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
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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!
1717
Traning:Bymeansofagamethechildrenpracticetaking
streetinterviews.
Example from Vienna University of Technology
Subjects
Causesandeffectsofclimatechange;reflectionsonlifestyleandenergyconsumption;practicalexperienceofjournalismandtheroleofmultipliers.
1818
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!
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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.
2121
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
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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
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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.
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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
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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
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Contact us
Projectcoordinators,FreieUniversitätBerlin,Germany:LutzMez,[email protected],[email protected]
ViennaUniversityofTechnology,Austria:RaphaelBointner,[email protected],Denmark:AnnetteGrunwald,[email protected],Denmark:TygeKjaer,[email protected]ätBerlin,Germany:KarolaBraun-Wanke,[email protected],Germany:JennyKupfer,[email protected],Latvia:RaimondsErnsteins,[email protected],TheNetherlands:MaartenArentsen,[email protected],UnitedKingdom:NicholasWatts,[email protected]
www.schools-at-university.eu