Professional Documents
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Eco Priručnik
Eco Priručnik
Environmental games to
teach concepts and issues
Gail Bromley
In November 1996, several education workshops were still others provide a simple way to build up an under-
held as part of the III Reunion Latinoamericana y del standing of ecological processes. One of the particular
Caribe de Jardines Botanicos en Caxias, held at Rio joys of these games is that they are very cheap to
Grande do Sul, Brasil. One of the themes explored operate: most only require scrap paper or card and
was: How to use games to engage the interest of pencils, string and thread or at most a selection of
children (and their teachers) in environmental or plant- readily-available household items.
focused education. This article provides details of
some of the games demonstrated which will, it is
hoped, help many environmental education workers,
The photosynthesis game
irrespective of whether they are based in a school, a One of the more simple investigating science
museum, a nature reserve or a botanic garden. activities, The photosynthesis game, helps children to
The games theme proved extremely popular visualise photosynthesis by enacting the process
amongst the conference participants, not only for those themselves.
working in the field of education but also horti-
Equipment needed
culturists, botanic garden managers and supervisors
small sheets of paper/card with CO2 or CARBON
and even a botanic garden director or two! All of the
DIOXIDE written on (number = half the class)
games, collected over time from a variety of innovative
and enthusiastic environmental education coordinators small sheets of paper/card with H2O or WATER
in many institutions, have been tried out with children written on (number = half the class)
and teachers at the Royal Botanic Gardens, Kew, and small sheets of paper/card with O2 or OXYGEN
proved to be very effective in getting the message written on (number = half the class)
across to those participating. A list of the originators small sheets of paper/card with SUGAR written
of the games is given at the end of this article. on (number = half the class)
Some games introduce scientific concepts that may
big green sheets of paper/card/material to represent
be difficult to explain in words; some carry strong
chloroplasts (number = half the class)
messages about the importance of conservation
practices and the problems associated with pollution; candle in a holder plus a lighter or a torch/other
light source
ABSTRACT Procedure
Several games are described from various Give each child in the class one of the small cards/
sources which can help in teaching about paper with either carbon dioxide or water written
photosynthesis, pollination, pollution, plant parts, on it. It is easier if each card has a loop of string or
Earth history time-scale, biodiversity
thread on it, so that the card can be hung around each
conservation, values and communication. The
games require little equipment and are simple to childs neck. The children are each playing the role of
organise. They have proved very effective with their named chemical. Place all the big green sheets
various age groups ranging from primary to adult. of paper on the ground separated from each other; these
represent the chloroplasts where photosynthesis takes 4 pairs (or more) of long socks. These are worn on
place. Tell the children to wait together in a group the hands of the children representing the stamens
outside the space you are going to use for the game, (one pair of socks per child and at least two children
which represents the leaf. If necessary a leaf shape per flower). These children should stand inside the
could be outlined in chalk or string on the ground. It is petal ring and hold up their hands.
useful if the space can be darkened (although this is 40 (or more) ping-pong balls with Velcro strips on
not vital). Then light the candle; this represents the them (to stick to the socks). These represent the
Sun coming out (daylight). The children or chemicals pollen grains. You can use rolled-up sticky tape
enter the leaf and each carbon dioxide seeks out a but it is not quite so effective. The pollen should
water to pair with. Each pair then stands on a chloro- be evenly distributed between the stamens (socks)
plast (a green sheet of paper). Facing each other and of each flower.
hugging, each pair of chemicals (or children) does a
2 woolly bobble hats. These are worn by the two
little circular dance on their chloroplast. This is the
children who represent the stigmas. Each child
chemical interaction taking place.
stands in the centre of a flower and holds up his/
Visit each pair of children and swap the carbon
her head to receive pollen.
dioxide and water cards for oxygen and sugar
cards it does not matter which child within each pair 2 cartons of soft drink with straws. These should
gets which. The oxygen and the sugar now separate be put by the feet of the petals and are where the
and each chemical leaves the chloroplast and the leaf visiting pollinator might like to come and sip
space. Then blow out the candle to represent night nectar.
falling. pollinator costume this could be as simple as
This is a reasonably simple game but it will some wire for antennae, a stripy sweater and some
naturally depend on the ages/levels of the children as cardboard wings for a bee.
to whether you use words, symbols or chemical Some of the equipment listed is desirable rather than
notation on the cards. The game can be made more essential; however, the more visual the game can be
sophisticated if wished, by drawing an outline of a made the more the children become involved and
huge plant with stem and roots, perhaps using string interested (see page 39 and Figure 1). It can be part of
or thread, and adding such things as gaps in the leaf the exercise to ask children what plant parts they think
edges to represent stomata. The children would then may be necessary for the process and involve the class
have to enter and leave by the right exit and entrance in designing and making the items needed.
carbon dioxide via the stomata, water via the roots
Procedure
and sugar into the stem and then in and out of the plant
The children enact the process of pollination by playing
parts. This requires a bit more prior explanation and a
the role of various flower parts, or by being the
lot more space but can be great fun.
pollinating insect. One child takes the part of the
pollinator and moves between two flowers, removing
The pollination game pollen from the stamens of one and placing it on the
stigma of the other. It may then transfer pollen of the
This game explores another specific plant process and, second plant back to the stigma of the first plant, etc.
through role play, helps the children try to understand Encourage the children to discuss what they have just
what is needed for plant pollination and how it actually acted out; the process can be developed further by
takes place. This game was initially developed by discussing the stages of fertilisation, seed growth and
SAPS (Science and Plants for Schools), a British-based dispersal.
plant-science teaching unit, and has been written about Several extensions to this game have emerged over
in various places. time. Educators have developed separate male and
Equipment/roles needed female flowers; some have actually made huge com-
2 sets of 4 shaped and coloured petals made out of plete cloth/card flowers that children can put together
stiff card (about half a metre or more in length and take apart to expose pollen or growing seeds, etc.
each). Each petal should be tapered at the base so I am certain that there will be many more variations
that a child can hold it up. 2 sets of 4 children each demonstrated in the next few years.
hold up a petal and each group forms the outermost
circle of each flower.
Procedure
For the game, the scale of 1 cm = 1 million years should
be used.
The long tape is unrolled until the correct distance
for the start of the Earth is reached (4600 million
years ago or whichever date is currently accepted
by the scientific fraternity) and this point is marked
with a peg on the tape (or pole on the ground). Starting
from the beginning of the tape, which represents the
present moment, mark off the following measurements
on the tape measure by peg or pole:
abilities. They are probably best suited to 914 year- When you turn off the music, each child quickly
olds though I have seen many adult groups having great finds the nearest chair and sits on it. Of course, there
fun with the Island biodiversity game; nevertheless it are now more children than chairs those that have
packs quite a conservation punch for those partic- not been able to find a chair represent animals or plants
ipating. The game carries an important message and that are now no longer in that habitat. Read out the
is even useful to play with higher and further education labels of each plant or animal that is lost, asking the
students participating in conservation management children each time whether one sex of a species is
training. It cleverly and clearly demonstrates the now living on its own in the habitat. Point out that if
problems associated with breaking up large biodiverse the female monkey has gone, for example, the male
habitats and creating smaller island reserves of monkey will have no partner and so be unable to breed;
biodiversity. These problems are common where effectively both monkeys are lost. You therefore call
pressure on land is great, and often settlements, farming out the other partners from their seats. Similarly, if a
or roads are developed which cut through such species- female of a species is on an island on one side of the
rich areas causing far more damage than may at first road and the male on the other side, it is probably
be apparent. impossible for them to breed; both are taken away and
Equipment needed represent a lost species. If a pollinator has been lost
Source of music, e.g. a cassette player or radio. from the habitat, tell the children that it pollinated a
particular plant species in the habitat. Without a
Several chairs/mats/pieces of cardboard. You will
pollinator (or perhaps a seed-dispersal agent) this plant
need as many as there are children playing the
species cannot survive and must be lost too.
game.
This is a good moment to ask the children to review
Stickers or labels (on string to hang round the necks how many species have really been lost from the
of the children) for each child playing. Each one habitat. Although the road only cut through a small
should have the name (or a symbol) for an animal, area of the habitat and there still appears to be a good
insect, or plant written on it. Make sure that you deal of habitat left, albeit in two islands, in reality
have breeding pairs of labels when noting down there has been a much greater loss of biodiversity than
the animals, e.g. a label for a male monkey and they might have thought possible.
one for a female monkey, a male parrot label and a The game can be continued, by taking away chairs
female one; you can even choose some monoecious from either side of the road to represent erosion of
plants and have a label for a female flowering tree the remaining island habitats through pollution, new
and one for the male flowering tree. Include a construction, take-over for farm and/or settlement use,
variety of pollinating types of creatures, such as and so on. Again the high level of biodiversity loss
bees, birds, beetles, bats. can be discussed after each time-out.
Procedure
Each child is given a named label. The chairs (or mats/ Biodiversity card game
large pieces of card if you prefer to use them) are put
out in a long line with alternate chairs facing in the This game is a little less mobile but convincingly
opposite direction from one another (the normal demonstrates how loss of species may have a major
arrangement for the well-known game of Musical impact on the world. It has been fully written up in
Chairs). Each child sits on a chair. Roots 9 (BGCI, 1994) from which the following is
Explain to the children that the chairs represent a adapted.
rich habitat and that they are some of the creatures Equipment needed
and plants living there. It is important that you decide 50 pieces of rectangular card ( 10 cm by 8 cm),
on a particular habitat, such as an area of rainforest or both sides of which can be written or drawn on.
grasslands, and that the animals and plants represent
Pens for writing/drawing on cards.
the sort of species you would find there. When you
start the music, children circle around the line of chairs. Procedure
While they are circling, remove about four or five A different leaf needs to be drawn on one side of each
chairs from the middle of the line; this represents a piece of card. It is not important that the leaves
road that has been built through the habitat, dividing represent known species, just as long as no two leaf
it into two islands. shapes/sizes are exactly the same. This may take some
time to do so you will need to prepare the cards well bottle of medicine (representing medicines in
before the game; alternatively, if the children can draw general)
reasonably well, get them each to draw one or two piece of fruit or vegetable (to represent food)
cards. On the blank side of twenty of the cards write a bottle of water (to represent a clean water supply)
use for that plant, e.g. edible root, sweet fleshy fruit, item of clothing (representing a wardrobe of
plant with chemical for potential diabetes cure, disease- fashionable clothes)
resistant strain of a crop, contraceptive, plant with fibre piece of sports equipment
for textile trade. luxury item such as an imaginary expensive piece
Select two teams of four children and one team of of art
two or three. One team of four represents farmers; the picture/poster of a beautiful habitat such as a
other members of a logging company. The smaller team coastline or forest (to represent species-rich land).
represents the conservationists. The rest of the class Toy money, e.g. Monopoly money (enough to give
can gather round to watch the activity. The participating each auction participant 3000 in small
children sit on the ground in their respective groups denominations such as 100s and for the bank to
and the cards are spread out in front of them, leaf hold reserves).
side up. Explain that the cards represent the different
Recording system, e.g. blackboard or large sheet
species in a forest habitat. Each child takes a card; this
of paper plus chalk, pens, etc.
represents the number of species either lost under
farmland or to logging and those saved by conservation Procedure
measures within a particular time-frame (say 10 years). Before the game begins, the items are displayed as for
The children examine the backs of their individual an auction. One person is selected as a banker and
cards and report on whether any plants were considered either the teacher or, if appropriate, one of the pupils
to have been useful or potentially useful. It is good if chosen as the auctioneer. Explain to the children that
the children express either delight or sadness by booing all the items are for auction and that they can either
and cheering according to whether a useful plant is bid individually for items or, if they wish, they can
lost or saved. The selected lost cards are stored in form cooperatives and buy items as a group. They
a museum pile, separated into those with writing on can also borrow money from the bank at a selected
and those without. The conservationists cards are interest rate. (You may also have to explain the actual
saved in a nature reserve pile. This exercise is process of an auction and/or how to borrow money
repeated three more times. from a bank, depending on the knowledge of the
It is useful to get the children to discuss whether participants.)
the cards without writing on are important and to The auction is carried out and the price of each
explain that often we are unaware of how useful a plant item, as it is finally sold, noted down on a blackboard
may eventually be found to be; particularly as, in or a large sheet of paper. When the auction has finished,
reality, we have not researched many plants only or when the children have bought all that they want to
about 3% have been fully investigated. Encourage the (they may not always want to buy everything), they
children to suggest how the different groups may work sit down with their possessions. The childrens buying
together better in the future to manage the ten patterns usually reflect common consumer interests;
remaining species. often a lot of money has been spent on the car, com-
puter, or audio-visual equipment, although there are
variations, and relatively little on the air, water, food
Values auction game and medicines.
This requires more equipment but is certainly a Ask the children to discuss and give reasons as to
worthwhile exercise to try out with children. why they have spent more money on some items and
less on others. Some might like to reflect on the
Equipment needed
problems they are going to have, if they now find
Items for auctioning: these should include such
themselves in debt to the bank. Two lists should be
things as:
drawn up by the children: one of the items in the
toy car (representing a real car)
auction that are vital to our well-being and survival
computer (or disc to represent a computer)
and the other of those items that are not vital. The lists
TV/video (or tape to represent the items)
should include the prices paid for each item. Encourage
inflated balloon (representing fresh air)
children to think about whether they have made the an extraordinarily difficult exercise to accomplish
right choices and paid the right price for items, or perfectly: the person shouting instructions invariably
whether they might choose differently at another forgets to give some information about the size, colour
similar auction. It is important not to be too censorious or particular fixing of pieces. This part of the activity
in the discussion or to prompt the children to say the usually invokes gales of laughter from the audience
right things; children need to understand the values who are watching the assembly of the second
for themselves and appreciate the important messages mismatched structure. The participants are invited
that the game tries to put across. to compare structures afterwards to prove the point! If
you run the exercise again, this time inviting the second
participant to watch, discuss the building process and
Build-a-tower game to build their own structure simultaneously with the
This is a real ice-breaker and an effective way of first person, the result should be perfect. The abilities
showing the importance of good communication. It is to see, hear, discuss and imitate are all ways of
another from Mr Adamous repertoire and instantly communicating information. Try this game out on your
engages your audience. work colleagues before a meeting some time it might
Two people are invited to come to the front of the help improve institutional communications!
class. Each is given an identical pile of Lego bricks,
with about 40 different shapes, sizes and colours. The Summary
two participants sit with their backs to each other and
are not allowed to communicate. One is invited to build All of these games and activities go down very well
a tower (or another structure) using the Lego. Once with both children and older students; several are often
they have finished, the other participant is invited to useful for educators themselves to play! There is cer-
build the same tower. This is of course impossible as tainly everything to gain by developing a questioning
the second person cannot see the structure and has had mind in children and often they are more inspired to
no contact with the first builder. Once the, usually discuss environmental issues if they understand them
frustrated, second person has declared that they cannot more clearly. Games offer an effective form of
be expected to build a similar structure, the first person communication; good communication leads to better
is invited to shout instructions to the second person so understanding and hopefully this understanding will
that they can build a repeat structure. This is, in fact, encourage attitude changes.
Acknowledgements
My appreciation goes to the producers of some of the games detailed here. Thank you for letting us share your
ideas:
Adam Adamou and the International Centre for Conservation Education, England
Project Wildlife team, USA
Science and Plants for Schools (SAPS), Cambridge, England
Environmental Education Series 21 (produced by ICCE for UNESCOUNEP, IEEP)
A version of this article first appeared in Spanish in Plumeria: Boletin de los Jardines Botanicos de
Latinoamericanoy del Caribe, 5 (1997).
Reference
BGCI (1994) Roots: Botanic Gardens Education for Conservation, 9. July. Botanic Gardens Conservation International.
Gail Bromley is Head of Education at the Royal Botanic Gardens, Kew, Richmond, Surrey.
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