Introduction
Proposed Sequence

Introduction

The new task continues on from task 3. The interpersonal communication between the children and the developing relationships between schools and partners has been very encouraging and we hope to keep them alive. Whereas task 3 focussed more on general introductions, task 4 will concentrate more specifically on the theme 'environment', one of the goals being to create a joint video programme.

The environment itself is a very broad subject and it is probably useful to first discuss with the children what we understand by this word. This might include not only physical (and especially ecological) issues but could also include a human dimension (local and global relationships, understandings, identities).

We want to keep the task open for the children's ideas - the children should choose the themes themselves. A theme could be a local issue or a part of a global issue which the children are interested in. It could be something the children are particularly enthusiastic about or it could be a problem which they would like to investigate.

If we choose to focus on a 'problem' in the environment then it is necessary to be realistic about chances to influence or change anything. Is there something we can do or are we rather stirring emotions? How can we tell other people (for example other children in the school) about our problem? How can we motivate other people to do something about it?

As well as using our own ideas we want to encourage the children to research their issues. We want to stimulate them to look through the whole range of media, looking for references related to their issue: What can they find in the internet about their issue? Which television programmes include elements about the environment? At the same time we want to try to look behind the information we find: How is this information presented, what are the possible motives behind this information?

Find enclosed a suggested sequence of how task 4 could be implemented.

Proposed Sequence

1. Introduction

• What do we mean with the word 'environment"?
• What would a definition include?
• Where have we heard about the environment?
• What do I like about my environment? (local)
• What problems do we have in our environment? (local)
• What problems exist in our school, at home, .?
• Would children in other countries have the same problems?
• Which problems are there in the world? (global)
• Are local issues connected with global issues?

2. Define a theme

• Which issue would you like to concentrate on?
• What do we know about it?
• Where have we heard about it?
• If your chosen issue is a 'problem' then can you do anything to change it?
• Is somebody else doing anything to change it?

3. Investigation

• What can we find out in the media about the environment?
• Research in traditional media?

(television, radio, books, newspapers, .)

• Research in the internet?

(For example: UN Database, Greenpeace, other school sites, ..)

• How is our issue covered in the media?
• Which arguments, images, sounds are used?
• Which motives are behind the information?

4. Collect Material

• Collect material from the media (texts, images, video clips, sounds)
• Record your own material with the video camera (interviews, documentations, .)

5. Design your programme

• Decide on your overall message
• Edit your material according to your message
• Try to keep your programme short (around 2 minutes)

(as an option you could create a campaign for a particular audience)

6. Exchange and Evaluation

• Exchange of videos and broadcasting in the Open Channel Berlin
• Evaluation of the material (own and material of the partners)
• What have the partners done?
• Where have they set their focus?
• How did they bring across their concerns?

Parallel

• Communicate with each other through email
• Use the eboard www.eutask4.eboard.com to keep up with the development of each others projects
• password to read: "taskboard"
• password to edit: "71563"
• Document the task using the video camera