My Happy Planet

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OI Pometun, OV Onoprienko AD Tsymbalaru

MY

HAPPY PLANET

LESSONS FOR SUSTAINABLE DEVELOPMENT

3-‐4 Class

Kyiv Publishing House "Education" 2011

Introducing materials for schools Grade 3-4 This material is meant as a teaser to give a feel for what a GAP material for schools lower grades looks like. It is based on the TDP experience in Ukraine and is only a sample – not all topics are included. To get an idea of how this GAP material works;

o the book is divided into chapters starting with an introduction to what a happy planet looks like o then you get to take a look at your own lifestyle by filling in a questionnaire o all the way through the book you are encouraged to work together with your peers and help

each other as well as present thoughts, ideas and drawings to each other o you find suggestions of exercises but without longer texts which are context depending and

therefore not so relevant o in the book you meet different topics like Air, Water, Garbage etc o at the end of the program you look back to see what steps and changes you have taken

during the program o several exercises encourage the students to talk to their parents or even do actions at home

and in that sense also the family/household gets involved.

Please take a look and enjoy!

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Topic 1 – EARTH, A HAPPY PLANET?

Together with a classroom neighbour discuss what natural resources that are important to meet vital human needs – what do we humans need to live. Make a small list of such needs. Is it someone that provides these resources? How does our planet Earth provide for our needs? What, in your opinion, does the Earth need?

Perhaps you think that for a human to have a happy life important things are blue skies, clean air, diversity of plants, and clean rivers – and that would give a happy and satisfied planet. Imagine what a happy planet looks like and draw it. Show your picture to your classmates.

Read the below and think about 2-‐3 questions, beginning with the words: "Why...?" "Why...?", "For what purpose...?", "What were the consequences...?" "What if...? ". Ask a question to your classmates and hear their answers.

Text…about planet Earth omitted Work together with a classroom neighbour; select and sign «V» of those actions that make the planet happy. Compare your answers with the answers of your classmates. Air pollution emissions from the chimneys of factories

Using an electric car Deforestation Pumping sewage into rivers

Efficient water use Clean-‐up wells and rivers

Planting trees Destruction of weeds chemicals

Burning garbage Recycling paper Using modern weapons

Friendship between human beings on the planet

Using solar panels instead of burning oil and gas

Stopping all power plants

Buying fur-‐free products

Turn off electrical appliances you aren’t using 7

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7

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7

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7

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3

Finish the sentences below. Compare your ideas with your classmates.

Text… unfinished sentences about what makes the Earth happy omitted

Write down in a notebook the continuation of sentences in the previous task. Share the information you have talked about in the classroom with your parents. Show them your picture of the happy planet. Maybe it will help the members of your family act to make the planet smile?!

9

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7

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4

Topic 2 – WORK TOGETHER

Read the rhyme. Use the rhyme to get together in groups of 4-‐5 persons. Text…rhyme… omitted

Before you start working together, read the text about how to work in a group. How to work in a group – text… omitted

Discuss in the same groups as you were working on to restore a smile on the face of the planet. Develop common solutions, beginning with the words:

Text… omitted

11

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!" #$%&'(%)* ( +$,#- "îçïîä%ë%òü !îë% â ã!óï%. Äëÿ öüîãî âèçíà÷òå:

ë!äå"à, ÿêèé áóäå î!ãàí%çîâóâàòè !îáîòó ã!óïè, ï%ä ÷àñ îáãîâî!åííÿ íàäàâàòè ñëîâî ïî ÷å!ç% êîæíîìó, â%ä-ïîâ%äàòè çà õ%ä âèêîíàííÿ ñï!àâè ã!óïî# % !åçóëüòàòè ¿¿ !îáîòè.

äîïîâ!äà÷à, ÿêèé ï!åäñòàâëÿòèìå !åçóëüòàòè !îáîòè ã!óïè ï%ñëÿ ¿¿ çàâå!øåííÿ;

Óñ% !íø! ÷ëåíè ã"óïè ìà#òü á!àòè ó÷àñòü ó êîëåê-òèâíîìó âèêîíàíí% çàâäàííÿ, âèñëîâë##÷è äóìêè òà âèñóâà#÷è %äå¿.

11

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11

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5

To help the planet, it is good to explore your own everyday habits. We invite you to answer a questionnaire below. Mark how often you do the actions below – almost never – 1, sometimes – 2, about half – 3, quite often – 4, almost always – 5. Also mark yes or no, where appropriate.

Discuss the results of your work with your classmates: what did you find interesting – the questions, the way you were working in the class – and how it was to involve your parents in the work you did? What do you think we can do to show the planet respect and humanity?

Think about your favourite hero in books, cartoons or games and how that hero and you might help the planet. Draw a picture of your hero.

Audit 1. We watch water I do not leave the tap running all the time when brushing my teeth

1 2 3 4 5

Washing the dishes, I take a bowl and then quickly rinse it

1 2 3 4 5

I try to keep the water trickling, not flowing 1 2 3 4 5 2. And I get clean When I take a shower, then A) I do it for 5 min Yes No B) I do it for 15 minutes Yes No I often take a bath to relax Yes No 3. Recycling paper I collect used paper because I can write on the back

1 2 3 4 5

I use my notebooks until they are finished 1 2 3 4 5 4. Long-‐term use I give books and toys I don’t use anymore to other kids

1 2 3 4 5

My family uses plastic bags and bottles several times -‐ for storing and carrying, instead of throwing them away directly

Yes No

I feed birds and animals with leftovers Yes No 5. When I'm not in the room I turn off the light in the room when no one is there

1 2 3 4 5

I turn off appliances that are not used 1 2 3 4 5 6. Keeping warm I check so that doors and windows are closed during the cold season

Yes No

11

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9

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6

Topic 3 – WHY BOTHER SAVING WATER?

Before you read the text below, try to figure out what Domovichok wants to tell the children. (Domovichok is a fairy-‐tale character that helps keep things in order.)

Text about Domovichok and the children… omitted

Now that you have read the story about Domovichok, discuss whether your predictions came true.

Text about -‐ Water -‐ Source of Life… omitted

15

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Íåùîäàâíî Òà!àñèê ïå!å¿õàâ äî íîâîãî áóäèíêó. Â"í äóæå ç!àä"â, ùî éîãî ñóñ"äêî# ñòàëà îäíîêëàñíèöÿ Ãà-ëèíêà. Ï"ñëÿ ó!îêó äëÿ ñò"éêîãî !îçâèòêó ä"òè äîìîâèëèñÿ !àçîì ìàë#âàòè ïî!ò!åòè ãå!î¿â, ç ÿêèìè õîò"ëè á äîïî-ìàãàòè ïëàíåò".

Ä!óç" øâèäêî íàìàë#âàëè ïî!ò!åòè, àëå çàá!óäíèëè !óêè é íàâ"òü îáëè÷÷ÿ. Òà!àñèê â"äí"ñ óñ" ïåíçë" äî âàííî¿ " çàõîäèâñÿ ¿õ ìèòè, à Ãàëèíêà, â"äê!èâøè "íøèé ê!àí, ïî÷àëà ìèòè !óêè.$àïòîì õëîï÷èê çãàäàâ, ùî âæå ÷àñ äèâèòèñÿ íîâó ñå!"#

óë#áëåíîãî ìóëüòô"ëüìó. Ä"òè øâèäêî ïîá"ãëè äî òåëåâ"-çî!à, çàëèøèâøè ê!àíè â"äê!èòèìè.

Êîëè ìóëüòèê çàê"í÷èâñÿ, Òà!àñèê " Ãàëèíêà ïî÷óëè ç âàííî¿ ÿê"ñü äèâí" çâóêè. Çàçè!íóâøè òóäè, ä!óç" ïîáà÷èëè

Çóñò!"÷ ïå!øà. !"#$ %&'(" )*'*+(, %"-$

11

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16

íà ê!àº÷êó óìèâàëüíèêà êóìåäíîãî ÷îëîâ"÷êà. Â"í !îç-ìàõóâàâ !óêàìè é ê!è÷àâ:

— Àé-àé-àé! Íåùàñíèé ÿ Äîìîâè÷îê. Ñê"ëüêè âîäè âèò"êàº äà!åìíî! ßê ìåí" íå ïîùàñòèëî ç ãîñïîäà!ÿìè êâà!òè!è! Îò á"äà!

— Òà ÿêà á"äà! Âîäè â ò!óáàõ íà âñ"õ âèñòà÷èòü, – çäè-âóâàâñÿ Òà!àñèê.

— Âîäà æ íå ïå!åëèëàñÿ ÷å!åç ê!àé " í"êîìó íå çà-øêîäèëà, – äîäàëà Ãàëèíêà.

— Òî âè íå !îçóì"ºòå, ùî êî¿òå? Çà!àç ÿ âàì !îçïîâ"ì…

!"#$%&'()*+ " ,&"-&./001 2&'&.345$ ($ &67&.&,/(8, 43 *-,$.0393*8 .$:/ -),)06$4)##+.

!"#$ — #%&'&(" %)**+Íà íàø"é ïëàíåò" áàãàòî âîäè, òîìó Çåìë# ÷àñòî íàçè-

âà#òü áëàêèòíî! ïëàíåòî!. Àëå ìàéæå âñÿ âîäà ñîëî-íà é ëèøå ìàëåíüêà ÷àñòî÷êà æèâèëüíî¿ âîëîãè ï!èäàò-íà äëÿ ñïîæèâàííÿ ë#äèíî#. Çàïàñè ï!"ñíî¿ âîäè — öå ëèøå ñëüîçèíêà íà î÷àõ Çåìë".

11

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7

Having heard the story about Domovychka, Tarasik and Galinka they prepared a table. Try it – and determine what you know about water. Put a “V-‐sign” by the statements with which you agree. Explain your choices and compare your answers with the answers of your classmates.

1. The major portion of the Earth's surface is covered by fresh water

2. The amount of fresh water on the planet is much less than saltwater

3. In many countries there is a lack of fresh water

4. Ukraine has enough drinking water for all residents

5. For watering the garden it is best to use potable water

6. Tap water is flowing at a speed of 3-‐4 litres per minute

7. Industries and companies don’t pollute the water

8. Without water, life is impossible on Earth

9. Everybody need to check that no water is poured unnecessarily

In the pictures there are some examples from the every day life where water is important for humans – and therefore water conservation needs your attention. Consider the situations presented in the figures, and suggest, how to use water wisely.

Here are some traditional sayings – explain what they really mean. Text…six short sayings, omitted

7

!"#$% &# '('&)$% *$ *"+,& *$%&+-(.,/, 0-& *+1+$)2& +/'(+'1 *$,+&32& 45)12& )40 #")$6$4/220 71,,8619 *$,+/3. :-4")&,; 2/6/41<-1. */+/4&- ,"-19 *$,+/3. =- 45)12" #"3/#*/<(8 >& *$,+/31? =-& %$7416$',& )40 ?9 #")$6$4/220 )"+(8 ,$3& 2"@" *4"2/," A/%40? =-&, 2" ,6$5 )(%-(, *$,+/31 8 ( A/%4&?

B"*/62$, ,1 #+$#(%&6, C$ 45)12& )40 C"'416$D$ 71,,0 *$-,+&32& '128 2/3$, <1',/ *$6&,+0, +&#2$%"2&,,0 +$'412, -+1-@,"4/6& )7/+/4" & +&<-1 — C"'416" & #")$6$4/2" *4"2/,".E061, 0- 61D40)"8 C"'416" *4"2/," A/%40 & 2"%"45. ??. F$-"71 '6&. %"452$- $)2$-4"'21-"%.

F+$<1,". ,/-', ," '-4")1 2–3 #"*1,"220 )$ 2;$D$, *$<1-2"5<1 #& '4&6: «G$%(..?», «B"6&C$..?», «A 0-$5 %/,$5..?», «=-1%1 3(41 2"'4&)-1..?», «H$ 3()/, 0-C$…?». F$',"6 #"*1,"220 $)2$-4"'21-"% & 61'4(9". ?92& 6&)*$6&)&.



18

!"#$%&'()* +",-"(./0 1"2"(*34', 5'+'#*4 . 6'$*74' (*+.-)*$* /"#$./*8*, 9" ("7* ,7':80 -+" ("/%, . #4$'$* 8';$*<:. =4"+*#8'>#? 7@: — (*,7'3, 9" ,7'A) -+" ("/% 8*. B./2.80 ,7'-4"2 (V) 8(@+/C@77?, , ?4*2* 8* -"D"/C%A)#?. !"?#7* #(.> (*;.+. !"+.(7?> #("E (./-"(./. , (./-"(./?2* "/7"4$'#7*4.(.

1. F.$0)' 3'#8*-7' -"(@+&7. G@2$. (4+*8' -+.#7": ("/":

2. !+.#7"E ("/* 7' -$'7@8. ,7'37" 2@7-)@, 7.C #"$"7"E

3. H ;'D'80"& 4+'E-7'& #(.8% 7@ (*#8'-3'A -+.#7"E ("/*

4. B H4+'E7. /"#8'8-70" -*87"E ("/* /$? (#.& 2@)4'7<.(

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7.!+"2*#$"(. -./--+*A2#8(' 7@ ,'-;+%/7::80 ("/%

8. F@, ("/* 7@2"C-$*(@ C*88? 7' G@2$.

9. I:/?2 -"8+.;7" /;'8*, 9"; ("/' 7@ (*$*('$'#? /'+@27"

1"(@/.80 7' -+*4$'/'& , ($'#7"D" C*88?, 9" ("/' ('C$*(' /$? $:/*7*, ' EE ,;@+@C@77? -"8+@;%A (')"E %('D*. J",D$?708@ #*8%'<.E, -+@/#8'($@7. 7' 2'$:74'&, 8' ,'-+"-"7%>8@, ?4 % -"/.;7*& (*-'/4'& 2"C7' +",%27" (*4"+*#8"(%('8* ("/%.

11

!"#$%&'(&) *+$%*,-. .' // 0#1#2#3#4 #5’607'(&)89 - 3"--1% 1# 4–5 #8+5.


!)":, 7+; 1#$'&% 81+*97# 1"'<4='&%, #>7'(#2&)8? > 1"'-=%*'2% "#5#&% = 3"-1+.





7

!"#$% &# '('&)$% *$ *"+,& *$%&+-(.,/, 0-& *+1+$)2& +/'(+'1 *$,+&32& 45)12& )40 #")$6$4/220 71,,8619 *$,+/3. :-4")&,; 2/6/41<-1. */+/4&- ,"-19 *$,+/3. =- 45)12" #"3/#*/<(8 >& *$,+/31? =-& %$7416$',& )40 ?9 #")$6$4/220 )"+(8 ,$3& 2"@" *4"2/," A/%40? =-&, 2" ,6$5 )(%-(, *$,+/31 8 ( A/%4&?

B"*/62$, ,1 #+$#(%&6, C$ 45)12& )40 C"'416$D$ 71,,0 *$-,+&32& '128 2/3$, <1',/ *$6&,+0, +&#2$%"2&,,0 +$'412, -+1-@,"4/6& )7/+/4" & +&<-1 — C"'416" & #")$6$4/2" *4"2/,".E061, 0- 61D40)"8 C"'416" *4"2/," A/%40 & 2"%"45. ??. F$-"71 '6&. %"452$- $)2$-4"'21-"%.

F+$<1,". ,/-', ," '-4")1 2–3 #"*1,"220 )$ 2;$D$, *$<1-2"5<1 #& '4&6: «G$%(..?», «B"6&C$..?», «A 0-$5 %/,$5..?», «=-1%1 3(41 2"'4&)-1..?», «H$ 3()/, 0-C$…?». F$',"6 #"*1,"220 $)2$-4"'21-"% & 61'4(9". ?92& 6&)*$6&)&.



8

Share the information you got at class with your parents and explore together how much water is used in your family. A suggestion is to fill in the form together with your parents.

Text…tips on how to engage your parents, omitted Places in the household where we use water

Why we use water The amount of water that was spent during one day

1. 2. 3. Total average gallons per day

9

!"#$%&'('') *+,-.$) ,/-0/&"1/ 2 .$%# 2",+&-,

3+$/4.%,"'') (5(0.$+1+#--5(1

6/$%#%,"'') 5-4-,

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:0+'+1'( 4*+;/,"'') ,+&/

<7/=('') &;($(5 - $-7+0

>"4"&;%,"'') &($(,

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?*"5@,"'') 41-..)

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6/0+$/4."'') 4%7"4'+A 2#$+A

B$%;#" 1-; 5@&C1/ '" ,4-D *5"'(.-

6/0+$/4."'') 4+')7'/8 #"-."$(D 2"1-4.C 4*"5@,"'') '"9./ 7/ E"2%

!%*/'0" %4-8 (5(0.$+4."'-F-D

3%*-,5) 8%.$)-'/8 ,/$+#-,

6/1/0"'') (5(0.$/7'/8 *$/5"&-,, )0/-1/ '( 0+$/4.%[email protected])

!"0-'7/ $(7(''). G+$-,')D 4,+A 1-$0%,"'') 2 *$+*+2/F-)-1/ +&'+05"4'/0-,.



9

THE PLANET STAYS BLUE – ACTIONS

Imagine this situation. Your family is preparing to wash the car with a hose in your yard at home. What in this situation can you offer to help preserve water? Put a “V-‐sign” by the statements with which you agree. Explain your choice. Compare your answers with the answers of your classmates.

Text, five statements… omitted

Now you have met Domovychok, Galinka and Tarasik and listened to their research and conclusions. Get together in your group and tell each other about your results answering the questions below.

Text…three questions from Domovychok, omitted

Domovychok is delighted that his new friends treats water issues seriously. He suggests and maybe challenges you a bit to change your habits and become true masters of the planet, while enjoying her fantastic treasures. Domovychok urges children to get “on board” and kick-‐start.

Work in a group and select one of the actions proposed by Domovychok, read about it and tell the other students of your group about the action.

20

Çóñò!"÷ ä!óãà. !" #$%&'() *%$+,+(+-! .$%"+(&/0

!"#$ %$&'()*+. ,#*- ./(-01$- 20&'3&4%" 1$&$ 1(5$/' .* 56(/2' /( 708#*9’: 801'. ;0 ' )*- %$&'()*: 10</( -01' .(-79070/'#(&$, =0> %79$"&$ .>?9?<?//+ #08$? @*81*&4 ./(A01 (V) %#*- #$>*9. B09*#/"- %#0: #*870#*8* . #*870-#*8"1$ 08/0A6(%/$A*#.

Çàï!îïîíó" ñâî" äîïîìîãó.

Çàï!îïîíó" ñêî!èñòàòèñÿ â#ä!îì ç âîäî" # ãóáêî".

Ïî!àäæó ïî¿õàòè äî àâòîìèéêè.

Íå áóäó âò!ó÷àòèñÿ, îñê#ëüêè öå íå ìîÿ ñï!àâà.

Çàï!îïîíó"…

7

!"#$% &# '('&)$% *$ *"+,& *$%&+-(.,/, 0-& *+1+$)2& +/'(+'1 *$,+&32& 45)12& )40 #")$6$4/220 71,,8619 *$,+/3. :-4")&,; 2/6/41<-1. */+/4&- ,"-19 *$,+/3. =- 45)12" #"3/#*/<(8 >& *$,+/31? =-& %$7416$',& )40 ?9 #")$6$4/220 )"+(8 ,$3& 2"@" *4"2/," A/%40? =-&, 2" ,6$5 )(%-(, *$,+/31 8 ( A/%4&?

B"*/62$, ,1 #+$#(%&6, C$ 45)12& )40 C"'416$D$ 71,,0 *$-,+&32& '128 2/3$, <1',/ *$6&,+0, +&#2$%"2&,,0 +$'412, -+1-@,"4/6& )7/+/4" & +&<-1 — C"'416" & #")$6$4/2" *4"2/,".E061, 0- 61D40)"8 C"'416" *4"2/," A/%40 & 2"%"45. ??. F$-"71 '6&. %"452$- $)2$-4"'21-"%.

F+$<1,". ,/-', ," '-4")1 2–3 #"*1,"220 )$ 2;$D$, *$<1-2"5<1 #& '4&6: «G$%(..?», «B"6&C$..?», «A 0-$5 %/,$5..?», «=-1%1 3(41 2"'4&)-1..?», «H$ 3()/, 0-C$…?». F$',"6 #"*1,"220 $)2$-4"'21-"% & 61'4(9". ?92& 6&)*$6&)&.



11

!"#$%&'(&) *+$%*,-. .' // 0#1#2#3#4 #5’607'(&)89 - 3"--1% 1# 4–5 #8+5.


!)":, 7+; 1#$'&% 81+*97# 1"'<4='&%, #>7'(#2&)8? > 1"'-=%*'2% "#5#&% = 3"-1+.





7

!"#$% &# '('&)$% *$ *"+,& *$%&+-(.,/, 0-& *+1+$)2& +/'(+'1 *$,+&32& 45)12& )40 #")$6$4/220 71,,8619 *$,+/3. :-4")&,; 2/6/41<-1. */+/4&- ,"-19 *$,+/3. =- 45)12" #"3/#*/<(8 >& *$,+/31? =-& %$7416$',& )40 ?9 #")$6$4/220 )"+(8 ,$3& 2"@" *4"2/," A/%40? =-&, 2" ,6$5 )(%-(, *$,+/31 8 ( A/%4&?

B"*/62$, ,1 #+$#(%&6, C$ 45)12& )40 C"'416$D$ 71,,0 *$-,+&32& '128 2/3$, <1',/ *$6&,+0, +&#2$%"2&,,0 +$'412, -+1-@,"4/6& )7/+/4" & +&<-1 — C"'416" & #")$6$4/2" *4"2/,".E061, 0- 61D40)"8 C"'416" *4"2/," A/%40 & 2"%"45. ??. F$-"71 '6&. %"452$- $)2$-4"'21-"%.

F+$<1,". ,/-', ," '-4")1 2–3 #"*1,"220 )$ 2;$D$, *$<1-2"5<1 #& '4&6: «G$%(..?», «B"6&C$..?», «A 0-$5 %/,$5..?», «=-1%1 3(41 2"'4&)-1..?», «H$ 3()/, 0-C$…?». F$',"6 #"*1,"220 $)2$-4"'21-"% & 61'4(9". ?92& 6&)*$6&)&.



11

!"#$%&'(&) *+$%*,-. .' // 0#1#2#3#4 #5’607'(&)89 - 3"--1% 1# 4–5 #8+5.


!)":, 7+; 1#$'&% 81+*97# 1"'<4='&%, #>7'(#2&)8? > 1"'-=%*'2% "#5#&% = 3"-1+.





10

Choose one, says Domovychok. And the actions are; Water when brushing teeth, A thin trickle, Thrifty showers, The dishwashing basin.

Water when brushing teeth Text on why it is good idea to save water when brushing your teeth… omitted

21

!"#$%&'()#* &+ ,-.-')/0-., 123)402 5 62%2#)0 %-+7-'&3) 5-." 7%- %8+"3*$2$) 9-#3&9:84* & #'-; ')#4-'0).<=’>9425$8#* " ?%"7) 5 %-+02:&$* -9)4 -94-." 7%- #'-; %8+"3*$2$), '&97-'&92@/) 42 +27)$244A.

1. Äå âèêî!èñòîâóºòüñÿ âîäà ó âàøîìó äîìàøíüîìó ãîñïîäà!ñòâ"?

2. Ñê"ëüêè âîäè âèò!à÷àº òâîÿ !îäèíà çà äîáó? ßê òè ââàæàºø, ÿêà ÷àñòèíà öèõ âèò!àò òâîÿ?

3. ßê òè ì"ã áè ñêî!îòèòè ö" âèò!àòè?

,-.-')/-0 +%29&', B- 5-?- 4-'& +425-.& 7-#$2')3)#* 9- 7%-=38.) '-9) #8%5-+4-. C&4 +27%-7-4"'2' #7%-="'2-$) +.&4)$) #'-; +')/0) 5 #$2$) #7%2':4&.) ?-#7-92%A.) 73248$), -B293)'- ')$%2/2@/) ;; D24$2#$)/4& #02%=). ,--.-')/-0 +203)02' 9&$85 9&A$) +2 7324-., A0). .-:8( #0--%)#$2$)#* & $).

E%2F@@/) ' ?%"7&, -=8%&$* -94" &+ +27%-7-4-'24)G ,--.-')/0-. 9&5, -+425-.$8#* + ;; +.&#$-. & %-+02:&$* 7%- 48; "/4A. &4()G ?%"7.

Âîäà äëÿ çóáíî¿ ù"òêè

Îùàäëèâèéäóø

Òîíåíüêàö"âêà

Ìèñêà äëÿ ìèòòÿ ïîñóäó

!"#$% &'(.

1. Use a little water to wet the

brush.

2. Pour a little water

in a glass to rinse your

teeth.

3. Turn off the tap.

4. Put some toothpaste

on the brush.

5. Brush your teeth and rinse your mouth with water from the

glass.

6. Open the tap and

quickly wash the brush and

glass.

25

7. !"#$%&' $%(), *+,)-./%0+")1 23#&" *+&' +&43.

6. 5(+&4&.1" 63+&'.7 *(#363+3839+3:(4$&.

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Êîëè òè ìèºø ïîñóä ï!ä ï"îòî÷íî# âîäî#, âèò!êàº áàãàòî çàéâî¿ âîäè. Ùîá óíèêíóòè öèõ âèò"àò, äîö!ëüíî ìèòè ïîñóä, íàáè"à#÷è âîäó â "àêîâèíó àáî ìèñêó.

ßê ä!ÿòè?

"îìó ä!ÿòè?

11

A thin trickle Text on why it is helpful to have thin trickling stream of water… omitted

At the first glance the listed actions above might not seem efficient enough to actually fix the problem of water conservation. However even small things make a big difference when we all do them.

Choose one of the actions that you would like to do and just start!

1. Open the tap. Reduce the water stream to just a small stream.

2. Get some water on your

hands and some soap. Close the

tap.

3. Wash your hands.

4. Open the tap and let a small trickle pour out

of the tap.

5. Rinse off the soap

and turn off the water.

6. You can reduce the

water flow also in other

situations.

25

7. !"#$%&' $%(), *+,)-./%0+")1 23#&" *+&' +&43.

6. 5(+&4&.1" 63+&'.7 *(#363+3839+3:(4$&.

5. 5(+3:&/"43

" *($%&' $%().

8. ;($%&' $%().4. ;+,)-./%0+")1 23#&.

1. <%&83/0'2., ),3=>"#), #47 6%&')7//7

#0-0.

2. !"#$%&' $%().3. 5(4(-/0'$%(), ?3=23#( =04(63/%"=)3@

/,+6,%(/0%&.

!"#$% &'( )"**( +,#-&-


ßê ä!ÿòè?

"îìó ä!ÿòè?

11

!"#$%&'(&) *+$%*,-. .' // 0#1#2#3#4 #5’607'(&)89 - 3"--1% 1# 4–5 #8+5.


!)":, 7+; 1#$'&% 81+*97# 1"'<4='&%, #>7'(#2&)8? > 1"'-=%*'2% "#5#&% = 3"-1+.





9

!"#$%&'('') *+,-.$) ,/-0/&"1/ 2 .$%# 2",+&-,

3+$/4.%,"'') (5(0.$+1+#--5(1

6/$%#%,"'') 5-4-,

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:0+'+1'( 4*+;/,"'') ,+&/

<7/=('') &;($(5 - $-7+0

>"4"&;%,"'') &($(,

!'/=('') #%$’)'-, 8-1-7-'/1/ $(7+,/-'"1/

?*"5@,"'') 41-..)

6.+$/''( ,/-0+$/4."'') *"*($%

6/0+$/4."'') 4%7"4'+A 2#$+A

B$%;#" 1-; 5@&C1/ '" ,4-D *5"'(.-

6/0+$/4."'') 4+')7'/8 #"-."$(D 2"1-4.C 4*"5@,"'') '"9./ 7/ E"2%

!%*/'0" %4-8 (5(0.$+4."'-F-D

3%*-,5) 8%.$)-'/8 ,/$+#-,

6/1/0"'') (5(0.$/7'/8 *$/5"&-,, )0/-1/ '( 0+$/4.%[email protected])

!"0-'7/ $(7(''). G+$-,')D 4,+A 1-$0%,"'') 2 *$+*+2/F-)-1/ +&'+05"4'/0-,.



12

LET’S GO TO THE WATER

Time for an excursion; together, teacher and classmates can go and visit the waters in your neighbourhood -‐ ponds, rivers, lakes, springs, wells, marshes, streams, etc..

Text about what to bring with you and what to look for when going to the excursion… omitted To ensure that your can make conclusions on the state of the water; bring clean utensils for collecting the water and then you can watch it in a microscope back in your classroom. Record the results of research in a notebook.

Make a report based on the findings from the excursion – make graphics to show in an exhibition, newspaper, presentations or other ways to show your result to others. Divide into groups prepare reports together. Presents the results of your experiments and findings to students from other classes and parents.

27

Çàäà÷à. Ñ!ì’ÿ ñêëàäàºòüñÿ ç ï’ÿòè îñ!á. Êîæåí ÷èñòèòü çóáè, íå çàê"èâà#÷è ê"àí, äâ!÷! íà äåíü. Ó ñå"åäíüîìó ÷èùåííÿ çóá!â ò"èâàº 3 õâèëèíè, çà êîæíó ç ÿêèõ âèò"à-÷àºòüñÿ ïî 3 ë!ò"è âîäè.

ßêùî ï!ä ÷àñ ÷èùåííÿ çóá!â çàê"èâàòè ê"àí, òî âè-ò"àòè âîäè ñòàíîâèòèìóòü íå á!ëüøå 1 ë!ò"à.

Îá÷èñëè:1. Ñê!ëüêè âîäè âèò"à÷àº ñ!ì’ÿ íà ÷èùåííÿ çóá!â,

ÿêùî ê"àí çàëèøàºòüñÿ â!äê"èòèì?2. Ñê!ëüêè âîäè âèò"àòèòü ñ!ì’ÿ, ÿêùî êîæåí çàê"è-

âàòèìå ê"àí?3. Ñê!ëüêè âîäè ï"îòÿãîì äíÿ çåêîíîìèòü ñ!ì’ÿ ëèøå

ï!ä ÷àñ ÷èùåííÿ çóá!â?4. Ñê!ëüêè âîäè çáå"åæóòü 100 ñ!ìåé, ÿêùî çâèêíóòü

åêîíîìèòè âîäó ï!ä ÷àñ ÷èùåííÿ çóá!â?

!"#$% &'(, )*' +,"' -'*./, /%*,01/.+%. 2,30% (4 /%*,0.00).

5.6,7 6 13%+#8#7 +. ,&0,*8.90%*.7% /%$1:+# 0. #*9*1$-9'; &, /,&,<7% — 9+./*., $'3*%, ,6#$., &=#$#8., *$%0%-', ",8,+., 9+$17*. +,>,.

Çóñò!"÷ ò!åòÿ. !"#$% "% &%"%'$(

27

Çàäà÷à. Ñ!ì’ÿ ñêëàäàºòüñÿ ç ï’ÿòè îñ!á. Êîæåí ÷èñòèòü çóáè, íå çàê"èâà#÷è ê"àí, äâ!÷! íà äåíü. Ó ñå"åäíüîìó ÷èùåííÿ çóá!â ò"èâàº 3 õâèëèíè, çà êîæíó ç ÿêèõ âèò"à-÷àºòüñÿ ïî 3 ë!ò"è âîäè.

ßêùî ï!ä ÷àñ ÷èùåííÿ çóá!â çàê"èâàòè ê"àí, òî âè-ò"àòè âîäè ñòàíîâèòèìóòü íå á!ëüøå 1 ë!ò"à.

Îá÷èñëè:1. Ñê!ëüêè âîäè âèò"à÷àº ñ!ì’ÿ íà ÷èùåííÿ çóá!â,

ÿêùî ê"àí çàëèøàºòüñÿ â!äê"èòèì?2. Ñê!ëüêè âîäè âèò"àòèòü ñ!ì’ÿ, ÿêùî êîæåí çàê"è-

âàòèìå ê"àí?3. Ñê!ëüêè âîäè ï"îòÿãîì äíÿ çåêîíîìèòü ñ!ì’ÿ ëèøå

ï!ä ÷àñ ÷èùåííÿ çóá!â?4. Ñê!ëüêè âîäè çáå"åæóòü 100 ñ!ìåé, ÿêùî çâèêíóòü

åêîíîìèòè âîäó ï!ä ÷àñ ÷èùåííÿ çóá!â?

!"#$% &'(, )*' +,"' -'*./, /%*,01/.+%. 2,30% (4 /%*,0.00).

5.6,7 6 13%+#8#7 +. ,&0,*8.90%*.7% /%$1:+# 0. #*9*1$-9'; &, /,&,<7% — 9+./*., $'3*%, ,6#$., &=#$#8., *$%0%-', ",8,+., 9+$17*. +,>,.

Çóñò!"÷ ò!åòÿ. !"#$% "% &%"%'$(

9

!"#$%&'('') *+,-.$) ,/-0/&"1/ 2 .$%# 2",+&-,

3+$/4.%,"'') (5(0.$+1+#--5(1

6/$%#%,"'') 5-4-,

6/5/,"'') 4.-7'/8 ,+& 9"#$/0 % $-70/

:0+'+1'( 4*+;/,"'') ,+&/

<7/=('') &;($(5 - $-7+0

>"4"&;%,"'') &($(,

!'/=('') #%$’)'-, 8-1-7-'/1/ $(7+,/-'"1/

?*"5@,"'') 41-..)

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13

HOW TO GET YOUR FRIENDS GOING Read text and think about what you can tell Domovichku.

Text, omitted

Get together in your groups and tell each other what changes you have made in your lifestyle and behaviour. Then a person from each group presents what issues and actions you as a group think are the most interesting aha-‐moments and/or changes in your behaviour you noticed.

Discuss with the whole class: Text… omitted Probably you have learned a lot working on water questions by now. Why don’t you tell and tip others – you can do that by developing your own project "Water -‐ a precious gift to the world." This, for example, could be a letter to a children's magazine encourage the children in Ukraine to care for water. The letter can for example tell why water conservation is important and you could also tell something about what you found interesting during this topic. Things that might have been useful to you might also be useful to others.

29

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— ß òåïå!, – ñêàçàëà Ãàëèíêà, – çàâæäè â"äê!èâà# ê!àí îáå!åæíî, ùîá âîäà íå âèò"êàëà äà!åìíî…

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14

You can also make small flyers or posters that would remind everyone about the value of water and call for its preservation. These leaflets and posters can be placed in the school and at home. Discuss with your classmates in a group. What changes have occurred in your lifestyle and behaviour? What new ideas did you get to conserve water? And what to do for making that possible? END OF TEASER

25

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