Non-formal Education Activities
The upcoming activities are designed to promote a Green and Sustainable Europe by raising awareness of climate issues and fostering collaborative problem-solving. Through interactive exercises and group discussions, participants will learn how climate change affects their local environments and explore effective ways to convey complex climate messages. The activities will also address potential climate impacts and options for the appropriate use of these messages in various contexts. By creating a dynamic and cooperative environment, these experiences aim to energize participants, strengthen their bonds, and inspire a collective commitment to sustainability and environmental protection.
Climate Change in My Community
OBJECTIVE
Help participants understand how climate change affects their local environment and encourage problem-solving.
STEPS
Group Discussion (15-20 mins): Divide participants into small groups and ask them to discuss the changes they’ve noticed in their community related to climate change (e.g., unusual weather patterns, floods, droughts, pollution).
Drawing the Impact (15-20 mins): Each group creates a drawing or visual representation of what their community looks like after experiencing different climate change impacts, such as floods or droughts. This encourages them to think about the consequences in a creative way.
Solutions Brainstorming (20-30 mins): Groups then brainstorm practical solutions for adapting to climate change. These could include things like water conservation, reforestation, or using renewable energy.
PRESENTATION (15-20 MINS)
Groups present their ideas to the rest of the participants, fostering discussion and sharing of solutions.
Adaptations
To make the “Climate Change in My Community” activity accessible to all participants, you can adapt the materials and communication methods used. Provide verbal instructions, tactile materials like textured paper, and allow audio feedback for group presentations. Assistants can guide them through the activity, ensuring they are fully included in discussions and brainstorming.
Use sign language or provide written instructions on a screen or paper. Visual aids like diagrams and large pictures can help them engage with the task. Additionally, visual signals, such as flashing lights, can be used to indicate when it’s time to switch tasks or share ideas. These small adjustments ensure that everyone can participate actively in the learning experience.
Climate Message
OBJECTIVES
To explore how complex climate messages are transferred
To explore options for appropriate use of climate messages
PARTICIPANTS: 10-100, recommend having 5-10 people in 1 group
TIME
10 – 15 minutes
MATERIALS NEEDED
The climate message on a piece of paper
PROCESS
1. Prepare a Climate message on a piece of paper. Ensure that the forecast is relevant and realistic for the area you are working in. You can also use a quote from an actual seasonal forecast. Here is an example:
“Currently we are experiencing a strong ENSO signal- and are in an El Nino phase. There is a 60% chance that there will be less than average rainfall and a 45% chance that the maximum temperatures will be lower than average for the months of November – December – January. The long term forecasts show that there is an increased chance that the central parts of the country might experience drier conditions or even drought conditions.”
Note: when playing with children/youth, limit the message to 2 short sentences.
2. Divide the participants in two (or more) groups. All groups stand or sit in a line
3. Explain the setting: there are different extension officers that have been tasked to share the seasonal climate forecast with the farmers of their area. They hold a meeting with lead farmers and pass on the seasonal forecast message.
3. The first person in the row will be told the forecast.
4. Ask the persons to pass on the message considering two rules. It is recommended to be strict:
Rule 1: No repeating of the message – only say it once
Rule 2: No notes may be taken
5. Once the message reaches the end, ask the last person to write down the message that has reached them. Read the message and share the original message with the group.
ALTERNATIVE
ask the last person to give advice to the local farmers, based on what they heard.
Adaptations
To adapt the “Climate Message” activity to be more accessible, simple adjustments can be made. Provide the climate message verbally, ensuring that the content is described in detail. Instead of visual materials, use tactile elements to represent key weather features, like raised symbols to show temperature changes or rainfall. A facilitator can guide the participants through the activity, ensuring they are included in passing on the message.
Communicate the climate message using sign language or provide written instructions. Use visual cues, such as hand signals or flashing lights, to indicate when it’s time for participants to pass on the message. Allow all the participants to collaborate in groups using writing or signing, ensuring they fully understand the content before passing it on. These adaptations help ensure accessibility for all participants.
DEBRIEFING
The debriefing is where the shared learning takes place (see image 3). Example questions:
1. Were there differences between different groups’ final messages? Why do you think that was?
2. What made it easy, or difficult to communicate a climate message?
3. What does this mean for our practice in using climate messages?
Sinking Island
OBJECTIVES
To learn about possible climate impacts
To energise and create a sense of bonding among participants
NUMBER OF PLAYERS
8+
TIME
10 – 20 minutes
MATERIALS NEEDED
Flip chart paper, recycled newspapers, pieces of cloth, or used A4 sheets.
PROCESS
Divide participants into groups of 4 -5 players, you can divide in single sex groups
Put a flipchart paper on the floor and ask all group members to step onto the paper
Tell the players that the paper symbolises an island which is affected by sea level rise (see narrative options)
EXPLAIN THE AIM
The group that manages to keep everyone on the increasingly small surface wins
Count down from 10 to 1 and if all team members remain safely on the ‘island’ by not stepping off the paper, they proceed to the next round.
Ask all remaining players to step off the ‘island’ and fold the paper in half, or take a sheet of A4 away. Narrative option: you have left your island and when you get back – gues what… the sea level has risen;
Players get back on their islands. Count down from 10 to 1 again and those who are safe proceed to the next round
Keep reducing the size of the paper in half until you have a winning team. Congratulate the winner.
Adaptations
Use verbal instructions and tactile materials, like textured surfaces, can help represent the “island” and sea level. Sound cues or verbal countdowns can signal when the sea level rises, and assistants can help guide them through the game.
Write instructions or sign language can be used to explain the rules. Visual cues, such as hand signals or flashing lights, should indicate key moments, like when the sea level rises or when it’s time to move. A written version of the debriefing questions ensures that all participants can reflect on their experience. These adaptations ensure inclusivity for everyone in the activity.
Debriefing: The debriefing is a crucial part of this exerice as this is where the shared learning takes place. Example questions: How did you feel? What did you experience? What made you feel good? What made you feel uncomfortable? How did what you experienced relate to your context? Is there anything from this game that you would like to take forward?
Different narrative options:
You are on an island the sea level is rising due to climate change
Your village is flooding and you escaped to higher ground on a small hill and the water level is rising
You are on an iceberg that is melting due to global warming
You are on the edge of a desert and your region is experiencing desertification