| |
|
|
|
ELY
Table of Contents (3 pages.) (pdf - EN) 
Table
of Contents to the Energy Literacy for Youth (ELY) Training Material
of the
14 methods in 4 modules.
Each method is described in the Handbook (37
pages.) and used together with the Facilitator Material
(116 pages.) and the Fact Sheets.(47 pages.).
The Background text (19 pages.) includes an introduction
to the project and to the training methods. |
|
ELY
Handbook (37 pages) (pdf - EN) includes guiding to the
trainer how to do the training for the 14 methods in the
4 modules. It includes how to introduce the topic, how to
implement, easy and advanced versions, question points for
discussion, and conclusions.
There is also an estimation how much time a method takes and, which facilitator
material, and fact sheet can be used. |
|
ELY
Facilitator Material (116 pages) (pdf - EN) includes
the material to print to the 14 methods. How to use them
is
described in the Handbook. The material include worksheets,
solution sheets, posters,
true
and false statements,
CO2 consumption
bricks and board to the board game, role cards, system cards,
activity
cards,
history time line sheets.
At some methods it also have more options, how the
training can be done depending the level of the training.
The energy experiments the trainer needs more preparation like
buying material or equipments beforehand. (e.g. movable solar
cell set, and wind energy set, a Watt-meter or a solar radio).
There are also low-cost
options, but they need longer preparations, and longer time
to implement. (e.g. a solar cooker, hay box or a bicycle wind
mill).
At the end There is Glossary of the Terms in easy language. |
|
ELY
Background (19 pages.) (pdf - EN) includes
an introduction to the ELY - Energy Literacy for Youth project
and to the training methods. |
|
ELY
Fact Sheets (46 pages) include 12 topics. (47 pages, pdf
- EN)
Solar Energy; Wind Energy; Hydro power; Biomass Energy; Heat Pump; Energy
Savings, Efficiency, Sufficiency; 100 % Renewable Energy; Energy Communities;
What is Climate Change; Social Aspects of Climate Change; Energy Poverty;
Energy Wars.
Additional material can be used to the discussions at the Energy Experiments
stations of Solar Energy, Wind Energy:
Pictures, maps and graphs from the Fact Sheets combined eventual with a
set
of questions to support discussions.
History time lines of wind energy and of solar energy. |
| |
| Module
1 - Climate Change 101 |
|
|
1.1.
Silent Discussion |
What
do you learn::Participants are activating their
own knowledge on climate change mechanisms, both causes and
effects – scientific processes and social impacts.
Knowledge gaps are filled through discussion, and explanation
by the facilitator.
Description & How do you do: The trainer
place the posters on the wall. The participants silently
circulate in the room, look at the posters, and write down
on the poster what comes into their mind (first round). and
then what is the connection to climate change? (second round)-
Afterwards, they choose the sheet, they find the most interesting
and move it next to another one they think is most connected.
Then the groups around discuss the connection, and presents
it to the others. Finally, they discuss together climate
change and its effects on different aspects of societies.
The posters show pictures of effects of climate change (draught, flood, wildfire)
, graph of increase of global temperature and CO2 emission,
global maps of CO2 emissions, coal power plant, transport
images, solutions like wind energy, solar energy etc.
- Material to use: Pages in the Handbook: # 8-9 and
in the Facilitator Material: # 2-15. (13 posters)
- Relevant Fact Sheets: What is Climate Change, Social Aspects of Climate
Change. |
:-) ? :-(
|
1.2.
True or False |
What
do you learn: Create awareness of the impacts
of climate change, and
the need of critical thinking what is true and what is
false.
Description & How
do you do: The
group of participants get statements on climate impacts,
which they discuss and decide if the statements are true
or false.
Afterwards,
the group present it to the others, and it is discussed
together. Finally, the facilitator supplies explanation.
- - Material to use: Pages in the Handbook: # 10 and in the Facilitator
Material: # 16-19.
- Relevant Fact Sheets:What is Climate Change, Social Aspects of the
Climate Change.
|
|
|
1.3.
Chicken sandwich |
What
do you learn: Explore the links between food
and sustainability,
environment and human health. Reflect on what do we eat
and its impact.
Description & How
do you do: Each
team of 3-4 persons receives a fact sheet, on the ingredients
of a Chicken Sandwich and statements on climate and environmental
effects. The task is to decide which effects are related
to the Chicken Sandwich.
- Material to use: Pages in the Handbook: #11 and Facilitator Material #.20-22.
- Relevant Fact Sheets: What is Climate Change, Social Aspects of the
Climate Change.
|
| Module
2 - Energy ABC |
|
|
|
|
2.1,
Energy Ball |
What
do you learn: Interactive energiser activating
prior knowledge through movement and quick idea-sharing.
Learn more about what do we do for saving energy, which
type of renewable energy exist.
Description & How
do you do: The
group stands in a circle and casting a ball to an other
person in the circle. The person who is casting the ball
says something about the topic.The topics are: How do we
use energy? What do we do for the environment?
What
kind of renewable energy source you know. The trainers
writes the list of ideas on a flip chart, and the participants
discuss it and fill the gaps.
- Material to use: Pages in the Handbook: #13-14
and Facilitator Material # 23.
- Relevant Fact Sheets: Energy Savings, Efficiency and Sufficiency;
100% Renewable Energy.
|
|
|
2.2.
Energy Experiments |
What
do you learn: Hands on exploring energy
use (measuring with an electric meter), renewable
energy production and transfer (solar, wind,
mechanical), and cooking through experiments. Adds on
using maps, graphs and pictures, from
the Fact Sheets, brings the
aspect of regional differences, and inequalities.
Description & How
do you do: Hands-on
5 stations where each team circulate among the stations,
where they test renewable energy models, measure energy use
and compare efficiency, and discover cooking options including
discuss the differences and similarities between North and
South, and women's role. The methods include also low-cost
options, which need longer preparations and more time. (e.g.
transfer a bicycle to a wind mill, make a solar cooker, or
a hay box, actual cooking during the training.
- Material to use: Pages in the Handbook: #15-18
and Facilitator Material: 5 stations.
- Relevant Fact Sheets: Solar Energy; Wind Energy; Biomass Energy; 100%
Renewable Energy; Energy Savings Efficiency.
- Extra option: using the solar and wind energy history sheets, the
pictures and graphs discussing answering a set of simple questions.
|
|
|
2.3.
Board Game: CO2 footprint
|
What
do you learn: Explore how our lifestyle choices
impact our individual carbon footprint and how the country's
policies influence our choices.
Description & How
do you do: Each
team of 3-4 persons receive a game board and different
CO2 bricks symbolising the CO2 use
in tons per year. The bricks
are in different sectors. Each team decides on
lifestyle choices: do they eat meat/chicken/vegetarian,
do they drive car, have a dog/cat, computer, how they heat
their home, and are they travel to holiday by flight/train/bicycle
or stay at home.
The typical choices end up all too much CO2,
so in the next round, they need to reduce the consumption. During
the game can be 2-3 round of reeducation.
Each team explain
their choices. The winner is the team which can reduce the CO2 most.
Finally, there is an option to reduce the base CO2 use,
which is not depending on the individual choices, but decided
by governments through legislation or financial support. There
are
Policy Cards for each sector,
which can reduce/increase the CO2.
Each choices are discussed by the team. The board game is a good
discussion point how lifestyle choices and policy decisions shape
our carbon footprints.
- Material to use: Pages in the Handbook: #19-20 and Facilitator
Material # 49-66.
- Relevant Fact Sheets: Energy
Savings, Efficiency and Sufficiency; Heat Pump; Social Aspects
of Climate Change;
|
|
|
2.4.
Lego Build Future Scenarios |
What
do you learn: Lego frees up fantasy. Empower to
be part of the change, by creating an
optimistic view of the future and showing the power
of community in renewable energy production
Description & How
do you do: A
creative group task building climate-neutral future communities
with LEGO. The trainer et up a space with a big box of LEGO.
The participant exploring building a future community with
houses, gardens, community houses, wind, solar energy supply
etc. Some are building complicated some simpler way. No
design is wrong – imagination and engagement are
key. Important element is the
discussions.
Prior
to the
Lego building
participants get an introduction what is an energy community,
the 8 reasons why to make a renewable energy
community
and
6
steps
how
to make
them, as well as learning about examples.
- Material to use: Pages in the Handbook: #21-22 and Facilitator Material
# 67-72.
- Relevant Fact sheets: Energy Communities.
|
| Module
3 - Climate Justice |
|
|
|
|
3.1.
Who Emits What? |
What
do you learn: The UN Paris
Agreement
sets goals to
limit global warming by the countries. Find out
which countries are the largest and smallest
emitters of CO2.Reflect
on responsibility for limiting emissions: including role of
governments, organisations,
and individuals.
Description & How do you do:
- Ranking Counties: Each group
is getting a list of country names, and ranking them by their
amount of CO2 emissions. Additionally,
the groups can rank the countries by CO2 emission
by person, or just
discuss the differences.
The method is opening discussion on historical responsibility
and fairness.
- Four Corners Activity: Who
should act first: The trainer
sets up the 4 corners of the room: • High-income
countries that historically emitted the
most • Emerging economies now among the top emitters
(e.g. China, India, Brazil) • International organisations (UN organisations) • Individuals
and NGOs, local communities.
Participants are asked to stand
in that corner where they think who should take the lead to reducing the emissions,
and explain their views.
- Material to use: Pages in the Handbook: #24-25
and Facilitator Material # 73-74.
- Relevant Fact Sheets: Social Aspects of Climate Change.
|
|
|
3.2.
Mapping: Global System |
What
do you learn: Create understanding how energy systems
linked across industries and infrastructure.
Showing climate impacts (environmental and social) on people
and linkages to the different sectors. Discuss the
role of governments, municipalities
and large
corporations.
Description & How do you do: A collaborative
mapping exercise linking energy
use
in
different
sectors and to the impacts showing
how
global
systems
drive emissions
and inequality. The trainers
doing a brainstorming on categories or take the ready cards from
the facilitator material. There are 15 cards on Energy Use
Sectors (transport, food, health, etc), 9
cards on environmental impacts (heat waves,draught, flood etc.)
and 9 cards on social impacts (loss of homes, water shortage,
migration etc.)
The participants get one or two sector cards and place them
on a flip chart or a wall.
Each card
are
to be placed nearby
those
linked
most, and the participants discuss the linkages. If you use a
flip chart you can make lines how they are linked. The impact
cards can be done in the next round.
- Material to use: Pages in the Handbook: #26-28
and Facilitator Material # 75-80 (sector cards, and impact
cards.
- Relevant Fact Sheets: Social aspects of Climate Change
|
|
3.3.
Climate Inequality Walk |
What
do you learn: Develop
empathy and critical thinking about global
environmental justice.
Understand class and location aspects of climate
injustice. Frame climate change as effect of economic system.
Description & How
do you do: A
movement-based, story-focused walk illustrating real life climate impacts
and encouraging emotional engagement. The stories include pollution,
sinking island, forest cut to soy production, fracking, e-waste, coal
mining,
wildfire, migrant workers at an electric car factory etc.
There are 11 case story sheets, which includes a picture and description,
and 2 questions: What kinds of impacts can you see on the environment
and
climate? and
on the society and economy?
The participants walk around and answering the questions.
- Material to use: Pages in the Handbook: #
29-30 and Facilitator
Material #
83-93 (case story sheets).
- Relevant Fact Sheets: Social aspects of Climate Change, Energy Poverty,
Energy Wars. |
|
3.4.
Climate Wars |
What
do you learn: Understand
how climate change contributes to
modern conflicts and affects peace and security.
Locate examples of climate-linked tensions.
Description & How do you do: A
case-based activity examining conflicts shaped by climate pressures,
prompting discussion on peace, resources and justice.To collect cases
make a brainstorm, or use the conflict cards and videos.
Each team gets a conflict card, which
they discusses and agree answering to the questions: what’s
causing the conflict, which groups are
involved and how it is linked to climate change, energy, economy.
The cards are placed on a global map. Afterwards the group
presents the case to the others, and their conclusions. Finally, they
discuss how to solve these conflicts? and what can we do to prevent
future ones?
- Material to use: Pages in the Handbook: #31-32
and Facilitator
Material #
94-98. (conflict cards)
- Relevant Fact Sheets: Social Aspects of Climate Change, Energy Wars.
|
Module
4 - Active Citizenship
|
|
|
|
4.1.
Organisation Bingo |
What
do you learn: Become familiar with international climate organisations
and processes. Create links between global organisations and local
organisations known to participants.
Description& How do you do: The
traditional bingo game, where instead of numbers there are organisational
logos on each bingo card. The trainer use a film or read up a story,
where the organisations name is part of the story. When you hear the
name of the organisation you make a cross on the card, and when all organisations
mentioned on a line you say "bingo."
During this playful way, the organisations behind the international climate
negotiations, national and local organisations are introduced. After the
play there is a discussion how linkages are from international to to local
actors and initiatives.
The facilitator guide has an example, but typically the trainer needs to
make a local version. We plan to collect the bingo stories, please inform
us if you make one. Send email to ove@inforse.org.
- Material to use: Pages in the Handbook: #34-35
and Facilitator Material #
99-101.
- Relevant Fact Sheet: Climate Change |
|
|
4.2.
Role Play: EU Climate Negotiations |
What
do you learn: Understand democratic challenges of national
and EU energy policies.
Practice negotiation and collaboration skills.
Description & How do you do: This is a role-play simulation,
where participants act as Ministers of a Country to negotiate climate and energy
policies
and national
targets to meet the EU target. The trainer gives the country card and the policy
measures cards to the country group team. There are 3 countries (Denmark, Germany,
Poland). Each country team includes 3-4 Ministers and a Prime ministers, who
discuss different policy options from the policy cards in 4 sectors. The Ministers
are playing their role according to their interest. They discuss, debate and
choose policy options, which they agree on, which has CO2 reduction
effects. Afterwards, the country teams present what they decided and the other
country teams comment on it. The trainer can play the role of the EC Commissioner.
If the overall reductions are not enough the countries will debate and need to
make compromises.
The role-play can be played in an advanced way, when they edit their choices
into an excel sheet and the excel calculates the reduction. In this way it is
possible to see that which measures reach the targeted reduction.
- Material to use: Pages in the Handbook: #36-37
and Facilitator Material # 102-110.
- Relevant Fact Sheets: 100 % Renewable Energy |
|
4.3.
Participation Café |
What
do you learn: Identify various forms of civic and democratic
participation. Reflect on own and other’s engagement. Encourage
future active citizenship.
Description& How do you do: The trainer draws a chart
with vertical and horizontal axes indicating how easy/hard and how effective
the
action is. The participants receive cards describing different actions,
e.g.,
signing a petition, participating in a waste cleanup, organising a second-hand
market, running for the town council, etc. Participants read the cards
and place them on the chart according to how easy/difficult and how effective
they are. Finally,
the participants discuss and/or tag, which action they have done, add
actions which are missing, and share their opinions on the different actions.
- Material
to use: Pages in the Handbook: #38-39
and Facilitator Material # 110-113 (action
cards)
- Relevant Fact Sheets: What is Climate Change? |
|
| |
| |
The
Project "Energy
Literacy for Youth" [ELY] is capacity building
for youth education that supports the skills and abilities of young
people to become active citizens in the fields of climate change and
renewable energy. Energy
literacy empowers individuals and communities to make informed decisions
regarding energy use, promoting sustainability, and mitigating climate
change. The
target groups are young people (18-25 years old), educators and trainers,
policy makers and general public. There will be special focus on inclusivity,
and diversity addressing the knowledge gaps among youth in marginalised
groups with different socio-cultural backgrounds, disabilities, etc.
The ELY project is financially supported by the EU ERASMUS+ program.
Project partners: Open
Plan Foundation (Poland, project lead), MigLAB (Germany), YEE
- Youth and Environment Europe (Czechia) and
INFORSE-Europe (Denmark).
Project
Area: The project is implemented in
five countries - Poland, Czechia, Denmark,
and Germany - and will culminate in a final conference in
Brussels to share best practices, outcomes, and strategies
for broader adoption of the curriculum.
|
| |
| Read
more at the ELY Project's web site: https://energyliteracyforyouth.eu/ and
at partners web sites: |
|
|
| Partners
of the Project: |
|
|
|
|
|
INFORSE-Europe
International Network for Sustainable Energy - Europe, Denmark
att. Gunnar Boye Olesen, Judit Szoleczky, Rasmus Varnich Blumensaat
E: ove [at] inforse.org
in cooperation with members, MEC-HT - Environmental and Energy
Center in Hoje Taastrup in Denmark.
W: inforse.org/europe/ELY.htm & W: inforse.org/europe/ELY/
|
| |
|
|
|
|
|
|
MigLAB,
Transforming Labour and Migration, Germany
att. Hannah Heyenn
E: hannah.heyenn [at] miglab.de
W: https://miglab.de/
|
| |
|
|
|
|
|
-
Nuclear
Energy
Gender
Structural
Funds
Czech
Ukrainian
