RespAct Handbuch Intercultural Environmental Justice WEB

Handbook
Intercultural
Environmental Justice
A handbook for project work
with children and adolescents.
Camp Group gGmbH

RespAct Handbook
Intercultural
CamP Group gGmbH
We put together this handbook to offer guidance on developing intercul-

tural environmental education programming, highlighting the lessons we
learned and providing a spotlight on other successful practices. We believe
there has never been a more urgent time than the present to address
environmental concerns in an engaging and inclusive way. It is our belief
too, that we will only be able to avoid environmental catastrophe with the
concerted efforts of everyone in society. We hope to have contributed to
that goal with this handbook.
This handbook was developed as part of the project “Welcome Camp

Nature - Strategies for implementing environmental policy projects
for children with escape and migration background”.
www.camp-group.org
RespAct Handbook Intercultural Environmental Justice
Contents
1 ENVIRONMENTAL JUSTICE 5
The System 7
Theoretical Environmental Justice 14
Practical Environmental Justice 20
2 HOW TO: RESPACT SUMMER CAMP 27
Key Goals 29
Key Stakeholder 31
Key Elements 33
How to Organize a Summer Camp 37
3 INFO 119
1
2
1. Environmental
Justice
3
ENVIRONMENTAL JUSTICE 5
The System 7
Integrative Education System 7
Challenges & Opportunities 10
Need for Environmental Justice 13
Theoretical Environmental Justice 14

What is Environmental Justice? 17
What is Environmental Education? 18
Practical Environmental Justice 20

RespAct Project 20
RespAct Summer Camp 22
4
Introduction
In the midst of a global refugee crisis, As such, RespAct believes it is parti-
over one million asylum seekers cularly important that refugee and
entered EU borders in 2015 and still migrant children are given the oppor-
immigration is ongoing (Cf. Eurostat: tunity to be agents of change in their
2018). The current situation is a environment and aims to do so in this
challenge for society and many people handbook.
as well as institutions need new appro-
aches to handle this. Children and It offers practical support, tips and
adolescents who still go to school ideas for all who are interested in
must adapt to a new system quickly. providing environmental programming
in an intercultural environment.
www.respact.org/experience-environmental-justice
5
Environmental justice
Environmental justice offers the meaning of rules and laws
access to nature by using in the field of environmental
methods of cultural education protection and offers positive
to bring students into contact opportunities for engagement
with environmental issues in and participation (Cf.
their everyday lives. It explains Deutsche Umwelthilfe: 2018).
In 2015 asylum applications in the European Union reached the

highest overall number increased by 80 % between 2009 and
2016 (Cf. Statista: 2018).
In 2016, asylum applications in Germany reached a

peak with 722.370 applications (cf. Bundesamt für Migration und
Flüchtlinge: 2018a, P. 4.).
6
The System
Integrative Education System
Due to the large number of migrants, Although children are guaranteed

43 % under 15 years old in 2018 (Cf. basic rights, as established interna-
bpb: 2018), it becomes increasingly tionally by the United Nations (Cf.
crucial and difficult to ensure their United Nations Human Rights: 2018),
rights. it becomes increasingly difficult to
ensure their guaranteed access to a
safe, clean living environment and an
“Socio-economic back- education in the face of global conflict

and crisis. In Germany, the law states
ground is a determining that all children have the right to an
factor in Germany. The education, no matter their legal status
financially deprived are (Cf. Bundesamt für Migration und
very often more affected Flüchtlinge: 2018b).
by environmental problems,
and this must change.”
Dr. Thomas Holzmann,
Vice President of UBA
(German Environment Agency: 2008)
7
8
UNESCO has established a Guide- The evidence of their International

book for Planning Education in Institute for Education Planning (IIEP)
Emergencies and Reconstruction. has shown:
“{…} that children can be important actors on

environmental issues given their natural drive towards
learning and demonstrating their knowledge within the family
and then community,” and as such “children in the refugee
hosting communities have benefitted from environmental
education activities and out-of-the-classroom activities,
including management of school gardens, competitions,
and school gardening.”
International Institute for Educational Planning: 2010
Children‘s rights sorted

by state in Germany
9
Challenges & Opportunities

The issue of newly-immigrated “More than 300 welcome
children and young people is a huge
challenge for the German education
classes are held at Berlin
system. On one side, there is the schools - and they are
rising number of pupils. On the other becoming more. Since 2012,
side, there is a lack of capacity and the number has tripled, and
resources in schools (cf. Dewitz,
Grießbach & Massumi: 2016, P. 6ff.).
every week new students
join. It‘s a big challenge
Regardless of their language of origin, for schools especially
all children learn to read and write since, in many districts,
the German language in elementary
school. New immigrant children
the rooms are scarce.”
attend regular classes after a short Tagesspiegel: 2015
time, because, like all children, they
are new learners. For this reason,
new immigrant children are often in
regular education during this educa-
tional stage. In the school structure,
no differentiation is made between
the pupils, no separate classes or
courses are set up, because they are
treated as part of the regular class (cf.
ibid., P. 44ff.).
10
1. Conditions and approaches

4. Opportunities to get to know
vary in the 16 federal states. other students are often
Upon arrival, migrant children reduced due to the physical
are often put into Vorberei- distance from the rest of the
tungsklassen (preparation “mainstream” classes at the
classes), Sprachlernklassen school.
(language learning classes),
or Willkommensklassen
5. Relationships take longer to
(welcome classes). build because of the expec-
tation of being moved on.
2. Due to the different cultures,

languages, and gender roles
6. Teachers must be recruited
of the children, many different quickly, in case of an
educational backgrounds exist unexpected influx of students,
in a single environment. from outside the primary
school environment, for
3. German states encounter diffi- example, second language

culties in accommodating all teachers must be hired
of the new children because of (cf. Dewitz, Grießbach &
lack of space and a shortage Massumi: 2016. 44ff.).
of qualified teachers.
11
Regular Classes – Welcome Classes

There are currently five organizational school models used
for new immigrant children and adolescents’ integration into
school such as: participation in a regular class with language
support, through partial participation in a regular class with
specific language support, to the participation of a special class,
namely a welcome class in Berlin (cf. Dewitz, Grießbach
& Massumi 2016. 45f.).
Having a diverse range of experi- large groups of young people with

ences, perspectives and identities their local environment. This quickly
to draw on, enriches the learning prepares young people for their lives
environment. This allows for an in a new home and creates conditions
increase in peer learning, placing an for life-long learning (cf. Bildung &
emphasis on diversity as a strength, Begabung: 2018).
rather than a weakness. Successful
integrative education offers educators
the possibility of rapidly engaging
12
Need for Environmental Justice
7 principles for Intercultural

Environment Education
Children and young people:
4. Are more willing to learn and
often have not yet formed
1. Are and should be respected “bad habits” that many adults

as “experts” in their own have developed.
environment.
5. Integrate through education
2. Act as multipliers in teaching and structure while promoting

their peers and family healthy routines with peers.
members about environmental
education.
6. Gain ownership of and take
responsibility for their new
3. Develop self-efficacy, environment by contributing to

leadership, life skills, and social change.
civic engagement if you teach
them how to change their local
7. Develop a positive relationship
environment at an early age. with their neighborhood by
learning about its details.
13
14
Theoretical
To tackle these issues, environmental an issue that is still present today. This
justice in children’s education ensures is why incorporating environmental
the wellbeing of the Earth and protects justice into children’s understanding
the future of the next generation. of society is not only a matter of
Having access to public spaces that health, but also one of social justice
are contaminated or uninhabitable is and equity.
“We work primarily with the Turkish

community in Kreuzberg, and what we
found there confirmed what studies
often say. They observe that 80% of
people believe the environment to be an
important topic, but not nearly so many
take steps to conserve it.”
Dr. Turgut Altug, Member of the Berlin Senate & Founder
15
German-Turkish
Environmental Centre
Interviewee:
Dr. Turgut Altug, Member
of the Berlin Senate & Founder
Organization:
The party DIE GRÜNEN |
German-Turkish Environmental Centre
Expertise: Nature &

Consumer Protection,
Environmental & Climate Policy
16
What is Environmental Justice?

A binding definition of environmental in which one lives and grows, and
justice is still pending in Germany. other socio-economic factors, such
According to UBA, environmental as education, income, migration
justice means understanding the background, influence living condi-
issues of the environment and health, tions, lifestyles, available resources
as well as ensuring socially-equitable and related health risks (cf. German
access to environmental resources Environment Agency: 2018a).
and the best possible environmental
health opportunities (cf. German
Environment Agency: 2015, P. 15.).
In Germany, social status determines

whether and to what extent children,
adolescents and adults interact
with environmental pollutants. This
is shown by numerous studies. As
More information here
a result, health problems due to
www.respact.org/
environmental problems are unevenly
experience-environmental-justice
distributed. The social environment
17
18
What is Environmental Education?

Environmental education is a learning Environmental education intends for
process that enables everyone to people to become knowledgeable
find solutions, while acquiring skills, about the environment and its existing
experiences, and knowledge to be problems, in order to become aware
aware of their environment. Due to of how to help solve environmental
this process, one can foster attitudes, issues, and to be motivated to work
motivation, and develop commitment on a sustainable solution (cf. Stapp,
(UNESCO: 1978). W.B., et al., 1969, P. 30f.)
Key elements Key goals

• To be aware and sensitive • Awareness
regarding the environment. • Knowledge
• To know about environmental • Mindfulness
challenges. • Skills
• To evolve a mind-set
concerning the environment in (Cf. Environmental
order to improve it. Protection Agency: 2018)
• To be able to tackle issues and
create solutions.
• To be motivated and take part
“Now I know that I am
in solutions.
able to change things!”
Teacher, Grade 6
19
Practical Environmental Justice

RespAct Project
RespAct is a sport-based democracy

“The project strengthens
education project developed in
inner-city areas of Berlin. The aim
the confidence of students
of the project has always been to because they feel that their
empower marginalized, inner-city voices are being heard.
youth to shape their environment.
They are taken seriously.”
It supports the development of
children and young people into strong, Student, Grade 4, Berlin-Kreuzberg
independent adults. Participants gain
self-confidence, practice conflict
resolution strategies and engage The impact and the achievement
in local political processes through of the objectives of RespAct are
partaking in the program‘s low-barrier regularly assessed, in order to adapt
sports exercise modules, videos and its educational methodologies to
projects that focus on neighborhood changing social conditions as well
issues. RespAct is suitable for children as constantly develop and improve
and young people between ages 8 the project. Additionally, we work
and 14. closely with other organizations, such
as the German Sports University in
Cologne (DSK) and Oxford University,
throughout the process to guarantee
the highest academic standards.
20
The evaluation showed a signi-

ficant impact on participating school “It is fantastic to see that
children, teachers and stakeholders: the children are taking
a significant increase in self-efficacy & responsibility!”
self-confidence in the context of social
challenges, in gender and political Social Worker, Berlin-Kreuzberg
awareness. You can find a summary
here www.respact.org/the-project/
respact-evaluation.
21
RespAct
Summer Camp
The RespAct Summer Camp was
developed to create a concept of the
ways the inner-city youth, with and
without forced migration, can interact
with their local environment.
The need for the RespAct Summer

Camp was clear; environmental
education faces large challenges
reaching inner-city and marginalised
sections of the population, particu-
larly those with a background in
migration, forced or otherwise, young,
recently-arrived residents, who require
language support and have the oppor-
tunity to interact with members of their
new communities. Additionally, the “We can reach all people,
demand for environmental education we can engage people
has reached new heights. irrespective of background
and current position,
the only question is, which
instruments can we use.”
22
1. The urgency for an increased

social focus on environmental
sustainability
2. The universal right of children

to access education and a safe
and clean-living environment,
as established in the United
Nations Convention on the
Rights of the Child, Articles 24
and 28 (cf. Unesco: 1978).
Using its proven approaches in

democracy education, developed
An explicit focus was made on with and for highly diverse commu-
including both “regular classes” and nities in Neukölln and Kreuzberg in
“welcome classes” as well as on the Berlin, Camp Group put together
natural environment. The curricula a highly successful summer camp
features topics in science, social that supported young people in their
studies and sustainable development. development, created a space for
Underlying this program are two core exchange and inspired them to care
principles: for and take responsibility for their
local natural environment.
23
Game about Children Rights

bpb - Federal Agency for Civic Education
Yeşil Çember
Interviewee: Gülcan Nitsch
Organisation: Yeşil Çember – ecologically intercultural gGmbH
since 2012
Expertise: environmental education - Activation and sensitization
of Turkish-speaking people in Germany for environmental issues
24
In 2016 and 2017, Camp Group RespAct Summer Camp in Berlin

ran an intercultural environmental supported by UBA and the Stiftung
education summer camp, called Naturschutz Berlin.
RespAct
The activities and methodo- since 2013, in order to create
logies in this handbook are sustainable, systemic social
based on the RespAct Summer change.
Camp, part of the RespAct
project. RespAct is a project Our project has been recog-
developed and run by Camp nized and was awarded, among
Group gGmbH. We have been other prizes, the Capital City
giving communities and organi- Prize for Integration and
zations around the world the Tolerance (2012), the Mete-Eksi
tools they need to break down Prize (2012) as well as honored
barriers and promote partici- as one of 100 Landmarks in
pation for marginalized groups the Land of Ideas Competition
through education, sports (2016).
and community leadership
25
26
2. How to:
RespAct
Summer
Camp
This is a guide which helps you carry
out an intercultural environmental
education RespAct Summer Camp
on your own.
27
How to: RespAct Summer Camp 29

Key Goals 29
Key Stakeholder 31
Key Elements 33
How to Organize a Summer Camp 37
Timetable 38
Day 1-10 41
28
HOW TO: RESPACT

SUMMER CAMP
Key Goals
1. Empowerment of young
5. Acquisition of knowledge
people to shape their local, and competencies required
natural environment. for young people to protect
and care for their local
2. Development of self- and environment.

group-efficacy among
participants.
6. Support for natural science
education.
3. Creation of a safe space,

without boundaries between
7. Create a gathering that is fun
“welcome classes” and for your participants and you,
“regular classes”. too.

4. Support for language learning

and exchange between young
people.
29
Interview: Dr. Angelika Gellrich | Researcher

Organization: German Environment Agency
Expertise: Environmental Consciousness & Protection,
Sustainable Lifestyle and Consumption
“Young people tend to take part selectively, on a short-term

basis, in terms of projects. We have to develop other formats
to bring them into the field, to invite their interest in ways
of combining activities with fun and group experiences.”
Dr. Angelika Gellrich, Environmental Consciousness & Protection Researcher
30
Key Stakeholder
1. Step – Build a stakeholder All partners and supporters are
network crucial for the organization of the
Key for the development summer school and the sustain-
of the summer school was able impact on the community.
Camp Group‘s experience of
developing a multi-stakeholder
2. Step – Get support
networks within communities, Ensuring the support and
including, but not limited to: ownership of a broad
• Parents, guardians, friends spectrum of actors meant that
• Teaching staff, school the activities and approaches
leadership team undertaken were supported by
• Youth workers, social the necessary stakeholders,
workers and would be continued even
• Young people after the end of the project.
• Municipal agencies
• Local environmental
3.
Step – Create sustainability
organizations Ensuring that the project was
• Local political offices and embedded within existing
politicians structures and the needs of
• Wide range of governmental the local communities kept
and non-governmental actors the structures alive after the
supporting refugee families project. This structure made
and individuals sure that the program was
easy to adapt and continue.
31
“We experienced that Camp Group’s experiences in the

field stress the importance of collabo-
when people come together, ration and cooperation between key
we can mobilise them for stakeholders. It is fundamental that
a cause much more easily. sufficient preparatory coordination is
As a result, we go where carried out in advance, ensuring that
the curriculum fits the local structural
the people come together conditions. Invite local institutions
naturally.” and individuals to participate in the
Gülcan Nitsch, program, in addition to welcoming
Ecologically Intercultural Educator the children‘s parents, guardians and
teachers to attend as well.
32
Key Elements
1. Physical activity – In order 4. Field trips – In order to
embed the summer camp
to remain focused, but also
to learn about physical within local infrastructures, to
boundaries and to develop show young people potential
work environments and to
team work, physical activities
enable them to understand
and games are a key part
the environment not just as
of every day of the summer
consumers but as producers,
camp.
we put heavy emphasis
on getting outside of the
classroom and interacting with
2. Young
Experiential learning – the local environment-field
people learn better trips to local institutions
by actively manipulating the (recycling plants, water and
subject of their classroom, power plants) help children
in small groups, guided by understand how environ-
project leaders. mental theory plays
out in practice.
3. Service learning – We
encourage young people
to understand their local
environment as belonging to
them, and in order to have the
rights of ownership, they also
need to take responsibility for it.
33
“If you really want to motivate people, if

you want to engage people in something, it
is immensely meaningful that you make the
connection between their everyday life and
their environment.”
Gülcan Nitsch,
Ecologically Intercultural Educator
34
TIPS
Games with limited language area that the participants
requirements work very well. know, encourage them to
Activities with repetition and discover new things through
clear structure are even different physical experiences;
more effective. You can take encourage curiosity with
advantage of the amount of treasure hunt games, change
time to carry out activities their relationship to the natural
that would not be possible environment through service
with short timelines, watching learning. Show them areas
plants grow and rubbish and infrastructure that is key
break down in water. Remain to their daily lives but have
keenly focused on the local never seen before.
“One challenge within environmental education is

that the current younger generation is interested
partly only selectively in environmental issues and
problems.”
Dr. Angelika Gellrich,
Environmental Consciousness & Protection Researcher
35
Camp Group encourages those who a sustainable and successful intercul-

want to carry out a similar summer tural environmental education summer
school to adapt this plan to their local camp. We work with highly-diverse
conditions. Units may be moved populations, including many young
around, some may be skipped, others people with histories of migration (both
may be repeated and new units forced and voluntary) and developed
should be regularly developed. Our a program sensitive to the needs of
experiences show us that the above a highly-diverse community.
principles are necessary to carry out
The content of the curri- recent iteration in 2017.

culum was co-created, using Camp Group worked together
elements of the RespAct with young participants to
curriculum, with key stake- determine what they wanted
holders as a result of the pilot to learn, what interested them
project in 2016. The program and what they wanted to do.
was refined during the most
“I think it‘s great that so many people

are working together to do such a project.”
Mother of a participant
36
How to organize
a summer camp
This section will outline how you can interest to organize field visits.
organize your own summer camp • Local environmental organiza-
and which modules you can use. It is tions to ensure a wide variety
broken down into units, two per day, of approaches to experiential
over two weeks, twenty in all. The environmental learning.
units are explained in chronological • Local representatives (political,
order, and require items normally municipal, civil society) to invite
found in a school or youth club, or them to the final event ensuring
are very cheap to purchase. they are able to hear the ideas
and things that the young parti-
Units can be reorganized according to cipants have developed through
local conditions. It requires significant their project week.
preparatory work to ensure the organi-
sation and success of the project. For Finally, we wish you luck with the sum-
example, working with: mer school, and hope that you join our
RespAct Community on social media
• Schools and youth clubs to www.facebook.com/RespAct.org!
identify young people who could
benefit from the project.
• Parents and teachers to ensure
clear communication and
the completion of all relevant
paperwork.
• Local sites of environmental
37
TIMETABLE 1. WEEK
Time MO TUE
09.00 – 12.30
1. 3.
Welcome What is Rubbish?
Introduction to
the Group
12.30 – 13.00 Lunch Lunch
13.00 – 15.00 2. 4.
What is in Your Exploring the
Environ- Neighborhood,
ment? Neighborhood
Rally
15.00 – 16.00 Daily Log Daily Log
38
WED THU FRI
5. 7. 9.
Neigh- Planning a Rubbish Quiz
bourhood Clean-Up Attack
Maps
Lunch Lunch Lunch
6. 8. 10.
Art with Trash: Clean-Up Attack Painting the
How creative Neighborhood
can you get?
Daily Log Daily Log Daily Log
39
TIMETABLE 2. WEEK
Time MO TUE
09.00 – 12.30
11. 13.
Ecological Seed Bombs
Footprint
12.30 – 13.00 Lunch Lunch
13.00 – 15.00 12. 14.

Playing Outside Playing Outside
15.00 – 16.00 Daily Log Daily Log
40
WED THU FRI
15. 17. 19.

Water Games Field Trip Preparation for
the Final Event
Lunch Lunch Lunch
16. 18. 20.

Upcycling Seed Bombs and Final Event
Workshop Bio Domes
Daily Log Daily Log Daily Log
41
42
DAY 1-10
Overview
DAY 1 42
DAY 2 52
DAY 3 66
DAY 4 74
DAY 5 80
DAY 6 86
DAY 7 92
DAY 8 96
DAY 9 104
DAY 10 112
43
DAY 1
Welcome
1. To kick off this environmental
4. We introduce the daily log.
summer camp, we spend the Every participant gets a daily
first morning getting to know log to fill in what one experi-
each other and discussing enced at the start and end of
plans & goals. every day.
2. We create a time table and

5. Now, we play icebreakers that
try to do this as visually as focus on getting to know each
possible, using a flipchart or other, particularly each other’s
poster to illustrate the planned names.
units.
3. Then, we set rules for the next

two weeks: a list of self-iden-
tified guidelines.
44
Daily Log
Participants should be introduced that they had during the day. The
to the daily log and each receive a log serves both as an opportunity
notebook. They should be encouraged to reflect on the days’ activities, a
to personalize their notebooks with reminder of everything that took place
their names, drawings and stickers. during camp and documentation for
There will be time at the end of every the project.
day to fill in and record the activities,
feelings, learnings and experiences
45
Icebreakers
Paper Catch
Goal: Get to know each other
Materials: One piece of A4 paper
Have the groups stand in a circle. The paper as it falls. If the sheet touches
exercise leader stands in the middle the ground it gets ripped in half. The
of the circle and holds a sheet of person whose name was called then
paper high above their head. Next, begins the game, dropping the paper
the leader lets go, at which point they and calling a new name. This goes on
call the name of another participant. until the sheet is too small to catch it
That participant must try to catch the or all names have been called.
Mirror
Materials: -
Have the participants break into pairs movements, while they follow a series
and face each other. The person with of commands issued by the exercise
the longest name (most letters) is leader (brush your teeth, play an
the “person” and their partner is the instrument, blow up a balloon, put
“mirror image”. The mirror image on a jacket...). After five minutes, the
reacts to its partner, copying their roles are switched.
46
Meet and Greet

Materials: -
Walking around the room, participants their “new” name. Participants have
greet each other with a handshake to swap names until they receive their
and say their name. The participants own names back, at which point they
“swap” names and go on to introduce can sit down.
themselves to other participants with
The Wind Blows…

Materials: -
Participants sit in a circle of chairs. the exercise leader. The participant

The exercise leader completes who does not find a chair must repeat
the sentence “The wind blows for the sentence again, “The wind blows
everyone who…” with a common for everyone who…”, and chairs are
quality or hobby, such as “…likes to once again exchanged. Once the
go swimming”, “…has green eyes”, participants have gotten the hang of
“…is left-handed”, etc. Then everyone the game, the exercise leader can
who fits the description must stand remove themselves and their chair
up and find a new chair, including from the game.
47
Snap the Name

Goal: Get to know the group and names
Materials: -
Have everyone stand in a circle. In snaps, then it is the next person’s

the first round, one leader starts by turn. With the first snap in the second
making a noise and then ends with a round, your own name is called, with
snap. The person next to the leader the second snap the name of the
then makes the same sound and person you want to call is said.
Painting Portraits
Materials: Paper, colourful pens, music
Have the participants sit in two rows their left and continues to paint the
facing each other and play some portrait of their neighbor. The game
music. One row is models, the other continues until one person returns to
is painters, who have pens and their original place.
paper. The painters begin to “paint”
the models sitting opposite of them. Alternative: a painter only paints
When the music stops, everyone one portrait, but draws it with her/his
stops drawing, moves one chair to eyes closed
48
49
What is Your Environment?

Goal: Participants develop a common Materials: Poster paper, colourful
understanding of what the environ- paper, magazines to use for collage,
ment means to them as a group, as well assorted colorful pens.
as what it means to them personally
Discuss the Environment
We begin the summer camp with an participants, ensuring that everyone’s

in-depth discussion with all partici- opinions and ideas are respectfully
pants about what the environment heard. Ask participants:
is and what it means for them. We
begin with some discussion questions,
and some possible answers for the
class. We encourage everyone to
take part in the discussion by asking
questions of the class and of individual
50
• What is the environment?
• Where is the environment?
• Is the environment the same in our city, as it is in the countryside?
• How can we protect the environment?
• What is good for the environment?
• What is bad for the environment?
• What kind of impact do the following have on the environment?

• Dropping rubbish on the street
• Driving a car
• Cycling
• Using too much water
• Buying food from a local
producer
• Are people part of the environment?
• Where do you like to be? Which plants and animals do you share
this space with?
• What animals do you know from your neighbourhood?
• What plants and trees do you know from your neighbourhood?
51
Discuss Lifecycles
Then, we talk briefly about lifecycles. The only living creature that does
The lifecycle is one of the great not follow the laws of the natural
secrets of life on earth that has cycles is mankind. We extract raw
been around for four billion years. If materials from natural resources
it were not for the lifecycle, everything and produce rubbish, which cannot
created from nature would gather be used by other living things, like
and create a gigantic garbage pile plastic. Humans contaminate water,
on the planet. In nature, everything air, and soil through production and
runs in cycles. Everything comes from disposal. Often, we put substances
nature and returns to it. There is no into nature that contaminate the
disposable economy in our industrial natural environment and harms living
society. Therefore, there is no garbage things permanently.
in nature, because everything that is
“garbage” is a raw material for some-
thing new.
52
Brainstorming session
Brainstorm with the group the

question: What belongs in our
environment? Write answers on
the board and use these answers as
inspiration for the next task. Using
A3 poster paper, colourful paper,
old newspapers and magazines and
different coloured pens, ask partici-
pants to make a poster illustrating
what the environment means to them. participants that we will be presenting
Let them be creative about how they the posters to the group once they are
understand the environment: it might finished, and they should explain why
be focused on trees and forests, but it the posters show something about
might also be focused on streets and the environment that is personally
high-rise buildings. Regardless of the important to them.
content of their posters, encourage
them to think about lifecycles, and Once the posters are completed, ask
the part that these cycles play in the the participants to present their work,
environment that they depict. and encourage them to ask each
other questions, supporting them to
Use an example to show how they can understand more about how others
be graphically depicted. Participants view the environment.
should feel free to draw and collage
whatever they want. Explain to the
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DAY 2
What is Rubbish?
Goal: Participants understand what plastic bottles, small glass jars and
rubbish is, why it is a problem and bottles of different colors, different
what we can do to reduce, reuse and kinds of plastic, old electronics (can be
recycle it. symbolized with a calculator or other
electric device), shoes and clothes.
Materials: Two sets of different Please make sure that all rubbish is
recycling bins appropriate for the safe to be handled by children - no
services available in your local area sharp, dirty or broken objects that
(can be replaced with a set of bins could hurt them.
marked with the appropriate colours
for recycling), a selection of “rubbish” To kick the lesson off, ask parti-
(including, for example, paper, cipants to play a short warm-up
batteries, food waste (banana skins), game.
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Miming Rubbish – Warm-up Game

Ask participants to get into pairs, and turns to mime their activity/activities
discuss which activities create the either together, or individually. The
most rubbish in their lives. After 10 rest of the group has to guess what
minutes of discussion, once everyone the activity is. Whoever can name the
has understood each other and is most is the winner!
ready, ask the partners to take it in
Throughout the twentieth Because of this, the amount

and twenty-first century the of things we throw away has
number of people on the increased as well. Rubbish has
earth has grown rapidly become a problem because
and we’ve become better at of the amount of garbage we
making things quickly, such as produce, and the kinds of trash
clothes, food, toys and books. we throw away.
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Discussion – What is Rubbish?

Based on the warm-up game, ask
3. Ifbinstheyandknow different kinds of
participants to: what they are for.
1. Name as many different types Talk briefly about what happens to

of rubbish as possible rubbish once it has been disposed of in
a general waste bin, making reference
2. What happens to rubbish once to the lifecycles we discussed the day

it’s been thrown away before, and the way that some kinds of
rubbish can interfere with them.
How Much Rubbish Do We Create?

We all produce rubbish. But bear! This means that every
how much rubbish are we one of us produces 1.6
talking about? How much kg of garbage on a daily
rubbish is generated per day? basis. In seven weeks, we
On average, we throw away produce our own bodyweight
580kg of household garbage in rubbish. Around 2 billion
per person per year, which is tons of garbage per year are
the same weight as a grizzly produced worldwide.
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Rubbish Memory
Trennstadt Berlin
Why is Throwing Rubbish

Away a Problem?
Since plastic packaging and landfills. Much of our plastic
disposable products have ends up as micro plastics,
become extremely common, broken down by salt water
rubbish has become an and sunlight that enters the
environmental problem. In food chain through wildlife
particular, plastic does not and groundwater, ultimately
decompose, rather it must impacting humans. Much of
be incinerated or stored in our plastic is ending up in the
sea.
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What Can We Do About It?

Reduce! that we no longer need we can
It is best for the environment upcycle, transform, or make
to produce as little garbage accessible to our neighbors,
as possible! This starts with second-hand or exchange
the purchase: buying food stores. Ask participants if they
with less packaging means can think of any other examples.
there will be less rubbish to
be thrown away. Ask partici- Recycle!
pants if they can think of other Separating our waste into
ways to reduce the amount of different categories makes it
rubbish they create. easy to recycle the materials
which are used to produce
Reuse! new materials. For example,
People often throw away usable newspaper can be shredded
things, like plastic bags (can and used to create new sheets
be used again and again for of paper. Ask participants
shopping) or old clothes (could if they know which bins are
be used or mended instead of for which kinds of recyclable
thrown away). Many things material and what recycled
materials can be created.
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Unpacked shops
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Recycling Race
Goal: Awareness of the waste situation in the
neighbourhood, recycling and usage of learning
Materials: Collect recyclable rubbish, bags / rubbish bins,
boxes, jute bags for the collected items, gloves
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It is a good idea to check the guide- most people are unclear on which
lines in your local area before setting materials should be put in which bin.
this game up: research shows that
1. Split the class into two equal

5. Once they have done that, they
groups, both on one side of run back to the next person in
the room. line and give them a high five,
allowing them to take the next
2. Set up sets of recycling bins piece. Once all rubbish has

on the other side of the room, been brought to the recycling
according to local guidelines. bins, the race is over.
3. Make a pile of all the collected The group leader gives one point for
recyclable materials in equal every correctly-categorized piece of
quantities in each pile next to rubbish. If there is one wrong piece
the participants. of rubbish in a bin, the group cannot
get any points for anything in that bin.
4. The groups/teams should line The group with the most points wins.
up behind the container, and
race to carry the “rubbish” one
object at a time to the approp-
riate recycling bin.
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Neighbourhood Rally
Goal: Participants get to know their Materials: A clipboard, paper and
neighbourhood as a group, disco- pens for each pair, crayons for
vering the environment around them. rubbing, printed out questions.
Prepare a list of questions for the to include streets, parks and important
group to answer in pairs, as they walk local landmarks, and ask participants
around the neighbourhood. In groups to answer the following questions:
walk around the immediate vicinity, try
Create your own rally

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> What kinds of animals are in > Which places do you like the
your neighbourhood - birds, most? :)
insects, snails, slugs, bees, > Which places do you like the
spiders, worms, dogs and cats? least? :(
> What kinds of transport are > What would you like to change
there in your neighbourhood about the places you like the
- bikes, cars, buses, trams, least?
trains, underground trains, > What kinds of plants are in
planes? your neighbourhood - trees,
> What kinds of sounds can you bushes, flower beds, fields
hear in your neighbourhood of crops, moss, dandelions,
- people working, cars and daisies?
trains, planes, the wind, people > Encourage them to collect
talking, animal noises, music? things like fallen leaves,
> Is there any rubbish in your twigs and petals, being sure
neighbourhood - cans and to explain that picking living
bottles, newspapers, dog plants is not good for the
droppings, food on the floor, environment.
unwanted household goods? > Show participants how to
> Are there any rubbish bins in make a rubbing from tree bark,
your neighbourhood? Where or any interesting textured
are they? What do they look surface in the classroom, and
like? What are they for? encourage them to try this out
> Are there any broken objects in the neighbourhood.
in your neighbourhood - signs, > Encourage them to draw
benches, fences, blocked pictures of anything that takes
pathways? their interest.
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DAY 3
Neighborhood Maps
Goal: Participants present their experi- Materials: Poster paper, coloured
ences from the neighborhood rally, pens, materials collected from the
reflecting on what they liked about their previous day, rubbings made from
neighborhood, what they didn’t like the previous day, example of a map
and what they would like to change. of the neighbourhood.
1. Incipants
groups of two or three, parti- • Stick fallen leaves, twigs or
should draw a rough petals to the areas in which they
map of the neighborhood in were found
pencil, based on the example • Draw pictures of the wildlife that
given. When they are satisfied they saw on the rally, including
with it, they should fill it in with birds, insects, dogs and cats
as much detail as possible. and worms.
Here are some ideas to get • Show where they live, the
them started: places they visit often - think
about local shops, libraries,
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sports facilities, shopping

2. Ask participants to present
centers, parks, recycling their posters, including a clear
facilities. focus on areas they like, areas
• Include memories of experi- they don’t like and changes
ences they have had in the they’d like to make. Presenta-
areas on the map, either with tions can take any form partici-
short stories or illustrations. pants would like - encourage
• Show on the map places they them to be creative. A poem,
like and places they don’t like, a rap, a short play with
with words, pictures, and smiley references to the map, or
or unhappy faces. simply an explanation of the
• Include pictures from magazines map. In this way those that are
or drawing of things like bus finished earlier can prepare for
stops, train stations, cars, the presentation.
shops, post offices, recycling
bins, the town hall, major If possible, ask participants
junctions. to film each other when
presenting. This will be useful
later in the summer camp week.
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Water Games
Goals: Participants learn about water Materials: Two glass or clear plastic
pollution and water cycles, under- containers for each participant, gravel,
standing what they can do to reduce potting soil, seeds or small plants,
this environmental problem. basin / bowl, apples, water
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Intro Water Game –

Apple Bobbing
Goals: Participants are careful with water & reuse it
for their bio dome later
Materials: Basin / Bowl, apples, water
The traditional version requires a tub play the game with only one apple in
or large basin of water. A number of the water to bob for.
apples are put in the water to float.
One by one, the children and adults There can be time limits or rules as
hold their hands behind their backs to how many bites you get before you
and try to catch an apple with their lose a turn, or you just keep trying until
teeth. The apples all move around you pick up an apple with your mouth.
and make it hard to stick your teeth
into. Everyone who plays ends up with Keep the water and use it for your
a wet face and maybe some damp Bio Domes!
clothes, and a lot of giggles. Younger
children can be helped by someone
holding the apple still for them to catch
or they will get too frustrated.
It is much more fun to have a number

of apples floating in the water, but for
hygiene purposes, many people now
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Collect Polluted Water

Take students around the local area water from the tap. Place them in a
to collect some rubbish in one of the warm, light-filled place. We will be
clear containers. When back in the checking back on them later (Unit 18).
classroom, fill the containers with clean
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What is a Water Cycle?

Introduce the topic of the water
cycle to participants: how oceans or lakes to become
water is not stored anywhere harmful to the plant and animal
for us to use. But water rather life that live in them. Ask them
flows from rainwater to rivers what kinds of things might
and groundwater, from rivers stop them from having clean
to the sea and is evaporated drinking water.
through heat into rain clouds
that then feed water sources Outline some natural causes of
on the ground. Introduce the water pollution - (i.e. volcanoes
concept of water pollution to and animal waste) and some
the participants: when waste, man -made causes of water
chemicals pollution (i.e. pesticides, waste
or other particles cause rivers, water, litter and rubbish).
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Bio Dome
Explain to participants that the next container tightly. Use glue, plastic
task is to make a bio dome. A bio wrap or tape to seal the sides of the
dome is a small model of the water cover to ensure it is airtight. Place the
cycle in action. For this, we will need bio domes somewhere relatively warm
the other clear container. with lots of light. The water trapped
inside will continually evaporate and
Ask participants to place a layer of rain back down on the plants in the
gravel at the bottom, then add potting bio dome so that the tiny ecosystem
soil and plants. Add enough water to can sustain itself. We will check back
moisten the soil and cover the entire on them later in the week.
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DAY 4
Planning a Clean-Up Attack
Goal: Participants develop delibe- Materials: Neighborhood maps,
ration and discussion skills, reflect paper, pens, small plastic bags for
further on their desires for their local dog waste, laminating machine
environment and feel empowered (optional).
to make improvements as a group.
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In a large group, participants make areas they could clean up and which
a list of areas they found and docu- areas they want to clean up. The
mented on their maps that were dirty, scope of the clean-up action depends
affected by rubbish or dog mess, or on the number of participants and the
needed cleaning up. They discuss number of people taking care of them.
which areas were the dirtiest, which
1. Once the decision has been This could be a good oppor-

made by the participants tunity to discuss what they like
where they want to clean up, a and don’t like about graffiti, and
plan must be written outlining which kinds of graffiti they think
what it is exactly they want to are good (if any) and which they
do. This could include: think are bad (if any).
7. Making sure flower beds are
1. Sweeping up fallen leaves free of debris
from paths 8. Installing signs reminding users
2. Collecting rubbish for recycling/ of public spaces to use bins
waste disposal and not drop rubbish, or let their
3. Marking and/or clearing dog dogs foul public areas
waste from parks 9. Installing signs indicating which
4. Sweeping up cigarette butts school or youth club was respon-
from the pavement sible for cleaning up the area
5. Making sure benches and playg- 10. Making sure that bins are
rounds are free of fast food waste visible and unobstructed or
6. Cleaning graffiti or other marks installing signs to draw
from playground equipment. attention to them.
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2. Once the plan has been made, required (brushes and brooms,
ensure that participants have gloves, rubbish bags, soap and
time to design and laminate water, wire brushes and solvent
posters, collect the material for removing paint).
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Starting a Clean-Up Attack

Goal: Participants develop self- and Materials: Posters made in the morn-
group-efficacy by implementing a plan ing, brushes and brooms, gloves,
they developed for changing the local rubbish bags, soap and water, wire
environment. brushes and solvent for removing
paint.
It makes a lot of sense to contact the

responsible offices or authorities for
public space and/or rubbish collection
in your local area before carrying out
the clean-up attack, primarily to notify
them of your intention, but also to find
out what kinds of material (brushes,
hi-visibility jackets, gloves, bin bags)
and immaterial (guidance or entry to
public or semi-public space, use of
warden facilities in parks, etc.) support
they can offer.
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Normally, they will be very pleased to

hear that young people are interested
in engaging with their mission to keep
public space clean. They may be able
to provide extra activities- finding out
how rubbish gets collected, visiting
a recycling facility, or understanding
how public space is managed.
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DAY 5
Rubbish Quiz
Goal: Participants have fun identi- Materials: Pens, a diagram of
fying environmentally-friendly alter- commonly used objects and their
natives to everyday items. environmentally-friendly alternatives.
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Talk to participants about consumption Once finished, prepare participants

choice. Ask them what kinds of things for the next unit. Ask participants
they think are bad for the environment, what kinds of paintings they see in
and what kinds of things are better. their neighborhood (murals, graffiti,
Discuss drinking and eating outside coloured walls, advertisements). Make
of the home, containers and bags. reference to the experiences made
Ask participants to match up the in the neighborhood rally. Ask what
commonly used everyday objects kinds of paintings they like and don’t
to their environmentally-friendlier like. Finally, ask them to draw some
alternatives by drawing on their own examples of the kinds of street art
worksheet. that they like on scrap paper.
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Painting the Neighbourhood

Goals: Participants express them- Materials: paint, spray paint, paint
selves creatively, learn to express brushes, old clothes/overalls,
opinions and preferences, and something to cover the gound
experience taking responsibility for
their local environment.
These may include:

• Walls or fences in the school or
centeR you are in
• Fuse boxes on the street
• Public or private bins
• The walls of local shops or
supermarkets
• Walls or fences in local parks or
playgrounds
Potentially with the help of other • Concrete floor surfaces On
neighborhood actors, and certainly playgrounds
with the permission of those respon-
sible for the buildings or surfaces, Once your participants have a good
identify a surface in your neigh- idea of what they want to paint, split
borhood that could be painted on. them up into groups and let them work
on a part of the painting.
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ResAct Summercamp 2017 in Berlin Neukölln
Summer Camp 2017
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DAY 6
Ecological Footprint
Goals: Participants reflect on Materials: paper, colored markers
their contribution to environmental and flip chart paper.
pollution, and concrete steps they
can take to minimize it.
he
off t ly
Turn mplete
c o
sink
ook
dab
Rea tead
ins ing
rn lay
ys tu of p ames
Alwa lights i d e og
e v
of th
ter
shor
I can t Take wers
pos sho
com ld
my o !
food ing
Play de
t s i
ou
less
Use city de
elec
tri or ri e
Walkike mor
my b
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Take about 5-10 minutes to explain depending on the decisions that we

to participants that an ecological make individually.
footprint measures how fast we
consume resources and generate Take about 10-15 minutes to have the
waste, compared to how fast nature students answer these questions and
can absorb and generate new write them down on a white board or
resources. Explain that our ecological flip chart.
footprints can be reduced or increased
1. How do you use water daily?

4. How much energy do you use
(i.e. showering, watering daily (i.e. in the winter do you
plants, drinking water, turn on the heater, do you turn
swimming, washing clothes off lights when you leave the
and dishes) room)?
2. How do you get to school? Use the rest of the time to have
(i.e. transportation by car, bus, students trace their foot print on a
metro, bike, walking) piece of paper and write how they
can make their ecological footprint
3. How much food do you smaller by making changes to many

normally leave after eating, of their day-to-day activities. See the
and where do you put it? (i.e. example above.
how much trash do you have
at the end of the day)
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Playing Outside
For the second part of the day, play some of the listed games with the
participants.
Jump Rope Games

Goals: Participants develop coordi- Materials: long and short
nation, teamwork and physical fitness skipping ropes.
along with healthy attitudes towards
exercise and fun.
Skipping Two in One Rope

• Each participant has a skipping • Two participants hold either
rope end of a long skipping rope.
• They try to see how many times • They try to jump skip over the
they can skip while trying to rope simultaneously as many
improve the number of rotations times as possible without
each time. stopping.
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Stuck in the Mud Long Jump Rope

• An appropriate number of hunters • Two participant hold either side of
and doctors are chosen from the a long rope, swinging it in a circular
group (for a group of 40, five per motion so that there is an opening
group is enough). Doctors need on the left and the right side.
their “equipment” - a skipping rope. • Participants make two lines
• Participants run around the play behind the rope, and alternating
area, with the hunters trying from each line, crossing each
to “catch” other participants by other to a.) run under the rope, and
touching them then b.) jump over it. How fast can
• Once “caught” participants must they go?
hop in place, waiting for a doctor
• Doctors cannot be tagged by
hunters and can save “caught” Visitor
participants by skipping with them
once through the rope. • Participants form pairs facing
each other, one participant has a
skipping rope
• The participant with the rope jumps
over it, swinging it over both heads
of the pair, to “catch” the other.
• The participant without the rope
turns 90 degrees to their left or
right, and, maintaining the rhythm,
jumps forward.
• The participant with the rope
jumps to the side, capturing the
other participant again
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DAY 7
Seed Bombs
Goals: Participants learn about Materials: 2 parts potting soil, 5 parts
seeds, native species and are able pottery clay mix (from your local art
to creatively take part in reseeding store), 1-2 parts water, 1-2 parts seeds
their local environment. of your choice, one tub for two parti-
cipants to mix ingredients, large box
to dry and store seed bombs
Introduce the topic of seeds to the seed once it has been eaten by an
participants, and ask them what they animal. Talk to them about different
already know. Prompt them about kinds of plants which plants are
the role of seeds in lifecycles. Ask native, which are foreign, and why it
them about seeds in fruit, why plants is important to ensure biodiversity by
produce fruit and what happens to the supporting native species.
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Talk through your choice of seeds, water if necessary. Take small bits of
what kinds of plants they grow into and the clay mixture and roll them into a
what their role in the local environment ball about one inch in diameter. The
is. Introduce the topic of seed bombs, balls should hold together easily. If
and explain how we will be able to they’re crumbly, add more water. Dry
make and drop them. seed balls for 24-48 hours in a shady
place before sowing or storing. They
With participants, mix the soil, clay and store best in a cardboard box. Do not
1 part water thoroughly. There should use plastic bags.
be no lumps. Slowly add more water
until the mixture is the consistency Explain to participants that we will be
of the toy store modelling clay. Add dropping the seed bombs later in the
seeds. Keep kneading the dough until week (Unit 18).
the seeds are well mixed in. Add more
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Playing Inside
Goals: Participants develop coordi- Materials: Chalk or markers to outline
nation, teamwork and physical fitness, the playing area. Football, or soft
as well as concentration. ball, sport bench, chairs, beach ball
or balloon.
Seated Volleyball about mobility and disability, particu-

larly in sport, and introduce the topic
A field of five by ten meters is marked of differing abilities to the participants.
out on the floor, with a “net” (a sports
bench or a row of chairs) placed
through the centre. Teams of five take
Floor Football
it in turns to play. They must choose a Divide the participants into two equal
spot, sit down, and may not move from teams. Mark a pitch of approximately
this spot during play. With a beach ball 15 by 5 metres in the middle of the
or balloon, players then play a standard hall. Four players from each team
game of volleyball. Once one point has stand on the short side of the pitch.
been scored, the teams rotate. They are waiting to go play next.
Four players from each team are on
After the game, talk to participants the field with the ball. The rest of the
about how the limited movement in the players stand opposing each other on
two games affected the way they were the long side of the pitch. The goal of
played. This may be a good time to talk the game is to score a goal by moving
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the ball, which must remain on the next group of four on the side-lines
ground, from one end of the pitch to takes their place.
the other. Players may not dribble
or move with the ball - only passing Variation: players on the side-lines
along the floor is allowed. After each may take part in the game, but may
goal, players on the pitch go to the not move from their spot. They can
side-lines to wait for their next turn. only receive and pass the ball.
Players on the short ends of the pitch
take their place on the field, and the
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DAY 8
Rubbish Art
Goal: Participants develop creative Materials: 4 - 5 picture frames (size
skills and learn to understand how A3-A2), tetra paks, cork, carton, lots
contextually-dependent rubbish is: in of different kinds of plastic packaging
one context it is waste, but in another with different textures and shapes,
it can be art. lids, cans, dried organic waste: orange
peels, onion peels, tea bags, nails,
hammer, glue, hot glue.
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Split the materials up into several Participants work in groups to put

groups, corresponding to the recycling/ together a collage using the materials
rubbish bin used for that material. of their choice. The name of the bin
Place the materials, along with one (paper, household waste, compost)
frame on a table. Ask participants to is the title of the collage, and should
choose a table at which to work at. be written on the frame. Participants
should inspect each others’ work and
decide where they want to hang their
art work.
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Upcycling Workshop
Goals: participants develop creative Materials: old t-shirts that would
strategies for reducing rubbish, making have been thrown away, old tetra pak
something new out of something old. cartons, cleaned, scissors, needle and
thread, metal rings such as keyrings
or curtain rings.
Introduce the idea of upcycling to upcycling old, worn-out t-shirts and

participants, changing an old object tetra pak cartons into wallets, belts
that would have been thrown away and headbands.
into something new. Today, we will be
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For the Tetra Pak wallets:

1. Rinse the Tetra Pak carton
5.
Open the box to its original
well with a drop of dishwasher shape and bend the new edge
and water and let it dry before inwards on both sides. In the
starting. Make sure that next step, the new edge is
nothing remains in the carton now folded from the outside
(if necessary, soak and shake to the inside (i.e. the surface
it strongly). area is halved), once left and
once right. If you now look at
2. Open the carton by cutting the cardboard from above,

off the top edge of the carton the inner edge with the fold
(glued part of the tetra pack). line should look like an M or
W that has fallen over. Now
3. Now cut off the bottom at the strongly strengthen/improve

bottom edge. You can dry the the new edge on each side
carton again from the inside with your finger or scissors.
with a towel.
6. Fold the box in 2 places. For
4. Press the carton flat. To do information: 70% (two thirds)

this, fold the side walls of the of the lower surface represent
carton in the middle outwards. the later money compartment
The carton should now be and 30% (one third) the lid of
flat. Now strongly strengthen/ the purse thus the upper area.
improve the new folding edge Fold the box in front of you in
on each side with your finger 2 places with approximately
or scissors. this division. First the lower
larger part upwards then the
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smaller part downwards, so that you can put this surface

that the smaller part overlaps into the inside of the money
the larger part. Now you have compartment in front.
three parts: 2 times approx. 35
% and once 30 %.
10. Ifcap,
the Tetra Pak has a screw
press the back firmly on it
7. The inner edges of the lid so that an imprint forms which

must now be cut out. To do you can cut out as a hole
this, open the upper folded
part and cut out the sides
11. Ifcanthere is no screw cap you
along the fold line, twice verti- sew on a button and also
cally, once horizontally and press the back firmly on it so
remove a small square so that that an imprint is formed which
the sides are now open. you can cut out as a hole.
8. Decide what your lid should Your wallet is ready!

look like. Cut the back of the
lid into the desired shape You can stick fabric on the Tetra Pak
(semicircle, rounded, pointed, beforehand, paint it with coloured tape
...), this part will be the outer or acrylic paints. There are very nice
lid of your wallet. instructions for this on Youtube. We
wish you much success with doing
9. Cut the front a little bit more handicrafts!

pointed, simply cut away
triangles at the edges from
the outside to the inside, so
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For the T-shirt headbands and belts:

Cut the T-shirts into strips with scissors, folding the belt over and sewing it
focusing on getting interesting colors. up. Thread the other end through the
Plait the strips together, sewing the furthest-away ring, then fold it over
two ends together for a headband of and thread it through the closest ring,
the appropriate length. For the belt, pulling it tight to fasten.
attach two rings directly to one end,
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109
DAY 9
Field Trip
Goals: Participants understand the what kinds of activities local institutions
broader context of recycling and carry out.
environmental protection, including
understanding what kinds of jobs and Materials: -
In order to better understand the • Water treatment facilities/visitor

scientific processes and prin- centers
ciples that govern the way we manage • Reservoirs and dams with visitor
the environment, we recommend centers
organizing a trip to a local institution. • Facilities for the production of
Examples of institutions include: electricity or hot water: power
stations, wind farms, solar farms,
• Recycling facilities hydroelectric plants
• Waste management facilities
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They offer an important look into the Make sure to connect the visit to
way that their local environment is some of the themes you have been
maintained and managed, even if discussing in the days before: water
they are not the most environmentally- treatment, water pollution, biomes,
friendly institutions. Most organiza- recycling and waste management,
tions running these facilities will be how to recycle, how to reduce, reuse,
pleased to arrange a visit, will show recycle, and electricity consumption,
young people the nuts and bolts of production and pollution.
their operation and many have an
educational visitors center, which
will further enrich the experience for
participants.
111
Every
material yes!
Do you
collect glass?
Recycling Station
Bio Domes, Seed Bombs & Jars

Goals: Participants complete two of Materials: Pre-prepared seed bombs,
the tasks begun on previous days- pre-prepared bio domes, pre-prepared
dropping their seed bombs, and polluted water.
checking back in on their biomes.
Remind participants of the 1) biomes, somewhere relatively warm with lots

2) jars of water (Unit 6 Collect Polluted of sunlight. Ask participants to retrieve
Water) and the 3) seed bombs that both, and have a look to see what
we prepared during the previous has happened.
week. They should have been stored
114
1. With the bio domes, it should cipants: Nothing can get out
be clear that water has been of the container, and nothing
evaporated from the bottom except for sunlight can get in.
of the container, and has The contents cycle through
condensed on the sides and different states and locations.
at the top. If the participants This is very much like the
are careful, they may be able earth – we are a closed
to see the water dropping system: sunlight enters the
down on to the plants and soil atmosphere, but otherwise
as rain. Introduce the idea of water cycles through,
a closed system to the parti- constantly moving.
115
3. Finally, remind participants
2. Now, remind participants of the seed bombs that they

of the polluted water that prepared earlier in the week.
we stored. Checking back Take them on a walk through
on it, they should see that the local area, and keep an
the pollutants (paper, card, eye out for appropriate places
plastic) had dirt on them, to drop the bombs. “Appro-
which has begun to dissolve priate” means somewhere
into the water, and may have with soil and light, not on
begun to dissolve themselves. the pavement, and not on
The water does not look roofs or anywhere where
clean compared to tap water, plants would be unwanted.
because it is not. In this way, Take care when dropping the
polluted water can conta- bombs not to throw them or
minate large bodies of water. to be a nuisance or a danger
Because we live in a closed to anyone else. Explain that
system, this is a big problem the bombs contain everything
for the safety of our water the plant needs to grow when
cycles. we come back in a couple of
weeks, we will see the plants
that we seeded growing.
116
117
DAY 10
Preparation for the final event
Goals: To reflect on what participants Materials: Any of the materials created
have learned over the last two weeks, over the last two weeks, videos of
to develop presentation skills as well activities, paper, pens.
as the ability to express a coherent
opinion about one’s local area.
In order for participants to reflect frontational way what they did and
on what they have accomplished in didn’t enjoy so much, and what they
the last two weeks, we recommend would do differently next time. Remind
running through the tasks of the last the participants of their activities in
two weeks. This is also an optimal chronological order. Ask participants
time to discuss the project with the what specifically sticks out in their
participants, asking in a non-con- minds. Use props, such as objects
118
that were made or posters drawn, • Neighbourhood maps

or tools used to jog their memories. • Reports back from the field trip
Ask participants to choose three or • Upcycling fashion show
four units or experiences that they • Gardening segment - seed
would like to present to their parents, bombs, local wildlife, water cycle
teachers and community members at • Recycling quiz - participants
the closing celebration. Things that develop for guests at the event
work particularly well are: • Art exhibition - all of the pictures
and objects that participants have
119
120
Divide the participants up into roughly This presentation is particularly

even groups, and ask them to develop a important as an aspect of democracy
creative way of presenting their experi- education within the project- any local
ences and what they have learned. decision-makers, community members
Some creative ideas include: or press who attend the final presen-
tation should be made aware of the
• Plays, songs or raps about perspectives of the participants as
recycling and reducing waste well as the possibility of working with
• A dance symbolizing the water the participants to affect their desired
cycle changes in the local area.
• Television formats like talk shows
or cooking or gardening shows, Participants should use this time to
in which participants demonstrate prepare the materials they will need to
what they have learned present in the way they want, practice
• A presentation about their local any performances and write any scripts
area, what they like, what they necessary for parents and guests.
don’t like, what they were able
to change in the two weeks,
and what they would still like to
change.
121
Picnic & Certificate Presentation

Goals: Recognition of the achie- Materials: Any materials required for
vements of the participants, cele- the presentation, pre-printed certifi-
bration with parents and guests, cates with the names of each parti-
practicing presentation skills. cipant, lunch.
Ideally lunch has been prepared parliaments, community police

with the help of participants, officers, local civil servants, mayors
consisting of mostly vegetarian, etc. It is also a good idea to invite
local and organic options. Invited local press.
guests should include parents and
guardians, other family members, After lunch, participants should
other community members who were present their work as prepared in
involved in the week (decision-makers the morning. After the presentation
at the rubbish disposal organizations, certificates should be awarded,
representatives of the organization and you should all celebrate your
visited by the participants etc.), and achievements!
local decision makers. These indivi-
duals include members of local and
national members of local and national
122
123
126
Post Summer Camp

Once the summer school is over we hope you will contribute to
future knowledge around intercultural environmental education
by telling us how it went. We would love to hear feedback on
the project, including pictures, written feedback and ideas for
changes. You can contact Camp Group through the website:
www.camp-group.org.
You want to measure your impact?

We evaluated our summer camp and asked participants to
answer our questions before and after the summer school, and
measured the change. We would be more than happy to support
you in doing this, and would like to work towards capturing
and analyzing the impact that programs like this can make, to
campaign for more of them in the future. If you have impact data
or would like to collect it, please don’t hesitate to get in contact
to discuss it with us!
www.respact.org
info@respact.org
127
128
3. Info
Through our experience, network and research we
collected alot of information about intercultural
environmental justice that we want to share with you.
On our website, you will find lots of additional

information.
What kind information?

• interviews with experts
• handbooks from well-known players
• units, modules & games
• organizations with helpful information & material
www.respact.org/
experience-environmental-justice
129
Practical Tips
HANDBOOKS BUND Youth

Try it ... Climate
protection!
8 tips for your everyday life
Forum Environmental
Education
Active together -
Make recreational
activities participative
with refugees
BUND
Events with
refugees
Allianz Environ-
n
mental Foundatio
– Refugees
in green
occupations
NAJU
Grow together Heinrich Böll Stiftung
Active with young Climate
refugees - background
information and Protection
practical tips Hand in Hand
an educational tandem
project for refugees
130
EXPERTS
Interviewee:
Journalist Abeer Alali
Organisation: Heinrich Böll Stiftung
ANU
Brandenburg
Environmental Expertise: The Project
education “Climate Protection
with underage Hand in Hand” Handbook
unaccompanied
refugees –
A guide for environmental
educators
Interviewee:
German environmental aid Educational Officer Kora Rösler
Organisation: Heinrich Böll Stiftung
Green. Social. Brandenburg
Precious. Expertise: Ecology,
Get nature into
socially disadvantaged Sustainability
neighborhoods together! & Intercultural
Environmental
Education
131
Practical
Tips ANU – Working Group
for Nature and Environ-
mental Education
• union of over a thousand
NETWORKS initiatives and individuals

(Cf. Umweltbildung: 2018)
NABU – Nature
BUND – Friends
and Biodiversity
of the Earth Germany
Conservation Union
• one of the largest
• oldest environmental
environmental associations
association in Germany
• committed to protecting the
• 620,000 members | 37.000
nature and environment
volunteers
• supported by 585,000 people
• committed to protecting our
• more than 2,000 voluntary groups
Earth
(Cf. BUND: 2018)
(Cf. NABU: 2018)
132
DIFU – German Institute

of Urban Affairs
• largest urban research institute
in the German-speaking area
• Testing pilot projects on the
best way to implement environ-
mental justice on the local level
(Cf. DIFU: 2014)
FEE – The Foundation

for Environmental
Education
• is dedicated to promote
environmental sustainability
internationally through their
environmental education
programs in 73 nations
(Cf. Foundation for Environmental
German Education: 2018)
Environment Agency –
Umwelt-bundesamt –
UBA
• Germany’s main environmental
protection agency
• ensuring citizens have a healthy
environment with clean air and
water, free of pollutants
(Cf. German Environment Agency:
2018b)
133
Creating
plastic key
Clapping chains
games
Carrying
water
Practical Tips
MODULES + GAMES
Creating
soap Fire, water,
ice, storm
134
Creating
coloured
chalk Links
About
Intercultural
competence in
More working with
Playground refugees
games Environmental justice
Educational materials
Background
information
Templates
You can find our templates
here www.respact.org
135
References
Bildung & Begabung (2018). Bundeszentrale für Politische Bildung
Vielfalt braucht den genauen Blick. (2018). Asylbewerber nach Alter. Retrieved
Fachkonferenz „Perspektive Begabung“. July 18, 2018, from https://www.bpb.de/
Retrieved July 18, 2018a, from https:// gesellschaft/migration/flucht/218788/
www.bildung-und-begabung.de/ zahlen-zu-asyl-in-deutschland
news/2016-07-05-fachtagung2016
Dewitz, Grießbach & Massumi (2016).
Bund (2018). Über den BUND – BUND e.V.. Bestandsaufnahme und Empfehlungen.
Retrieved July 18, 2018a, from https://www. Neu zugewanderte Kinder und
bund.net/ueber-uns/ Jugendliche im deutschen Schulsystem,
P. 6ff. Retrieved July 18, 2018, from https://
Bundesamt für Migration und Flüchtlinge www.mercator-institut-sprachfoerderung.de/
(2018). Aktuelle Zahlen zu Asyl. Retrieved fileadmin/Redaktion/PDF/Publikationen/MI_
July 18, 2018a, from http://www.bamf. ZfL_Studie_Zugewanderte_im_deutschen_
de/SharedDocs/Anlagen/DE/Downloads/ Schulsystem_final_screen.pdf
Infothek/Statistik/Asyl/aktuelle-zahlen-zu-
asyl-juni-2018.pdf?__blob=publicationFile Deutsche Umwelthilfe (2018). Umwelt und
Gerechtigkeit: wie hängt das zusammen?.
Bundesamt für Migration und Flüchtlinge Retrieved July 18, 2018, from https://www.
(2018). Schulsystem. Retrieved July duh.de/umweltgerechtigkeit/
18, 2018b, from http://www.bamf.de/
DE/Willkommen/Bildung/Schulsystem/
schulsystem.html?nn=1367904
136
DIFU (2014). Umweltgerechtigkeit im German Environment Agency (2008).

städtischen Raum. Expertise „Instrumente Environmental justice - Environmental
zur Erhaltung und Schaffung von and health protection for everyone!.
Umweltgerechtigkeit“. Retrieved July 18, Lower income population often
2018, from https://difu.de/publikationen/2014/ bears the brunt of environmental
umweltgerechtigkeit-im-staedtischen-raum- problems. Retrieved July 18, 2018,
expertise.html from https://www.umweltbundesamt.
de/en/press/pressinformation/
Environmental Protection Agency environmental-justice-environmental-health
(2018). What is Environmental
Education?. Retrieved July 18, 2018, German Environment Agency (2015).
from https://www.epa.gov/education/ Umweltgerechtigkeit im städtischen
what-environmental-education Raum – Entwicklung von praxistauglichen
Strategien und Maßnahmen zur
Eurostat (2018). Asylum applications Minderung sozial ungleich verteilter
(non-EU) in the EU-28 Member States, Umweltbelastungen, P. 15. Retrieved
2006–2017. Retrieved July 18, 2018, from July 18, 2018, from https://www.
http://ec.europa.eu/eurostat/statistics- umweltbundesamt.de/sites/default/files/
explained/index.php/Asylum_statistics medien/378/publikationen/umwelt_und_
gesundheit_01_2015.pdf
Foundation for Environmental Education
(2018). Our work. Retrieved April 17, 2018, German Environment Agency (2018).
from http://www.fee.global/our-work/ About us. Retrieved July 18, 2018, from
https://www.umweltbundesamt.de/en/the-uba/
about-us
137
International Institute for Educational United Nations Human Rights (2018).

Planning (2010). Guidebook for Convention on the Rights of the Child.
planning education in emergencies and Retrieved July 18, 2018, from https://www.
reconstruction. Retrieved July ohchr.org/en/professionalinterest/pages/
18, 2018, from http://unesdoc.unesco.org/ crc.aspx
images/0019/001902/190223e.pdf
Umweltbildung (2018). ANU-Leitbild.
NABU (2018). Working for people and Retrieved July 18, 2018, from https://www.
nature – a powerful lobby. Retrieved July umweltbildung.de/was_ist_die_anu.html
18, 2018, from https://en.nabu.de/about/
index.html
Statista (2018). Applications for asylum

in the European Union (EU) from 2009
to 2016. Retrieved July 18, 2018, from
https://www.statista.com/statistics/454836/
number-of-asylum-applications-in-the-eu/
Tagesspiegel (2015). Wie Schulen

Migranten aufnehmen. Willkommens-
klassen machen ausländische Kinder
fit. Retrieved July 18, 2018, from www.
tagesspiegel.de/berlin/wieschulen-migranten-
aufnehmen-willkommensklassen-machen-
auslaendische-kinder-fit/11277012.html
Unesco (1978): Intergovernmental

Conference on Environmental Education.
Retrieved July 18, 2018, from http://unesdoc.
unesco.org/images/0003/000327/
032763eo.pdf
138
139
Imprint
Authors:
Jana Gottschalk, Daniel Meehan, Nicole Erfurth,
Josefine Wüst, Sydney Redding, Nicole Walker,
Janine Rosenheinrich
RespAct Handbuch Umweltgerechtigkeit interkulturell erleben
3
We put together this handbook to offer guidance
on developing intercultural environmental
education programming, highlighting the
lessons we learned and providing perspectives
for further development.
This project was carried out by the Federal Environment

Agency and the Federal Ministry for the Environment, Nature
Conservation and Nuclear Safety. The funding is provided by
resolution of the German Bundestag.
www.respact.org
info@respact.org
www.facebook.com/RespAct.org
www.youtube.com/c/campgroupggmbh

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Handbook

Camp Group gGmbH

We put together this handbook to offer guidance on developing intercul-

This handbook was developed as part of the project “Welcome Camp

Theoretical Environmental Justice 14

Practical Environmental Justice 20

2 HOW TO: RESPACT SUMMER CAMP 27

How to Organize a Summer Camp 37

Theoretical Environmental Justice 14

Practical Environmental Justice 20

In 2015 asylum applications in the European Union reached the

In 2016, asylum applications in Germany reached a

Due to the large number of migrants, Although children are guaranteed

“Socio-economic back- education in the face of global conflict

very often more affected Flüchtlinge: 2018b).

UNESCO has established a Guide- The evidence of their International

“{…} that children can be important actors on

Children‘s rights sorted

Challenges & Opportunities

1. Conditions and approaches

2. Due to the different cultures,

3. German states encounter diffi- example, second language

Regular Classes – Welcome Classes

Having a diverse range of experi- large groups of young people with

Need for Environmental Justice

7 principles for Intercultural

1. Are and should be respected “bad habits” that many adults

5. Integrate through education

2. Act as multipliers in teaching and structure while promoting

3. Develop self-efficacy, environment by contributing to

“We work primarily with the Turkish

Expertise: Nature &

What is Environmental Justice?

In Germany, social status determines

What is Environmental Education?

Key elements Key goals

Practical Environmental Justice

RespAct is a sport-based democracy

The evaluation showed a signi-

The need for the RespAct Summer

1. The urgency for an increased

2. The universal right of children

Using its proven approaches in

Game about Children Rights

In 2016 and 2017, Camp Group RespAct Summer Camp in Berlin

How to: RespAct Summer Camp 29

HOW TO: RESPACT

2. Development of self- and environment.

3. Creation of a safe space,

4. Support for language learning

Interview: Dr. Angelika Gellrich | Researcher

“Young people tend to take part selectively, on a short-term

“We experienced that Camp Group’s experiences in the

“If you really want to motivate people, if

“One challenge within environmental education is

Camp Group encourages those who a sustainable and successful intercul-

The content of the curri- recent iteration in 2017.

“I think it‘s great that so many people

12.30 – 13.00 Lunch Lunch

15.00 – 16.00 Daily Log Daily Log

WED THU FRI

Lunch Lunch Lunch