1 The Finnish Association for Environmental Education is the only organisation in Finland which concentrates solely on furthering and supporting environmental education. Our association, founded in 1990, is politically and religiously independent. Our members consist of individuals and organisations working with environmental education. Our aim is to have an increasing number of educators in Finland with the will and skills to help children and youngsters to get the knowledge, skills and values that promote sustainable development. Our work covers ecological, cultural, social and economic aspects of sustainable development. Our work consists of Lobbying for improved conditions for environmental education Improving the cooperation between different actors within environmental education Providing information about environmental education to policy-makers, our members and the wider public Supporting the work of the educators and improving the quality of environmental education through the Eco-Schools / Green Flag environmental education program Our most important mediums are The international Eco-Schools / Green Flag environmental education program for kindergartens and schools as well as learning institutions and leisure operators The national Environmental Education Days ("Ympäristökasvatuspäivät", read more in Finnish) The magazine Ympäristökasvatus ( Environmental Education, read more in Finnish), the only magazine in this field in Finland Annually we also award the Rose of Environmental Education ("Ympäristökasvatuksen Ruusu") to a person, organization or project that has developed environmental education in an exceptional or ground-breaking manner. Additional information: Suomen Ympäristökasvatuksen Seura ry Pohjoinen Hesperiankatu 15 A, 5th floor, Helsinki tel , toimisto(a)ymparistokasvatus.fi
2 "Green flag" is a straight translation for "Vihreä lippu". Internationally it is called "Eco-Schools". Environmental Management Participation International Dimension The Eco-Schools Programme aims to raise students awareness of environmental and related sustainable development issues through classroom study together with school and community action, and provides an integrated system for environmental management of schools based on an ISO14001/EMAS approach. As a process of facilitating sustainable development at a local level, pupils are encouraged to take an active role in practical steps to reduce the environmental impact of the school. Eco-Schools thus extends learning beyond the classroom and develops responsible attitudes and commitment both at home and wider in the community. The Eco-Schools Green Flag, awarded to schools with high achievement in their Programme, is a recognised and respected eco-label for environmental education and performance. The Programme incorporates seven elements which schools at any level can adopt as a methodology. These elements have been designed to be the core of the Eco- Schools process, yet the structure is flexible enough to be adopted in any country, and at any level of schools previous environmental achievement. Pupil involvement throughout the process is an integral and essential factor. The participation of other stakeholders in the school and community in the decision-making process is an important step towards dialogue and cooperation, providing a good basis for citizenship education. This flexible system, with its pedagogic and practical elements, has made Eco-Schools a very successful programme with clear and tangible benefits to schools and communities, and of course to teachers and young people. The programme is now being implemented in several countries in Europe, Africa, Asia and South America. The number of Eco-Schools is growing, and at the moment there are more than participating schools in 47 countries. Eco-Schools programme may be known by different names in different countries, though they share the same methodology and concept, and are identified by the Eco-Schools logo and Green Flag. Support and Communication A number of activities, events and materials are available to support young people in their work, and training for teachers and others, both at the national level for country and region-specific support, and at the international level. National programmes count on Partnerships with Institutes, Organisations, Public Entities and Corporate sponsors to provide appropriate support to participating schools.
3 Eco-Schools in Finland In Finland, the program is run under the name Vihreä lippu (Green Flag) by the Association for Environmental Education in Finland. The program is available for finnish kindergartens, schools and trade schools. Since the initiation of the program in 1998, the number of participants has risen from six to over 200, reaching more than children, youth and grown-ups. The program is based on the international principles and criteria, but the implementation and the materials have been specifically developed to apply to our schools system and culture. Green Flag and City of Lappeenranta City of Lappeenranta actively participates in this program. Schools in Lappeenranta with Green Flag status: Lappeenrannan Steinerkoulu (Steiner school) Sammonlahden koulu (school) Myllymäen koulu (school) Lauritsalan koulu (school) Lavolan koulu (school) Sammonlahden päiväkoti (day care)
4 THE GREEN FLAG PROGRAMME ECO-SCHOOLS IN FINLAND A PROGRAMME THAT INSPIRES! 10 good reasons to join the Green flag programme: 1. Big picture Yearly themes comprise a general view of sustainable development. 2. Participation Children, youth and adults work together in a responsible way; managing collective matters are learned and the experience of one s own actions is also received. 3. Sustainability A simple and constant framework provides the tools to promote and develop environmental sustainability throughout the school and continues from year to year. 4. Flexibility The framework allows all participants to adjust their aims and action by their own means; nurseries and schools should think about how it will work best for them. 5. Positive profile and publicity Green flag nurseries, schools and institutes are recognized as pioneers and stand out as positive examples. 6. Guidance Participants are entitled to ongoing advice, support and feedback for their action. 7. Curriculum By the Green flag programme schools are carrying out Sustainable future and Participating citizen cross-curricular themes mentioned in National curriculum. 8. Internationality The Green flag programme is a part of international Eco-Schools programme, which is operated in more than 40 countries around the world. This network enables connections to participants in other countries. 9. Saving money Small changes to the environmental management of a school, for example water and energy consumption, can result in considerable financial savings. 10. Systematic procedure Results of these actions made to the school environment can be easily recognised in everyday school life by improved environmental performance, decreased waste amounts and financial savings.
5 Green flag actions lead to good results! The effectiveness of the program has been studied. According to the results, environmental consumption decreased significantly by the use of Green flag actions. Water Consumption of water has significantly decreased. Some participants have achieved over 40 % decrease due to learning a more efficient way to wash hands, wash dishes, changing cleaning methods and fixing leaking taps. Energy Several nurseries, schools and institutes have been able to decrease their energy consumption over ten percent due to switching off unnecessary lights and electronic appliances, enhanced ventilation and decreased room temperature. Good experiences inspire Over 200 nurseries, schools and institutes participate in the Green flag programme. Clearly evident results encourage continuation from year to year. The Green flag programme has received the Panda award by the WWF organization and the environmental award by Kesko. In addition, Green flag nurseries have been given award by The Finnish Association for Nature Conservation. The programme is constantly under evaluation based on the feedback given by the participants. Waste Waste amounts have decreased significantly in all nurseries, schools and institutes that were participants of the programme; rational consumption, reuse and littering led to this result. Reference: Katriina Sahlberg: Master s Thesis, University of Helsinki 2004.
6 From talk to action: Green flag to the pole! Green flag what is it about? The Green flag is a programme for environmental education and management, with the aim of raising children s and youth s awareness of sustainable development issues. The programme is designed for nurseries and schools. It encourages and guides participants on their sustainable journey to long-term, successful and inspiring actions. Ecological, social, cultural and economic aspects of sustainable development are represented in the Green flag programme. Principles of the Green flag programme are participation: children and youth have an active role in decision making processes reduce of the environmental impact environmental education becomes a part of daily life actions in the nurseries and schools continuous improvements: sustainability and planning cooperation with the local community and surrounding society The Green flag is a part of an international Eco- Schools programme, which is active in most European countries and is spreading to other continents. Over six million children and youth are involved in the programme. United Nation s environmental programme UNEP recommends the Eco-Schools programme. The Finnish Association for Environmental Education coordinates the Green flag programme in Finland. The organization has modified the framework and material to meet the Finnish circumstances. Where the good results come from? Green flag participants have accomplished significant results. Environmental consumption has decreased greatly due to more efficient daily life activities. Participation and cooperation with the surrounding community are important and lead to new activities within community. This standard for activity can also be used in other developmental projects. Themes are convenient Sustainable development is a big project to deal with. Managing and implementing an environmental programme is an extensive and continuous project. In Green flag, the focus is on one theme at a time, which allows total concentration on the chosen theme. The framework encourages schools to work on different environmental and sustainable themes making tackling sustainable issues manageable. Basic themes are water energy waste The Green Flag is more than the material provided. It is a procedure for the community of a daycare or a school community where a continual support is provided. After the first basic theme project, it is possible to choose nature & biodiversity, sustainable consumption or to focus on sustainable development s global perspectives with common globe as a theme. Evident results from the very beginning inspire to continue!
7 How it works in practice? 1. Eco Committee 2. Theme 8. Final report 3. Environmental rewiew 1. Eco Committee The eco committee is formed after the nursery, school or institute has joined the Green flag programme. The committee shall include children or youth and adults. This eco committee is the driving force behind the project and is in charge of planning, mentoring and evaluating the actions made. 2. Theme The eco committee decides the theme for the project. 3. Environmental and know-how review An environmental review is designed to give a realistic picture of the current environmental performance. It should tell you what you are doing well and what you might need to improve. In addition, a know-how review tells about common knowledge and attitudes of the matters related to the theme. 4. Goals The goals for the project are set according to the results of the environmental review. 5. Action plan The action plan is core to your work as a Green flag school. Results of the environmental review, goals and plans of how to undertake actions are reported in the action plan. The action plan shall be sent to the Finnish Association for Environmental Education, who gives a written feedback of the plan. 6. Continuity Green flag actions continue throughout the school year or calendar year. One of the key aims is that the whole school participates in environmental activity. Whilst the eco committee will take the lead on planning and developing the action plan, it is very 7. Follow-up review 6. Continuity 4. Goals 5. Action plan important that as many pupils, teachers and other school staff members as possible participate in the projects. New daily life actions are learned, environmental activities are improved, the theme is studied and explored, and cooperation is encouraged with the surrounding community as well. 7. Follow-up review This is in effect a repeat of your original environmental review. Comparing the results of your original and follow-up review will reveal what progress has been made and help you plan your future environmental strategy. 8. Final report At the end of the project, a final report is written. This is based on notes, proceedings, children s and youth s e.g. art work and writings. Actions, results of the reviews and evaluations of the successfulness of the project shall be reported. 9. Feedback The Finnish Association for Environmental Education and the Green flag jury evaluate the projects. Nurseries, schools and institutes will receive written feedback of their actions. If the project is approved by the jury, the participant will receive a Green flag and is entitled to the use of it for 18 months. In the beginning of the next semester a new project is launched with a new theme.
8 Join you ll get full support! The Green flag programme is much more than material. It guides nurseries and schools on their sustainable journey, providing a framework and support to instil new principles into the heart of school life. All Finnish nurseries, schools and institutes can join the programme. The fee, which is determined by the size of the unit, covers the whole school year. Information about the fee may be found on the programme s web pages. The fee covers: Green flag online-handbook Hints & Links (Vinkit & Linkit) bulletin guidance by phone and by written feedback twice during the project domestic Green flag of good quality Eco-Schools services Environmental Education (Ympäristökasvatus) magazine In addition, regional mentors around the country offer training, meetings and support in their local region. The mentors are found also in internet. Join! The Finnish Association for Environmental Education tel Green flag in Swedish:
9 THE CRITERIA FOR THE ACHIEVEMENT OF THE GREEN FLAG IN FINLAND In the Green flag action, environmental education and participation of children and youth are in key role. The aim is to reduce the environmental impact of nurseries, schools and institutes and also to make a behavioural change in young people, school staff and families. A continuous improvement is one of the principles of the Green flag programme. The goal is to raise people that make their decisions for the benefit of the environment. The Green flag project is evaluated based on the following mandatory criteria Theme Every Green flag project shall have a theme The Green flag action shall be started with one of the basic themes; water, energy or waste The other themes, nature & biodiversity, sustainable consumption and common globe, can be chosen after one basic theme project has been accomplished Advance to the Sustainable Green flag level requires at least three Green flag projects of different themes. At least two of the projects shall be conducted of the basic themes The same theme cannot be chosen twice in a row, unless it is first discussed with the Finnish Association for Environmental Education. 2. Eco committee and staff team Each nursery/school has to have an eco committee and a staff team The eco committee is in charge of planning the actions and setting goals for the project as well as evaluating the results The eco committee action shall encourage participation of children and youth by active involvement in activities, discussion and decision-making processes The eco committee shall include In nurseries: educators and children. The committee must have more children than adults. In schools and institutes: teachers and pupils. At least 2/3 of the committee members shall be pupils preferably from all age categories The eco committee is encouraged to include other personnel (kitchen staff, cleaner, janitor) as well and especially parents in nurseries The eco committee shall gather for a meeting at least once a month The staff team among the personnel is formed. The team shall monitor that the project is progressing and all the criteria for Green flag is met. The staff team is also in charge of informing other personnel and committing them to the project The staff team supports the eco committee in their actions and at least some members of the staff team shall be in the eco committee as well The staff team s responsibility is to pay attention that the aims of sustainable development mentioned in the curriculum/curriculum for early years take place in the Green flag project. 3. Environmental reviews An environmental review related to the theme shall be carried out both in the beginning and in the end of the project. In the review, school/nursery evaluates their environmental impact and how educational aims are achieved.
10 3.1. The results of the environmental review are reported in the action plan. The results of the follow-up review are reported in the final report and results of these reviews are compared The aims and actions are planned based on the results of an environmental review The follow-up review is in effect a repeat of the original environmental review. By comparing the results of these reviews achievements and successfulness of the project can be evaluated An environmental review shall also include information of how the aims of environmental education are achieved. This information can be received by surveying daily actions, knowledge and skills related to the theme An environmental review shall include numeral information about the environmental impact of the nursery/school. This information can be collected from indicators, bills and also from handmade measurements and calculations. 4. Reduce of the environmental impact The environmental impact shall be reduced during each project The Eco-Code (environmental friendly actions) shall be composed and obeyed in order to reduce the environmental impact of a nursery/school. It should demonstrate, in an obvious and imaginative way, your school's commitment to improving its environmental performance. It should be memorable and familiar to everyone in the school The Eco-Code should be prominently displayed throughout the school; i.e. in every classroom or in corridors The Eco-Code learned during the project shall be obeyed also after the project is finished and shall be updated and developed by the new Green flag projects The environmental impact of nurseries/schools is also reduced by maintenance functions, purchases and other procedures, which are not directly linked to the daily activities. 5. Environmental education Environmental education activities of the nursery/school are improved and developed during the Green flag project The Green flag programme is carried out by following the nurseries/schools own guidelines for education still focusing on the perspectives and aims for environmental education Environmental education is carried out in diverse dimensions during the project; emphasis being on operational and memorable experiences In schools, environmental education concepts and targets linked to the theme should be infused into the already existing subjects. In nurseries, environmental education concepts and targets linked to the theme should be infused to all educational activities Children and youth shall be offered genuine opportunities to participate i.e. active roles in planning, in decisions making and in evaluating of the project. 6. Cooperation Partners linked to the chosen theme are surveyed during the project. Potential partners shall be contacted with special activity and cooperation is done by the possibilities. 7. Timescale of the project and continuity The Green flag action shall be ongoing during the project.
11 7.1. Registration into the Green flag programme shall be done only in the beginning of the first project. Registration is valid until the participant decides to resign. The registration form may be found from the internet (www.vihrealippu.fi -> osallistujasivut-> lomakkeet) 7.2. The Green flag project shall continue one school year/calendar year in minimum and 1.5 years in maximum The Green flag award requires future plans how actions are continued and developed during the next project A new project can be launched only after the previous project has been approved by the Green flag jury. 8. Participants The Green flag project shall involve the entire nursery/school community In nurseries, at least 80 percent of the children should participate in the project on daily bases and as participants of the events and activities In schools, at least 10 percent of the pupils should participate actively in the project, for example, as eco committee members, planners of the activities and carrying out the reviews. At least 70 percent of the pupils should participate in the project on daily bases and as participants of the events and activities The entire school community should be aware of the existence of the project as well as actions and aims related to the project. The administration of the school and major part of the personnel shall be committed to the project. 9. Action plan A detailed action plan of the theme should be produced for the Green flag project The action plan form may be found from the internet (www.vihrealippu.fi -> osallistujasivut-> lomakkeet). The latest form shall be used The action plan shall be sent by mail to the Finnish Association for Environmental Education until March 15 th (reporting earliest in the next fall, November 15 th ) or until October 15 th (reporting earliest in the next spring, April 15 th ). 10. Reporting The Green flag project is evaluated by the report and all projects fulfilling the mandatory criteria are awarded with the Green flag The Green flag project shall be reported to the Finnish Association for Environmental Education. The report should arrive in fall at latest November 15 th and in spring at latest April 15 th The report form may be found from the internet (www.vihrealippu.fi -> osallistujasivut-> lomakkeet). The latest form should be used. Guideline for the report is found from the A section in the Green flag handbook The report should be informative and clearly point out how the criteria were actualized in the project The report should include material from the whole period; therefore documentation should be done during the project Children/youth shall participate in evaluating the Green flag project and in composing of the report. Children s/youth s perspectives shall be visible in the report.
12 JÄTTEIDEN VÄHENTÄMINEN TEEMAN KARTOITUSAPULAINEN Tämän vihkosen tarkoitus on tarjota käyttöönne valmiita kartoitusten apuvälineitä Jätteiden vähentäminen teemaan. Vihkoseen on koottu työkaluja sekä ympäristökuormituksen kartoitusta varten että asenteiden/tietojen/taitojen kartoitusta varten. Kyselypohjia ja taulukoita saa vapaasti tulostaa omaan käyttöön ja muokata omaan käyttöön sopivammaksi. Mikäli teillä on valmiita hyviä kartoitustapoja: kyselyitä, testejä taikka muita mittareita, niin lähettäkää niitä osoitteeseen Tarkoituksenamme on kehittää tätä vihkosta yhteistyössä kanssanne! SISÄLTÖ Asenteiden/tietojen/taitojen kartoittaminen: Kysymyksiä koulun/päiväkodin toimintatavoista s. 2 Kysely päivähoitoon lapsille s. 2 Alakoululle pikakysely oppilaiden tiedoista ja asenteista s. 3 Yläkoululle, lukiolle, amm. oppilaitokselle pikakysely opiskelijoiden tiedoista ja asenteista s. 3 Yläkoululle, lukiolle, ammatilliselle oppilaitokselle kysely s. 4 Kysely henkilökunnalle s. 5 Ympäristökuormituksen kartoittaminen: Taulukko jätteiden määrän mittaamiseksi s. 5 1
13 KYSYMYKSIÄ KOULUN/PÄIVÄKODIN TOIMINTATAVOISTA (kouluissa/oppilaitoksissa sopii hyvin raatilaisten selvitettäväksi) Onko perustettu tavaroiden kierrätyspiste? Suositaanko hankinnoissa suuria pakkauskokoja? Käytetäänkö retkillä kestoastioita? Paljonko käsipaperia kuluu? Voiko vaihtaa kangaspyyherullaan tai kankaisiin pyyhkeisiin? Kierrätetäänkö oppikirjoja? Otetaanko ruokaa vain sopiva määrä? Syödäänkö lautanen tyhjäksi? (Lähteenä käytetty mm.: WWF Naturewatch Koulussa.) KYSELY PÄIVÄHOITOON LAPSILLE Kysely lapsille, tulokset voi purkaa esim. mindmapin avulla tai vapaasti kirjaamalla Mitä jäte on? Mitä jätettä meillä päiväkodissa tulee? Moneenko eri jäteastiaan jätteitä voi kierrättää? Onko hyvä että roskia tulee paljon? Entä jos tulee vähän? Miksi kannattaa kierrättää ja lajitella? Mitä muuta voisimme kierrättää/lajitella? Onko kierrättäminen lasten mielestä helppoa? Mistä jätteitä syntyy? Mikä on kaatopaikka? Miten jätteitä voisi vähentää? Mitä jätteitä voi käyttää uudelleen? (Lähteenä käytetty oululaisten Kuivasrannan päiväkodin ja Kangaspuiston päiväkodin Vihreä lippu raportteja.) 2
14 ALAKOULULLE PIKAKYSELY OPPILAIDEN TIEDOISTA JA ASENTEISTA Väitteisiin vastataan totta tai ei ole totta. Vastata tulee oman tiedon pohjalta, lisäselvityksiä ei anneta vaikka joku käsite olisikin vieras. Ota kantaa väitteeseen rehellisesti. 1. Laitan eväsbanaanin kuoret biojäteastiaan koulussa 2. Askartelukartonki kuuluu paperinkeräyslaatikkoon 3. Karkkipaperi häviää luonnossa nopeasti 4. Servietin saa laittaa paperinkeräykseen 5. Sanomalehdet päätyvät kaatopaikalle 6. Meidän perhe vie maitotölkit kierrätyspisteeseen 7. Energiajäte tarkoittaa käytettyjä paristoja 8. Ruokajätteestä syntyy myrkkykaasuja 9. Suomalaiset kuluttavat vähän luonnonvaroja 10. Meidän perhe pakkaa kauppatavarat kaupan muovikassiin 11. Syön lautaseni tyhjäksi 12. Jätteiden määrän vähentäminen on tärkeää Totta vai tarua, laita rasti ruutuun Totta Tarua (Lähteenä käytetty mm. Jokelan koulun (Jyväskylä) raporttia.) YLÄKOULULLE, LUKIOLLE, AMMATILLISELLE OPPILAITOKSELLE PIKAKYSELY OPPILAIDEN TIEDOISTA JA ASENTEISTA. Väitteisiin vastataan totta tai ei ole totta. Vastata tulee oman tiedon pohjalta, lisäselvityksiä ei anneta vaikka joku käsite olisikin vieras. Ota kantaa väitteeseen rehellisesti. 1. Pakkaan ostokset mukanani kulkevaan kankaiseen kauppakassiin. 2. Pyrin valitsemaan mahdollisimman vähän pakatun tuotteen. 3. Kotonani lajitellaan jätteet. 4. Kotonani on ei mainoksia kyltti. 5. Käytän paperista molemmat puolet. 6. Tulostan vain, jos on aivan pakko. 7. Syön lautaseni tyhjäksi. 8. Valitsen kestoastian kertakäyttöisen sijaan. 9. Syön lautaseni tyhjäksi 10. Jätteiden määrän vähentäminen on tärkeää 11. Servietti kuuluu sekajätteisiin. 12. Purkka kuuluu biojätteisiin. 13. Paristo kuuluu energiajätteisiin. 14. WC paperin hylsy kuuluu kartonkikeräykseen. 15. Tulitikku kuuluu biojätteisiin. Totta vai tarua, laita rasti ruutuun Totta Tarua 3
15 YLÄKOULULLE, LUKIOLLE, AMMATILLISELLE OPPILAITOKSELLE KYSELY Valitse ne vaihtoehdot, jotka parhaiten kuvaavat omaa toimintaasi. 1. Pakkaan ostokset a. mukanani kulkevaan kankaiseen kauppakassiin. b. muovipussiin, jonka ostan kassalta. c. biopussiin, jonka ostan kassalta ja jota voi käyttää bioroskiksena myöhemmin. 2. Käytän paperista molemmat puolet. a. aina b. usein c. joskus d. en koskaan 3. Tulostan paperin a. vain, jos on aivan pakko. b. usein, mutta suosin kaksipuoleista tulostusta c. aina, jos tiedän kenties tarvitsevani sitä 5. Kotonani lajitellaan erilleen (ruksaa kaikki, jotka lajitellaan): a. biojätteet b. paperi c. kartonki d. metalli e. lasi f. ongelmajäte g. energiajae h. sekajäte h. muu? 6. Syön lautaseni tyhjäksi. a. aina b. usein c. joskus d. en koskaan 4. Valitsen kestoastian kertakäyttöisen sijaan. a. aina b. usein 7. Kotonani on ei mainoksia kyltti. a. kyllä b. ei c. joskus d. en koskaan 8. Totta vai tarua? Laita rasti ruutuun. Totta Tarua Servietti kuuluu sekajätteisiin. Purkka kuuluu biojätteisiin. Paristo kuuluu energiajätteisiin. WC paperin hylsy kuuluu kartonkikeräykseen. Tulitikku kuuluu biojätteisiin. 4
16 KYSELY HENKILÖKUNNALLE 1. Tulostatko kaksipuoleisesti? 2. Kopioitko kaksipuoleisesti 3. Lajitteletko jätteet? 4. Huolehditko, että jätteisiin ei mene uudelleenkäyttöön kelpaavaa materiaalia (esim. askartelutarvikkeeksi) 5. Säästätkö yhdeltä puolelta käytetyt paperit suttupapereiksi tms.? 6. Hyödynnätkö sähköistä tiedotusta? Aina kun mahdollista Joskus En En, koska en osaa TAULUKKO JÄTTEIDEN MÄÄRÄN MITTAAMISEKSI Projektin alussa Projektin lopussa Jätelaji Lajitellaanko? (kyllä/ei) Määrä /viikko (kg/litraa/tms.) Lajitellaanko? (kyllä/ei) Määrä /viikko (kg/litraa/tms.) Erotus Sekajäte Keräyspaperi Biojäte Pahvi Lasi Metalli Energiajäte Ongelmajätteet Muut (?) LISÄSELVITYKSIÄ LAJITTELUN SUHTEEN: Onko lajiteltu oikein? Voisiko jotain jätteisiin laitettua hyödyntää vielä? 5
17 ENERGIA TEEMAN KARTOITUSAPULAINEN Tämän vihkosen tarkoitus on tarjota käyttöönne valmiita kartoitusten apuvälineitä Energia teemaan. Vihkoseen on koottu työkaluja sekä ympäristökuormituksen kartoitusta varten että asenteiden/tietojen/taitojen kartoitusta varten. Kyselypohjia ja taulukoita saa vapaasti tulostaa omaan käyttöön ja muokata omaan käyttöön sopivammaksi. Mikäli teillä on valmiita hyviä kartoitustapoja: kyselyitä, testejä taikka muita mittareita, niin lähettäkää niitä osoitteeseen Tarkoituksenamme on kehittää tätä vihkosta yhteistyössä kanssanne! SISÄLTÖ Asenteiden/tietojen/taitojen kartoittaminen: Kysymyksiä koulun/päiväkodin toimintatavoista s. 2 Pikakysely oppilaiden/opiskelijoiden tiedoista ja asenteista s. 2 Kysely päivähoitoon lapsille s. 3 Yläkoululle, lukiolle, ammatilliselle oppilaitokselle kysely s. 4 Ympäristökuormituksen kartoittaminen: Valot s. 5 Laitteet s. 5 Lämpötila s. 6 1