PopEd Toolkit

• Tell the group to stand up and move their chairs to the side to allow people
  to move around the room.

• Explain the purpose of this activity

• Ask the participants to imagine that they have to group themselves according
  to category in order to bus to city hall.
• Call out four or five different categories including a couple of humorous
  ones, such as: your favourite season; the colour of your eyes; the number
  of cups of coffee you need in the morning; the sum of the numbers in your
  age (34 years old, 3+4=7); etc.

• As each bus forms, ask the participants to review each others' names.

• For the last category, ask the participants to arrange themselves based
  on a question that they have about ozone depletion.

• Ask each participant to try to find a partner who they do not know very
  well.
• Ask person A to introduce her/himself to person B and speak for a minute
  on a question s/he has about ozone depletion and why s/he cares for the
  earth. Then have their partner do the same.

• Reassemble the group, and have the person A introduce person B and explain
  their concerns to the larger group, and vice versa.

session," etc. Cut them into a few pieces so that they form a jigsaw puzzle.
You will also need a hat for passing around the pieces of the pictures. 

• To begin, ask each participant to choose a piece of the puzzle.
• Ask participants to search out others who have the rest of their puzzle.
  Then ask them to put their pieces together and discuss the question on

  the back.

• Ask these small groups to write up the answers to the question and post
  them on the wall or share them with the other groups depending on the time
  available and the number of participants.

• Explain that the purpose of the round is to have the participants introduce
  themselves and give the group a unique understanding of themselves.
• Tell the participants that each person will be asked to introduce her/himself
  by saying their name and also fill in the following blank phrase three

  times, "I am ___". One person say "My name is John. I am a cyclist. I am
  an environmentalist. I am calm."

• Preview the video before you use it and determine how it can best be used
  to fulfil your goals.

• Before viewing the video, tell the participants why you have decided to
  use it.
• Ask people to move their chairs so that they can better see the T.V.
• After seeing the video, start a discussion by asking questions about the
  content, followed by questions about people's feelings, reactions and interpretations.

Note: If you don't use the video, you will need to present a section
on ozone depletion to clear up some misconceptions and related problems. 

• Split into small groups and ask each group to appoint a reporter to write
  down the main points of the discussion; these will be used in a plenary
  discussion.

• Ask the participants to talk briefly about their understanding of ozone
  depletion.
• Participants should spend 5 minutes reading a section you have chosen within
  the Participants' Guide. Some participants may be better able to respond
  if sections are read aloud by a member of the group.
• Ask them to spend 5-10 minutes discussing the material that they have read
  and generate questions to be brought to the larger group.
• Reassemble the group and ask for one question form each group. Ask them
  not to repeat any points that have already been mentioned.

• Go around the room until a list of 10-15 questions or points have been
  generated. The facilitator should write these points on a flip chart.

• Promote discussion by asking questions to clarify points of concern. Also

  ask how they felt about the information discussed.

• Summarize main points, highlighting what other information needs to be
  obtained.

• Explain that the purpose of a brainstorm is to generate ideas and that
  people are not to criticize ideas until the brainstorm is finished. Encourage
  the group to provide answers to the questions, but not to begin discussion

  around them.

• Ask the group to name some well known myths about ozone depletion.
• A facilitator should quickly write down the ideas on a flip chart in a
  Myth Column until all or most of the ideas have been written down.
• Ask them to identify what they know to be a fact. The facilitator should
  write this down in a fact column.
• Now open a discussion to allow participants to identify items which they

  may feel are in the wrong category. If there isn't consensus as to which
  items belong in either the Fact or Myth, then Move them to the Confusion
  Column.

• Discuss what this exercise has revealed about the problems of ozone depletion.

• Divide the group into small groups.
• Give each group a copy of the questionnaire.
• Get them to come to a quick decision as to what are good answers. You may
  choose a time limit of one minute a question.
• Have each group select one member to discuss their observations about people's
  knowledge of ozone depletion and to present one question in a plenary discussion.

• Lead the group in brainstorming about things on the planet that are important
  to them (ideas ranging from oceans, ozone deer, children, etc.)

• Divide them up into two or three groups.

• A facilitator will play the role of an auctioneer

• Provide each group with an imaginary $26,000 to bid.
• Each group is to designate a spokesperson who handles the bidding
• After all but one group have spent their money, begin a short discussion
  around our values for the environment.

Ask to have three volunteer sculptors.

Get the volunteers to move their chairs into the centre of the circle in
such a way that the other participants can see and hear their discussions.

Give these volunteers ten minutes to consult on how they are going to create
a sculpture, using the other participants, which will convey the problems
associated with ozone depletion.

After the then minutes are up, instruct the volunteers to create their
sculpture in silence.

After they have finished the sculpture, break up the group and ask if they
have gained any new insights from this physical representation.

etc. (See Participants' Guide for technological alternatives.) 

• Place the items or their smaller replicas on a table in the room. Ask the
  participants to divide the items into those which use or have the potential
  of releasing ozone destroying chemicals and those which do not effect the
  ozone layer.

• After the group decides what items lie in which camp, ask them questions
  about products to point out any errors they may have made. Ask them if
  they were surprised about the things which help to destroy our ozone layer.

• Tell the participants they are simulating a meeting whose purpose is to

  create a policy document on ozone depletion.

• Ask for a volunteer to be the chair of the meeting. You may need to discuss
  their responsibilities in the simulation.
• Hand out the job descriptions to the remaining participants. Try to maintain
  the number of participants as suggested for each job description.
• Ask them to read their job descriptions carefully, and to assume the role
  of that person.
• Get them to meet with other participants with the same job descriptions
  to discuss their strategy during the meeting.
• Organize three round-table discussions of 6 minutes each, followed by informal
  5 minute breaks. The round-table should be structured to allow one representative
  from each group, except the media representative, to participate in the
  discussions.
• Each participant's responsibility in this meeting is to try to ensure that

  his/her perspective is represented in the final document

• Tell each small group that this is a visioning exercise in which members
  will be playing the role of environmental historians.
• Explain to them that they are now living in the year 2050 and that you
  are meeting to collaborate with other historians to create an outline for
  a book examining how the people around the world managed to change their
  lives and stop producing ozone destroying substances.

• After the groups have come to some agreement on their histories ask them
  to present it briefly to the other groups. Then lead a discussion on what
  is stopping the implementation of such changes now.

• Divide into three small groups.
• Provide each group with a copy of the policy provided in the handout section
  and have a member of the group read the description out loud.
• Ask the group to discuss the position that they have been given and ask
  them to create a list of pros and cons from which to begin their discussion.

  Also ask them to consider a question that they would like to have addressed
  to the other groups.

• After they have discussed their policy, ask them to select a member of
  the group to represent them in the debate.
• Assemble the three debaters in the front of the group, with the facilitator
  controlling the structure of the debate.
• Provide each speaker two minutes to explain their position on: What should

  Canada's policy on this ozone destroying substance be?

• The facilitator should make sure to provide each debater with equal time.
  It may help to warn them when their two minutes is coming to an end.
• After the position statements have been made, have at least one minute
  round for rebuttal.
• Close the debate and reassemble the group circle. Get quick responses from
  the group about how they felt about their position. Also ask them to consider

  what they felt was important about what they heard, outside of the positions
  they have been given. Also ask them to discuss which positions are compatible
  with each other and which are not.

You have just arrived home from work and turn on the television. It
is the year 2010 and the ozone layer is at its lowest level in recorded
history. Despite the summer heat, you have had to wear a jacket with long
sleeves and a collar for the walk home. You remove your wide brimmed hat,
UV protected sunglasses and the SPF-30 sunscreen it is now necessary to

apply when you go outside. Your outside gear hangs besides your family's.
Your two-year-old daughter toddles toward you for a hug. She has yet to
play in the sun and must be kept covered for trips between buildings. 

The news on the television is not good "Melanoma has reached a new high
for Canadians. One in 5 people is now diagnosed with this type of cancer
during their lives. The continuing increase is linked to ultraviolet B
radiation that used to be absorbed by the ozone layer. 

In a related story, UV radiation is being blamed for the declining fish
stocks, along with continued over fishing. Phytoplankton is dying at tremendous

rates in the world's oceans due to higher UV levels. Fish feed on the phytoplankton. 

"The decrease in the ozone layer has caused the Canadian government
to encourage residents above the Arctic Circle to settle farther south
due to increased incidents of cataracts and damage to immune systems." 

You prepare your dinner and marvel at the increase in the price of meat
and other protein supplements such as soybeans. Because of the increase
in the cancer and cataracts in free range cattle, meat producing animals
are housed in crowded, expensive, indoor barns. The soybean yield has decreased
by 25 percent due to the plants sensitivity to increased ultraviolet radiation. 

Rover scratches at the door, wanting to go for a run. Looking at the
sky, you think better of it. Having the cancerous growth removed from his
eye was expensive. The dog will have to wait until after dark before going
out. 

As night falls, you can see the moon light shimmering across the pond
down the hill behind the house. But what you hear is silence. The voices
of the frogs are gone. They, too, have been silenced by UV radiation caused
by the thinning of the ozone layer. 

 

• Get the participants to form their chairs into a tight circle and then

  turn off or dim the lights.

• Explain that it is important for people to be able to envision what their
  lives would be like if we didn't work to protect the ozone layer.
• A facilitator should begin to verbalize their own worst nightmare for ozone
  depletion and then ask for volunteers to paint their own visions.

• Ask the participants to brainstorm 13 different things that they use which
  contribute to ozone depletion. They may need to refer to the participant's
  manual at this time.
• Then ask them to list 13 alternatives for these substances.
• Within the group, get each person to name three things that they will change
  to reduce their personal use of ozone depleting substances.
• You can also ask them to sign a personal contract to do these things.

• After distributing the materials, ask the participants to write a short
  letter to themselves 2 months from now.

• Ask them to write down a few things that they will have done to protect
  the ozone in that time. Ask them to date and sign the letter.

• Ask them to write their address on the envelope and then mail it.

ozone layer. 

• Divide the participants into small groups and then explain that you will

  practice the planning of a local ozone protection campaign.

• Each group is to decide on the steps and tactics they feel are necessary
  for success. Brainstorm for some wild, attention getting ideas to be included.
  Pick a few ideas the group thinks might work.
• Next each group is to decide upon the order of the steps to be taken and
  estimate how long each will take.
• Ask them to create a time-line for the next year, showing the length of

  time to complete each step. mark ideas along the time line in the following
  way: Now, 3 months, 6 months, 9 months, 1 year.

• After about 30 minutes, ask the subgroups to come together.
• On a prepared time-line written on a flip chart or blackboard, write down
  the list of the things that their groups had planned to do this week, this
  month, in the next six months and over the whole year.
• After this, ask each group to make some comments on the process they went

  through to make their decisions. Ask questions like: did everyone participate
  equally, did you reach consensus on your actions, where any suggestions
  not heard by the group, what could have been done to have made the meeting
  more effective, etc.?

• Discuss the importance of learning to work well together as a group to
  save the environment and protect the ozone layer.

Count off the group by twos to form two lines of partners. Form two lines
of people with the ones in the one line facing the twos in another. Explain
that the signal to end the exercise will be when the facilitator yells

freeze.

Describe one of the scenarios listed below twice. Then entertain questions,
but leave ambiguities unclarified, as they often are in real life.

Call "begin" Watch the action and monitor it carefully for significant
behaviour and for possible danger.

Call "freeze" either when 2 minutes have passed or when conflict escalates
in the group.

If the energy and interest levels warrant it, replay the scenario, switching
the roles from one line to another.

After completing each scenario, process the exercise. Ask for quick
responses to questions like: what did it feel like to be in this role;
what happened in your skit; does anyone have any especially good or unusual
approach they would like to share with us; who was successful and why;
what plan of action did you use; and can we hear from someone who hasn't
spoken yet?

1. A car salesman, trying to sell a car with air-conditioning vs. an ozone
   conscious person trying to purchase a car without it.
2. The owner of a company wants to buy a new cheap carpet with CFC blown foam
   padding vs. the ozone conscious employee who wants more expensive rubber

   padding

3. The refrigerator repair person wants to recycle freon vs. the home owner
   who doesn't want to pay for the extra time.
4. The organizer of a conference who provided HCFC blown disposable cups vs.
   the environmentally conscious participant.
5. The home builder who wants to use rigid foam insulation (blown with CFC's),
   vs. the home buyer who wants recycled newspaper fibre.
6. Your sun is taking your 3 year old granddaughter out into the sun without
   a
   hat or sunscreen.

• After dividing the participants into small groups, ask them to review the
  letter writing handout.
• Ask

• When the group is back in the circle start a round to get all of the participants
  to quickly answer one of these questions.
• Participants should speak for no longer than a minute, and everyone should
  have the right to pass
• Think about what questions are most appropriate for the section

1. One thing that I have succeeded in changing in my life is...
2. My biggest concern about ozone depletion is...

• Distribute the words randomly in the group (making sure that all of the
  words of a given sentence are given to participants and that no participant
  has more than one colour of word)
• Ask them to get into groups by colour and recreate the sentences that they
  have been given.

1. Ozone depletion threatens all life on earth.
2. The Montreal Protocol does not address all ozone depleting substances.
3. Many "Ozone Friendly" compounds still destroy ozone.

• Ask the group to brainstorm about products that they have heard of that

  claim to be "ozone friendly."

• Ask the group to decide why they think the company produced it calls it
  "green" and then decide whether the product is or not.
• Discuss what the group things a "ozone friendly" product should be 

• Draw a large circle on the board with topics related to the workshop like
  "UV Radiation", "Ozone Depletion", or "Methyl Bromide."

• Ask the participants to list, without discussion, the immediate causes
  or effects of ozone depletion. With each idea that is generated draw a
  circle with the name of the problem within it and connect it to the central
  issue.
• The group then lists the causes which are connected to each sub point and

  draws connections from this new point to another one to which it is related.

• If there is time, try to create some third or fourth level connections.
• Analyse where the group can affect the entire web most effectively. Try
  to demonstrate that the group can affect everything.
• Ask the group what this says about the complexity of the ozone issue.

• Get the participants to brainstorm a list of social issues that they are
  concerned about in their community.
• Do the same for a list of environmental problems with directly affect their
  community.
• Ask each participant to speak for up to three minutes to draw connections
  between as many of the issues on the two lists as they can.
• If you have a large group, or are short of time, ask for a few volunteers
  to try making the connections
• Remember that everyone has the right to pass, and that it may help the
  process if a facilitator goes first.

minutes on the relationship between a social issue, an environmental problem
and ozone depletion. 

• Get the group to divide into pairs, preferably with people who they do
  not know very well.
• Ask each person to write their name and phone number at the top of the
  page.
• Tell them to write down one thing they have learned from the workshop that
  they would like to apply in their daily life.

• Ask the participants to talk for a few minutes about why they have chosen
  the action.

• Afterwards have them exchange cards with the person with whom they have
  been paired and agree to call them and discuss their commitments in two
  weeks.

that participants leave with the major points discussed in the Participants
Guide. 

• Ask for two or three volunteers to act as judges for the game and then
  split the group into three teams.
• Arrange three chairs in the centre of the room and get one participant
  from each team to sit in each chair.

• Allow the first participant sitting to select the category and the difficulty
  level of the first answer of the game.

• Give the answer and then allow the first person who used their noisemaker
  to provide the correct question to the answer you provided. Judges will
  decide who made the first noise and who responds correctly.
• After a participant has had an opportunity to provide a question have them
  rotate with a member who has not. Go until you run out of time, answers
  or energy.

• Distribute the handouts and provide people with the time to complete them.
• If people leave during the workshop, please give them a copy of the evaluation
  before they go.

• Please make sure to send us a copy of their evaluations of the workshop

• Ask the participants what went well in the meeting and how they felt about
  each activity. Let people respond, but make sure not to restart discussion
  or debate.

• Ask them what went poorly in the workshop and what could be done to improve
  it in the future. Try to ensure that every negative point is followed by

  a positive improvement.

• Record these on the flip chart, using the participants own words if possible.
• "Please hand out the Participant Evaluation sheet at the end of the workshop
  to allow people to respond individually.