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World Class: Water Teacher manual 2009

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Contents

Foreword........................................................................................... Fehler! Textmarke nicht definiert.

1. Introduction ................................................................................... Fehler! Textmarke nicht definiert. 2. Contents and how they relate to the curriculum........................... Fehler! Textmarke nicht definiert.

3. Preparatory checklists .................................................................. Fehler! Textmarke nicht definiert.

4. Schedule....................................................................................... Fehler! Textmarke nicht definiert. 5. Methodological recommendations................................................ Fehler! Textmarke nicht definiert.

6. Contacts........................................................................................ Fehler! Textmarke nicht definiert.

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Foreword

Dear Readers,

As an international specialty chemicals group, we benefit in many ways from the work that you do. We

need well-trained, committed young people with a thirst for knowledge; young people who are looking

to take on responsibility in their future career and who are dedicated to sustainable management.

That’s why LANXESS is actively committed in a variety of ways to two key future-focused areas of

activity – the environment and education.

And that’s why we are building on the educational initiative that we started last year in Germany and

launching a project to improve the water quality for people in Africa. Water is perhaps the most

valuable of the world’s resources or, at any rate, the most underestimated. One thing is for sure – the

world’s water problems will only worsen as time goes on. The effects of these developments are

already being felt acutely in Africa. Since 2008, LANXESS has been providing financial support for the

African Medical and Research Foundation (AMREF), a well-known aid organization in Africa. AMREF

is currently establishing water supplies for 25 schools attended by almost 9,700 children and is also

providing the sanitary facilities they need. However, an efficient water supply can only really help when

people’s understanding and knowledge of water and hygiene changes. That’s why AMREF is also

teaching children in Africa about health care and hygiene at the same time.

As a global company, we always strive to think and act globally, too – in all areas of our work. For that

reason, we also want to make people in Germany aware of the importance of water. We must all learn

to see our lives and our lifestyle in a wider context. We strongly believe that we are all part of a large

community of responsibility, which is why we want to work with you to use this project week to build a

bridge between the “class rooms” in Africa and Germany. We want to encourage young people to be

more responsible in their use of water. We look forward to working with you and wish you a successful

“Water” project week and a lot of new ideas.

Kind regards,

Dr. Silke Jansen

Head of Public Affairs

LANXESS AG Leverkusen

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1. Introduction

The “World Class: Water” project week is a new teaching and study initiative developed by specialty

chemicals group LANXESS AG as part of its broad-based educational initiative for schools. The

project week offers students from years 7 to 9 the opportunity to consider the use of water in a global

context, to reflect on the role each one of us plays in sustainable development and to use their ideas

and skills to help shape a future environment worth living in.

The “World Class: Water” project week aims to promote responsibility among young people living in an

increasingly global world by:

1. Gaining, through the involvement of AMREF, an insight into the connection between their own

“water footprint” and the water shortage in developing countries (Tanzania)

2. Encouraging them to take a responsible attitude to natural resources in their everyday life

3. Showing them how they can play an active role in social communication and opinion making

4. Using practical, extracurricular activities, particularly in the LANXESS business units, to highlight

how the chemical industry helps create an environment worth living in.

In this (three- to) five-day workshop, the students will develop forward-looking ideas for improving the

global water situation. Each school will appoint a team of teachers specializing in different subjects

who will work together with an external host to accompany the students during the workshop and use

their knowledge of processes, methods and expertise to help the groups develop their ideas. The

project week will also focus on training presentation and creativity techniques.

This manual contains all the information and material you need to prepare and conduct the workshop.

It also features checklists to help with the general organization and provides methodological and

didactic tips.

2. Contents and how they relate to the curriculum The curriculums for North Rhine-Westphalia repeatedly underline the importance of the overarching

issues of sustainability, resource conservation, environmental protection and an ethical approach.

However, an adequate examination of these issues – this fact is also emphasized several times – is

only possible by means of an interdisciplinary approach. Therefore, this project week comprises many

interdisciplinary modules that intermesh with the specific learning targets of individual subjects. These

points of interconnection are seen most clearly in the following subjects (see overview in the table

below1).

1 This overview is compiled from the core curriculum for the high school secondary school level I (Gymnasium Sekundarstufe I) in North Rhine-

Westphalia, chemistry, core curriculum for the high school secondary school level I in North Rhine-Westphalia, biology, core curriculum for the

high school secondary school level I (G8) in North Rhine-Westphalia, geography, and the core curriculum for the high school secondary school

level I (G8) in North Rhine-Westphalia, politics/economics.

Selected target skills (relevant for the project week) and core content for years 7 to 9:

Skills Content/specialist context

Chemistry

- Use selected examples to describe and assess the impact man is having on the

environment

- Discuss and assess socially-relevant statements from different perspectives, also

focusing on the issue of sustainable development

- Develop the concept of material conversion from the concept of chemical reaction to

such an extent that students can describe the reversibility of chemical reactions using

the examples of water production and decomposition.

- Wastewater and treatment

- The importance of drinking water and industrial water; bodies of water as living spaces

- Water – more than just a simple solvent (water and its special features / uses)

Biology

- Use selected examples to describe and assess the impact man is having on the

environment

- Use selected examples to assess the influence of global cycles and material flows from

the viewpoint of sustainable development

- Use selected examples to describe the options available for sustainability

- Describe environmental protection and the fulfillment of the basic needs of all living

things and future generations as features of sustainable development.

- Energy flow and material cycles; use selected examples to highlight biotope and species

protection

- Greenhouse effect and sustainability

Geography

(G8)

- Assess specific measures for designing living spaces with a view to the contribution

they make to safeguarding or endangering sustainable development

- Reflect self-critically on their attitude to space in view of the associated consequences

- Demonstrate ecological responsibility in terms of sustainable management in their own

environment

- Living and working in different climates (temperature and water as constraints on

cultivation and possibilities afforded by overcoming natural limitations)

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Politics/

Economics (G8)

- Using a problem-oriented approach, discuss the importance of value-based

management and give reasons for own standpoint

- Formulate balanced and constructive criticism and alternatives; identify multi-

perspective approaches, and develop solutions for transparent and specific problems

and conflicts.

- Come up with arguments to support own ideas

- Ecological challenges for politics and economics/business

- International politics in the age of globalization

3. Preparatory checklists

The various checklists show you at a glance which tasks have to be performed in the run-up to the

project week. Just tick off the points as you go. Please do not hesitate to contact the LANXESS school

service (see page 36 below) if you have any questions relating to the content, teaching methods or

organization.

Teachers and students involved in the project week

□

Decide on dates for the project week

□ Appoint a team of teachers and release them from duties for the duration of the project

□ Send details of the teachers (name, subject, phone number and e-mail address) to the LANXESS school service

□

Specify the students taking part in the project, release them from classes for the week and send the list of participants to the LANXESS school service

□

Hand out consent forms for photos and filming to the participants. Send the signed forms back to the LANXESS school service

Program and content-based preparation

□ Draw up schedule for the week (template in manual) and send to the LANXESS school service for confirmation no later than four weeks before the project week is due to start.

□ Divide up the individual project modules – assign teachers to modules

□

Has the concept of the project week already been raised in lessons? If so, how? Please forward the relevant information to the LANXESS school service.

□ Didactic preparation using the “Methodological recommendations” (see page 15 below)

Day 1, 2

□

Clarify reception of the AMREF representative at the school. Who is available to meet him/her? Is a meeting (e.g. with school management) or similar planned before/after the module?

Day 3 (depending on the structure)

□

What should the students research on day 3 and where? (If necessary, book computer room, library, organize visits, etc.)

□ What excursion should be planned for the students on day 3?

□ Do the students require transport?

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Day 5

□

Who should be invited to the final presentation? Have other students, school directorship, teachers and parents been informed? Do you know how many people will be coming?

□

Arrange procedure for welcoming external guests, e.g. signposting, reserved signs, etc.; if a panel discussion is planned: Organize name badges, tables, drinks, etc.

□ Coordinate guest list and PR work with LANXESS

Rooms and materials

□

A large seminar room and – if available – one or two smaller neighboring rooms (e.g.

meeting room). There should be enough space for 6 groups, each comprising 3 – 4

members.

Example of a large seminar room:

□ 6 to 8 presentation boards (see image below)

□ A presentation case (see image below)

□ Approximately 50 pieces of paper for the presentation boards (see image below)

□ Flipchart with flipchart paper

□ Computer/Laptop with Internet access and projector

Host

Desk

Desk

Desk

Desk

Desk

Desk

Pla

ce fo

r pre

sen

tatio

ns

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Tip: The materials listed above make the project week run more smoothly and encourage creativity

among participants, but they are not absolutely essential for making the week a success. Alternatively,

you can

- Use several flipcharts

- Attach presentation paper to smooth walls or windows

- Use boards or whiteboards for hanging things up

- Write on paper attached to boards or partitions, use them for the presentations, or use a

combination of all these options as necessary.

Preparation for follow-up

□ Fill in feedback forms and return to the LANXESS school service

□ If applicable, publish images and results of the week on the school website or in the school newspaper

□

If applicable, inform the LANXESS school service of when and how the selected project is being implemented

□

If applicable, keep the LANXESS school service up to date with the progress of the project work

□ If applicable, clarify invitation of LANXESS representatives to project close-out

Paper fixed in place

120x140 cm or

comparable format

Presentation paper

120x140 cm

4. Schedule

What is the basic structure of the project week? The colors in this overview show you at a glance when external hosting, excursions/visits and your input are

required. The box outlines indicate which modules can be planned and implemented flexibly (dotted lines) and which are fixed (solid lines). The subsequent

program gives you a detailed overview of the program each day. Section 5 (see page 15 below) contains tried-and-tested “methodological recommendations”

suitable for the individual modules.

External hosting

School

LANXESS/

AMREF/

excursion

Flexible

module

Fixed module

Welcome and introduction

(75 mins)

Expert report from

Tanzania:

AMREF/LANXESS

(60 mins day 1,2)


(15 mins)


(15 mins)


(15 mins)


(15 mins)

Day 1 What is the problem?

Tag 2 How will the situation

develop?

Tag 3 How can the problems

be solved?

Tag 4 Develop your own

solutions!

Tag 5 Competition to find

the best ideas

Water footprint

(90 mins)

Water

(30 mins)

Presentation techniques

(60 mins, day 1,2)

Project development

(240 mins)

Feedback and end

(15 mins)

Dress rehearsal

(90 mins)

Feedback and end

(15 mins)

Research (Water Watch)

(morning, afternoon)

LANXESS

expertise/excursion

(morning, afternoon)

Feedback and end

(15 mins)

Prepare questions for

AMREF (30 mins, day 1,2)

Develop and present initial

ideas

(90 mins)

Feedback and end

(15 mins)

Presentation, vote

and award ceremony

at the school

(120 mins)

Feedback and end

(30 mins)

Water trends

(60 mins day 1,2)

Final preparations for

presentation

(135 mins)

Megatrends

(75 mins day 1,2)

Key

Schedule for the week (proposal):

Day 1: What is the problem?

Goals

� Meet all those involved from the school

and project management on-site (host)

� Learn goals and schedule for the project week

� Learn the concept of the “water footprint”

� Establish a reference to own life

� Learn presentation techniques

Agenda


by host (set up 1.5 hours before start)

8.30-9.45

� Goals and expectations for the week

� Introduce the topic

� Project partners (AMREF/LANXESS)

� Schedule and goals of project week

� Students’ hopes for the future

9.45-10.15

Water

� Introduce the topic

� Collect ideas – what do the participants already know about water?

10.15 Break

10.30-12.00

Searching for clues – the water footprint

� Think about the water footprint of people in different countries

� What tracks does my lifestyle leave behind? How much water do I use for nutrition, clothing,

mobility, free time?

� 30 min presentation

12.00 Lunch

12.45-13.45 Preparing and holding a presentation

� Goals, key questions for preparation

� Different types of presentation

� Body language

� Giving and receiving feedback

13.45 Break

14.00-14.30 Preparing questions for AMREF

� What do we want to know from AMREF?

� If necessary, prepare questions in English

14.30-14.45 Daily feedback and end

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Day 2: How will the situation develop?

Goals

� Talk about and reflect on ideas for the

future

� Develop creativity

� Personal encounter with the problem of

water shortage in a developing country

� Build confidence to express own ideas � Get to know trends in the area of water

Agenda

08.30 Welcome and introduction

by teacher

Report from Tanzania

Optional: Presentation for larger group (entire year group, school)

08.45-

09.45

� Students ask their questions

� Representative from AMREF reports

� Discussion with results

09.45 Break

10.00-

11.45

The bigger picture: Megatrends

Group work:

� “What does the future hold?” Example of trends: Globalization, demographic change, conflicts

over resources, …

� What do these trends mean for Tanzania? For my school? For me and my dreams for the

future?

� Presentation to whole group

11.45 Lunch

12.30-

13.30

Trends relating to the global water situation

� Future cards on “Importing water”, “The blue gold” ...

� Discussion/elevator game

13.30 Break

13.45-

15.15

Develop and present initial ideas

� Team work: The students use various creativity techniques to develop initial visions of how

they can improve the global water situation. In doing so, no – financial, technical, political,

etc. – limits are placed on their creativity and imagination

� Presentation to whole group

15.15-

15.30

Daily feedback and end

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Day 3: How can the problems be solved?

Goals

� Demonstrate the opportunities afforded

by problem solving first-hand

� Check feasibility of ideas

� Extracurricular learning

� Activity-based tasks/practical relevance

Agenda

Day 3 aims to apply a practical focus to show the students how to approach the problems discussed

on day 1 and day 2 and how to solve them. This day should demonstrate to the students that they can

bring about change! The structure and course of the day are extremely flexible and can be designed

based on the local circumstances. Therefore, the following agenda should be seen as an example.

08.30-

08.45


by teacher

Morning

(including

break)

Water watch

� Independent research on the topic of water footprints

� Calculate the school’s water footprint

11.45 Lunch

Afternoon

(including

break)

LANXESS expertise/excursion

� Visit to LANXESS business units (water treatment)

� LANXESS staff visit the school

� Discussion with representatives from municipal utility companies and local initiatives

� Excursion: Visit to waterworks, wastewater treatment plant, etc.

� Topical reference: Visit to an exhibition, etc.

14.45-

15.00


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Day 4: Develop your own solutions!

Goals

� Expand creativity techniques through the

development of own solutions and

projects

� Plan how to implement the ideas

� Work in teams

� Improve presentation technique

� Try taking a different perspective

Agenda

08.30-

08.45


by host

08.45-

09.15

Introduction to the world of project development

� What is needed to make a project successful?

� Which tasks should be divided among the teams?

� Division into groups

09.15-

11.00

(incl.

break)

Independent project development

� The students work independently in preassigned small groups on a specific task.

� The results of days 1 to 3 are taken as a starting point.

The goal is to develop innovative but realistic project ideas on how to improve the

school’s water footprint.

11.00-

12.00

“Check-and-go” game

� The students check the feasibility of their ideas using the “check-and-go” game

� The results noted by the students for days 1 to 3 are now used as “consultant cards” that are

used to question their own ideas and those of their fellow students

12.00 Lunch

12.45-

13.30

Continuation of the project development

� The small groups continue to develop their ideas based on the results of the “check-and-go”

game

� Preparation for the dress rehearsal (who says what? What do we want to show? ...)

13.30 Break

13.45-

15.15

Dress rehearsal: Presentation of the results

� The students present their ideas and results

� Discussion of the results

� The presentations create the basis for the presentation on day 5

15.15-

15.30


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Day 5: Competition to find the best ideas

Goals

� Promote own ideas � Presentation in front of a large audience

� Experience recognition � Boost confidence

Agenda

08.30 Welcome and introduction

by teacher

08.45-

11.00

Final preparations for the presentation

� The participants compile, rethink and expand on the results from the dress rehearsal and the

previous days, and practice their own presentation.

� What are our key messages? What are our main ideas?

� How can we communicate our ideas?

11.00 Break

11.30-

13.30

Presentation, vote and award ceremony at the school

� Students meet 15 minutes before in the assembly hall or similar

� Welcome and introduction (e.g. head teacher, students, LANXESS …)

� Presentation of the results

� Discussion and feedback (teacher)

� Vote among fellow pupils

� Awards presented by LANXESS representative

13.00 Break incl. snack

13.30-

14.00

Feedback on the week and end

� What have the students learned about the topic, methods of idea development, team work,

etc.?

� What did they like, what could be improved?

� If applicable, fill out feedback form.

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5. Methodological recommendations

This section contains methodological recommendations for the execution of the individual modules.

These recommendations are based on several years of experience in the area of extracurricular

education. They are helpful but leave sufficient space for you to introduce changes and bring in other

aspects as you see fit.

Here are our methodological recommendations:

1. Prepare questions to put to AMREF (page 16)

2. Daily feedback (page 17)

3. Welcome and introduction (page 19)

4. The bigger picture: Megatrends (page 20)

5. Trends relating to the global water situation (page 22)

6. Develop and present initial ideas (page 24)

7. Water watch (page 26)

8. LANXESS expertise/excursion (page 28)

9. Final preparations for the presentation (page 29)

10. Presentation, vote and award ceremony at the school (page 31)

11. Games (page 32)

You will also receive separate copies of:

12. The bigger picture: Megatrends

13. Trends relating to the global water situation

14. “Check-and-go” game

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Prepare questions to put to AMREF (day 1)

Overview:

What does the lack of water in Tanzania have to do with us? It is only human to think that problems or

even humanitarian disasters on the other side of the world are no concern of ours. Meeting someone

who deals with the tragic consequences of the water shortage every day helps bring the problem to

life. The students can use this exercise to prepare for the meeting with an AMREF representative by

thinking about the content of questions and how to phrase them. This not only “forearms” them with

content, but also helps them feel more confident when posing the questions. It also ensures that the

students will be able to pose enough relevant questions during the discussion.

Topics Water shortage, Tanzania, work of an NGO, everyday life of a schoolchild in

Africa, etc. Group size Maximum of 30 students; small groups: 4 to 7 students

Time 30 minutes

Goals - Prepare students mentally for the meeting

- Come up with questions for the discussion

- Make sure that the discussion is based on topics that will interest the

students

Materials - Presentation wall

- Presentation paper (brown paper)

- Presentation pens

Prerequisite - AMREF representative should attend no earlier than the afternoon of day

1

Guide:

Preparations Prepare the room so that the students can work in small groups.

1. Transfer-in

(5 mins)

- Teacher announces the visit of a representative from AMREF

- Teacher provides information on the next steps:

- 20 minutes independent work in small groups

- All questions are allowed!

- The teacher then collects the cards

- Division into groups and distribution of the hosting cards (small groups

comprising 4 to 7 students prepare questions)

2. Independent

work in groups

(20 mins)

- Brainstorming: Come up with fascinating questions.

- Selection: Pick out the five most interesting questions.

- Write the selected questions on hosting cards

3. Gather results

(5 mins)

- Teacher collects the questions (the cards are returned to the students

shortly before the meeting with the AMREF representative)

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Daily feedback (day 1-5)

Overview:

After a long day, team feedback is a good counterpart to the introduction. It marks the end of a day’s

teamwork and gives the students another opportunity to express themselves. For the students,

feedback strengthens their perception that they are playing an active role in shaping their immediate

environment and thus creates an important emotional basis for the rest of the project week. For the

host, feedback provides helpful information – with regard to both content and methods – on how to

organize the rest of the workshop.

Topics Contents and methods for the day

Group size Maximum 30 students

Time 15 minutes (days 1 to 4), 30 minutes (day 5)

Goals - Students learn to give and receive regular and constructive feedback

- Student feedback provides the host/teacher with important information

on how to proceed

Materials - Flipchart or sheets of paper of a similar size

- Multi-colored presentation pens

- Sticky dots for the students

Guide:

Preparations Prepare the room so that the whole group can provide feedback (set up

chairs in a circle/semi-circle, teacher at the flipchart)

1. Transfer-in

(5 mins)

- Teacher asks the students whether they know what feedback is

- If necessary, introduce feedback rules at this point:

o Provide constructive criticism

o Accept feedback without saying “But...”

- Make sure the students know how important their opinion is

2. Provide feedback

in whole group

(10 mins)

- Basic rule: Everyone has to contribute (teacher can also be involved in

the discussion; he/she must then use a different color)

- Teacher notes everything on a flipchart

! Feedback on day 5 - Gather feedback on the whole week (15 mins)

- Hand out feedback forms (15 mins)

Proposals for

alternative forms of

visualization

See next page

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i. The day was… (every student mentions a positive and negative aspect)

ii. Today was… (every student sticks a dot by a happy, indifferent or disappointed face. Provide

space for comments)

iii. Today I… (every student sticks a dot on a diagram comprising the axes “had a lot of fun” and

“learned a lot”)

iv. I most enjoyed... (write down the modules covered during the day, the students have 2 dots

each)

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Welcome and introduction (days 2-5)

Overview:

To introduce the students to the project step-by-step; it is a good idea to ask them for their

ideas/opinions before explaining the agenda for the day.

Topics Contents and methods for the day


Time 15 minutes (days 2 to 5)

Goals - Overview of the day and how it fits into the project week as a

whole

- General transition period to start the day’s work

Materials - Flipchart or sheets of paper of a similar size

- Multi-colored presentation pens

Guide:

Preparations Prepare the room so that the whole group can see the flipchart (set up

chairs in a circle/semi-circle, teacher at the flipchart)

1. Transfer-in

(5 mins)

- Call the students to order

- Teacher asks the students how they are feeling (maybe with

reference to the feedback from the day before)

2. Agenda for the day

(10 mins)

- Explain agenda (go through each point, incl. breaks)

- How does today fit into the overall agenda?

- Ask the students whether they need any points explained in more

detail or if they have any objections.

- If necessary, adjust the program

21

The bigger picture: Megatrends (day 1 or 2)

Overview:

Anyone who wants to focus on the future must appreciate where developments in many areas – both

at a regional and global level – may be headed. This exercise provides the students with information

on relevant megatrends and encourages them to look at them with a critical eye. The students are

faced with the task of working out what these megatrends mean for the future at both levels – and for

them personally – and to present their results.

Topics Globalization, conflict over resources, climate change, sustainability


Small groups: 4 to 7 students

Time 90 minutes (plus maybe 10 mins for feedback)

Goals - Talk about and reflect on ideas for the future

- Broaden the students’ horizons

- Focus on megatrends

Materials - LANXESS Megatrends

- Presentation walls (1 page per group)


- Presentation materials (multi-colored presentation pens, presentation

cards of various shapes and sizes)

- Alternative: Flipchart or sheets of paper of a similar size, thick felt-tip

pens or markers in several colors; masking tape or similar to hang up the

posters)

22

Guide:

Preparations Prepare the room so that the students can work in small groups before

presenting their results to the rest of the group.

1. Transfer-in

(10 mins)

- Teacher explains the term “megatrend”

- Teacher visualizes the questions:

- What does the future hold?

- What opportunities and risks do these trends pose for Tanzania? For

my school? For me and my dreams for the future?



- Each group has 5 minutes to present their results

- Group members must visualize their work on presentation walls

- ...

- Division into groups and distribution of megatrends (small groups

comprising 4 to 7 students focus on a specific megatrend)

2. Independent

work in groups

(45 mins)

- Groups answer questions in the documentation (megatrends)

- Exchange of information and discussion in the individual groups

- Presentation is prepared on a presentation wall

3. Present and

discuss results in

the whole group

(35 mins)

- Each group gives a 5 minute presentation

- Clarify any unanswered questions: Has everyone understood the

megatrends? Have the key aspects of the megatrends been highlighted?

4. Optional

feedback

(10 mins)

- Reflect briefly on the new findings

- Students should note the results that they find most important on the

“check-and-go” cards

- Optional: Provide brief feedback on each of the presentations

23

Trends relating to the global water situation (day 1 or 2)

Overview:

The Earth is called the Blue Planet because roughly 71 percent of its surface is covered with water.

But what does the global water situation look like today? And in the future? The “Future cards” provide

an overview of the trends in this area. The students are initially divided into small groups to discuss

these trends. Next, the “Elevator game” is used to present the trends briefly and in an entertaining way

to the whole group.

Topics - Water as a source of conflict

- Water protection

- Water conservation


Small groups comprising 3 or 4 students

Time 60 minutes


- Get to know trends in the area of water

- Teamwork

- Analyze texts and pick out the key topics

- Present the results to the whole group

- Learn to present with conviction

Materials - LANXESS future cards

- Masking tape

Guide:

Preparations The future cards are presented in the form of an “Elevator game”. For this

purpose, an imaginary elevator is marked out on the floor (a square with

space for two people).

1. Transfer-in

(5 mins)

- The teacher presents the materials and sets out the future cards.

- Teacher visualizes the question: What are the key pieces of information

on the future cards?

- Groups of 3 – 4 students each work on one of the cards.

- Information on the next steps:

o Approx. 15 minutes of independent work

o Then… a surprise!

2. Independent

work in teams

(15 mins)

- Each team decides which pieces of information are the most important on

their future card.

- Exchange of information and discussion in the groups: Has everyone

understood all the points?

- Group members are allowed to write key words on a piece of paper

3. Elevator game

(35 mins)

Explain the details of the elevator game:

- Setting: The student works as a lobbyist for a non-governmental

24

organization that is involved with water. By chance, the student enters an

elevator where he meets the boss of a successful company. The student

has been trying in vain to contact this person for quite some time. He now

has a golden opportunity to talk to the boss for a short time (1.5 minutes)

and to convince him of the importance of his concern! Can he convince

the boss to invest in his work on a key water trend?

- Benefits of the game: “Keep it short and sweet” & “First impressions

count”. The students learn how to get to the point quickly and concisely –

a skill that is not only important in job interviews.

- Distribution of roles:

Boss: In the first two rounds, the teacher plays the role of the boss. The

students then take a turn at "playing boss" (watch out for very dominant

boys! Important: At least one girl should also play the role).

Lobbyist: Student

Timekeeper: Student with watch/cell phone. After 1.5 minutes, he

simulates the “ping” of an elevator door opening, thus signaling the end of

the conversation.

Execution:

- The boss is standing in the lift; the lobbyist enters.

- The lobbyist has 1.5 minutes to convince the boss to invest in "his" trend.

- The timekeeper stops the time after 1.5 minutes with a “ping”.

- After each round, brief feedback is given (1. How does the lobbyist feel?

2. What does the boss say - is he convinced? 3. Tips from the audience 4.

Pointers from the teacher [past experience shows that students are keen

to learn how their behavior influences a situation]).

- Each trend card should be presented at least once. Additional rounds can

be played depending on the size of the group and the time available.

- Clarify any unanswered questions: Have all the students understood the

future cards? Have the key aspects been made clear?

- Students should note the most important results on the “check-and-go”

cards

4. Feedback

(5 mins)

- Students should note the results that they find most important on the

“check-and-go” cards

25

Develop and present initial ideas (day 2)

Overview:

A future workshop should be used to encourage the participants to use their imagination in order to

turn their ideas into new solutions for social, economic, political, etc. problems. The imagination phase

builds on the students' creativity, but requires intensive preparation and support from the teacher. The

key element here is to let the students know that they are allowed to "go crazy", that all ideas are

welcome and that they should give their creativity full rein!

Topics Open



Time 90 minutes


- Develop creativity

- Build confidence to express own ideas

Materials - Presentation walls (1 page per group)






posters)

Prerequisites

- The bigger picture: Megatrends

- Trends relating to the global water situation

26

Guide:

Preparations Prepare the room so that the students can work in small groups before

presenting their results to the whole group.

1. Transfer-in

(15 mins)

- Teacher asks the students: What have we learned so far about the

problems of the global water situation (talking points: water footprint,

megatrends, AMREF representative, future cards...)?

- Write the responses on the presentation wall/flipchart

- Follow up, if applicable: Do these problems conflict with the students'

personal goals for the future?

- “That’s the negative side of things – how do you think the global water

situation should look in the future?”

- Write the responses on a 2nd

presentation wall/flipchart

- “Now we come to the best bit of the first two days – you have the

opportunity to develop new solutions! There are no limitations. You have

as much money, power and technology as you need to develop your

ideas!!”

- Task: Develop a solution that will have a positive impact on the global

water situation.




- Group members must visualize their work on presentation walls

- ...

- Division into groups and distribution of megatrends (small groups

comprising 4 to 7 students work together to develop an idea)

2. Independent

work in groups

(40 mins)

- Individual groups develop ideas

- Presentation is prepared on a presentation wall

3. Present and

discuss results in

the whole group

(35 mins)

- Each group gives a 5 minute presentation

- Feedback from 1. Audience 2. Teacher. Everyone must abide by the

feedback rules.

o What do you think about the idea?

o How was the presentation?

27

Water watch (day 3)

Overview:

This module has three main aims. First, independent research is intended to give the students a better

understanding of the “water footprint”. Second, the students are challenged to use their newly acquired

knowledge to calculate the water footprint of their school and/or another institution, and third, the

material they collect enables the students to scrutinize their own ideas. Use of the Internet would be

beneficial for this exercise.

Topics Open



Time Open

Goals - Demonstrate the opportunities afforded by problem solving

- Activity-based tasks/practical relevance

- Check feasibility of own ideas

Materials/equipment - Internet

Prerequisite

- Students have already developed initial ideas

Guide:

Water footprint Key questions:

Water shortage

- What percentage of the Earth’s surface is made up of fresh water?

- What is drinking water?

- How much water do different countries use? Compare the United

States, Germany and a developing country

Virtual water

- What does this term mean?

- How much water is there in orange juice, rice, cocoa, etc. or other

products at the school?

- Where do these products come from – do these countries suffer from

a shortage of water?

- What could we do to cut our water footprint?

Links:

BMU Lifestyle and Water (worksheets and information for teachers):

http://www.bmu.de/publikationen/bildungsservice/bildungsmaterialien/seku

ndarstufe/lehrer/doc/41549.php

Water footprint:

www.waterfootprint.org/?page=files/home

28

Video, Zeit Online: www.zeit.de/video/player?videoID=20090409a18583

Article, Süddeutsche Zeitung:

www.sueddeutsche.de/wissen/552/325417/text/

WWF graphic:

www.wwf.de/fileadmin/fm-wwf/pdf_neu/Grafik-virtual-water.pdf

WWF text on “virtual water”:

www.wwf.de/themen/suesswasser/wasserpolitik/weltwasserwoche-

2008/virtuelles-wasser-und-der-wasser-fussabdruck/

Map: http://ihp.bafg.de/servlet/is/15853/wasserverbrauch.html

Water footprint of the

school (and/or

another institution)

Key questions:

- Which products/services, equipment, etc, at the school contribute to

a large water footprint?

- How can you determine how much of this is used (e.g. monthly

calculation for chocolate milk in vending machines)?

- Task: Generate a table to provide an overview of the different

products, etc.

- Task: Draw a world map with arrows pointing from the countries of

origin

- Task: Collect data

o Interview head teacher (note consultation hours as

appropriate)

o Interview administrative staff

o Interview janitor

o 5 quick questions for fellow students (e.g. how many

bananas do you eat on average a day? How much paper

do you throw away? ...)

- Use the “water footprint calculator” (see below left) to calculate the

water footprint

- Present the data and analyze it together

Links:

Water footprint calculator (companies/individuals):

www.waterfootprint.org/?page=files/CorporateWaterFootprints

www.waterfootprint.org/?page=files/WaterFootprintCalculator

Check feasibility of

own ideas

- Divide into the same groups as on day 2

- Key questions:

- How do the new findings/results affect our ideas?

- Are there other interest groups who are considering the same

questions? If so, how?

- Analyze the results in the whole group

29

LANXESS expertise/excursion (day 3)

Overview:

Some 1 billion people have no access to clean drinking water, while sanitary facilities are an absolute

luxury for 2 billion people. Every day, 4,500 children die of infections caused by dirty water. The

treatment of drinking water plays an important role in all our lives, not just in countries with a shortage

of water.

LANXESS products, particularly ion exchange resins and arsenic absorbers, remove pollutants from

water and other liquids. They are used across the globe. Students can experience first-hand how

water treatment works at a business unit at your site.

Topics Open


Time Open

Goals - Demonstrate the opportunities afforded by problem solving at first-hand

- Activity-based tasks/practical relevance

- If possible, check feasibility of own ideas

- Extracurricular learning

Instructions

Tips What have the students already learned/seen in lessons in relation to this

topic?

Which excursions are topical, interesting and relevant? Ideas:

- Visit to LANXESS business units (water treatment)

- LANXESS staff visit the school

- Discussion with representatives from municipal utility companies and

local initiatives

- Excursion: Visit to waterworks, wastewater treatment plant, etc.

- Topical reference: Visit to an exhibition, etc.

Possible points to examine:

- Transportation for students

- Lunch

30

Final preparations for the presentation (day 5)

Overview:

At the dress rehearsal on the fourth day, the students received feedback on their ideas and

presentations. Now participants have the chance to think about everything they have learned over the

last few days and during the dress rehearsal to gather their thoughts and prepare for the final

presentation.

Topics



Time 135 minutes

Goals - Take feedback on board and put it into practice

- Promote own ideas

- Boost confidence

Materials - Presentation walls (1 page per group)

- Posters from day 4






posters)

31

Guide:

Preparations - Transport posters from the dress rehearsal to the room/hall

- If necessary, the students should change for the presentation (bring

suitable clothes)

- Plan lunch break before the final presentation?

1. Transfer-in

(20 mins)

- Teacher recaps the procedure for the presentation (who says what,

when?)


- 90 minutes independent work in project groups. Key questions:

o What feedback should be implemented from yesterday?

o What are our key messages and what main ideas do we

want to present?

o How can we communicate our ideas?


- Group members should use the presentation wall to visualize their

results (poster from yesterday?)

- Students to meet at XX a.m. / p.m. in the hall to practice the

group/poster changeover on stage and to learn how to handle the

microphone.

2. Independent

work in groups

(90 mins)

- The participants compile and rethink the results from the dress rehearsal

and the previous days and practice their presentation.

3. Practice in the

hall

(20 mins)

- Run through the procedure with the groups on the stage (“after the speech

from the head teacher Mr. X, group 1 takes to the stage, poster is at the

front..., then group 2...")

- Get everyone to practice with the microphone to ensure that this doesn’t

cause problems/nervousness later on.

4. Boost confidence

(5 mins)

- “You’ll be great!”

32

Presentation, vote and award ceremony at the school (day 5)

Overview:

After four intensive days, the students are ready for the final presentation. They have developed their

own creative ideas about how they and their school can reduce their water footprint. Today they have

the opportunity to present their ideas to a large audience. The audience will vote on the ideas, so that

at the end of the event the school will have a product idea that it can put into practice. LANXESS

supports the school’s efforts by providing an award.

Topics - Open

Group size - Presentation: Maximum 30 students + host

- Audience: No limitation; depends on the space available

Time - 120 minutes

Goals - Promote own ideas

- Presentation in front of a large audience

- Experience recognition

- Boost confidence

Materials - Student presentations (presentation walls, PPT, models, …)

- Voting materials (every student, teacher, etc. has one vote), e.g.:

o Colored cards, which can either be held up or collected in a

voting box

o Sticky dots, which are stuck to a presentation wall or similar

o Finger paints to make fingerprints

Guide:

Preparations - Book hall or similar and the requisite equipment (microphone, ...)

- Decide on the dress code with the students (casual, smart casual,…?)

- Invite guests

o Other students, school management, teachers, parents

o External guests, e.g. mayor, heads of department, NGOs such

as Agenda 21…

o LANXESS representatives

o Members of the media

- Arrange procedure for welcoming external guests

- Students meet 15 minutes beforehand in the hall etc., test the microphone

if necessary, take their places, …

Program - 15 mins: Welcome and introduction (e.g. head teacher, students,

LANXESS representative, …)

- 45 mins: Presentation of the results

- 15 mins: Discussion and feedback (teacher)

- 15 mins: Vote by fellow students/guests

- 15 mins: Entertainment (while the votes are counted)

- 15 mins: Awards presented by LANXESS representative

33

Games to lighten the atmosphere

Overview:

These games are ideal for lightening the atmosphere between group

work, preventing tiredness and promoting creativity. The purpose of

each game is described below. The graphic on the right and in the

agenda is intended to remind you to play some of these games every

day.

Game Tower of straws

Group size Divide the students into four small groups

Time Approx. 15-20 mins

Goals Promote teamwork

Materials

20 straws and 10 cm of sticky tape per group

Instructions - Each group should use the straws and sticky tape to build a tower

- The group that builds the highest tower wins

- The players must build their towers in silence

Game In sequence

Group size Any number of players

Time 10 mins +

Goals Ice-breaker, energizer

Materials

-

34

Instructions - Ask the students to stand in a line from the tallest to the shortest. They

are not allowed to talk.

- Check that they get the order right.

- If necessary, try other factors, e.g. date of birth, alphabetical order (last

name), shoe size, etc.

Game Fruit salad

http://zickzackzebra.de/news_dt.php?ID=18

Group size Any number of players

Time 10 mins +

Goals Energizer (also suitable for older students)

Materials Circle of chairs with 1 chair too few

Instructions - The students sit in a circle on chairs. One student without a chair stands

in the middle

- Assign students the names of 5-6 pieces of fruit (banana, kiwi, pear,

strawberry…)

- The student without a chair calls the name of a piece of fruit and all the

players assigned that name must swap places (players are not allowed

to swap with their neighbors)

- The student in the middle tries to take one of the free spaces

- Now someone else is in the middle and has to think up the name of

another fruit to call out

- If the player can’t think of a name quickly, he/she can call “Fruit salad”

and all the players have to swap places at once.

Game Relay race

Group size Any number of players, approx. 4 small groups

Time 15 minutes

Goals Relaxation and introduction to the topic

Materials

Presentation paper, felt-tip pens and partitions or boards and chalk, obstacles

(chairs, tables…)

Clear tables and chairs to one side in the seminar room to make space for the

relay race. Depending on the number of groups, sheets of paper each labeled

35

1 to 10 from top to bottom are hung on the wall at one end of the room.

Obstacles made up of tables and chairs are set up in the middle of the room.

Instructions - Divide the whole group into around four small groups. Get the players to

stand in rows one behind the other on the starting line.

- The aim is to write down 10 possible uses for “water” (topic can be

changed as necessary) in the shortest possible time. Only one use can

be written down during each run.

- When the go-ahead is given, the first runner in each group maneuvers

through the obstacle course, writes down one use and passes the pen to

the next runner.

- Afterwards, all groups read what they have on their posters. Terms can

be explained, if necessary.

Game Obama improvisation

theater

Group size 10-30

Time 10 - 15 minutes

Goals Relaxation and the ability to show feelings clearly (presentation technique)

Materials

At least as many presentation cards as there are participants, each with a

different adjective/adverb, e.g. “scared”, “angry”, “smitten”, “furious”, “happy”,

“indifferent”, “admiring”, “relaxed”, “euphoric”, etc.

Instructions - A student takes a card without showing the others what is written on it.

He/she then has to express the emotion written on the card to the rest of

the group. The sentence he/she has to read aloud is always the same:

“Obama is the first black president of the United States”

- The other students have to guess the emotion

- When one of the students has guessed the emotion correctly, the next

student can draw the 2nd

card, etc.

36

6. Contacts

LANXESS has always been committed to investing in the education of gifted young scientists – not

only among its own workforce, but also at schools and universities. The specialty chemicals group

intends to use its long-term education and training initiative to guide young people towards a

successful future, thus also strengthening the appeal of Germany as a business venue. On the basis

of numerous programs developed in-house for schoolchildren and university students, LANXESS

hopes to provide new impetus for encouraging gifted young people.

If you have any questions on the LANXESS education initiative, please contact:

Project manager

Dr. Silke Jansen

Head of Public Affairs

LANXESS Deutschland GmbH

Building K 10

51369 Leverkusen

Germany

Tel.: +49.214.30 23318 Fax.: +49.214.30 95923318

E-mail: [email protected]

If you have any questions on cooperation with LANXESS business units as part of the “World Class:

Water” project week and materials, please contact

Katharina Viereck

Organization, Public Affairs

Tel.: +49.214.30 34746 Fax.: +49.214.30 95923318


If you need any help with the implementation of the ideas in this manual or would like any

methodological and didactic tips, please contact:

LANXESS school service

Nina Björstrand

c/o IFOK GmbH

Kronprinzenstrasse 82-84

40217 Düsseldorf

Germany

Tel: +49.211.385475 35

Fax: +49.211.385475 58


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