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GREEN EXCHANGE GARDEN

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GREEN FUTURE

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ECO CREATORS

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‘How can we take effective action on climate change and make a positive difference to create a greener future for our school?"

(This is to guide your projects - DO NOT ANSWER)

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‘How can we take effective action on climate change and make a positive difference to create a greener future for our school?"

(This is to guide your projects - DO NOT ANSWER)

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Project Quick Summary:

A project that involves the students and the school, It consist of the students taking care of a garden to be able to gain benefits at school, the better the garden the better the benefits that the students get

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‘How can we take effective action on climate change and make a positive difference to create a greener future for our school?"

# data[].attributes.body
‘How can we take effective action on climate change and make a positive difference to create a greener future for our school?"

(This is to guide your projects - DO NOT ANSWER)

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3. Theme / Sustainable Development Goal(s)

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3. Theme / Sustainable Development Goal(s)

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12. Responsible consumption

13. Climate action

15. Life on land

11. Sustainable cities communities

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What is the main purpose of the garden project, and how will it connect to student learning or subjects?

What specific responsibilities will students have, and how will their participation be organized?

How will we measure the health and success of the garden in a way that’s fair and visible?

Who will supervise and guide the project, and how will we ensure it keeps running throughout the school year?

How will this project be funded?

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Project Quick Summary:

Saves Space - perfect for schools with limited garden areas

Improves air quality - plants absorb CO2 and other pollutants

Reduces Heat - helps cool buildings naturally

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EcoCreators turn recycled materials into art to reduce waste and inspire sustainability in our school. Through creativity, we promote climate action and responsible use of resources.

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School/Community Project NTK Research

I Need to Know:

How does my plan envisage effective action on climate change?

Who to speak to for permission to do this in my school?

How much money will I need to raise to build my ____________?

What are the best designs to use?

Who has the skills to build it?

Where in my school could we place it?

Are the other students interested in helping? (Should we do a survey)

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3. Theme / Sustainable Development Goal(s)

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3. Theme / Sustainable Development Goal(s)

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• 4 quality education

• 11 sustainable city and communities

• 13 climate action

• 15 life on land

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3. Theme / Sustainable Development Goal(s)

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3. Theme / Sustainable Development Goal(s)

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SDG 11 – Sustainable Cities and Communities

SDG 12 – Responsible Consumption and Production

SDG 13 – Climate Action

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Sample: School/Community Project ACTION PLAN

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Sample: School/Community Project ACTION PLAN

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Goal

- To Plant Trees to help generate Oxygen & Fight Climate Change

Objectives

Plant 1000 Trees by next June 01st

Have organization & management committees functioning by year-end

Establish social media presence to encourage engagement & volunteerism by next January 31st

RESOURCES NEEDED

- Money

- Gardening Equipment

- Tree Saplings

- Help with Government Grants

TASKS

- Form a management Committee

- Form a Fundraising Committee

- Start social media pages

- Start a website

- Buy gardening equipment

- Get advice on best plants to plant

- Obtain Government Grant

- Buy Saplings

- Start Planting

RESPONSIBILITIES

- Chairperson

- Horticulture Expert

- Fundraising Team

- Social Media / Publicity Manager

- Volunteers to help with Planting

TIMELINE

Week 1:

Week 2:

Week 3:

Ongoing:

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What are the environmental benefits of a vertical garden, and how does it help fight climate change?

What materials and tools do we need to build a vertical garden using sustainable or recycled resources?

What types of plants are best suited for a vertical garden in our school’s climate and location?

Where is the best place in our school to install a vertical garden for maximum sunlight and visibility?

How much will the project cost, and how can we fundraise or get materials donated?

Who can help us build and maintain the garden (teachers, students, local experts, parents)?

How will we involve students and staff in caring for the garden and measuring its impact over time?

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1. Do we need permission from the school to display our recycled art projects?

2. Where in the school can we collect and store recyclable materials safely?

3. Who can help us with tools or materials we don't have?

4. What rules do we need to follow for safety while creating the art pieces?

5. How much money do we need to organize an art show with our recycled art, and how can we raise it?

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CONTENT:

Environmental and community chat. Quite Casual. Usually Have guests on to talk about issues.

TARGET AUDIENCE:

Young Adults & Teenagers in the Dublin area, people interested in social issues and making the world a better place.

PODCAST NAME:

Eco Eye Podcast

DESCRIPTION:

On todays podcast our guests will chat with each other, the main host been on vacation to Ireland so they will talk about that. Then they will talk to a local celebrity actor, they will talk about his newest movie and some other things before talking about a School Community Project that he is helping to raise money for.

FORMAT:

Podcast has intro and outro music.

Conversational chat between main host & co host

Casual and fun tone.

Each podcast usually has a guest interview in the middle,

Typical Guests: An Expert, a local celebrity, a local politician.

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GOAL

To promote students responsibility and learning through the care of a healthy school garden. To educate students about sustainable gardening practices. To foster a sense of community and cooperation through gardening.

OBJECTIVE

Promote responsability through hands-on care of a student-led school garden, link garden succes ti accademic rewads and personal growth, teach sustainability and healty habits through garden ing activities, strenghtening teamwork

RESOURCES NEEDED

School funding, volunteers for garden maintenance, gardening equipment and materials, space assesment to place gardens, fund raising, 40% donated by school, 25% by local companies, the rest is needed

TASKS

Tasks: form a garden commitee and select members while while defing roles. Recruit volunteers for garden maintenance, conduct a soil quality assessment, acquire garden beds and materials, organise foundraising events, develop a garden maintenance schedule

RESPONSIBILITIES

Mici Kristofer - Commitee Chair

Omar Moreto - Soil Quality Team

Edon Muaremi - Garden Maintenance Team

TIMELINE

Week 1: introduce project and assign student roles

Week 2: prepare garden space and gather materials

Week 3-4 : plant seeds and stary routine

Month 2: monitor growth and reward participation

Months 3-6: harvest crops and expand garden

Ongoing: maintain garden and involve community

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GOAL

Create and display impactful works of recycled art to reduce waste, raise awareness about environmental sustainability, and inspire climate action within our school and local community.

OBJECTIVE

Design and construct original art pieces using a variety of clean, recycled materials.

Organize and host an engaging school-wide art exhibition to showcase the student creations.

Encourage the school community to rethink waste and view discarded materials as opportunities for artistic transformation.

Foster teamwork, creativity, and environmental stewardship among students.

RESOURCES NEEDED

Clean, recycled materials (plastic bottles, cardboard, newspapers, cans, fabric scraps, etc.)

Art supplies (paint, glue, scissors, tape, string, wire, brushes)

Tables, easels, or display boards for showcasing the artwork

Posters, flyers, and social media access for promotion

Budget allocation for any extra supplies, decorations, or printing

Approval and permission to use school facilities (gym, hallway, classroom,)

Volunteers for setup, event hosting, and clean-up

Storage space for materials and completed pieces before the event

TASKS

1. Launch a school-wide material collection campaign.

2. Brainstorm and sketch eco-art ideas in small teams.

3. Construct the art pieces using the collected materials and document the creative process.

4. Plan the exhibition space layout.

5. Design promotional materials and post them around the school and online.

RESPONSIBILITIES

Art Team: Design and build eco-art pieces; document the creation process with photos/videos.

Promotion Team: Create posters, digital flyers, and social media content; manage event promotion.

Logistics Team: Organize and label recycled materials; plan the exhibition layout and assist with setup.

Finance Team: Track expenses, manage the budget, and support fundraising if necessary.

Teacher/Coordinator: Oversee the overall project timeline, request permissions, guide teams, and ensure safety during creation and event days.

TIMELINE

Week 1 – Project Kickoff

Introduce the project to students and staff

Form teams (Art, Promotion, Logistics, Finance)

Assign roles and responsibilities

Request permission to use space for the exhibition

Start brainstorming eco-art ideas

Week 2 – Material Collection Begins

Launch school-wide recycled material drive

Set up clearly labeled collection bins around the school

Begin gathering art supplies (paint, glue, tape, etc.)

Teams begin sketching design ideas for their artwork

Week 3 – Finalize Designs & Start Building

Select final eco-art ideas per group

Begin construction of art pieces using collected materials

Finance team finalizes budget and checks for any missing supplies

Promotion team starts creating posters and social content

Week 4 – Continue Art Creation

Finish assembling the majority of the artwork

Teams take photos/videos of the creative process

Confirm exhibition date and reserve the event space

Promotion team puts up posters and starts online promotion

Week 5 – Prepare the Exhibition

Logistics team plans layout (tables, signs, walkways)

Art team adds finishing touches to the pieces

Promotion team posts countdowns and reminders online

Create labels, titles, or info cards for each art piece

Week 6 – Set Up & Host the Exhibition

Set up the exhibition space (1–2 days before the event)

Test lighting, labels, and flow of visitor movement

Host the art show! Welcome guests, take photos, gather feedback

Encourage students and staff to vote or comment on favorite pieces

Week 7 – Clean-Up & Reflection

Clean up exhibition space and recycle any leftover materials

Store artwork or donate/display it around the school

Teams reflect on what went well and what could improve

Teacher/coordinator submits final project summary or report

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GOAL

To create a sustainable garden that promotes environmental awareness, reduces waste, and encourages local food production.

OBJECTIVE

Build a rooftop garden powered by solar energy, with an irrigation system that uses collected solar energy to water the plants.

RESOURCES NEEDED

Rooftop space

Solar panels

Water tanks and automatic irrigation system

Soil, seeds, and plants

Planters or vertical garden structures

TASKS

Evaluate available space

Design the garden layout

Install solar panels

Set up the irrigation system

Plant and maintain the garden

Monitor plant growth

Organize educational and awareness activities

RESPONSIBILITIES

Students: design, plant care, project promotion

Teachers: supervision and educational support

Technicians/Experts: solar panel and irrigation setup

School: permissions and logistical support

TIMELINE

September: planning and gathering materials

October–November: installation and garden setup

December–June: planting, maintenance, and monitoring

End of school year: project presentation and evaluation

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Podcast Name:

Whispers got wings

Content Type:

School gossip

Target Audience:

Students

Description of Show:

At Whispers Got Wings, we start with the whispers — the fun, the drama, the unfiltered hallway buzz — but we don’t stop there. We give those whispers wings, turning everyday talk into bold ideas, real stories, and powerful student-led action. Gossip? Maybe. Growth? Definitely.

Format of Show:

Podcast had an intro and outro song

Conversations balancing gossip,school life, informations and meaningful discussion

Informal tone, comedy like and juicy

Roles:

Giorgio and Victoria: Hosts

Denis and Hiba: Eco creators guests

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Podcast Name:

Grow to know

Content Type:

A school-based, youth-centered podcast featuring students-led initiatives, and interviews with students, staff and guests.

Target Audience:

The students,

the professors,

The locals.

Description of Show:

Shares authentic stories, student-led projects, and fresh perspectives from inside the school walls. Each episode dives into what’s happening on campus

Format of Show:

Introduction where kristofer introduces himself and the podcast

Kristofa the host of the show, talks about what's been happening on campus, local and other things as such, then introduces the two inventors of the project "green exchange garden" and they talk about the project

We conclude wrapping it all up

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The school bell’s ringing and the whispers are louder than ever!

This week on Whisper Got Wings, we’re spilling hallway tea, teasing a juicy love triangle 👀, and getting the scoop on the EcoCreators’ recycled art show

Hit play, sip slow, and remember, the walls are always listening. 😉

#WhisperGotWings #SchoolGossip #EcoCreators #SpillTheTea

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upcycling

transform waste

refuse art

planet-positive

trashion

assemblage

environmental awareness

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Podcast Name: The Green Spark

Content Type: Educational, Environmental Sustainability, School-Based Projects

Target Audience:

• Students (ages 10–18)

Teachers and school administrators

Eco-conscious parents

Environmental clubs and educators

Description of Show: a youth-driven podcast about building a sustainable future.

—starting right in our schools. We explore inspiring green projects like school gardens, vertical farming, and solar-powered irrigation systems. Through stories, interviews, and simple tips, we show how students and teachers are turning small ideas into big environmental action.if you're a beginner gardener or a solar energy enthusiast, this podcast will help you plant change and grow impact.

Format of Show:

Episode Length: 5-10 minute

Structure:

Intro with theme music

Main topic/story of the day

Interview with a student, teacher, or expert

“Green Hack” segment – practical eco tip

Wrap-up with call-to-action or challenge

Tone: Friendly, engaging, informative

Release Schedule: Weekly or biweekly

Roles:

jasmine: start

gleona: second part

ashi: third part

justina: four part

jasmine: finish

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greenhouse gases

climate mitigation

anthropogenic

biodiversity hotspot

carbon sequestration

circular bioeconomy

environmental governance

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https://www.un.org/sustainabledevelopment/

https://www.newyorkdecks.com/rooftop-garden-benefits/

https://futurepump.com/what-is-solar-irrigation/

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Solar irrigation uses the sun’s energy to power a pump which supplies water to crops and increases yields and profits for small farms.

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8. Language Log/Vocabulary list from the week

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8. Language Log/Vocabulary list from the week

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Entrepreneurs,

Branding,

Prototype,

Sustainable,

Biofuels,

Timeline,

Assessment,

Garden beds,

Implement.

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Climate and Environmental Literacy

Click the image below to learn more about the 2022 Global Poetry Competition

Climate and environmental literacy, coupled with strong civic education, will create jobs, build a green consumer market and allow citizens to engage with their governments in a meaningful way to address the climate crisis.

Fifty years ago, the first Earth Day started an environmental revolution. Now, we are igniting an education revolution to save the planet. This formal campaign, launched Summer 2020, is combining grassroots support and on the ground efforts by students, educators, and nonprofits with national level commitments from Ministries of Education and Environment. Through our Climate and Environmental Literacy Campaign, we will ensure that students across the world benefit from high-quality education to develop into informed and engaged environmental stewards.

EARTHDAY.ORG™ believes every learner in every school in the world should receive fully integrated, assessed climate and environmental education with a strong civic engagement component.

Science matters. We need education and climate literacy to combat denial and face the climate crisis ​head-on. Thank you, @EarthDay, for discussing this ​critical issue with me and for your ​essential efforts to #RestoreOurEarth. https://t.co/aG56TFmugQ
- Special Presidential Envoy John Kerry (@ClimateEnvoy) April 21, 2021

Sign the letter to the UNFCCC
Tell global leaders at the United Nations Framework Convention on Climate Change to commit to compulsory, assessed climate and environmental education with a strong civic engagement component at COP27 this November.

Sign the letter to the GEF
In order to achieve widespread climate literacy for youth, we need to rethink funding opportunities for school systems and NGOs. Tell global leaders at the Global Environmental Facility to expand funding opportunities to include climate literacy and civic capacity building.

The world and its people are facing full-scale emergencies across multiple fronts from climate change to the loss of animal and plant species. In order to act, to make the best choices in their daily lives and catalyze the urgent change needed, people everywhere need to be properly educated: that starts in school.

Governments have recognized this for decades and many have introduced some level of climate and environmental education into their education systems. But the truth is that the quality, consistency, frequency, honesty and impact of climate and environmental education is in some cases weak, cursory and still in all too many countries non-existent. There remains a huge, cavernous gulf between what governments and education systems say they are doing and the reality on the ground for the vast majority - if not all - school-aged children in rich and poor countries alike.

To change this EARTHDAY.ORG believes every school in the world must have compulsory, assessed climate and environmental education with a strong civic engagement component.

The time is now - indeed it is long overdue - for a massive climate literacy campaign that can create a generation of citizens, workers and leaders who really understand why and how to stop climate change and environmental degradation. We are determined to work with others to make this happen and equip the world's children with that knowledge and skills needed to build a better future.

Since its inception, environmental education has been at the core of the mission for Earth Day and EARTHDAY.ORG. At the first Earth Day, environmental teach-ins brought together communities of all types to talk about local environmental issues and what communities could do to work collaboratively to develop localized solutions to tackle those issues head-on.

EARTHDAY.ORG is committed to increasing global environmental and climate literacy. We are dedicated to ensuring that every student around the world completes their formal education as an environmental and climate literate citizen, ready to take action and speak up for change.

This goal is critical and timely. The world needs youth to mobilize and use the knowledge, skills and motivation to take civic action to protect our planet. Education needs to be a key part of this effort and is a crucial step to fighting climate change. To be stewards of this planet, and to sustain a functional society and economy, natural resources must be used wisely and efficiently. We must also protect all ecological systems to ensure clean air, clean water, and food security for all.

EARTHDAY.ORG believes every school in the world must have compulsory, assessed climate and environmental education with a strong civic engagement component.

The history of environmental education parallels Earth Day and the modern environmental movement. Evolving from the Nature Study and conservation education, environmental education formalized in the late 1960s and gained traction in the 1970s. Climate education has recently evolved to address the global and local impacts of anthropogenic climate change.

To best understand the nuances and overlap of these terms, please visit our definitions page to explore EDO's interpretation of environmental, climate and civic education and literacy.

EARTHDAY.ORG has been a global leader in climate and environmental education for decades through creating curricula, resources and supportive teacher networks. We will continue to support education through this formal Climate and Environmental Literacy campaign to advance commitments to educating our youth and protecting our planet.

Today's climate crisis demands a bold response. It requires the unyielding pressures that the youth climate movement brings to the table. When climate catastrophes batter coastlines and wreck communities, some politicians express concern but all too many turn away. Youth demand change. This is the way forward: action, not rhetoric.

And we know that young people need the help of adult allies, too. There's a role for everyone to support youth voices and stand alongside them - from teachers and school administrators to parents and relatives. EARTHDAY.ORG is working to unite a global network to coordinate grassroots efforts for supporting climate and environmental literacy while also gaining commitments from national governments and intergovernmental agencies to provide top-down support and resources.

Our work is in support of Action for Climate Empowerment or ACE. Included in Article 12 of the Paris Agreement, the "overarching goal of ACE is to empower all members of society to engage in climate action, through education, training, public awareness, public participation, public access to information, and international cooperation on these issues." And while ACE covers all aspects of education and outreach for all ages, we focus our efforts on the education of youth ages 6 to 18 in formal school systems.

In Madrid at COP25 in 2019, EARTHDAY.ORG organized a press conference with the Ministry of Foreign Affairs vice minister of Mexico, the Education Minister of Italy, the Pope's representative on youth and education, Patricia Espinosa, executive secretary of the United Nations Framework Convention on Climate Change and Kathleen Rogers, President of EARTHDAY.ORG.

The message was that the time for heightened ambition on climate and environmental education is now.

EDO and our partners are working to catalyze international support for strong outcomes on climate and environmental literacy at the UN climate conference (COP26) in Glasgow. One that ensures all nations are firmly committed to requiring that all students experience mandatory and high-quality climate and environmental education, coupled with civic education that meets the challenges and opportunities unfolding in the 21st century.

It is imperative that students are prepared for dramatic changes within their lifetime. Impactful environmental and climate education programs will prepare students on how to evaluate risk, assess credible resources in the media, make responsible consumer decisions and adapt to a rapidly changing economy. Building knowledge and skills for the growing green sector of clean energy, efficient transportation, sustainable business and more will make students competitive for new jobs.

For decades many countries have attempted to mandate environmental and/or climate education, but we are not seeing enough evidence of its success in an environmentally literate citizenry. This changes now. Join us today!

This campaign focuses on the universal need for compulsory and assessed climate and environmental education for every student in the world. However, there needs to be an emphasis on ensuring that young girls and women are included in this work at every level. As students, educators, household decision makers and citizens, girls and women have an extraordinary role to play in addressing the climate crisis.

As we consider changes to the formal education system to improve and increase access to climate and environmental education that is paired with meaningful civic engagement, we must consider the long-standing systems of oppression that limit young girls' access to educational opportunities, especially in STEM-related fields of study and careers in many parts of the world. There are also unconscious biases present in educators and parents as well as personal preferences in many young girls for career fields far beyond STEM which provide creative opportunities and greater social impact.

EARTHDAY.ORG is working to not only start an education revolution with the Climate and Environmental Literacy Campaign, but an education revolution that is just and equitable for students from every country, any ethnicity, and for students of all gender identities. We are working to break down academic silos, embed environmental justice and prioritize gender equity across all aspects of this campaign.

For years research has demonstrated the positive impacts on fostering gender equity in education. Recent research has reinforced these findings in the context of climate and environmental education as well. A recent report from the Malala Fund notes the critical need in addressing education access for girls in order to effectively tackle the climate crisis.

Not only does the research back these claims, but activists and women from front line communities are demonstrating their commitment and ability on a daily basis. Vanessa Nakate, a youth climate activist from Uganda, serves as a role model and spokeswoman for climate action, girls education, and environmental justice.

EARTHDAY.ORG will ensure that young girls and women will receive equal access to this kind of education and is constantly working to amplify the voices of female leaders working toward Climate Literacy and Climate Action.

Watch our Earth Day Live webinar from International Women's Day 2021: Women in Leadership: Fighting the Climate Crisis through Climate Literacy

Also, please explore these great resources from partners and like-minded entities who are committed to incorporating gender equity into climate literacy:

Every system on Earth is connected, and actions taken in one impact the others. Decisions made about economics or politics can have rippling impacts on society, communities and our natural environments. Climate change is a great example of how human behavior can dramatically impact our natural world, and have serious consequences to our social, physical and economic health. Climate change impacts every part of the world differently, but disproportionately threatens the most vulnerable communities - who are already bearing the brunt of environmental degradation.

Marginalized communities are often ignored and excluded during conversations that directly impact their health and livelihoods. Providing environmental and climate education with a strong civic engagement component will provide students with the skills to enter a growing green workforce and the know-how to advocate for policies and practices that will keep them healthy, safe and prosperous. These elements are critical to community wellbeing. Ensuring equitable access to education, public health and safety are critical elements of climate change solutions.

Today, high-quality environmental and climate education is commonly a privilege afforded to select schools with additional resources for afterschool clubs, outdoor learning labs, transportation for field trips or teachers who have extensive professional development. Lessons and content that should be taught through the formal education system are often substituted for cost-prohibitive informal education experiences, such as summer camps or nature expeditions. These experiences present a barrier for those who don't have the means to afford or access them. What's more, when environmental and climate education are offered as electives in school, they often lack local relevance for students to build skills to address these issues.

Environmental and climate education are innately tied to environmental and climate justice.

This campaign aims to address these inequities by advocating for compulsory environmental and climate education in every school in the world. This education must be made accessible for all students, including those who constantly felt left out of environmental and climate education by ignoring their experiences, cultural backgrounds and interests. Climate and environmental education must incorporate topics of justice, equity, access and inclusion and voices from BIPOC communities.

We aim to build a coalition of diverse supporters who work across sectors and issue areas, including NGOs, unions and teachers associations, in order to highlight the interdisciplinary nature of climate and environmental literacy.

We would be remiss if we did not talk about this campaign in the context of the recent global pandemic. As we look to reopen schools either online, in-person or in a hybrid manner, education will not look the same this semester. It may never look the same. And while COVID-19 provides many complex barriers and problems for safe education, we have to stay positive and look for the opportunities and silver linings that accompany this new reality.

Whether teachers and students return to the classroom or connect virtually, we need to rethink education. To successfully embed climate and environmental education into formal schooling, we also need to rethink content, access, teacher professional development and funding. So now is the time to reimagine education that is more equitable, higher quality and prepares students for a challenging future full of complex issues.

The more we prepare our youth to be critical thinkers and consumers of information, the more prepared they will be to combat these issues or perhaps even prevent them from starting. It is imperative that we equip all students with skills, knowledge, and most importantly, hope for a sustainable future.

Learning how to understand, analyze and take action based on complex science is a core tenet to our Climate and Environmental Literacy campaign. There are clear connections between this virus and its spread and the impacts on the environment, environmental justice and climate change. To see and understand these links, students need to be taught about the environment in an interdisciplinary way. By connecting the disciplines of language, math and science, arts and history students will be able to see these issues for the multifaceted systems that they are. Through revolutionizing education we can break down the silos and teach about the world in the way that it exists.

In addition to providing high quality content, this campaign also aims to address changes needed in the infrastructure of schools around the world to meet the needs of the global pandemic. In order to keep students and educators safe, those who do return to school need to better utilize outdoor learning spaces, gardens and outdoor labs. In order to keep teachers prepared, they need regular professional development, and plenty of resources. In order to best equip students with the self efficacy they need to be successful adults, we need to provide them with the cross disciplinary, civic-focused, top quality education. All of this is critical to a successful response to re-imagining schools in the face of COVID-19 as well as climate change.

Climate Literacy: A climate literate person is a critical thinker who understands complex relationships of multiple variables of the climate system and acts in the best interest of long-term global health. These individuals make informed and thoughtful decisions based on science, economic and social factors to have the least impact on the climate system including a person's carbon, water and land footprint.

Environmental Literacy: The goal of environmental education where individuals make responsible, thoughtful decisions about their actions while considering the total environmental impact, trade-offs and long-term consequences.

Civic Education: The field of learning that focuses on local, national and international government structure and function and how individuals can have an active role in community well-being. Civic action has always been foundational to environmental education. While civic education can focus on many different topics, environmental civic education focuses on issues like natural resource use and access, preservation and expansion of natural areas and green space, environmental justice and climate action planning.

To best understand the nuances and overlap of the terms listed on this page, please visit our definitions page to explore EDO's interpretation of environmental, climate and civic education and literacy.

Explore the following reports from EDO and our partners for more information about our work on environmental and climate education:

Read more about the urgent need for global climate literacy in the news.

Watch the Education International Summit
On April 21st Education International and EARTHDAY.ORG joined to host a Global Education Summit on climate education. Together we're working to ensure that climate education, based on science and with a civic action focus, becomes as fundamental as teaching reading and writing and is accessible to every student in the world.

DOWNLOAD A PDF OF THE COP26 CLIMATE LITERACY PETITION LETTER

Environmental Education Resources

EARTHDAY.ORG offers lessons, toolkits and ideas for building environmental literacy in students of all ages.

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Every school in the world must have compulsory, assessed climate and environmental education with a strong civic engagement component.

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1. United Nations. Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved from https://sdgs.un.org/2030agenda

2. United Nations. The 17 Sustainable Development Goals. Retrieved from https://sdgs.un.org/goals

3. United Nations. Stakeholder Engagement and the 2030 Agenda: A Practical Guide. Retrieved from https://sdgs.un.org/publications

4. United Nations. Accelerating Progress on the 2030 Agenda at Local and Global Levels. Retrieved from https://sdgs.un.org/publications

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GREEN SOLAR PRESSURE: POWERING SCHOOL WITH THE SUN ☀️⚡️

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GREEN SOLAR PRESSURE: POWERING SCHOOL WITH THE SUN ☀️⚡️

# data[].attributes.body
‘How can we take effective action on climate change and make a positive difference to create a greener future for our school?"

# data[].attributes.body
Project Quick Summary:

A sustainable project about installing solar panels in schools helps save energy and protect the environment. Solar panels use sunlight to produce electricity, which reduces pollution and lowers electricity costs. Schools can use the saved money for books, technology, and student activities. This project also teaches students the importance of renewable energy and sustainability for a better future.

# data[].attributes.body
‘How can we take effective action on climate change and make a positive difference to create a greener future for our school?"

# data[].attributes.headline
3. Theme / Sustainable development goal(s)

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3. Theme / Sustainable development goal(s)

# data[].attributes.body
Goal 4: Quality Education

Goal 7: Affordable and clean energy

Goal 11: Sustainable cities and communities

Goal 12: Responsable consumption and Production

Goal 13: Climate Action

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Who, Where, What, How (much, often, many) questions you need to answer before you start project:

WHO?

Who will benefit from the project?

Students, teachers, school staff, and the local community will benefit from cleaner energy and lower electricity costs.

Who will work on the project?

Students, teachers, electricians, and solar energy companies will collaborate to install and maintain the panels.

Who will provide the money?

The project can be funded by the school, the local government, environmental organizations, European Union sustainability programs, or private sponsors.

Who gives permission for the project?

Permission usually comes from the school principal, the school administration, and the local municipality or education authorities that manage the school building.

WHERE?

Where will the solar panels be installed?

On the roof of the school, where there is enough sunlight and space for the panels.

Where does the energy go?

The electricity produced will power classrooms, lights, computers, and other school equipment.

WHAT?

What is the project about?

The project aims to install solar panels at school to produce clean and renewable energy.

What equipment is needed?

Solar panels, inverters, electrical cables, mounting structures, and monitoring systems.

What are the advantages?

Lower electricity bills, less pollution, renewable energy production, and environmental education for students.

HOW MUCH / HOW MANY / HOW OFTEN?

How much does it cost?

In Italy, a school solar system usually costs about €1,000–€1,500 per kW installed.

A medium school system of 50 kW may cost between €50,000 and €75,000.

How many solar panels are needed?

A 50 kW system generally needs around 110–130 solar panels, depending on panel power.

How much energy can it produce?

In Italy, solar panels produce about 1,000–1,500 kWh per year for each installed kWp.

How often do panels need maintenance?

Usually once or twice a year for cleaning and inspections.

How long do solar panels last?

Most panels last about 25–30 years.

How much can the school save?

Schools can save thousands of euros each year on electricity bills depending on the size of the system.

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Project Goals:

To make our school greener.

To help the environment.

To create a nice space with plants and flowers.

To teach students about nature and sustainability.

Objective:

Build a small green roof with easy plants.

Reduce heat on the school roof.

Make the school look more beautiful.

Help students learn how to care for plants.

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Resources Needed:

Small plants and flowers.

Solar Panels

Soil and plant pots.

Watering cans.

Gardening tools and gloves.

Students, teachers, and volunteers.

Permission from the school principal.

Small budget or donations.

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Tasks:

Create a student team.

Find someone to instal the panels.

Choose a safe place on the roof or terrace.

Ask the school for permission.

Buy plants and materials.

Put soil in pots and plant flowers.

Water the plants every week.

Keep the area clean and green.

Tell other students about the project.

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Responsibilities:

Students – Plant flowers and water the plants.

Teachers – Help and supervise the project.

School Principal – Give permission.

Volunteers – Help with planting and cleaning.

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Timeline:

Create the team (Week 1).

Choose the place and ask permission (Week 2).

Buy materials and plants (Week 3).

Plant flowers and plants (Week 4).

Water and care for the plants (Every week).

Present the project to the school (End of Month 2).

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solar panels on a green roof in a stylized way

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Podcast Name:

“Paschini Linussio Voices”

Content Type:

The school in general and in this case a promotion

Target Audience:

The students, the teachers and the parents

Description of Show:

This show is about two students talking about the school gossips, the sport team and all the things that come in mind to the 2 students

Format of Show:

Expert interview

Structure:

Music

Presentation of the 2 students

Name of the podcast

Music

Start talking

Host 1

Music

Host 2

Presentation of the next episode

Music

Roles:

Veronica co-host

Thomas co-host

Tommaso expert

Prof- Principal

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Veronica:

Fair Trade

Well Being

Tommaso:

Equality

Growth

Thomas:

Avoid

Life on Land

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URL's from English Websites you use for research.

fotovoltaicoin.it

orizzontescuola.it

reddit.com (https://www.reddit.com/r/solar/comments/qou9i3/)

latestcost.com

enel.it

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Project Quick Summary:

We could reduce asphalt in the backyard of our school and replace it with grass and use it to plant trees, fruit and vegetables that can be used for the canteen.

With this initiative we could even encourage teachers to teach to the students what does sustainability mean by showing them the beauty of the nature.

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'How can we take effective action on climate change and make a positive difference to create a greener future for our school?"

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Project Quick Summary:

We plan to create some points where you can fill your bottle with some clean and fresh water.

In schools and also public places

We Will create these points with the help of the people and for the people.

We Will also create an app to locate these points

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3. Theme / Sustainable development goal(s)

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3. Theme / Sustainable development goal(s)

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the goals are:

6) clean water and sanitation

3) good health

11)sustainable cities and comunities

13) climate action

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3. Theme / Sustainable development goal(s)

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3. Theme / Sustainable development goal(s)

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(3) good health and well-being

(4) quality education

(11) sustanable cites and comunicaties

(13) climate action

(15) life on land

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Who, Where, What, How (much, often, many) questions you need to answer before you start project:

Who will use them?

Who will work are the project?

Where they will be located?

How can you find the spots?

How many refill stations do we need?

How much would it cost?

What impact will have this project with the people?

What materials will be used?

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Who, Where, What, How (much, often, many) questions you need to answer before you start project:

• WHY is it so important to remove asphalt in the schools?

• WHERE is it necessary to do this initiave?

• HOW can we connect the respect for the environmental with the education

• HOW MUCH money we could save by doing this initiative?

• HOW MUCH fuel we use to trasport fruit or vegetables by the market without this initiative?

• HOW OFTEN we throw away fruit and vegetables?

• WHAT can we do to make people understand that this is an important initiative?

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GOAL

Replace asphalt with grass and create a school garden with fruit and vegetables for the canteen.

OBJECTIVES

• Make the school greener

• Grow healthy food

• Help students learn about nature and sustainability

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RESOURCES NEEDED

• Seeds and plants

• Soil and water

• Gardening tools

• Students and teachers

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GOAL

-reduce the use of plastic

-provide clean and free water in pubblico places

-promote sustinability

OBJECTIVE

-Install 30 public water refill stations in key areas of the community

-Reduce plastic bottle waste

-Encourage students and citizens to use reusable bottles

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TASKS

1. Create a community group in a school (s)

2. Talk to the project principal of the school (s)

3. Contact local business for donation (p)

4. We have to call the operators to remuve the asphalt (p)

5. Remove some asphalt (p)

6. Buy grass, fruit and vegetable (s)

7. Plant grass, fruit, and vegetables (s)

8. Water and take care of the garden (p)

9. Use the food in the school cafeteria (p)

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RESOURCES NEEDED

-Support from local businesses and sponsors

-Volunteers for promotion

-Water refill stations

-Reusable bottles for campaigns and events

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RESPONSIBILITIES

• Students: take care of the plants

• Teachers: find time during class for activities

• School: provide materials and support

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TIMELINE

• Month 1: Planning

• Month 2: Planting

• Month 3: Garden care

• Month 4: First harvest for the cantine

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TASKS

-Identify suitable locations for water refill stations in Northen Italy

-Contact local authorities and businesses for support in Udine

-contact some brands of water Who can help in the project

-search funds and sponsorships

-Purchase and install at least 50 refill stations

-fund raising minimum of 30'000

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RESPONSIBILITIES

-Project Coordinator

-Technical Team

-Social Media Team

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TIMELINE

-month 1: research and planning

-month 2:promotion, search sponsor and choose location

-month 3:install points

-month 4:monitor results

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Podcast Name:

Daily Tolmezzo

Content Type:

Gossip

Target Audience:

Teenagers (15-20 years)

Description of Show:

Two people talk about everyday things

Format of Show:

Interview with citizens

Structure:

Start with presentation

Interview

Roles:

Cristian: host

Filippo: host

Dana: write episode

Ylenia: write episode

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Podcast Name:

The green that we like

Content Type:

Educational, attuality and sustanility

Target Audience:

-Students (ages 11-25)

-Teachers and school administrators

-Environmental clubs and educators

Description of Show:

Inspire people to live and cooperate in a greneer enviornment;

talking about what is good for the planet;

convince people to reduce waste;

Format of Show:

episode lenght 3-5 minutes

Structure:

Music into with nature and soft sounds;

host introduces the project and the guests;

the interviewer ask questions to the guests (teachers, students, operators);

the guests respond to the questions and continue to talk about the current topic.

Roles:

Rebecca Meloni: Main host

Enola Adami: Principal of the school

Sofia Fedele: Student

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-below

-affordable

-deforestation

-enviroment

-advertise

-inequalities

-justice

-parrnership

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Enviromental, affordable, growth, backyars, asphalt, sustanjbility

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URL's from English Websites you use for research.

-wikipedia

-https://unric.org/it/obiettivo-6-garantire-a-tutti-la-disponibilita-e-la-gestione-sostenibile-dellacqua-e-delle-strutture-igienico-sanitarie/

-

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URL's from English Websites you use for research.

https://sdgs.un.org/

Wikipedia