Denmark

pp.2top,5,13,23,25,31:KarolaBraun-Wanke,Berlinpp.2bottomleft,14,15,27:ThorBagger,Aalborgpp.2bottomright,11:LondonMetropolitanUniversitypp.4,21topandbottomright:UniversityofTwentep.6right:CorneliaWolter,Berlinpp.6left,9,18,19bottom,21topandbottomleft:KlaraManjock,Berlinpp.16,17:ViennaUniversityofTechnologyp.19top:RoskildeUniversity

Imprint

Author:KarolaBraun-Wanke,FreieUniversitätBerlin

With contributions from:ThomasBuddeChristensenandSigridMourits,RoskildeUniversityManfredDuchkowitsch,ViennaUniversityofTechnologyRaimondsErnsteinsandDianaSulga,UniversityofLatviaAnnetteGrunwaldandLeifHenriksen,AalborgUniversityJuliaR.Kotzebue,UniversityofTwenteNicholasWatts,LondonMetropolitanUniversity

Editorial Office:RaphaelBointner,ViennaUniversityofTechnologyKarolaBraun-Wanke,FreieUniversitätBerlinLisaGöldner,FreieUniversitätBerlinAnnettePiening,FreieUniversitätBerlin

Editing of English edition:AnnettePiening,FreieUniversitätBerlinNicholasWatts,LondonMetropolitanUniversity

Translation from German and proofreading:ask@coSprachendienstGmbH,Berlin,Germany

ThisresourceguidewaspublishedaspartoftheEuropeanproject„SchoolsatUniversityforClimateandEnergy“(SAUCE)www.schools-at-university.eu

Layout:onfire-design,Berlin,Germany(art-direction:ThomasSenft,layout:RicardaWallhäuser)Print:Laserline,Berlin,GermanyProduction:JoachimLüning,www.joachim-luening.dePrintedon100%recycledpaper

October2011|Numberofcopies:500

Disclaimer:Thesoleresponsibilityforthecontentofthisbookletlieswiththeauthors.ItdoesnotnecessarilyreflecttheopinionoftheEuropeanUnion.NeithertheEACInortheEuropeanCommissionareresponsibleforanyusethatmaybemadeoftheinformationcontainedtherein.

Pimpitup!

SAUCEartfullybeadshouseholdtrash.

FortheEuropeanprojectSAUCE,energypolicyresearchersfromsevenEuropeanuniversitiesandtheBerlinEnergyAgencyjoinedforces.From2008until2011,theydevelopedandpromoteduniversityprogrammesforschoolsasaninnovativeeducationaltoolaimingtomakeyoungergenerationsawareofsustainableenergysolutionsandadoptintelligentenergybehaviour.Inanexitingnewlearningenvironmenttheprogrammesaddresspupils,teachers,researchersandeducatorsandfacilitatetheexchangeofideas,knowledgeandexperienceinthelocalcommunity.

ThispublicationpresentsaselectionoftheSAUCEworkshopsandlectures.Asecondpublication,theSAUCEhandbook,compilestheessentialsfromourpartners’experiencesindevelopingandorganisingSAUCEprogrammes.SAUCEissupportedbytheEuropeanprogrammeIntelligentEnergyEurope.Thisprogrammeaimstopromoteenergyefficiencyandrenewableenergysources.Ithelpsallofustoproduceanduseenergyinmoreintelligentwaysandtoincreasetheuseofrenewables.

For more information visit: www.schools-at-university.eu

About SAUCE – Schools at University for Climate and Energy

I N T E L L I G E N T E N E R G YE U R O P E

Supported by

Contact us

Projectcoordinators,FreieUniversitätBerlin,Germany:LutzMez,lutz.mez@fu-berlin.deAnnettePiening,a.piening@fu-berlin.de

ViennaUniversityofTechnology,Austria:RaphaelBointner,bointner@eeg.tuwien.ac.atAalborgUniversity,Denmark:AnnetteGrunwald,grunwald@plan.aau.dkRoskildeUniversity,Denmark:TygeKjaer,tk@ruc.dkFreieUniversitätBerlin,Germany:KarolaBraun-Wanke,k.braun-wanke@fu-berlin.deBerlinEnergyAgency,Germany:JennyKupfer,Kupfer@berliner-e-agentur.deUniversityofLatvia,Latvia:RaimondsErnsteins,raimonds.ernsteins@lu.lvUniversityofTwente,TheNetherlands:MaartenArentsen,m.j.arentsen@utwente.nlLondonMetropolitanUniversity,UnitedKingdom:NicholasWatts,n.watts@londonmet.ac.uk

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