Get involved. Visit wwf.org.uk/earthhour

Graphic elements

There are a number of graphic elements thatsupport the globe, value tab and textelements. The following rules apply nomatter which position the value tab occupies.

The graphic elements must always bepositioned as shown here. Never add to, alteror remove these elements, unless instructedto do so in the instructions overleaf. Theseelements will be supplied to you – thereshould be no need to create your own.

The graphic elements consist of:

QR code – please ensure you are usingthe campaign specific graphic supplied. Itlinks directly to the Earth Hour homepageand is being tracked.

Earth Hour ‘60’ logo – this is our linkto the global campaign and must bepresent on all applications.

Text descriptor – two versions exist,dependent on whether it is beingaccompanied by a sponsor logo. Pleaseensure you are using the correct version.Final text will be agreed once asponsor/partner has been confirmed.

Sponsor logo – please see overleaf forinformation on when it should be present.Please note that for illustrative purposeswe are using the More Th>n logo. Oursponsor/partner for 2012 has not yet beenconfirmed.

White keyline – the supporting graphicelements must always sit underneath awhite keyline.

Earth Hour‘60’ logo

3.1Basic elements

OUR WORLD IS BRILLIANTWWF’S EARTH HOUR 2012

GET INVOLVED. VISIT WWF.ORG.UK/EARTHHOUR

It’s not just about an hour of darkness. It’s about a brighter future.Switch off your lights at 8.30pm on Saturday 31 March 2012.

WWF’SGLOBAL

EVENT 2012 UK OFFICIAL

PARTNER

OUR WORLD IS BRILLIANTWWF’S EARTH HOUR 2012

GET INVOLVED. VISIT WWF.ORG.UK/EARTHHOUR

It’s not just about an hour of darkness. It’s about a brighter future.It starts at 8.30pm on Saturday 31 March 2012.

WWF’S GLOBAL EVENT

GET INVOLVED. VISIT WWF.ORG.UK/EARTHHOUR

It’s not just about an hour of darkness. It’s about a brighter future.Switch off your lights at 8.30pm on Saturday 31 March 2012.

WWF’SGLOBAL

EVENT 2012 UK OFFICIAL

PARTNER

QR code Textdescriptor

White keyline

Sponsor logo Value tab

With sponsor logo

GET INVOLVED. VISIT WWF.ORG.UK/EARTHHOUR

It’s not just about an hour of darkness. It’s about a brighter future.It starts at 8.30pm on Saturday 31 March 2012.

WWF’SGLOBAL EVENT

Without sponsor logo

IMPORTANT NOTE

The page overleaf highlights whichelements are required for specificapplications.

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANTHELp kEEp IT THAT WAy

What’s brilliant about planet Earth? Leave aside all of the problems we’re causing our planet for a moment and think about those things that make you feel good.

The brilliance of the natural world might come to mind as we watch the sun rise on a misty morning or when we first learn about animal migrations or metamorphosis. Our world is full of brilliant places and brilliant species and billions of people want to keep it that way.

On March 31st, hundreds of millions of people across the world will once again join together for the largest voluntary action for the environment that the world has ever seen – WWF’s Earth Hour! This brilliant global action is driven by people who recognise that we’re putting enormous pressure on the world and know that we can each act as a force for positive change.

WWF’s Earth Hour is about taking action beyond the hour; it’s about coming together as part of a global movement and it’s also about sending a message. It’s a message for everyone and especially for the world leaders who meet at the UN Conference on Sustainable Development (UNCSD) in Rio later this year. Earth Hour begins at 8.30pm on 31st March. Schools across the UK will be staging events in the days leading-up to Earth Hour.

Visit our website (wwf.org.uk/ehschoolsandyouth) to tell us your plans for WWF’s Earth Hour and what you will be doing to make sure we keep our world the way it should be: brilliant!

Welcome to learnThis edition of Learn focuses on WWF’s Earth Hour and the build-up to the 2012 UN Conference on Sustainable Development in Rio (Rio+20). The activities provide opportunities for pupils to explore topics that relate to Citizenship.

2012UK

NEWSLETTER

one Planet Schools©

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WWF-UK registered charity number 1081247 and registered in Scotland number SC039593. A company limited by guarantee number 4016725. © 1986 panda symbol and ® “WWF” Registered Trademark of WWF- World Wide Fund for Nature (formerly World Wildlife Fund), WWF-UK, Panda House, Weyside Park, Godalming, Surrey, GU1 1XR, t: (0)1483 426444, e: learn@wwf.org.uk © WWF-UK, 2012. All rights reserved.

If there is no URL

With URL - Regular

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Why we are here

To stop the degradation of the planet’s natural environment andto build a future in which humans live in harmony and nature.

Why we are here

wwf.org.uk

To stop the degradation of the planet’s natural environment andto build a future in which humans live in harmony with nature.

• learn • SPrInG 2012WWF.orG.UK/learn

Earth Hour and the 2012 UN Conference on Sustainable Development (UNCSD) in Rio provide a rich learning opportunity for Citizenship.

‘They learn about the wider world and the interdependence of communities; develop their sense of social justice and moral responsibility; begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions; learn how to take part more fully in school and community activities; learn how to make more confident and informed choices about their environment.’ – National Curriculum.

Earth Hour is propelled by an understanding of the interdependence of communities. Climate change illustrates how our own choices and behaviour can affect others. Each year, the average person in the UK creates about 10 tonnes of the greenhouse gases that feed climate change. But we can reduce that amount by changing the way we live our lives – what we eat, how we travel, how we heat our homes, what we buy etc.

Climate change threatens people and wildlife through floods and droughts, rising temperatures and powerful storms. The effects of climate change are already being felt by communities across the globe – often by those whose lifestyles create far less greenhouse gases than our own. The following website provides an opportunity to hear stories from some of the communities affected by climate change: wwf.org.uk/climatewitness

In 2011, 1.8 billion people across the globe demonstrated their determination to tackle climate change by taking part in Earth Hour. Many schools use Earth Hour as an opportunity to celebrate, re-energise or launch school and community activities that are dedicated to protecting the environment. Young people can involve themselves in a wealth of activities that take action for the environment beyond Earth Hour –

growing vegetables, recycling, building bird boxes, monitoring energy use and/or organising a walking bus.

From earth Hour to rio+20Action beyond Earth Hour can also involve getting engaged with Rio+20 – the next UN Conference on Sustainable Development. Interdependence, social justice and moral responsibility are high on the agenda of Rio+20 where world leaders will attempt to develop pathways to a safer, fairer, cleaner, greener and more prosperous world for all. The pathways to this greener and fairer future will require us to tackle problems related to energy, food and water. The solutions to many of these problems are already known. Protecting the oceans from over-fishing; conserving and managing forests and water resources; expanding the use of renewable energy and tackling climate change are shared challenges that require unity of action. World leaders at Rio+20 need to find ways to turn these ideas into a reality.

By thinking about ‘The Future We Want’ – the theme of Rio+20 – and sharing their thoughts with decision-makers attending the Summit, pupils can feel a real connection to what is being discussed. And by exploring problems like climate change and indoor air pollution (eg from burning smokey fuels) and finding out about solutions like renewable energy, pupils will be better placed to understand and assess the likely impact of the pathways adopted at Rio+20. The online activities at wwf.org.uk/learn/earthhour give some ideas for exploring the issues to be discussed at Rio+20 in the classroom.

learn In FocUS

learn IdeaS For tHe claSSroom

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANT HELp kEEpITTHATWAy

Get involved.Visit wwf.org.uk/ehschoolsandyouthTM

WWF’s Earth Hour is a simple idea that’s quickly turned into a global phenomenon. Hundreds of millions of people turning off their lights for one hour, on the same night, all across the planet. It’s about appreciating the brilliant world we all share – and how we need to protect it. Not just for an hour a year, but every day.

Register for our FREE resource pack. The first 500 groups signed up will receive FREE wrist bands.

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANT HELp kEEpITTHATWAy

Get involved.Visit wwf.org.uk/ehschoolsandyouth

WWF’s Earth Hour is a simple idea that’s quickly turned into a global phenomenon. Hundreds of millions of people turning off their lights for one hour, on the same night, all across the planet. It’s about appreciating the brilliant world we all share – and how we need to protect it. Not just for an hour a year, but every day.

Register for our FREE resource pack. The first 500 groups signed up will receive FREE wrist bands.

Saturday 31 March 2012 GETINVOLVED. VISITWWF.ORG.Uk/EARTHHOURTM

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANT HELp kEEpITTHATWAy

learn qUeStIon tIme

InFormatIonVisit our website for weblinks, further activities, links to other resources and background information – wwf.org.uk/learn/earthhour

oUr World IS BrIllIantAsk pupils to make a list of the things that make the world a wonderful place, presenting their ideas as a montage of words and images; a PowerPoint presentation; a song or poem. They could recount details of a visit to a particularly brilliant place; explain something wonderful like the life cycle of the large blue butterfly or describe an act of kindness that made them feel really great.

PeoPle are BrIllIantWilliam Kamkwamba from Malawi had to leave school aged 14 because his parents couldn’t afford the fees. He borrowed a book about electricity, found some old bicycle parts and built a wind turbine to pump water and generate electricity. William now helps to fund the school that he was too poor to attend.

Pupils could write a report about William, the boy who harnessed the wind and/or explain what they feel about William’s message to the poor and those who’re ‘struggling with their dreams’ – ‘Trust yourself and believe. Whatever happens, don’t give up.’

williamkamkwamba.typepad.com

eartH HoUrWWF’s Earth Hour is the world’s largest voluntary action for the environment – an idea that took hold in one city in 2007 had attracted 1.8 billion supporters by 2011. Earth Hour shows what people can do when they work together.

Watch the 2012 Earth Hour video. Discuss the video: does it inspire, entertain or inform? Explain how things like mobile phones, video and the internet can help people to feel that they’re part of a global movement.

wwf.org.uk/earthhour

FoodFood has an enormous impact on the environment. But when it comes to taking action to protect the environment, changing our diet is the one thing that UK adults were least willing to do. Pupils could find out how our food affects the environment and create ways to change attitudes e.g. persuasive writing or persuasive recipes; ideas for cutting shopping bills or tips about growing better vegetables. You could find out about our Livewell campaign.

wwf.org.uk/changehowyoulive

enerGYLots of people know that using less energy around the home saves money and helps to reduce our impact on the environment. But saving water and recycling can also save energy. Making an aluminium deodorant can from a recycled one is more energy efficient than starting from scratch and saves enough energy to run a television for 5 hours. Pupils could create a ‘how to save energy’ guide.

taKInG PartAsk pupils to research Earth Hour and think about how and why your school and/or family might take part. Hold a meeting to discuss your ideas; plan events and then take part in Earth Hour. There are lots of ideas for things you and your school can do in our Earth Hour Support Pack. Register at wwf.org.uk/ehschoolsandyouth for your free copy.

If you’ve taken part in Earth Hour before or are confident about what you plan to do, you could hold an event for other schools to share your plans and to help them think about what they could do.

wwf.org.uk/earthhour

BeYond eartH HoUrEarth Hour is all about celebrating our brilliant world and committing to take action to help protect it. The online activities that complement this poster resource suggest some ways of building on this, and thinking more about ‘The Future We Want’, the theme of Rio+20 . You can find them at wwf.org.uk/learn/earthhour You can also share your advice, suggestions and opinions related to Rio+20 directly with the Secretariat at uncsd2012@un.org

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question 1Look at the poster. WWF created a design brief for this poster. What do you think was included in this brief? How well do you think the poster has succeeded?

question 2What do we know about WWF’s Earth Hour?

question 3What could we do to support WWF’s Earth Hour at home/at school?

question 4 Think about the following messages. Which is more positive/most likely to make people feel they can make a difference/most likely to persuade people to take part in Earth Hour/make people feel gloomy? Why do you think the first message was chosen for the poster?

• Our world is brilliant. Help keep it that way.

• Our world is in danger. Help stop climate change.

question 5Discuss the meaning of these messages from the official 2012 Earth Hour video – see wwf.org.uk/earthhour

• ‘If there was one hour that mattered; one name that counted; it would be yours.’

• ‘We, for the first time in history, are reaching a point where our wish to connect behind a common purpose is matched by our ability to connect.’

• ‘Think about the greater cause of coming together and saving the environment – not in the hour but as an ongoing movement.’

• ‘Every individual has the power to change the world we live in.’

question 6Think about the environment. Do we or future generations have any rights? For example, do we have the right to clean drinking water? Do future generations have the right to a world where forests still cover about 30% of the Earth’s landmass?

question 7What are our responsibilities towards the environment?

question 8Earth Hour asks people to go beyond the hour by making changes in the way we live our daily lives – making every hour an Earth Hour. What sort of changes can make a difference to issues such as climate change, water scarcity, pollution, poverty, deforestation and habitat loss?

question 9We can all live more sustainably if we make the right choices about the way we live. Young people are often restricted when it comes to making choices about things that affect the environmental impact of their lives at home and at school. Is this fair or reasonable? How might you persuade adults to allow you greater freedom of choice in these matters?

question 10In 2012, world leaders meet at the UN Conference on Sustainable Development in Rio. They’ll discuss some of the problems that are facing the people and wildlife of this planet. They’ll try to make sure that our need for things like food, water, energy and raw materials doesn’t destroy the environment for this and future generations. Imagine that your school is holding its own Conference on Sustainable Development. What rules would you create to ensure that people in your school community did more to protect a) the local and b) the global environment? How would you ensure that people followed these rules? What should happen to people who don’t follow these rules?

notes/answers1. Design brief – provide information about Earth Hour, tell people how they can find out more, encourage people to take part. 2. Information from poster plus children’s own knowledge. 3. most schools held activities in the week before Earth Hour e.g. recycled fashion show, special assembly, making draught excluders, home-school energy saving challenges. 4. The first message is more positive; it celebrates the good rather than focussing on the bad; focuses on what we want to ‘keep’ rather than things we want to ‘stop’. 5. The first and last messages emphasise the fact that we all have a part to play – we can’t opt out as we all affect the environment through the way we live our lives. We all make a difference – but we can choose to make it positive or negative. The third message is about developing greener lifestyles beyond Earth Hour. The second message explores how communication technologies help people work together. 6/7. Sustainable development is defined as progress that meets the needs of the present without compromising the ability of future generations to meet their needs. Pupils might explore the fact that ‘rights’ such as access to clean water are denied to millions – a child dies every eight seconds because of waterborne illness. 8. Think about some of our choices e.g. how we travel, what we buy, what we eat, do we switch off electrical appliances, do we recycle, do we buy recycled and eco-friendly goods.

comInG Soon!We will be in contact again soon about an exciting creative writing competition which your pupils can get involved with linked to the Rio+20 conference.

© G

RE

G A

Rm

FIE

LD

/ WW

F-U

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What’s brilliant about planet Earth? Leave aside all of the problems we’re causing our planet for a moment and think about those things that make you feel good.

The brilliance of the natural world might come to mind as we watch the sun rise on a misty morning or when we first learn about animal migrations or metamorphosis. Our world is full of brilliant places and brilliant species and billions of people want to keep it that way.

On March 31st, hundreds of millions of people across the world will once again join together for the largest voluntary action for the environment that the world has ever seen – WWF’s Earth Hour! This brilliant global action is driven by people who recognise that we’re putting enormous pressure on the world and know that we can each act as a force for positive change.

WWF’s Earth Hour is about taking action beyond the hour; it’s about coming together as part of a global movement and it’s also about sending a message. It’s a message for everyone and especially for the world leaders who meet at the UN Conference on Sustainable Development (UNCSD) in Rio later this year. Earth Hour begins at 8.30pm on 31st March. Schools across the UK will be staging events in the days leading-up to Earth Hour.

Visit our website (wwf.org.uk/ehschoolsandyouth) to tell us your plans for WWF’s Earth Hour and what you will be doing to make sure we keep our world the way it should be: brilliant!

Welcome to learnThis edition of Learn focuses on WWF’s Earth Hour and the build-up to the 2012 UN Conference on Sustainable Development in Rio (Rio+20). The activities provide opportunities for pupils to explore topics that relate to Citizenship.

2012UK

NEWSLETTER

one Planet Schools©

© I

ST

OC

K.C

Om

WWF-UK registered charity number 1081247 and registered in Scotland number SC039593. A company limited by guarantee number 4016725. © 1986 panda symbol and ® “WWF” Registered Trademark of WWF- World Wide Fund for Nature (formerly World Wildlife Fund), WWF-UK, Panda House, Weyside Park, Godalming, Surrey, GU1 1XR, t: (0)1483 426444, e: learn@wwf.org.uk © WWF-UK, 2012. All rights reserved.

If there is no URL

With URL - Regular

OR

Why we are here

To stop the degradation of the planet’s natural environment andto build a future in which humans live in harmony and nature.

Why we are here

wwf.org.uk

To stop the degradation of the planet’s natural environment andto build a future in which humans live in harmony with nature.

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Earth Hour and the 2012 UN Conference on Sustainable Development (UNCSD) in Rio provide a rich learning opportunity for Citizenship.

‘They learn about the wider world and the interdependence of communities; develop their sense of social justice and moral responsibility; begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions; learn how to take part more fully in school and community activities; learn how to make more confident and informed choices about their environment.’ – National Curriculum.

Earth Hour is propelled by an understanding of the interdependence of communities. Climate change illustrates how our own choices and behaviour can affect others. Each year, the average person in the UK creates about 10 tonnes of the greenhouse gases that feed climate change. But we can reduce that amount by changing the way we live our lives – what we eat, how we travel, how we heat our homes, what we buy etc.

Climate change threatens people and wildlife through floods and droughts, rising temperatures and powerful storms. The effects of climate change are already being felt by communities across the globe – often by those whose lifestyles create far less greenhouse gases than our own. The following website provides an opportunity to hear stories from some of the communities affected by climate change: wwf.org.uk/climatewitness

In 2011, 1.8 billion people across the globe demonstrated their determination to tackle climate change by taking part in Earth Hour. Many schools use Earth Hour as an opportunity to celebrate, re-energise or launch school and community activities that are dedicated to protecting the environment. Young people can involve themselves in a wealth of activities that take action for the environment beyond Earth Hour –

growing vegetables, recycling, building bird boxes, monitoring energy use and/or organising a walking bus.

From earth Hour to rio+20Action beyond Earth Hour can also involve getting engaged with Rio+20 – the next UN Conference on Sustainable Development. Interdependence, social justice and moral responsibility are high on the agenda of Rio+20 where world leaders will attempt to develop pathways to a safer, fairer, cleaner, greener and more prosperous world for all. The pathways to this greener and fairer future will require us to tackle problems related to energy, food and water. The solutions to many of these problems are already known. Protecting the oceans from over-fishing; conserving and managing forests and water resources; expanding the use of renewable energy and tackling climate change are shared challenges that require unity of action. World leaders at Rio+20 need to find ways to turn these ideas into a reality.

By thinking about ‘The Future We Want’ – the theme of Rio+20 – and sharing their thoughts with decision-makers attending the Summit, pupils can feel a real connection to what is being discussed. And by exploring problems like climate change and indoor air pollution (eg from burning smokey fuels) and finding out about solutions like renewable energy, pupils will be better placed to understand and assess the likely impact of the pathways adopted at Rio+20. The online activities at wwf.org.uk/learn/earthhour give some ideas for exploring the issues to be discussed at Rio+20 in the classroom.

learn In FocUS

learn IdeaS For tHe claSSroom

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANTHELp kEEp IT THAT WAy

Get involved. Visit wwf.org.uk/ehschoolsandyouthTM

WWF’s Earth Hour is a simple idea that’s quickly turned into a global phenomenon. Hundreds of millions of people turning off their lights for one hour, on the same night, all across the planet. It’s about appreciating the brilliant world we all share – and how we need to protect it. Not just for an hour a year, but every day.

Register for our FREE resource pack. The first 500 groups signed up will receive FREE wrist bands.

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANTHELp kEEp IT THAT WAy

Get involved. Visit wwf.org.uk/ehschoolsandyouth

WWF’s Earth Hour is a simple idea that’s quickly turned into a global phenomenon. Hundreds of millions of people turning off their lights for one hour, on the same night, all across the planet. It’s about appreciating the brilliant world we all share – and how we need to protect it. Not just for an hour a year, but every day.

Register for our FREE resource pack. The first 500 groups signed up will receive FREE wrist bands.

Saturday 31 March 2012GET INVOLVED. VISIT WWF.ORG.Uk/EARTHHOURTM

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANTHELp kEEp IT THAT WAy

learn qUeStIon tIme

InFormatIonVisit our website for weblinks, further activities, links to other resources and background information – wwf.org.uk/learn/earthhour

oUr World IS BrIllIantAsk pupils to make a list of the things that make the world a wonderful place, presenting their ideas as a montage of words and images; a PowerPoint presentation; a song or poem. They could recount details of a visit to a particularly brilliant place; explain something wonderful like the life cycle of the large blue butterfly or describe an act of kindness that made them feel really great.

PeoPle are BrIllIantWilliam Kamkwamba from Malawi had to leave school aged 14 because his parents couldn’t afford the fees. He borrowed a book about electricity, found some old bicycle parts and built a wind turbine to pump water and generate electricity. William now helps to fund the school that he was too poor to attend.

Pupils could write a report about William, the boy who harnessed the wind and/or explain what they feel about William’s message to the poor and those who’re ‘struggling with their dreams’ – ‘Trust yourself and believe. Whatever happens, don’t give up.’

williamkamkwamba.typepad.com

eartH HoUrWWF’s Earth Hour is the world’s largest voluntary action for the environment – an idea that took hold in one city in 2007 had attracted 1.8 billion supporters by 2011. Earth Hour shows what people can do when they work together.

Watch the 2012 Earth Hour video. Discuss the video: does it inspire, entertain or inform? Explain how things like mobile phones, video and the internet can help people to feel that they’re part of a global movement.

wwf.org.uk/earthhour

FoodFood has an enormous impact on the environment. But when it comes to taking action to protect the environment, changing our diet is the one thing that UK adults are least willing to do. Pupils could find out how our food affects the environment and create ways to change attitudes e.g. persuasive writing or persuasive recipes; ideas for cutting shopping bills or tips about growing better vegetables. You could find out about our Livewell campaign.

wwf.org.uk/changehowyoulive

enerGYLots of people know that using less energy around the home saves money and helps to reduce our impact on the environment. But saving water and recycling can also save energy. Making an aluminium deodorant can from a recycled one is more energy efficient than starting from scratch and saves enough energy to run a television for 5 hours. Pupils could create a ‘how to save energy’ guide.

taKInG PartAsk pupils to research Earth Hour and think about how and why your school and/or family might take part. Hold a meeting to discuss your ideas; plan events and then take part in Earth Hour. There are lots of ideas for things you and your school can do in our Earth Hour Support Pack. Register at wwf.org.uk/ehschoolsandyouth for your free copy.

If you’ve taken part in Earth Hour before or are confident about what you plan to do, you could hold an event for other schools to share your plans and to help them think about what they could do.

wwf.org.uk/earthhour

BeYond eartH HoUrEarth Hour is all about celebrating our brilliant world and committing to take action to help protect it. The online activities that complement this poster resource suggest some ways of building on this, and thinking more about ‘The Future We Want’, the theme of Rio+20 . You can find them at wwf.org.uk/learn/earthhour You can also share your advice, suggestions and opinions related to Rio+20 directly with the Secretariat at uncsd2012@un.org

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question 1Look at the poster. WWF created a design brief for this poster. What do you think was included in this brief? How well do you think the poster has succeeded?

question 2What do we know about WWF’s Earth Hour?

question 3What could we do to support WWF’s Earth Hour at home/at school?

question 4 Think about the following messages. Which is more positive/most likely to make people feel they can make a difference/most likely to persuade people to take part in Earth Hour/make people feel gloomy? Why do you think the first message was chosen for the poster?

• Our world is brilliant. Help keep it that way.

• Our world is in danger. Help stop climate change.

question 5Discuss the meaning of these messages from the official 2012 Earth Hour video – see wwf.org.uk/earthhour

• ‘If there was one hour that mattered; one name that counted; it would be yours.’

• ‘We, for the first time in history, are reaching a point where our wish to connect behind a common purpose is matched by our ability to connect.’

• ‘Think about the greater cause of coming together and saving the environment – not in the hour but as an ongoing movement.’

• ‘Every individual has the power to change the world we live in.’

question 6Think about the environment. Do we or future generations have any rights? For example, do we have the right to clean drinking water? Do future generations have the right to a world where forests still cover about 30% of the Earth’s landmass?

question 7What are our responsibilities towards the environment?

question 8Earth Hour asks people to go beyond the hour by making changes in the way we live our daily lives – making every hour an Earth Hour. What sort of changes can make a difference to issues such as climate change, water scarcity, pollution, poverty, deforestation and habitat loss?

question 9We can all live more sustainably if we make the right choices about the way we live. Young people are often restricted when it comes to making choices about things that affect the environmental impact of their lives at home and at school. Is this fair or reasonable? How might you persuade adults to allow you greater freedom of choice in these matters?

question 10In 2012, world leaders meet at the UN Conference on Sustainable Development in Rio. They’ll discuss some of the problems that are facing the people and wildlife of this planet. They’ll try to make sure that our need for things like food, water, energy and raw materials doesn’t destroy the environment for this and future generations. Imagine that your school is holding its own Conference on Sustainable Development. What rules would you create to ensure that people in your school community did more to protect a) the local and b) the global environment? How would you ensure that people followed these rules? What should happen to people who don’t follow these rules?

notes/answers1. Design brief – provide information about Earth Hour, tell people how they can find out more, encourage people to take part. 2. Information from poster plus children’s own knowledge. 3. most schools held activities in the week before Earth Hour e.g. recycled fashion show, special assembly, making draught excluders, home-school energy saving challenges. 4. The first message is more positive; it celebrates the good rather than focussing on the bad; focuses on what we want to ‘keep’ rather than things we want to ‘stop’. 5. The first and last messages emphasise the fact that we all have a part to play – we can’t opt out as we all affect the environment through the way we live our lives. We all make a difference – but we can choose to make it positive or negative. The third message is about developing greener lifestyles beyond Earth Hour. The second message explores how communication technologies help people work together. 6/7. Sustainable development is defined as progress that meets the needs of the present without compromising the ability of future generations to meet their needs. Pupils might explore the fact that ‘rights’ such as access to clean water are denied to millions – a child dies every eight seconds because of waterborne illness. 8. Think about some of our choices e.g. how we travel, what we buy, what we eat, do we switch off electrical appliances, do we recycle, do we buy recycled and eco-friendly goods.

comInG Soon!We will be in contact again soon about an exciting creative writing competition which your pupils can get involved with linked to the Rio+20 conference.

© G

RE

G A

Rm

FIE

LD

/ W

WF

-UK

What’s brilliant about planet Earth? Leave aside all of the problems we’re causing our planet for a moment and think about those things that make you feel good.

The brilliance of the natural world might come to mind as we watch the sun rise on a misty morning or when we first learn about animal migrations or metamorphosis. Our world is full of brilliant places and brilliant species and billions of people want to keep it that way.

On March 31st, hundreds of millions of people across the world will once again join together for the largest voluntary action for the environment that the world has ever seen – WWF’s Earth Hour! This brilliant global action is driven by people who recognise that we’re putting enormous pressure on the world and know that we can each act as a force for positive change.

WWF’s Earth Hour is about taking action beyond the hour; it’s about coming together as part of a global movement and it’s also about sending a message. It’s a message for everyone and especially for the world leaders who meet at the UN Conference on Sustainable Development (UNCSD) in Rio later this year. Earth Hour begins at 8.30pm on 31st March. Schools across the UK will be staging events in the days leading-up to Earth Hour.

Visit our website (wwf.org.uk/ehschoolsandyouth) to tell us your plans for WWF’s Earth Hour and what you will be doing to make sure we keep our world the way it should be: brilliant!

Welcome to learnThis edition of Learn focuses on WWF’s Earth Hour and the build-up to the 2012 UN Conference on Sustainable Development in Rio (Rio+20). The activities provide opportunities for pupils to explore topics that relate to Citizenship.

2012UK

NEWSLETTER

one Planet Schools©

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WWF-UK registered charity number 1081247 and registered in Scotland number SC039593. A company limited by guarantee number 4016725. © 1986 panda symbol and ® “WWF” Registered Trademark of WWF- World Wide Fund for Nature (formerly World Wildlife Fund), WWF-UK, Panda House, Weyside Park, Godalming, Surrey, GU1 1XR, t: (0)1483 426444, e: learn@wwf.org.uk © WWF-UK, 2012. All rights reserved.

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Why we are here

To stop the degradation of the planet’s natural environment andto build a future in which humans live in harmony and nature.

Why we are here

wwf.org.uk

To stop the degradation of the planet’s natural environment andto build a future in which humans live in harmony with nature.

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Earth Hour and the 2012 UN Conference on Sustainable Development (UNCSD) in Rio provide a rich learning opportunity for Citizenship.

‘They learn about the wider world and the interdependence of communities; develop their sense of social justice and moral responsibility; begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions; learn how to take part more fully in school and community activities; learn how to make more confident and informed choices about their environment.’ – National Curriculum.

Earth Hour is propelled by an understanding of the interdependence of communities. Climate change illustrates how our own choices and behaviour can affect others. Each year, the average person in the UK creates about 10 tonnes of the greenhouse gases that feed climate change. But we can reduce that amount by changing the way we live our lives – what we eat, how we travel, how we heat our homes, what we buy etc.

Climate change threatens people and wildlife through floods and droughts, rising temperatures and powerful storms. The effects of climate change are already being felt by communities across the globe – often by those whose lifestyles create far less greenhouse gases than our own. The following website provides an opportunity to hear stories from some of the communities affected by climate change: wwf.org.uk/climatewitness

In 2011, 1.8 billion people across the globe demonstrated their determination to tackle climate change by taking part in Earth Hour. Many schools use Earth Hour as an opportunity to celebrate, re-energise or launch school and community activities that are dedicated to protecting the environment. Young people can involve themselves in a wealth of activities that take action for the environment beyond Earth Hour –

growing vegetables, recycling, building bird boxes, monitoring energy use and/or organising a walking bus.

From earth Hour to rio+20Action beyond Earth Hour can also involve getting engaged with Rio+20 – the next UN Conference on Sustainable Development. Interdependence, social justice and moral responsibility are high on the agenda of Rio+20 where world leaders will attempt to develop pathways to a safer, fairer, cleaner, greener and more prosperous world for all. The pathways to this greener and fairer future will require us to tackle problems related to energy, food and water. The solutions to many of these problems are already known. Protecting the oceans from over-fishing; conserving and managing forests and water resources; expanding the use of renewable energy and tackling climate change are shared challenges that require unity of action. World leaders at Rio+20 need to find ways to turn these ideas into a reality.

By thinking about ‘The Future We Want’ – the theme of Rio+20 – and sharing their thoughts with decision-makers attending the Summit, pupils can feel a real connection to what is being discussed. And by exploring problems like climate change and indoor air pollution (eg from burning smokey fuels) and finding out about solutions like renewable energy, pupils will be better placed to understand and assess the likely impact of the pathways adopted at Rio+20. The online activities at wwf.org.uk/learn/earthhour give some ideas for exploring the issues to be discussed at Rio+20 in the classroom.

learn In FocUS

learn IdeaS For tHe claSSroom

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANTHELp kEEp IT THAT WAy

Get involved. Visit wwf.org.uk/ehschoolsandyouthTM

WWF’s Earth Hour is a simple idea that’s quickly turned into a global phenomenon. Hundreds of millions of people turning off their lights for one hour, on the same night, all across the planet. It’s about appreciating the brilliant world we all share – and how we need to protect it. Not just for an hour a year, but every day.

Register for our FREE resource pack. The first 500 groups signed up will receive FREE wrist bands.

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANTHELp kEEp IT THAT WAy

Get involved. Visit wwf.org.uk/ehschoolsandyouth

WWF’s Earth Hour is a simple idea that’s quickly turned into a global phenomenon. Hundreds of millions of people turning off their lights for one hour, on the same night, all across the planet. It’s about appreciating the brilliant world we all share – and how we need to protect it. Not just for an hour a year, but every day.

Register for our FREE resource pack. The first 500 groups signed up will receive FREE wrist bands.

Saturday 31 March 2012GET INVOLVED. VISIT WWF.ORG.Uk/EARTHHOURTM

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANTHELp kEEp IT THAT WAy

learn qUeStIon tIme

InFormatIonVisit our website for weblinks, further activities, links to other resources and background information – wwf.org.uk/learn/earthhour

oUr World IS BrIllIantAsk pupils to make a list of the things that make the world a wonderful place, presenting their ideas as a montage of words and images; a PowerPoint presentation; a song or poem. They could recount details of a visit to a particularly brilliant place; explain something wonderful like the life cycle of the large blue butterfly or describe an act of kindness that made them feel really great.

PeoPle are BrIllIantWilliam Kamkwamba from Malawi had to leave school aged 14 because his parents couldn’t afford the fees. He borrowed a book about electricity, found some old bicycle parts and built a wind turbine to pump water and generate electricity. William now helps to fund the school that he was too poor to attend.

Pupils could write a report about William, the boy who harnessed the wind and/or explain what they feel about William’s message to the poor and those who’re ‘struggling with their dreams’ – ‘Trust yourself and believe. Whatever happens, don’t give up.’

williamkamkwamba.typepad.com

eartH HoUrWWF’s Earth Hour is the world’s largest voluntary action for the environment – an idea that took hold in one city in 2007 had attracted 1.8 billion supporters by 2011. Earth Hour shows what people can do when they work together.

Watch the 2012 Earth Hour video. Discuss the video: does it inspire, entertain or inform? Explain how things like mobile phones, video and the internet can help people to feel that they’re part of a global movement.

wwf.org.uk/earthhour

FoodFood has an enormous impact on the environment. But when it comes to taking action to protect the environment, changing our diet is the one thing that UK adults were least willing to do. Pupils could find out how our food affects the environment and create ways to change attitudes e.g. persuasive writing or persuasive recipes; ideas for cutting shopping bills or tips about growing better vegetables. You could find out about our Livewell campaign.

wwf.org.uk/changehowyoulive

enerGYLots of people know that using less energy around the home saves money and helps to reduce our impact on the environment. But saving water and recycling can also save energy. Making an aluminium deodorant can from a recycled one is more energy efficient than starting from scratch and saves enough energy to run a television for 5 hours. Pupils could create a ‘how to save energy’ guide.

taKInG PartAsk pupils to research Earth Hour and think about how and why your school and/or family might take part. Hold a meeting to discuss your ideas; plan events and then take part in Earth Hour. There are lots of ideas for things you and your school can do in our Earth Hour Support Pack. Register at wwf.org.uk/ehschoolsandyouth for your free copy.

If you’ve taken part in Earth Hour before or are confident about what you plan to do, you could hold an event for other schools to share your plans and to help them think about what they could do.

wwf.org.uk/earthhour

BeYond eartH HoUrEarth Hour is all about celebrating our brilliant world and committing to take action to help protect it. The online activities that complement this poster resource suggest some ways of building on this, and thinking more about ‘The Future We Want’, the theme of Rio+20 . You can find them at wwf.org.uk/learn/earthhour You can also share your advice, suggestions and opinions related to Rio+20 directly with the Secretariat at uncsd2012@un.org

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question 1Look at the poster. WWF created a design brief for this poster. What do you think was included in this brief? How well do you think the poster has succeeded?

question 2What do we know about WWF’s Earth Hour?

question 3What could we do to support WWF’s Earth Hour at home/at school?

question 4 Think about the following messages. Which is more positive/most likely to make people feel they can make a difference/most likely to persuade people to take part in Earth Hour/make people feel gloomy? Why do you think the first message was chosen for the poster?

• Our world is brilliant. Help keep it that way.

• Our world is in danger. Help stop climate change.

question 5Discuss the meaning of these messages from the official 2012 Earth Hour video – see wwf.org.uk/earthhour

• ‘If there was one hour that mattered; one name that counted; it would be yours.’

• ‘We, for the first time in history, are reaching a point where our wish to connect behind a common purpose is matched by our ability to connect.’

• ‘Think about the greater cause of coming together and saving the environment – not in the hour but as an ongoing movement.’

• ‘Every individual has the power to change the world we live in.’

question 6Think about the environment. Do we or future generations have any rights? For example, do we have the right to clean drinking water? Do future generations have the right to a world where forests still cover about 30% of the Earth’s landmass?

question 7What are our responsibilities towards the environment?

question 8Earth Hour asks people to go beyond the hour by making changes in the way we live our daily lives – making every hour an Earth Hour. What sort of changes can make a difference to issues such as climate change, water scarcity, pollution, poverty, deforestation and habitat loss?

question 9We can all live more sustainably if we make the right choices about the way we live. Young people are often restricted when it comes to making choices about things that affect the environmental impact of their lives at home and at school. Is this fair or reasonable? How might you persuade adults to allow you greater freedom of choice in these matters?

question 10In 2012, world leaders meet at the UN Conference on Sustainable Development in Rio. They’ll discuss some of the problems that are facing the people and wildlife of this planet. They’ll try to make sure that our need for things like food, water, energy and raw materials doesn’t destroy the environment for this and future generations. Imagine that your school is holding its own Conference on Sustainable Development. What rules would you create to ensure that people in your school community did more to protect a) the local and b) the global environment? How would you ensure that people followed these rules? What should happen to people who don’t follow these rules?

notes/answers1. Design brief – provide information about Earth Hour, tell people how they can find out more, encourage people to take part. 2. Information from poster plus children’s own knowledge. 3. most schools held activities in the week before Earth Hour e.g. recycled fashion show, special assembly, making draught excluders, home-school energy saving challenges. 4. The first message is more positive; it celebrates the good rather than focussing on the bad; focuses on what we want to ‘keep’ rather than things we want to ‘stop’. 5. The first and last messages emphasise the fact that we all have a part to play – we can’t opt out as we all affect the environment through the way we live our lives. We all make a difference – but we can choose to make it positive or negative. The third message is about developing greener lifestyles beyond Earth Hour. The second message explores how communication technologies help people work together. 6/7. Sustainable development is defined as progress that meets the needs of the present without compromising the ability of future generations to meet their needs. Pupils might explore the fact that ‘rights’ such as access to clean water are denied to millions – a child dies every eight seconds because of waterborne illness. 8. Think about some of our choices e.g. how we travel, what we buy, what we eat, do we switch off electrical appliances, do we recycle, do we buy recycled and eco-friendly goods.

comInG Soon!We will be in contact again soon about an exciting creative writing competition which your pupils can get involved with linked to the Rio+20 conference.

© G

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-UK

What’s brilliant about planet Earth? Leave aside all of the problems we’re causing our planet for a moment and think about those things that make you feel good.

The brilliance of the natural world might come to mind as we watch the sun rise on a misty morning or when we first learn about animal migrations or metamorphosis. Our world is full of brilliant places and brilliant species and billions of people want to keep it that way.

On March 31st, hundreds of millions of people across the world will once again join together for the largest voluntary action for the environment that the world has ever seen – WWF’s Earth Hour! This brilliant global action is driven by people who recognise that we’re putting enormous pressure on the world and know that we can each act as a force for positive change.

WWF’s Earth Hour is about taking action beyond the hour; it’s about coming together as part of a global movement and it’s also about sending a message. It’s a message for everyone and especially for the world leaders who meet at the UN Conference on Sustainable Development (UNCSD) in Rio later this year. Earth Hour begins at 8.30pm on 31st March. Schools across the UK will be staging events in the days leading-up to Earth Hour.

Visit our website (wwf.org.uk/ehschoolsandyouth) to tell us your plans for WWF’s Earth Hour and what you will be doing to make sure we keep our world the way it should be: brilliant!

Welcome to learnThis edition of Learn focuses on WWF’s Earth Hour and the build-up to the 2012 UN Conference on Sustainable Development in Rio (Rio+20). The activities provide opportunities for pupils to explore topics that relate to Citizenship.

2012UK

NEWSLETTER

one Planet Schools©

© IS

TO

CK

.CO

m

WWF-UK registered charity number 1081247 and registered in Scotland number SC039593. A company limited by guarantee number 4016725. © 1986 panda symbol and ® “WWF” Registered Trademark of WWF- World Wide Fund for Nature (formerly World Wildlife Fund), WWF-UK, Panda House, Weyside Park, Godalming, Surrey, GU1 1XR, t: (0)1483 426444, e: learn@wwf.org.uk © WWF-UK, 2012. All rights reserved.

If there is no URL

With URL - Regular

OR

Why we are here

To stop the degradation of the planet’s natural environment andto build a future in which humans live in harmony and nature.

Why we are here

wwf.org.uk

To stop the degradation of the planet’s natural environment andto build a future in which humans live in harmony with nature.

• learn • SPrInG 2012WWF.orG.UK/learn

Earth Hour and the 2012 UN Conference on Sustainable Development (UNCSD) in Rio provide a rich learning opportunity for Citizenship.

‘They learn about the wider world and the interdependence of communities; develop their sense of social justice and moral responsibility; begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions; learn how to take part more fully in school and community activities; learn how to make more confident and informed choices about their environment.’ – National Curriculum.

Earth Hour is propelled by an understanding of the interdependence of communities. Climate change illustrates how our own choices and behaviour can affect others. Each year, the average person in the UK creates about 10 tonnes of the greenhouse gases that feed climate change. But we can reduce that amount by changing the way we live our lives – what we eat, how we travel, how we heat our homes, what we buy etc.

Climate change threatens people and wildlife through floods and droughts, rising temperatures and powerful storms. The effects of climate change are already being felt by communities across the globe – often by those whose lifestyles create far less greenhouse gases than our own. The following website provides an opportunity to hear stories from some of the communities affected by climate change: wwf.org.uk/climatewitness

In 2011, 1.8 billion people across the globe demonstrated their determination to tackle climate change by taking part in Earth Hour. Many schools use Earth Hour as an opportunity to celebrate, re-energise or launch school and community activities that are dedicated to protecting the environment. Young people can involve themselves in a wealth of activities that take action for the environment beyond Earth Hour –

growing vegetables, recycling, building bird boxes, monitoring energy use and/or organising a walking bus.

From earth Hour to rio+20Action beyond Earth Hour can also involve getting engaged with Rio+20 – the next UN Conference on Sustainable Development. Interdependence, social justice and moral responsibility are high on the agenda of Rio+20 where world leaders will attempt to develop pathways to a safer, fairer, cleaner, greener and more prosperous world for all. The pathways to this greener and fairer future will require us to tackle problems related to energy, food and water. The solutions to many of these problems are already known. Protecting the oceans from over-fishing; conserving and managing forests and water resources; expanding the use of renewable energy and tackling climate change are shared challenges that require unity of action. World leaders at Rio+20 need to find ways to turn these ideas into a reality.

By thinking about ‘The Future We Want’ – the theme of Rio+20 – and sharing their thoughts with decision-makers attending the Summit, pupils can feel a real connection to what is being discussed. And by exploring problems like climate change and indoor air pollution (eg from burning smokey fuels) and finding out about solutions like renewable energy, pupils will be better placed to understand and assess the likely impact of the pathways adopted at Rio+20. The online activities at wwf.org.uk/learn/earthhour give some ideas for exploring the issues to be discussed at Rio+20 in the classroom.

learn In FocUS

learn IdeaS For tHe claSSroom

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANT HELp kEEpITTHATWAy

Get involved.Visit wwf.org.uk/ehschoolsandyouthTM

WWF’s Earth Hour is a simple idea that’s quickly turned into a global phenomenon. Hundreds of millions of people turning off their lights for one hour, on the same night, all across the planet. It’s about appreciating the brilliant world we all share – and how we need to protect it. Not just for an hour a year, but every day.

Register for our FREE resource pack. The first 500 groups signed up will receive FREE wrist bands.

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANT HELp kEEpITTHATWAy

Get involved.Visit wwf.org.uk/ehschoolsandyouth

WWF’s Earth Hour is a simple idea that’s quickly turned into a global phenomenon. Hundreds of millions of people turning off their lights for one hour, on the same night, all across the planet. It’s about appreciating the brilliant world we all share – and how we need to protect it. Not just for an hour a year, but every day.

Register for our FREE resource pack. The first 500 groups signed up will receive FREE wrist bands.

Saturday 31 March 2012 GETINVOLVED. VISITWWF.ORG.Uk/EARTHHOURTM

Saturday 31 March 2012

WWF’S EARTH HOUR 2012OUR WORLD IS BRILLIANT HELp kEEpITTHATWAy

learn qUeStIon tIme

InFormatIonVisit our website for weblinks, further activities, links to other resources and background information – wwf.org.uk/learn/earthhour

oUr World IS BrIllIantAsk pupils to make a list of the things that make the world a wonderful place, presenting their ideas as a montage of words and images; a PowerPoint presentation; a song or poem. They could recount details of a visit to a particularly brilliant place; explain something wonderful like the life cycle of the large blue butterfly or describe an act of kindness that made them feel really great.

PeoPle are BrIllIantWilliam Kamkwamba from Malawi had to leave school aged 14 because his parents couldn’t afford the fees. He borrowed a book about electricity, found some old bicycle parts and built a wind turbine to pump water and generate electricity. William now helps to fund the school that he was too poor to attend.

Pupils could write a report about William, the boy who harnessed the wind and/or explain what they feel about William’s message to the poor and those who’re ‘struggling with their dreams’ – ‘Trust yourself and believe. Whatever happens, don’t give up.’

williamkamkwamba.typepad.com

eartH HoUrWWF’s Earth Hour is the world’s largest voluntary action for the environment – an idea that took hold in one city in 2007 had attracted 1.8 billion supporters by 2011. Earth Hour shows what people can do when they work together.

Watch the 2012 Earth Hour video. Discuss the video: does it inspire, entertain or inform? Explain how things like mobile phones, video and the internet can help people to feel that they’re part of a global movement.

wwf.org.uk/earthhour

FoodFood has an enormous impact on the environment. But when it comes to taking action to protect the environment, changing our diet is the one thing that UK adults were least willing to do. Pupils could find out how our food affects the environment and create ways to change attitudes e.g. persuasive writing or persuasive recipes; ideas for cutting shopping bills or tips about growing better vegetables. You could find out about our Livewell campaign.

wwf.org.uk/changehowyoulive

enerGYLots of people know that using less energy around the home saves money and helps to reduce our impact on the environment. But saving water and recycling can also save energy. Making an aluminium deodorant can from a recycled one is more energy efficient than starting from scratch and saves enough energy to run a television for 5 hours. Pupils could create a ‘how to save energy’ guide.

taKInG PartAsk pupils to research Earth Hour and think about how and why your school and/or family might take part. Hold a meeting to discuss your ideas; plan events and then take part in Earth Hour. There are lots of ideas for things you and your school can do in our Earth Hour Support Pack. Register at wwf.org.uk/ehschoolsandyouth for your free copy.

If you’ve taken part in Earth Hour before or are confident about what you plan to do, you could hold an event for other schools to share your plans and to help them think about what they could do.

wwf.org.uk/earthhour

BeYond eartH HoUrEarth Hour is all about celebrating our brilliant world and committing to take action to help protect it. The online activities that complement this poster resource suggest some ways of building on this, and thinking more about ‘The Future We Want’, the theme of Rio+20 . You can find them at wwf.org.uk/learn/earthhour You can also share your advice, suggestions and opinions related to Rio+20 directly with the Secretariat at uncsd2012@un.org

© IS

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CK

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AD

A

© Z

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question 1Look at the poster. WWF created a design brief for this poster. What do you think was included in this brief? How well do you think the poster has succeeded?

question 2What do we know about WWF’s Earth Hour?

question 3What could we do to support WWF’s Earth Hour at home/at school?

question 4 Think about the following messages. Which is more positive/most likely to make people feel they can make a difference/most likely to persuade people to take part in Earth Hour/make people feel gloomy? Why do you think the first message was chosen for the poster?

• Our world is brilliant. Help keep it that way.

• Our world is in danger. Help stop climate change.

question 5Discuss the meaning of these messages from the official 2012 Earth Hour video – see wwf.org.uk/earthhour

• ‘If there was one hour that mattered; one name that counted; it would be yours.’

• ‘We, for the first time in history, are reaching a point where our wish to connect behind a common purpose is matched by our ability to connect.’

• ‘Think about the greater cause of coming together and saving the environment – not in the hour but as an ongoing movement.’

• ‘Every individual has the power to change the world we live in.’

question 6Think about the environment. Do we or future generations have any rights? For example, do we have the right to clean drinking water? Do future generations have the right to a world where forests still cover about 30% of the Earth’s landmass?

question 7What are our responsibilities towards the environment?

question 8Earth Hour asks people to go beyond the hour by making changes in the way we live our daily lives – making every hour an Earth Hour. What sort of changes can make a difference to issues such as climate change, water scarcity, pollution, poverty, deforestation and habitat loss?

question 9We can all live more sustainably if we make the right choices about the way we live. Young people are often restricted when it comes to making choices about things that affect the environmental impact of their lives at home and at school. Is this fair or reasonable? How might you persuade adults to allow you greater freedom of choice in these matters?

question 10In 2012, world leaders meet at the UN Conference on Sustainable Development in Rio. They’ll discuss some of the problems that are facing the people and wildlife of this planet. They’ll try to make sure that our need for things like food, water, energy and raw materials doesn’t destroy the environment for this and future generations. Imagine that your school is holding its own Conference on Sustainable Development. What rules would you create to ensure that people in your school community did more to protect a) the local and b) the global environment? How would you ensure that people followed these rules? What should happen to people who don’t follow these rules?

notes/answers1. Design brief – provide information about Earth Hour, tell people how they can find out more, encourage people to take part. 2. Information from poster plus children’s own knowledge. 3. most schools held activities in the week before Earth Hour e.g. recycled fashion show, special assembly, making draught excluders, home-school energy saving challenges. 4. The first message is more positive; it celebrates the good rather than focussing on the bad; focuses on what we want to ‘keep’ rather than things we want to ‘stop’. 5. The first and last messages emphasise the fact that we all have a part to play – we can’t opt out as we all affect the environment through the way we live our lives. We all make a difference – but we can choose to make it positive or negative. The third message is about developing greener lifestyles beyond Earth Hour. The second message explores how communication technologies help people work together. 6/7. Sustainable development is defined as progress that meets the needs of the present without compromising the ability of future generations to meet their needs. Pupils might explore the fact that ‘rights’ such as access to clean water are denied to millions – a child dies every eight seconds because of waterborne illness. 8. Think about some of our choices e.g. how we travel, what we buy, what we eat, do we switch off electrical appliances, do we recycle, do we buy recycled and eco-friendly goods.

comInG Soon!We will be in contact again soon about an exciting creative writing competition which your pupils can get involved with linked to the Rio+20 conference.

© G

RE

G A

Rm

FIE

LD

/ WW

F-U

K