| |
|
|
|
ELY
Table of Contents (3 pages) (pdf - EN) 
The
Training
Material consist of
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 the trainer on 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 of 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 includes worksheets,
solution sheets, posters,
true
and false statements,
CO2 consumption
bricks and board to the board game, role cards, system cards,
activity
cards,
and history timeline sheets.
At some of the methods, there are more options,
how the training can be done depending on the level of the
training.
For the energy experiments, the trainer needs more preparation
like buying material or equipment 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 windmill).
At the end there is Glossary of the
Terms in easy language.
Additionally, the Excel tools to the EU Negotiations is here: EU
excel tools.zip.
|
|
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 include 12 topics. (47 pages, pdf
- EN)
The Fact Sheets include 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.
The knowledge of the Fact Sheets helps the trainer to facilitate the discussions
at the relevant method. The Handbook explains, which Fact Sheet can be used at
the methods.
For example, from the Fact Sheets on energy you can get basic knowledge on what
is it, how does it work, which types exist, where is the biggest potential
to
use it, where is it mostly used and how it has been developed through a brief
history.
The pictures, maps, graphs and history timeline can be used with a set of questions
to support discussions. There are also illustrated timelines on the development
of wind and of solar energy, where the participant can guess, when was a technology
first used and
which milestones happened when. |
| |
| 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
places 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
ones and move it next to another one they think is most connected.
Then the groups around, discuss the connection and present
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 presents 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 to saving energy, which
types of renewable energy exist.
Description & How
do you do: The
group stands in a circle and casts a ball to another
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 and non-renewable energy sources
do you know. The trainer 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 circulates among the stations,
where they test renewable energy models, measure energy use
and compare efficiency, and discover cooking options including
discussing 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.
transform a bicycle to a windmill, 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 #24-48.
- Relevant Fact Sheets: Solar Energy; Wind Energy; Biomass Energy; 100%
Renewable Energy; Energy Savings Efficiency.
- Extra options: using the solar and wind energy history sheets, the
pictures and graphs discussing answering a set of simple questions.
|
|
|
2.3.
Climate Board Game: CO2 footprint
|
What
do you learn: Explore how our lifestyle choices
impact on 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 from 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 do they travel for holidays 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 rounds of reduction.
Each team then explains
their choices. The winner is the team which can obtain maximum
CO2 reduction.
Finally, there is an option to reduce the base CO2 use,
which does not depend on the individual choices, but is decided
by governments through legislation or financial support. There
are
Policy Cards for each sector,
which can reduce/increase the CO2.
Each choice is discussed by the team. The board game is a good
discussion point about 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 brings a big box of LEGO.
The participants explore 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
the key. Important element is the
discussions.
Prior
to the
Lego building,
participants get an introduction about what an energy
community is, 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 gets a list of country names and then ranks them by
their
amount of CO2 emissions. Additionally,
the groups can rank the countries by 'CO2 emission
per person', or just
discuss the differences.
The method is to open 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 at 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 on 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 brainstorm 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
is
to be placed near
those which
link
best, 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 include 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 answer 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. Gather cases,
brainstorm, or use the conflict cards and videos.
Each team gets a conflict card, which
they discuss and agree to answer the questions: what is
causing the conflict, which groups are
involved and how it is linked to climate change, energy and economy.
The cards are placed on a global map. Afterwards the group
presents the case and their conclusions to others. 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 around how links connect from international
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's team includes 3-4 Ministers and a Prime Minister,
who discuss different policy options from the policy cards in 4 sectors. The
Ministers
are playing their roles according to their interests. They discuss, debate
and choose policy options which has CO2 reduction
effects, which they agree on. Afterwards, the country's team presents what
they decided and the other country's 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
