georgina lyn christine obe heloisa calmon souza ......pepe, consultant of pepe network. heloisa...

Manual for Environmental Education

Georgina Lyn Christine OBEHeloisa Calmon Souza

Organizer: Terezinha Candieiro

“Fulfilling our MISSION, We reach our VISION.”

ABIAH – JMM – JMN

Manual for Environmental Education

Cataloguing in-Publication Date (CIP)(Brazilian Book Chamber, SP, Brazil)

Christine, Georgina LynEnvironmental education manual. Georgina LynChristine, Heloisa Calmon Souza; Terezinha

Candieiro, (organizer). – Osasco, SP: Ed Author,2010.

Bibliography

1. Ecology - Religious aspects. 2. Environmental education 3. Environmental studies. 4. Environment - Activities, exercises, etc. 5. Environment - Biblical Education 6. Environment - Study and teaching. 7. En-vironment - Preservation I. Souza, Heloisa Calmon. II. Candieiro, Terezinha. III. Title.

10-13742 CDD-304.2

Scores for systematic catalog:1. Bible and environment: Education 304.2

Georgina Lyn Christine OBEHeloisa Calmon Souza

Organizer: Terezinha Candieiro

Manual for Environmental

Education

“Fulfilling our Mission, We reach our vision.”


About the authors:

Georgina Lyn Christine OBE, Masters degree in Arts in International Education, specializing in curriculum and teacher’s training, in Sussex University. UK. Full

degree in Pedagogics, specializing in science by Worcester College - University of Birmingham - UK. Certificates in music movements to teach aerobics at the Royal Society of Arts and YMCA, Kids Fitness YMCA - specializing in ageing exercises.

TESOL. TEFL (qualifications in English teaching as a foreign language). Founder of PEPE, consultant of PEPE Network.

Heloisa Calmon Souza graduated veterinarian at UNISA - SP, post degree in Environmental Management by SENAC - SP and post graduate in Mission Integral Management and Social Programs in partnership with Renas, World Vision, Vale

da Bencao e Brazilian Betel - SP. Participated in the first group of the project Radical Latino, today Volunteers Without Borders, with the WorldMission Board

from the Brazilian Baptist Convention.

Coordinator:

Terezinha Aparecida de Lima Candieiro, Masters degree in Arts in the Holistic Child Development Program, by the Malaysia Baptist Theological Seminary; Full

Degree in Pedagogies, specializing in Professorship and Educational Orientation at the Joint Faculties Campos Salles; Bachelor in Theology, specializing in Religious

Education at the Theological Baptist College of São Paulo; Consultant for the Prevention against sexual violence in children and teenagers Program. At present she

is the coordinator of PEPE International, in the World Missions Committee of CBB.

Translation: Vanessa Key

Reviewer: Teresa Pica-Milho and Vanessa Patience

Illustrations: Rosimar Santos

Original creation of Pepito: Samuel J. Christine

Graphic Design: Creating Team JMM / Eliene Jesus Bizerra

Promoters partners PEPE:

ABIAH – Brazilian Association of Incentive and Support to Men

JMM – World Mission Alliance of the Brazilian Baptist Convention

JMN- National Mission Alliance of the Brazilian Baptist Convention

© PEPE NETWORK/ABIAH - Brazilian Association of Incentive and Support to Men, 2012.

All rights reserved. It is prohibited the redistribution of this work, in full or in part, by any means, without the authorization expressed or written from the

promoters of PEPE.

ABIAH - Brazilian Association of Incentive and Support to MenOffice: Rua André Saraiva, 783 - Vila Sônia - São Paulo - SP - Brasil

CNPJ 64.032.584/0001-60

CEP 05626-001 – Phone number: 55 (11) 3739 0302/ 3749 1205www.pepe-network.org - www.abiah.org

Printed in Brazil

PREFACE

“The earth is the LORD’s, and everything in it,the world, and all who live in it” (Psalm 24:1).

It is with great joy that we present this prepared work to help the educators / facilitators understand the basic theoretical concepts in environmental concerns and offer them suggestions for activities that can be developed with children.

The book is divided into two parts: The first introduces the biblical foundations for Environmental Education and the basic theoretical concepts that are incorporated with suggestions to the preservation of the Environment. The second part presents suggestions with individual and group activities with children from the ages of 4 to 6 years and can be performed with simple day-to-day materials.

Before the Environmental and Global Crisis scenario, we wish to contribute to the awareness of children, families and communities in caring for the environment, so that we take responsibility and caring for this world created by God, and to be maintained by us. This is one of our tasks as co-operators of PEPE - missionary program that promotes development of children in disadvantaged communities around the world, through early childhood education activities.

The knowledge and the care of nature are a part of Pepe’s curriculum and the aim is to form in the child, from the Gospel of Jesus, an attitude of interest in the world in which we live in.

We hope this is another useful feature and blessing to the fulfilment of the Church’s mission, “taking the whole gospel to every man, “in the world, at all times and in every way possible.”

Terezinha Aparecida de Lima Candieiro

Summary

Preface .................................................................... 5

Conceptual framework ............................................. 9

Biblical foundations for Environmental Education ......... 11

Human Actions and Processes of Nature .................... 14

Air pollution ............................................................. 17

Water pollution ......................................................... 20

Earth pollution .......................................................... 23

Destruction of Biodiversity .......................................... 26

Brazilian environmental legislation .............................. 29

Places related to the topic .......................................... 30

Glossary .................................................................. 30

Helpful information ................................................... 33

Recyclable symbols ................................................... 35

Decomposition period ............................................... 36

Non-recyclable materials ........................................... 37

Activities for children from 4 to 6 ............................ 39

Taking care of creation ................................................. 41

Taking care of the air ..................................................... 46

Taking care of the water ................................................ 48

Taking care of animals and the forest ........................... 52

How to take care of plants? .......................................... 55

Taking care of where we live ........................................ 59

The weather ................................................................. 62

Things that I can do to help the world/earth ................ 64

Bibliography ............................................................... 65

Attachments .............................................................. 67

Attachments retrieved from the project

“Environment” – Pepe Brazil ...................................... 69

Recycling ................................................................. 70

Recycling in time of decomposition ............................. 71

Reproduction of flies ................................................. 73

Erosion: how to avoid ................................................ 75

Portable garden ....................................................... 78

Planting beans ......................................................... 79

Trash that may not be trash ....................................... 80

Conceptual FrameworkHeloisa Calmon Souza

Manual for Environmental Education | 13

Biblical Foundations for Environmental Education

One doesn’t really love if he or she does not value and protect the whole creation. In the Bible, we see the love and God’s care with nature since the beginning of creation, in the ways He manifests himself to men through nature and in the most diverse instructions that God gave to his people regarding how to care for it.

In Genesis chapter 1, we see the story of the creation of the world. Through the word, God formed, created, organized all nature and in every stage, He admired everything and said that “it was good” (Genesis. 1.10). In Genesis 1. 26-31 we read that God finished his creation on the sixth day creating man in a special way. God created man from the earth, in his own image and likeness (BRITO AND MAZZONI, 2006). The story of Creation emphasizes the sovereign work of God to create the earth in the universe and fill it with life. It is in this abundant environment that man was placed as a part of the whole, ordered to fruitfully multiply, fill the earth, subdue it and also dominate over all other living creatures (Nichols, 1983). We were formed from the ground, pulled out of the ground, and in the end we will return to the ground (Jones, 2008). 2. In Genesis 7-17, the meaning of “domination” becomes clearer. The text says that God planted a garden and there he put the man to plough and look after it (Genesis 2:15). Following this, He sets out some rules – of what could be used and what could not be used. Mankind receives from God the order to act as his representative on earth and for its creatures. So we should treat the creation in the same way as God would. The garden should not be possessed by humankind, because “The earth is the

14 | Manual for Environmental Education

LORD’s, and everything in it, the world, and all who live in it”, Psalm 24.1. We are neither owners nor guests, but keepers of creation that exists to reflect the glory of God.

It is important to carefully read Genesis 1:31, which says, “God saw everything that He had made, and behold, it was very good.” Not only was the man very good, but the whole creation. There was harmony and interdependence among all created elements and the Creator.

But creation was not the only thing that began in Genesis; there was also the first sin that occurred, that broke the rules established by God. The result of sin is the curse of the land. Adam, formed of dust from the ground and called to serve God, discovers what results sin brings in the devastation of the land: “Cursed is the ground because of you, “Genesis. 3:17 (Jones, 2008). Because of sin and disobedience, the man was distanced from God. Consequently, there is a breakdown of the other harmonious relations: the man himself, the man with his fellow man and with creation (Brito and Mazzoni, 2006).The Bible shows us that nature suffers because of the Spiritual transgression of man. The text of Isaiah 24.5 says: “In fact, land is defiled under its inhabitants, so transgressed are the laws, changed the ordinance, broken the everlasting covenant.” The Bible always reports the reaction of nature against man because of their disobedience; we can see this clearly in the verse out of Amos 4. 6,7,9-13.

Jesus Christ - the image of the invisible God, the firstborn of all creation, because in Him all things were created, that there in heaven and on earth ... all things were created by him and for him and in Him all things are held together (Colossians 1 15,16 and 17b) – He came into the world in all simplicity, acting with the same care as the Father towards the nature and reaffirming our position as caregivers of all creation by example (Brito and Mazzoni, 2006).

Jesus was born in a stable, the lowest place to be born, among the animals, a scene that leads us to reflect on His simplicity and harmony with nature. The kingdom which Jesus inaugurates is the one where the heavens will finally come down to earth, where the will of the Father will be done, on earth as in heaven, as He taught us to pray. Observing his ministry through the Gospels, we see that Nature is always an important part of several outstanding moments. The sea, the fields and mountains as a backdrop and actors involved for the manifestation of the Son of Man, as Jesus called himself. Several times, the elements are used as an example and Jesus exhorts us to watch them and learn from them as He did in the Sermon on the Mount:


“Look at the birds of the air; they do not sow or reap or store away in barns, and yet your heavenly Father feeds them. Are you not much more valuable than they? … “And why do you worry about clothes? See how the flowers of the field grow. They do not labour or spin. Yet I tell you that not even Solomon in all his splendour was dressed like one of these.” (Matthew 6. 26, 28, 29).

The ministry of Jesus Christ has always been closely connected to the earth. He knew that, for his mission, He would not miss anything that was granted to him.

The earth longs to break free from the curse in Genesis, and somehow, it knows that its redemption is linked to the redemption and deliverance of the children of God, through the death and resurrection in which Christ Jesus has set us free.

The apostle Paul speaks of “the earnest expectation of the creation”(Romans 8.19-22), he says that, in Jesus, all things will be

reconciled, “both which are on earth as things in heaven” (Colossians 1.19-21). This redemption will be complete at the end of all things, with the return of Christ and the establishment of the new heaven and the new earth. But until that happens, humankind need to be reconciled with God to regain harmony with the environment. We need to be keepers of the Lord’s Garden: the Environment.

The Bible lesson is clear: God first created the ecosystem in their entirety and established the man in context with the mission to take care of it. God’s creation is marked by rich abundance and diversity, and He wants his resources to be carefully

managed and shared. If we are unfaithful stewards, failing to preserve the infinite resources of the earth, to develop them or distribute them fairly, we are both disobeying God and turning people away from their purpose (Nichols, 1983).

The climate changes caused by humans represent a major threat to the common good, especially for the poor, the vulnerable and future generations. By compromising the biological diversity of the earth, the climate changes caused by humanity degrade God’s creation (Jones, 2008). Following, we will see how this has happened.


Human Actions and Processes of Nature

The earth is a unique planet among the rest of the solar system. It has great features that allow the existence of the different forms of life. It has an ideal distance from the sun to retain many elements and prevent water from evaporating. If the sun would be any closer, as the planet Venus, the heat would be unbearable. If it were far away, like Jupiter and Saturn, its composition would mainly be of hydrogen and helium gases. There would not be the necessary density of the elements to allow the formation of the atmosphere, the oceans and rivers and the set of factors that make up the biosphere - the very space of life in its multiple forms (Boff, 2009).

The theologian R. L. Sarkar reflects on the interdependence of the elements that make up the earth saying:

All of life on earth is part of a larger system; it is interdepen-dent. It interacts with the components of non-living organisms in the planet and it depends on them: the atmosphere, oceans, freshwater sources, rocks and soil. Mankind totally depends on this community of life – this biosphere - of which we are part.

From the moment that we understand this interdependent rela-tionship among all the elements that make the land earth, we realize that we cannot live without thinking about how our actions affect the balance of everything around us.


Previously, human actions against the dominant processes of nature were trivial. Today, this is no longer true. Now, the human species influences the fundamental processes of the planet. The destruction of the ozone layer, pollution of the planet and climate changes are proof of how our actions affect natural cycles in the earth (Jones, 2008).

The population growth and the large concentration of people in cities are causing a reduced quality of life as well as the growth and acceleration of environmental degradation are resulting in many effects that are harmful to health and may be observed more sharply in the big cities: pollution, air, water, soil, noise, visual, depletion of natural resources, violence, poverty, lack of minimum health con-ditions, decent housing and services essential to life; carrying our planet to a terrible state of degradation.

The advance of science and technology in the last century and the stimulus to consumption enabled man to comfort and living con-ditions. However, it introduced a practical progressive destruction of the ecosystem, based on the idea that all of what the earth provided us was inexhaustible. As a result, it is the acceleration of the process of mass extinction of living species and constant climatic disorders, cau-sed by the greenhouse gas, that are significantly affecting the planet.

With an average of 267 births and 108 deaths each minute, the world population would reach 7 billion people in 2011, according to projections of the research group of the Population Reference Bureau. By 2050, the planet will be housing more than 9 billion people. There are abundant natural resources and more than enough to meet the needs of all. However, much of the world’s population cannot even eat, despite the fact that we produce double of what we really need. The crisis shows that the individualistic consumerism has a high price against nature, since its devastation exceeded by 30% the earth’s ca-pacity of regeneration. A general unsustainability has been installed amongst us that forces us to find another pattern of production and consumption, a new lifestyle.

Let us now consider the main factors that have affected the har-mony of the planet and what we can do to change this frame.


Air Pollution

You can go many hours without water. You can also stay a few days without eating anything, but you will not last more than a few seconds without the precious air. The same happens to the animals and the plants. Currently, the polluted air kills three million people a year.

It is considered air pollution or atmospheric pollution any air


contamination that is caused by the wastage of gases, liquids, solids or other products that can pose a risk to the wellbeing of humans, animals or plants. The atmosphere has a certain ability to clean it-self up that, under natural conditions, guarantees the elimination of

material discharged on it by beings. The imbalance of this natural system, caused by man leads to the accumulation of substances that are harmful to life.

The main factors contributing to the increase in air pollution are:

- Industrial activity that expels gases and dust into the air in quantities that exceed the environment’s absorption capacity.

- Circulation of motorized vehicles that release gases and che-micals substances derived from fossil fuels such as oil.

- Deforestation: the destruction of forests for agricultural purpo-ses and livestock, burning forest fires, or the very decomposition of the trees which release most of the carbon air stored in them.

Consequences:


- Smog: the high concentration of smoke in the air is responsible for the increase in temperature during the day and the decreasing temperature during the night. This causes asthma, bronchitis, respi-ratory problems, and cardiac problems.

- Acid rain: causes acidification of soils, damaging agriculture and species of trees and plants that will grow, in addition to the destruction of vegetation and contamination of water.

- Greenhouse effect: The warming of the Earth’s atmosphere is a natural phenomenon resulting from the exchange of radiation be-tween the sun and the Earth. The pollutants generated by man form a barrier, which prevents the dispersion of this radiation, causing an increase of the earth’s temperature, also known as Global warming, which has melted the polar ice, increasing the oceans’ level and causing several climate changes.

- The Destruction of the ozone layer: The Ozone is a layer of essential protection for the earth; it protects the excess of ultraviolet radiation emitted by the sun. The destruction of the ozone layer cau-sed by CFC (chloro fluoro carbon) leads to changes in the climate (global warming) making life on earth ever more difficult.

• Use public transportation; walk when the distance is short, or go by bicycle;


• Plant a tree. It absorbs 1 ton of carbon dioxide throughout life;

• Avoid actions that destroy forests;• Report illegal fires

How can I help?


Water Pollution

Water plays an essential role in almost all functions of the hu-man body and life cycles that occur in nature. The human body and planet Earth are composed of 70% water. Out of all the water in our planet, 97% is salt water and 2% is concentrated in glaciers and poles, leaving only 1% for human use.

In nature, water is in a continuous circulation, this phenomenon is known as the water cycle:


The water of the oceans, rivers and lakes, of the superficial layer of the soil and plants evaporates by the action from the sunlight. This vapour will be composed of the clouds that, under the adequate conditions, will transform into rain, snow or hail. Part of the rainwater infiltrates into the soil, another part flows over the surface to the watercourse or back into the atmosphere by evaporation, forming new clouds. The portion that infiltrates the ground will supply the groundwater reservoir, which in turn, feed the rivers and lakes.

Water is essential in our day-to-day life for drinking, for bathing, for producing energy, transportation, recreation, fish farming, pro-tection of fauna, and for the protection of flora.

Some of the main sources of water pollution are:

- Industrial wastes: Industrial plants that release their sewage in rivers without treatment.

- Rural wastes: the use of chemicals in agriculture that end up being carried by rain into the waters of rivers and seas, contamina-ting them and endangering the fauna and flora.

- Household wastes: the deposits of household waste in rivers or seas, and the sewer in houses built in areas without any infrastructure that pour their sewage directly into the water.

Consequences:

The pollutants are a major threat to the quality of water, health and the environment, because they can cause extensive damage to living organisms and, therefore, the food chain and our health.


How can we help?

• Do not take long baths;

• Brush your teeth with the tap closed; open only to rinse;

• Do not use the toilet as a dustbin, or trigger the discharge for no reason;

• Repair leaks as soon as they are noted;

•When washing the dishes, close the tap while cleaning the dishes, open only to rinse;

• Use a watering can to water the plants instead of using the hose;

• Do not throw garbage in the street; inevitably, it will end up in a stream. It will pollute the water and can cause flooding.


Earth Pollution

The soil is the most superficial layer of the earth’s crust; it is a finite, limited and non-renewable resource.

The soil or ground, as it is called, is composed of four parts: air, wa-ter, organic matter (small animal and plant remains), and mineral parts, that came from the change of the rocks, that is, the beach sand, the mud that sticks in the shoe and the slime that makes kids slip. These four soil components are all mixed. The organic matter is mixed with minerals and water.

The soil is very important for our lives and for the lives of animals and plants because it provides food and acts as a support of water and of air. Its misuse has increased degradation rates very rapidly in recent decades and therefore the contamination of soil is now a topic of great importance, especially in urban areas, where there is great difficulty in giving a final destination suitable for solid wastes generated in increasing quantities. This problem is compounded by multiplying illegal dumpsites and the saturation of landfills.


The main soil pollution sources are:- The use of fertilizers and pesticides in agriculture to combat pests,

and also the burning of vegetation, commonly performed before planting.- The rubbish, due to its large amount and composition (such

as landfills).- Deforestation, which causes soil erosion.

Consequences:

The use of fertilizers and insecticides harm the soil, vegetation and animals. With the burning of vegetation, the terrain is exposed to sun and wind which cause a loss of nutrients and soil erosion. A waste disposal area contaminates the ground, and may contaminate ground water. This can generate other impacts associated with soil contamination: odours, toxic gases, leachate (liquid resulting from the decomposition of waste), harmful animals ( infestation of rats, coc-kroaches, bugs) in addition to the negative visual impact. In many cases is not feasible to live near these sites.


How can we help?

• Preserve the plants;

• Plant a tree;

• Reduce waste generation;

• Reuse products and materials, increasing their du-ration. Donate clothing, toys, furniture, Domestic appliances, books, etc. Use reusable packaging;

• Use viable ways to recycle products, give new life to materials by transforming them into new products (1 and Fig. 2);

• Rethink, change your consumption habits;

• Refuse, demand quality and durability of products;

• Use ecological bags reducing the amount of plastic thrown into landfills; consume less packaging;

• Use the back of the sheet of paper to make impres-sions and copies;

• Use the back of papers already used for drafts;

• Produce compost at home with organic waste, Gar-den leaves and kitchen waste.

Remember, everything we consume comes from somewhere and will end up somewhere else, forming a cycle of production, consumption and waste, which determines the extremely negative, but real, impact on the environment (Fig. 3).


Biodiversity Destruction

The term biodiversity or biological diversity is used to describe the enormous variety of life on the planet, as well as genes con-tained in each individual, and the interrelationships, or ecosystems in which the existence of a species directly affects many others. A surprising number of 1.8 million different species were identified and classified by scientists. However, we still do not really know how many species actually exist in the world. There are not enough researchers to describe them, and the human species is only one among the millions of species of life.

The earth acts as an incredibly complex machine where there are no unnecessary parts. Each species - from the simple microbe to humans - plays an important role in keeping the planet func-tioning normally. If many of these parts suddenly disappear, the machine - the Earth –could not work as it should. For example, wi-thout earthworms to provide nitrogen to our soil, our crops would suffer. Green plants and soil microscopic plants in the oceans produce the oxygen we use to breathe.

We depend on biodiversity for our food, our medicines, our shelter, for many industrialized products, such as wood and rubber, cosmetics and many others products. As we lose species, we are


also losing potential new medicines and foods, that may be nee-ded to continue the human life on Earth.

However, human action has caused the disappearance of animals and plant species on the planet. The change in climate has changed the life cycle of animals and plants and can cause the extinction of thousands of species in the four corners of the earth. Deforestation caused by the expansion of agriculture and livestock on forest regions destroys the soil, kills plants and animals, changes to precipitation and indirectly affects the climate. Cities, with their cars, factories, pollution, dirt and excessive consumption, degrade nature and decrease the number of living species. The production and energy use, mainly non-renewable (oil, coal and natural gas); which became one of the most basic consumer goods to modern society, has caused a great impact on the environment and it is destroying the natural habitat of many species.

Among the main causes of biodiversity loss, the following are included:

- Destruction and reduction of natural habitats;- Introduction of exotic and invasive species;- Excessive exploitation of plant and animal species;- Hunting and fishing without criteria;- Trafficking of wild fauna and flora;- Soil, water and atmosphere pollution;- Disordered expansion of agricultural frontiers within

native areas;- Climate change and global warming.

Consequences:

With the loss of biodiversity, the human population will suffer a significant decrease in quality of life, reflecting directly on points such as the food supply and maintenance of health, vulnerability to natural disasters, reduction and restriction of energy use, reduce supply and irregular distribution of drinking water, increased illness and, social, political and economic epidemics, among others.


How can we help?

• In addition to all the tips given here, you can:

• Save energy by turning off lights that do not need to be used: open the window and enjoy the sunshine;

• Turn off the TV when not watching, not leaving it on “stand-by”;

• Turn off your computer monitor when not using it, shut down computer when it is not being used.

• Buy only electronic lights and appliances that have low energy consumption, as they are more economical, efficient, durable and environmentally friendly (Fig. 4);

• Use alternative energy sources such as solar, Aeolian (wind), Hydroelectric, (small-scale), biomass (made from plants or waste - biofuels), the tides or other less harmful types of energy to the environment.

We must preserve biodiversity for its importance and the beau-ty and pleasure that it has. This would be a dull world if there were no flowers and birds singing around us, whales in the sea and the magnificent animals on the plains of Africa.

Environmental education is an important tool for transforma-tion of this framework of destruction that we see today. It is an infor-mative and formative process of individuals, aiming and improving the quality of life for all members of the community. With environ-mental education, we can incorporate concepts of Sustainability and Conservation in the day-to-day of the community, bringing people to the identification of environmental effects caused by its activities, facilitating awareness to be part of the solution.


Brazilian Environmental Legislation

- National Environmental Policy (Law 6.938 of 01.17.1981) - The most important environmental law;

- IBAMA (Law 7735 of 22/2/1989) - Created IBAMA, incorporating the Special Secretariat of the Environment

- Forest Code (Law 4771 of 15/9/1965) – Determines native forest protection and defines areas of permanent preservation (where conservation of vegetation is mandatory).

- Environmental Protection Area (Law 6902 of 27/4/1981) - Law that created the “Ecological Stations” (representative areas of Brazilian ecosystems, where 90% of them must remain untouched and 10% may suffer changes for scientific purposes).

- Environmental Crimes (Law 9605 of 12/02/1998) – Reorders Brazilian environmental legislation in relation to infringements and punishments;


Related websites to this Subject

http://tilz.tearfund.orghttp://www.cnps.embrapa.brhttp://www.wwf.org.brhttp://planetasustentavel.abril.com.brhttp://www.mma.gov.brhttp://www.arocha.org

Glossary

Biodiversity: variety of life, different ways of life that there are on earth.

Biosphere: set of all the Earth’s ecosystems.

Ozone Layer: fragile layer of a gas called ozone (O3) surrounding the earth and protect animals, plants and human beings from ultraviolet rays from the sun.

CFC or Carbon: greenhouse gas used in products like refrigerators and aerosols, which has the property to destroy the ozone layer.

Community: set of all living organisms, of all types that inhabit a particular ecosystem.

Conservation: use and control of assets and resources constituting the ecosystem, at a rate, which allows its recovery in an induced or entirely natural way.

Ecology: study of the interactions of living organisms with each other and the environment. The word comes from the Greek “oikos” which means home, and “logy” meaning study, reflection.

Ecosystem: set formed by all biotic factors (living) and abiotic (non-living) that simultaneously acts in a given region.

Environmental education: the education sector aimed at the dissemination of knowledge about the environment in order to help the preservation and sustainable use of its resources.

Fauna: collective term for the animal life of a given region or time period.


Flora: Plants set typical of a region.

Habitat: where human beings, animals and plants can live sustainably.

Trash: dirt, useless things, worthless, everything that is garbage and is thrown away.

Pollution: substances or energies that are directly or indirectly deposited in the environment by man, provoking a negative effect on its balance, and so, causing damage to human health, to living beings and to the ecosystem.

Preservation: It is the criterion of keeping nature and ecosystems untouched by man, believing that once the pre-existing equilibrium is broken, it may never be restored.

Recycle: Convert waste to reusable material.

Waste: materials resulting from human activities, such as leftovers from a process or substances that cannot be used for the purpose for which they were produced.

Reuse: Use the remains with same effectiveness.

Sustainability: reconciliation of society, economic growth and environmental preservation.

Bibliography

• Holy Bible. Version Revised and Corrected, the translation King James.

• Brito, Paul R. B.; Mazzoni-Nursery, Solange C., eds. “Integral Mission: Ecology and society.” Toronto, ON: W4 Publisher, 2006.

• James Jones; Translation Meire Portes Santos. “Jesus and the Earth. “Lush, MG: Ultimatum, 2008.

• Boff, Leonardo. “Option Earth: Earth solution not falls from the sky. “Rio de Janeiro: Editora Record, 2009.

• Peter Harris; Translation: Mark D. S. Steuernagel “The Rock: an evangelical community struggle for preservation of the environment. “London: ABU Publisher, 2001.

• Valle, Cyro Eyer’s “Environmental quality: ISO 14000”. 6th Ed. Ver.-Update. - Sao Paulo: Editora Senac Sao Paulo, 2006.

Useful Information


PAPER CAN

PLASTIC GLASS

Recycling symbols

Image 1 – Recycling symbols


Image 2 - Decomposition time

Decomposition time

Glass: Undetermined

Tires: 600 years

Common disposable diaper: 450 years

Bottle caps: 150 years

Plastic: 100 years

Long life packages: up to 100 years

Plastic cups: 50 years

Nylon: over 30 years

Steel cans: 10 years

Styrofoam: 8 years

Chewing gum: 5 years

Cigarette stub: 20 months

Biodegradable disposable diaper: 1 year

Cloth: 6 months to 1 year

Wooden toothpick: 6 months

Paper: 3 to 6 months


Fig. 3 — Non-Recyclable materials

Non-Recyclable materials

Paper Glass Metal Plastic

Non-Recyclable materials

Carbon paper

Photos

Grungy papers

Towel paper

Toilet paper

Labels

Plastic paper

Mirror

Plain glasses

TV tubes

Ceramics

Porcelains

Contaminated glass

Paper Clips Steel Sponges

Hair clips

Pot handles

Steel sponges

Socket

Cookies package

Candy & Sweets

Activities for children from ages 4 to 6

Georgina Christine Lyn


Caring for Creation

Goal:

Help children think and understand the changes in climate and in the environment, and find out how they can help.

This material covers individual and group activities.• Questions(Q)andresponses (R) tobeusedduringCircle

Time, with some explanations.Children should have a drawing book on “caring for the world”,

using the instructions given in the project “The Environment.”


Circle Time:

(Q)WhatdoyouknowabouttheEarthandtheSun?Discuss with the children the things they already know about

the Earth.Using a ball and photos, the educator/facilitator can help the

children understand that the earth is round.

You should help them understand, since they need to build the knowledge on this topic:

Individual work:

Materials needed:PaperPencilColoured pencil


1. Make a book titled “caring for the world” for each child, recording the activities carried out;

2. On the first pages, children can draw what they think about the world and how it seems to them;

3. Draw human beings living on Earth.

Group Activity:

Materials:

Balloon or ball (many of these)Flashlights (many of these)

1. Allow the children to play with the flashlight and the balls;2. Explain how the sun brings light to the earth and how day and night happen.

Together, in a circle:

Discuss the night and the day with the kids.

(Q)Howdoyouknowthatthesunisinitsplaceinspace?(R) We can see it.(Q)Whatdoesthesundo?(R) The sun gives light and heat.


Individual activity:

Draw or paint a large sun.

Together, in a circle

God made the world and said that man should take care of it.How can you care for the earth and not ruin the beautiful

world that God has given us?

(Q)Imagineyoumadeamesswithyourtoysoranythingelse; will you leave them like that, all messy?

(Q)Whatdoyoudo?Leavethetoysinthemiddleof the house?


(R) No, you put them in order, all of the toys together; if not, your mother or someone else will have to do it.

It is the same with our world! You cannot leave it a mess and do nothing to clean it up.

The world needs clean air for humans to breathe, clean water, land where wildlife can live, and places where people can live without it being dirty.


Caring for the Air

Let us think about the polluted air.

(Q)Howcanwetakecareoftheair?

(R) By not letting it get dirty

(Q)Howdoestheairgetdirty?

Activity with Facilitator:(It can only be done by the facilitator or another adult).

MaterialsCandlesMatchesPaper

Light the candle and place the paper on top of it, with enough distance to heat it without burning.

(R) The paper should get dirty and hot.



Reflect on how the fire and the smoke heat up and cause dirty air.Light the candle and place the paper on top of it, with enough

distance to heat it without burning.

(Q)Whatarethethingsthatcausethisdirt?

(R) Cars, buses, trucks, fire, factories, fires in the dry grassy land.

(Q)Howcanwehelptakecareoftheair?

(R) Use the car less; filter the smoke, light less fires, etc.

Individual work:

Materials

Paper Pencils, crayons and ink Glue Scissors Pieces of cloth, wool, candy wrappers, rope etc.


1. Make a collage on polluted air.

2. Make a drawing showing clean air, unpolluted.

3. Place it in the book.

Caring for water

Group Activity:

Material:Sand2 GlassesWater

1. Place clean water in a cup.2. In another cup, put water, sand and shake it until they

are mixed together.

Let the children see the difference.

(Q)Whichwaterwouldyouprefertodrink?

(R) Clean water.

(Q)Whichwaterwouldwildlifeprefertodrink?

(R) Clean water.

(Q)Wheredoesourwatercomefrom?

(R) Only from rivers.


Individual Activity:

MaterialPaperColoured pencil

1. Paint or draw a very clean river.

2. Place it in the book that the kids are making

Together, in the Circle Time:

(Q)Howcanwekeepourriversclean?

(R) By not throwing trash and dirt in the water.

(Q)Doesanyonelivenearariverthatisdirty?

(Q)Whatdoesitlooklike?

(Q)Whatdoesitsmelllike?

(R) It smells bad.

(Q)Wouldyouwanttodrinkthedirtywaterfromtheriver?

(R) No.

(Q)Canfishliveinadirtyriver?

(R) No, they die.

(Q)Howcanwehelp?

(R) By not throwing garbage into the water, not throwing stuff from the sewer in the water.


Group Activity:

MaterialBig paper for walls in 5 piecesPaperClean sandpaperPaint and brushesGlueColored pencilPensScissors

1. Let the kids bring junk “that is not garbage,” for example, paper, plastic bottles, cartons, etc., to use.

Group Activity:Divide the children into five groups;Each group will make a collage using pieces of the “junk that

is not garbage “to represent a polluted and dirty river; gather the 5 pieces and put it on the wall.


1. On another paper, the children will make another collage representing a dirty river.

2. This collage should be placed in each child’s book.



Discuss with the children about having clean water.

(Q)Howdowehavecleanwater?(R) Someone cleans the water for us.(Q)Howisthewatercleaned?(A) With great filters that use energy, etc. to reach the houses.

You need to take care of the water and not throw it away without using it.Turn off the tap when brushing your teeth.


Caring for animals and forests


(Q)Hasanyoneseenorvisitedaforest?

(Q)Whattypesofbeingsliveinaforest?

(R) Animals and plants.

(Q)Iftheseanimalshavenoforeststolivein,whathappensto them?

(A) If they don’t have a place to live, they may end up dying.


(Q)Howcanwetakecareoftheseanimals?

(R) By trying to help preserve the places where they live.

Obs.: It would be nice if the children could visit a forest or some area with lots of green.

(Q)Let’sthinkaboutthethingsthatanimalsneedinorder to live?

(R) The grass, clean water and food.

So we need to take care of water; and not make it dirty, not put dirt in the rivers; not dirty the air; not harm the lands where they live; not burn the place where they live and not put garbage and dirt in their homes.

The world exists not only for us but also for the plants and animals. They also live here on earth. Trees also help us to have clean air. Then if we cut the plants and trees, we will ruin the land.

We need to take care of the countryside, the forests and our trees.

Group work:

1. Make a panel with drawings of animals that run the risk of extinction in their country. (See examples in the pictures below).

2. Divide the class into groups. Each group will colour and draw an animal.

3. Set up the panel with the designs of the groups.


Sloth Manatee Tapir

JaguarLion Tamarin

http://pt.wikipedia.org/

Individual work:

1. Let the children draw their favourite animal, which runs the risk of being extinct;

2. Place it in their book.

More activity ideas!Create opportunities for children to be trained in caring for animals:

Examples:- In the classroom, build an aquarium with one or more fish for children to have the opportunity to feed them and clean up the environment in which they live.- Care for caterpillars until they become butterflies;- In a tank or any other environment prepared for this purpose, take care of slugs, ants and earthworms.- Bring a hamster to PEPE for the children to take care of them for some days.


How to Take Care of Plants:

Cutting the forests, not only destroys the place where the animals live, but also destroys the trees and plants.

(Q)Areplantsandtreesimportanttotheworld?

(R) Yes.

(Q)Whyaretheyimportant?

(R) Trees help clean the air and also produce more air to breathe. They also help take care of the earth.

(Q)Whathappensifwestopbreathing?

(R) We die.

Plants and trees are very important for the world and we need to take care of them!


(Q)Howshouldwetakecareofplants?

(R) By not cutting the forests; not destroying plants; letting the trees grow.

The plants help the earth stand firm.

[View activity on p. 84]

Group Activity:

This activity is to help the children better understand how to care for plants and to find out what a plant needs to live.

A. Materials

Plastic cups

Soil

Orange seeds

Avocado seed


Prepare an experiment for each child.

1. Place soil in the plastic cups.

2. Bury a seed in the cups with soil.

3. Wet it with a little water.

4. Teach children to care for their seeds until it sprouts. Then each child can take their little plant home and transfer it to another place.

B. MaterialsGlass jarsCotton Bean

1. Place cotton inside the jar.

2. Put the beans on top of cotton.

3. Pour a little bit of water; watching it every day until it buds.


Discuss with the children where they should put jars and cups with seeds and how they should take care of them.

(Q)Whatdoplantsneedinordertolive?

(R) Water, light, air.

(Q)Whenshouldyougivewatertotheplants?Whathappens if you forget to give water to the plants?

(R) A little every day, if it is hot, and if you forget, the plants may die.

[See attachment “Planting beans”]


Explain the different parts of the plant: leaves, roots, etc.


Discuss how they should care for animals at home.

(Q)Whatshouldwedototakecareofdogs?

(R) Give water, food and a place to sleep. Keep them clean; so from time to time, we should give them baths.

Make sure that they are not attacked by animals, such as fleas, and treat them if they get sick.


PLASTIC PAPER METAL

Taking care of where we live


(Q)Howcanweproducelessfilthandtrash?

(R) Recycling the trash; don’t leave it lying on the ground.

(P) What are things we can recycle?

(R) Paper, plastic, cardboard, glass, plastic bags, cans, milk cartons.

If we leave these materials out on the streets, they may produce much filth and pollution and hurt the animals and plants.

(Q)Whathappenstowhatwerecycle?

(R) We can sell them to be recycled (such as paper and Glass).

Let’s store these materials!


Group Activity:

Material

Paint, cardboard boxes,

big role, brushes,

paper, glue and scissors

1. Cover the boxes with big pieces of paper - one for each group.

2. Divide the children into five groups:

Group 1: Paper and cardboard

Group 2: Glass

Group 3: Plastic

Group 4: Milk and juice carton boxes

Group 5: Cans

3. On paper, children should draw figures representing the material of your group (ex: Group 2 should draw glass objects such as bottles, cups, etc.; Group 5 can draw a sardine can or a can of soda).

4. Then they should cut out the drawings and glue them on their group box.


Copy a design of each of the boxes to be used in their individual books. (The child can also create a different design, as long as it represents the material of the box).

[View activity on page 78]


Group Activity

Take the kids out on a fieldtrip to see the neighbourhood.

Make sure they observe the following things:

ITEM Quantity Colour Place

Trash

Dirt

Plants

Trees

Cars

Trucks

Buses

Animals

(Young children should make a mark when they see one of the items. The older children, after returning to the room, may draw and colour with crayons what they saw and where they saw them).


Discuss with the children how they may keep and maintain their neighbourhood clean.


Climate


We often hear adults say that the climate is constantly changing.

(Q)Cananyonegivesomeexamples?

(R) There is rain in some parts of the country where it is normally dry.

(Q)Whyisthishappening?

(R) Because of the things we have talked about: the pollution of air, heat coming out of the cars, fires, industries releasing smoke and chemicals in the environment.


Group Activity:

Materials

Cardboard

Pens

Paint / brush

Papers for drawing. These papers have to be the same size as the cardboard, so that when they are glued to the cardboard it will make a poster.

1. Children drawing elements that refers to climate on the papers. E.g. Sun, clouds, rain, heat, fog and drizzle.

2. Use these designs to decorate the cardboard:

a) Make a poster,

b) Demonstrate the kind of weather. Show the climate every day.

3. The poster must have titles like:

“Day, Month, Year”; “Climate of the day:”


Things that I can do to help the world / earth:

• Recycle trash, paper, and plastic, glass, tin and cardboard.

• My family can recycle too.

• Put garbage in the trash.

• Turn off the lights when I’m not using them and encourage people from my family to turn them off too.

• Close the tap when brushing my teeth.

• Taking care of trees and plants in my neighbourhood.

• Care for the animals I have.


To complete the project, use the circle time to recap everything they learned.

• How do we take care of our world?

• How do we take care of the air?

• How do we take care of water?

• How do we take care of forests and animals?

• How to care for trees and plants?

• How to take care of where we live?

• Why it is important to take care of the wonderful things that God has given us?


Bibliography

• Christine, G. L. & M. Reis and Coordinators.

• Revision (2008). “Project # 4 – Environment “PePe Brazil. Published by ABIAH.

• Woodward. J., (2008), Eyewitness, Climate Change, Dorling Kindersley, London, UK.

Attachments


Attachments retrieved from the Project “The environment” – From Pepe Brazil.

Old Paper has a Buyer

Tilim, tium…Tilim, tium…

Playing the bellAround the whole townRound and round the cart goes

Buying old news,Things seen and magazines

Empty boxes in all shapes and sizesRound, squared, long and short,That once held toys,Shoes, chocolate and shirts


Recycling

By recycling, you can help preserve the environment.Recycling is reusing separate packages, preventing them from

polluting our planet.We can recycle plastic, glass, metal and paper. For this, the-

re are different containers for each material: yellow for metals, plastics for the red, blue and green paper for glass. Separate your wastes and help save the environment.


Recycling and Decomposition period

It’s time to learn how to live on planet Earth.

Small steps can help preserve and even improve the environment we live in.

Water: Save whenever possible.

• Do not waste water. Tighten the discharge of bathroom for a long time is an example of waste.

• Close the taps.

• Always be aware of leaks, as water is a precious natural resource.


Electricity: do not waste it.

• Do not leave electrical appliances connected when not needed, therefore, with high consumption of energy, new power plants will need to be built and flood entire regions.

Wastes: learn to make the selective col-lection.

• Do not throw away all the things that still have usefulness to others: donate!

• Garbage: Separate all recyclable material and search for where it can be reused.

Products Decomposition Time

Rubber indefinite time

Chewing gum up to 5 months

Aluminium can more than 100 years

Cloth Six months to one year

Paper 3 to 6 months

Plastic 100 years

Bottle cap 150 years

Glass 10,000 years


By recycling wastes, we are able to transform it back to its original state in which the product is produced once again. Paper, plastic, glass, cans and metals are materials that may be recycled. Recycling businesses buy these materials and earn money from it.

Reproduction of Flies

Material:

• A transparent bottle with a wide mouth

• (It can be a large bottle of mayonnaise, for example)

• A piece of ripe or rotten banana

• A piece of gauze

• (Larger than the bottle mouth)

• Scotch tape

• Magnifying glass


1. Mash the banana and place in in the bottle.

2. Leave the uncapped bottle for three days near a place where there are flies.

3. After three days, cover the jar with a piece of gauze.

4. Observe, using a magnifying glass, every three days.

What did you observe in the first three days?

The flies came, landed on the bananas and ate it.

After the fifth or sixth day experience, could you notice changes inside the bottle? Use the magnifying glass.

Yes. Small larvae began to appear on the banana.

What did you conclude about these changes?

The larvae came from the flies.

What is this process of transformation called in which the larvae may become flies?

Metamorphosis.

After observing what happened, do you think food should remain uncovered? Why?


No, because if the food remains uncovered or uncapped, flies can contaminate them with their eggs or other impurities, without realizing it. And through these impurities, people can get some sort of disease.

How to avoid erosion:

Material

Three aluminium trays

soil

Grass seedlings and

Birdseed seed or

Bean

A plastic cup

Water


1. Cover a tray with soil and plant seedlings of grass, birdseed and beans in it.

2. Wait for the grass to grow a bit and the seeds to germinate to continue the experience.

3. Cover the bottom with soil from another tray.

4. Place the empty tray on the table.

5. Using a stand, place the tray with grass inside the empty tray, rising to 10 cm. (As illustration).

6. Place the tray that has only has soil on the table in the same position.

7. Fill the cup with water and pour slowly over the tray with grass, keeping the cup 15 cm away from the tray.

8. Repeat this process for the tray that only has soil

9. Compare the amount of soil that fell through each tray.

Is the amount soil that fell through each tray the same amount?


No.

(Q)Fromwhichtraydidmoresoildrain?

(R) The tray that had no grass or plants.

(Q)Howcanyouexplainwhathappened?

(R) When the water slips through soil where there is no protection from the plants, the sliding of the soil occurs. This experiment shows, briefly, that the erosion occurs in areas cleared of unkempt vegetation.


Portable gardenMaterial

Fertilizer;

soil

A small spoon;

Seeds or seedlings

Plants;

Package and eggshells;

Water paint

1. Add twelve shells of broken eggs only on the top (as shown in the drawing);

2. Mix the soil with the manure and fill the eggshells with this mixture.

3. Plant the seeds or seedlings in eggs.

4. Paint the bottom part of the package with water paint in a strong colour. After the paint dries, put the husks of the seeds in the packages.

5. Water daily with little water. Soon you will see that your portable garden is growing.

[Erika B. Barbosa - Magazine Our Little Friend “]


Planting beans

Material

A wide glass container without a lid (for example, an empty mayonnaise jar);

A bowl of water;

Several serviettes;

Some beans.

1. Leave the beans in water overnight.

2. Wrap several serviettes or another type of paper and place them inside the glass.

3. Place the grains of beans, separately between the paper and the Glass. Be careful with them and leave them well pressed, so they don’t fall at the bottom of the glass.

4. Pour enough water to dampen the serviettes.

5. Take notes every two days of what is happening to the bean grains.


Trash that may not be trash

Manual for Environmental Education | 83Manual for Environmental Education | 83

Everything we throw awaycan turn into something newand everyone can contribute

to recycling.Recycling wastes

Is a way to get products backis a way to make waste become raw material again

Its main substancefrom which a product is manufactured

Paper, plastic, glass,cans and metals

are recyclable materials.(...)

Recycling Companiesand scrap dealers buythese materials andearn money from it.

(...)In addition to saving space,

recycling helps a lot ofthe preservation of nature,

saving resources and natural energy.

[Estadinho, 15/03/1997, Suplemento de O Estado de S. Paulo]


Notes:


PEPE PartnershipsIf you want to support this ministry in all countries of the network, send your donations and contact:

PEPE Network Pepe Brasil

Junta de Missões Nacionais

Pepe Internacional

Junta de Missões Mundiais

Rua André Saraiva, 783

Vila Sônia – São Paulo

CEP 05626-001

Tel. 55 11 3739 0302

www.pepe-network.org

Rua Gonzaga Bastos, 300

Vila Isabel – Rio de Janeiro

Cep 20541-000

Tel.: (21) 2107-1818

www.jmn.org.br

Rua José Higino, 416 / Prédio 21

Tijuca – Rio de Janeiro - RJ

CEP 20510-412

Tel.: (21) 2122-1900

www.jmm.org.br

georgina lyn christine obe heloisa calmon souza ......pepe, consultant of pepe network. heloisa...

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