The World Gameevery choice makes a difference

TEACHERS' GUIDE FOR CONSUMER AND ENVIROMENTAL EDUCATION

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Contents1. Background on environmental matters . . . . . . . . . . . . . . . . . . . . .3

1.1. Sustainable development – sustainable consumption – sustainable life-style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

1.2. Focus on preventing waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

1.3. The Changing Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

2. Consumer and environmental education in school . . . . . . . . . .7

2.1. Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

2.2. The school's own example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

2.3. Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

2.4. Warming up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

3. Building a sustainable life-style . . . . . . . . . . . . . . . . . . . . . . . . . .10

3.1. Evaluating personal consumption habits . . . . . . . . . . . . . . . . . .10

3.2. How do needs arise? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

4. Hints for the World Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

4.1. Where does food come from? . . . . . . . . . . . . . . . . . . . . . . . . . . .12

4.2. Food and energy consumption . . . . . . . . . . . . . . . . . . . . . . . . . .13

4.3. Energy conservation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

4.4. Transport and energy consumption . . . . . . . . . . . . . . . . . . . . . .14

4.5. Hobbies and energy consumption . . . . . . . . . . . . . . . . . . . . . . . .14

4.6. Do you always have to buy something new? . . . . . . . . . . . . . .15

5. Links to the World Game and consumer and environmental education . . . . . . . . . . . . . . . . . . .17

6. Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

onsumer andenvironmental edu-

cation have a lot incommon, such as consid-

eration of the environmental ef-fects of consumption and the evaluation ofpeople's role as consumers. Consumers' life-style and choices influence the state of theenvironment.

The goal of both consumer and environ-mental education is environmental aware-ness - to make wise choices for one's own fi-nances and the environment, to be aware ofthe environmental effects of consumptionand to want to act in an environmentallyfriendly way.

The desire to act in an environmentallyfriendly way generally requires personal ex-perience and sensitization. In both consumerand environmental education emphasis isconsequently placed on doing.

This guide contains teacher LeenaHeinilä's ideas on handling environmental is-sues involving consumption. They are relatedto the World Game, which is part of theFinnish Science Centre's Changing Environ-ment exhibition. The Helsinki MetropolitanArea Council, the Consumer Agency and Mo-tiva have published a CD-ROM version of thegame.

In the World Game players make every-day consumption choices and receive feed-back on their effect on the environment. Thegame can be played alone, in pairs or in ateaching situation with AV connection totelevision or overhead projector.

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1.1. Sustainable develop-ment – sustainable consumption – sustainable lifestyle

The UN Conference on Environ-ment and Development was heldin Rio de Janeiro in 1992. Sustain-able development was made ajoint goal in the Rio Declaration.The requirements of sustainabledevelopment should be taken intoaccount in all social decision-mak-ing, economic life and human ac-tivities.

One of the Rio slogans is"Think globally – Act locally".The Rio conference prepared a pro-gramme for sustainable develop-ment, Agenda 21. Local Agenda21 programmes have been pre-pared on this basis. These are con-crete environmental programmeswhich are tied to day-to-day lifeand can also be used in education.

Sustainable development is acomplex concept which includesthree dimensions: Ecological sus-

tainability means preserving thediversity of nature and adaptinghuman activities to natural re-sources and nature's own capacity.Economic sustainability requiresthat the production and consump-

tion of goods and servicesthroughout their life cycle places alower burden on the environmentthan at present and conserves nat-ural resources. The goal of socialand cultural sustainability is to

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1. Background on environmental matters

Suggestion!Study your own community's local agenda!Contact local environmental author-ities. What are the main goals ofthe agenda? What topics does itinclude? What issues are empha-sized?

Suggestions to resolve local problemsThe class can prepare a plan toresolve a local problem. This caninvolve plans to build apartmentblocks in a beautiful natural setting,the eutrophication of waterways,the pollution of groundwater ortraffic emissions, for example. Pupilscan study newspaper articles and

interview experts, such as environ-mental officials, businessmen,municipal decision-makers and localresidents. First see what you knowand then decide what you need tofind out and where you can obtaininformation. Evaluate what youhave learned and decide what youcan do about it.

pass on prosperity from one gener-ation to the next.

In considering the require-ments of sustainable development,the concepts of sustainable con-sumption and sustainable lifestylehave arisen. These refer to con-sumption models and habits whichplace the least possible burden onthe environment.

1.2. Focus on preventing waste

In practical environmental protec-tion we have proceeded in a cou-ple of decades from limiting indus-trial and municipal emissions, re-cycling and waste sorting to thefact that attention must be paid tothe front end of production andconsumption. The most effectiveway to handle waste is to preventits unnecessary creation. Attentionis then turned to consumers, whomake purchasing decisions andother consumption choices. Con-sumers' choices have an influenceon production and product devel-opment. Environmentally con-scious consumers can influencethe future of the world throughtheir own daily choices.

1.3. Changing Environment

The Changing Environment exhibi-tion tells about the world's materi-al flows. People in industrializedcountries have to learn to livemore eco-efficiently and preservenatural resources. We have to im-prove the eco-efficiency of pro-duction and produce more withless. The environmental load of aproduct is reduced the more oftenand longer it is used. The goal is toincrease efficiency in the use ofnatural resources by a factor ofabout four in the next 15-20 yearsand by a factor of ten in the next40-50 years. People should re-evaluate their own lifestyles andlearn new models for everydayconsumption situations to ensurea sustainable lifestyle.

The concept of an ecologicalrucksack illustrates the amount ofnatural resources which is used ina product during its life cycle. Forexample the ecological rucksackfor a 5-gram gold ring weighs2,000 kg. To make a gold ring youhave to pump oil, quarry rock,build roads etc. The end product isonly a very small part of the ener-gy and materials involved in pro-

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Suggestion!MindmapA mindmap is quite useful foranalysing environmental prob-lems. Pupils spend a few minuteswriting down whatever comesinto their minds regarding anenvironmental problem. Thisprovides a better chance foryoung people's own experiencesand concerns to come out. Pupilscan think about experienceswhich have made an impressionon them and have something todo with a current problem. Whydid they make an impression?

DebateEnvironmental debates stimulatepupils to consider issues and findarguments for their claims.People can disagree for goodreason. Debates in which thereare no clear answers are themost rewarding.

duction. Sustainable developmentrequires a reduction in materialflows. An ecological rucksack canbe calculated for a product in fivedifferent categories: abiotic (non-living basic materials), biotic (livingbasic materials), earth, water andair. The Changing Environment ex-hibition allows visitors to experi-ence concretely the ecologicalrucksack of different products.

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Think!Every Finn collects an ecologicalrucksack weighing around 1,500 kgeach week (Vähä-Jaakkola 1999).Evaluate the content and weight ofyour own ecological rucksack.

Orange juice is made from orangesgrown in Brazil. Chemical pesticidesand fertilizers are used in growingoranges, and agriculture causeserosion. Water is also used forirrigation. Oranges are picked andtransported by truck and then by airto Europe, where they are squeezedand packaged. This requires a lot ofenergy, particularly oil. If all this isadded up, each can of orange juicerequires 25 kg of natural resources.

Other ecological rucksackscoffee maker 298 kgtoothbrush noin 1.5 kgplastic bucket 26 kgsilver chain 20 kg12 wine glasses 6 kg5-gram gold ring 2000 kgwooden beads 0.5 kg

(Simonen 1999)

The MIPS (material input perservice) unit was developed to de-scribe how eco-efficiently naturalresources have been used through-out a product's life cycle. In the fu-ture you may be able to see MIPS

units displayed along with pricefor different products. Consumerscould use these to compare eco-efficiency.

Ecological footprint

An ecological footprint is used toshow how much space is requiredto produce consumer goods and

services and to han-dle waste and emis-sions.

The basic as-sumption is that theconsumption of en-ergy and materials

and the returning of emissions andwaste to nature requires a certainamount of land, whose size is illus-trated by the area of the footprint.The ecological footprint is com-pared to ecological capacity or bi-ologically productive land area.Ecological capacity is calculated asthe total area of available farmingland, pasture, forest and built-upland.

The ecological footprint of theaverage Finn is 3.34 hectares. Ener-gy accounts for over half the total.The average ecological capacity ofFinns is 4.71 hectares. The ecologi-cal capacity of the entire globe isabout 1.7 hectares per person andthe average ecological footprint is2.3 hectares. (Hakanen 1999)

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Suggestion!MIPS formula: MIPS=MI/S=ecological rucksack/times usedThe more times a product or service is used, the more eco-efficient it is.

Should you buy a plastic bag or a cotton bag?

Ecological rucksackPlastic bag Cotton bag

(PE plastic, 18 g) (54 g)abiotic and biotic material 0.1 kg 1.277 kgwater 1.17 kg 214.704 kgair 0.04 kg 0.216 kgearth 0 g 3.402 kg

(Vähä-Jaakkola 1999, Wuppertal Institute)

If you buy a new plastic bag every time you go to the shop, how muchweight will accumulate during the course of a year (ecological rucksack xnumber of shopping trips)? A cotton bag will last a whole year. Calculate theMIPS for a cotton bag after a year's use (ecological rucksack / number oftimes used). Which bag do you think is better? Why? How could the eco-effi-ciency of a cotton bag be improved?

Think up additional calculations yourself. Ecological rucksacks can be found at http://www.sll.fi/kestava/kvt.pdf

2.1. Goals

An important goal of education isto awaken and increase pupils' en-vironmental awareness, which in-cludes information, attitudes andactivities related to consumptionand the environment. Three impor-tant principles of consumption areto consume less, to reuse and torecycle.

2.2. The school's ownexample

Environmental education is easierif the school itself gives a good ex-ample. It is easier to talk about re-cycling if the school recycles itsown waste. Pupils, teachers andother personnel should have aclear view of the school's basictask, vision and operating idea. Itwould be good if the workingcommunity decided jointly on keyobjectives and means to achievethe goals of consumer and envi-ronmental education.

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Suggestion!Environmental survey of differentschool facilitiesTeachers' room, classrooms, schoolkitchen, cleaning room, offices...Keep track of different types ofmaterials, energy use, consumptionhabits... Can you find everyday caseswhere activities are in conflict withthe goals of a sustainable lifestyle?

In your survey you can payattention to the following things,for example:• Do people at your school conserveenergy by turning off machineswhich are not in use?• Are lights left on in rooms whenno one is there?• Are classrooms too hot?• Does your school take advantageof solar light and heat?• Does your school have leaky pipesand dripping taps?• Does your school use disposabledishes and cups?

• How is paper recycling arrangedat your school?• How much school food is thrownaway and what happens to foodwaste?• Is biowaste sorted in the teachers'room?• Is problem waste disposed ofproperly?• Who is responsible for maintain-ing the school grounds?• Are school staff interested indeveloping the school workingenvironment and in environmentalmatters?

You can prepare cards to help youwith the survey. Pupils (teachers,parents, other staff) can divide intogroups according to facilities.Comments on observations anddevelopment ideas can be writtendown on cards and then discussed.

2. Consumer andenvironmental education inschools

2.3. Approaches

Environmental problems should beapproached from different anglesin different subjects. In this waypupils can see that environmentalproblems are related in many waysand that action is needed in differ-ent areas to resolve problems. Sothat pupils can form a completepicture of environmental issues andphenomena, these should be dis-cussed in an expanding framework,beginning with what is local andfamiliar and going on to regionaland eventually global aspects.

A positive discussion atmos-phere promotes creativity and co-operation. Education is more likelyto succeed if pupils can expresstheir opinions and feel that theycan influence matters. Pupilsshould be able to ask questionsand voice doubts. Open-minded-ness and curiosity are a great re-source.

Environmental threats andproblems can be distressing. Forthis reason it is important to lookfor ways in which individuals caninfluence matters. The situation is

not hopeless, but each person caninfluence the state of the environ-ment through personal actions.Every act which protects the envi-ronment is valuable. By saving onetree at a time we can save theworld's forests!

2.4. Warming up

Different types of mental exercisesare real and concrete and they canplay an important role in helpingus to evaluate the state of the en-vironment. The senses of sight,

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Suggestion!Arrange an environmental discussion panel at your own school!Invite school experts, municipal experts and representa-tives of different fields: commerce, industry, local author-ity, nature protection society, residents' association,media, concerned citizens... The panel can discuss plan-ning an environmental programme for your school. Whatshould be developed and what goals should be set? Whatis important? Decisions should be made on responsibili-ties, operational objectives and timetables. How cancommitment be ensured and how will activities be visiblein school work, values, the syllabus and the school'smission? Will the programme be implemented in connec-tion with different subjects, in the form of theme days or

special studies? How will it be visible outside instruction?How will the implementation of the environmentalprogramme be evaluated? You can prepare guidelinesconcerning how to act in difficult situations, for exampleif disagreements arise. How should conflicts be resolvedwithout jeopardizing basic principles?

The panel can also be arranged in dramatic form. Apedagogic drama helps pupils to identify with roles andsituations and to learn to study issues, events and rela-tions. You can prepare a summary of the panel's ideas anddifferent alternatives and send it to local authorities orthe local press, for example.

The panel can be conducted in two stages, first withpupils, teachers, parents and other staff. These can decidetogether on representatives to the second-stage panel.

hearing, smell, taste and feel areall important tools. A creative en-vironment allows pupils an oppor-tunity to use all their learningchannels - visual, auditory andkinesthetic. Acting helps pupils un-derstand the dynamic nature ofecological phenomena.

The environment has its historyand future, which can be studiedglobally and regionally. A regionalapproach is a fruitful way to studyhistory, culture and environmentalissues.

Being in and observing natureis important. The school's own en-vironmental protection pro-gramme can include looking for alocal area worth protecting, coop-eration with local residents' associ-ations (to clean up waste, for ex-ample), improving recycling andwaste management at the school -sharing responsibility for the envi-ronment.

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Suggestion!Classes can organize different environmental trails.Pupils can do their own environmentalresearch. An environmental trail developspupils' ability to observe their immediateenvironment: school, neighbourhood,village, town, nearby lake... The mainthing is to consider environmental valuesand to discuss observations. How havetransport, scenery, waterways, buildings,ethics, diversity, plants, animals, back-ground sounds, tidiness, recreationpossibilities, different age groups,building materials, safety, the built-upenvironment and nature been taken intoconsideration in environmental planning?Nature makes things visible. You candescribe the environment by observinghouses, public buildings, squares, roads,parks, green zones, recreation areas,forests, fields, meadows, development,environmental problems, air, water, soil,plants, industrial areas, energy consump-tion, noise and waste... Different environ-ments can also be studied in differentroles: official, conservationist, roadadministration representative, motorist,tourist, biker...

Observe andThink!Study the environment for acertain period individually, inpairs, in a group. What thingsinterest you? Analyse differentenvironmental sounds and the waythey make you feel. How do thecolours of the built-up environ-ment and nature differ? Why issomething pleasant or unpleasantin nature? Are there written orunwritten rules in the environmentconcerning power, social hierarchy,sanctity, commonness, opennessand secrecy? Can you see pollutionand environmental damage innature?

Suggestion!Imagine the smell of ameadow in the summer, seehow the environmentchanges, taste naturalproducts, feel the shapes ofnature. You can take meas-urements, do laboratorytests, conduct surveys...

3.1. Evaluating personal consumptionhabits

Every one of us influences our en-vironment. Every day we makechoices as consumers according toour own preferences and habits.Environmentally friendly valuesand attitudes are reflected ineveryday choices and actions.

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Think!What type of daily consumer choices do we make at school/in shops/in the area oftransport...? What choices and habits are environmentally friendly? Conduct aconsumer survey in your class/school/shop. How would you classify yourself as aneco-consumer? Why?

In the World game eco-consumers conserve water and energy. Eco-consumersarrange housing, work and hobbies close to each other and thus reduce the need fortransport. They pay attention to how they get from one place to another andpreferably go under their own power or using public transport instead of by car.Eco-consumers select necessary products and services in a sensible way. They buyproducts which are sustainable, repairable and lightly packaged. Eco-consumersrecycle as much as possible.

Think!What do we really value and need? Why do eco-consumers conserve waterand energy? Why do they prefer public transport?

Consumption attitudes and values come from home, friends,school... The environment guides us to think in a certain way.Positive attitudes and high self-esteem provide a good basis torecognize natural phenomena, to understand global threats and toseek remedies for them.

Suggestion!To change your livinghabits, you have to knowwhat you are doing and seea conflict between environ-mental values and habits.Think of different examplesin your neighbourhoodwhere activities are inconflict with the environ-mental goals of a sustain-able lifestyle.

3. Building a sustainable lifestyle

3.2. How do needs arise?

We live in a world of constant vi-sual communication, where mes-sages often have a commercialpurpose. Advertising aimed atyoung people often takes advan-tage of the uncertainty whichcomes with puberty. Clothes,shoes, beauty products and othergoods are used to sell beauty, self-assurance, a sense of belongingand happiness. People build theiridentity and try to achieve socialapproval through consumption.Becoming an independent personin control of his/her own life in-volves the ability to distinguish be-tween real needs and needs creat-ed by the market.

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Think!What is really necessary and important in life?What kinds of things make people happy? Whatkinds of things, goods, property and values areimportant? What does the good life mean foryoung people? Could you buy your clothes at aflea market? Who needs furs, cosmetics...? Whatwould you take with you to a desert island?

Suggestionand Tasks!Newspapers, magazines, TV pro-grammes, films, literature and musicoffer all sorts of possibilities forenvironmental education. A news-paper connects a school to thesurrounding community, allowsdifferent types of work and livensup teaching. With the help ofquestions beginning with what,where, when, how and why, pupilscan seek answers to local, regionaland global environmental problems.By comparing, analysing andevaluating articles, young con-sumers can learn to be active anddiscriminating listeners, lookers andreaders.

How is the environment describedin different newspapers/maga-zines?It can be described with adjectivesor emotions which come to mind asyou browse throughnewspapers/magazines.• What kind of environmentalimages do differentnewspapers/magazines create?

Analyse. How do images differ?Why?• What kind of environmental newsdo different newspapers/magazinescontain? What do they say ishappening in the environment?What aspects are emphasized inheadlines?• What pictures of the environmentare displayed?• What kind of environmentalpositions do local papers take? Howare positions justified and whatvalues do they reflect?

To what extent does the newsfocus on essential matters?How much or how little attentiondo different environmental issuesreceive in the press compared withtheir real significance? Whatlocal/national environmental issuesreceive too little attention in themedia?

Do attitudes and values differ?Why?Environmental news in the press canalso be studied in different roles:city person, farmer, different agegroups, different professions...

In the World Game the task is tosave the world by selecting alter-natives which consume the leastpossible energy and other naturalresources. According to your ownchoices the fuse burns slowly orrapidly. The game includes tenquestions. When you have an-swered all the questions and madeyour own choices, you will receivean evaluation of your own con-sumption behaviour from theviewpoint of the planet.

Over half of the energy con-sumed by households is consumed

indirectly. Households purchaseproducts and services whose pro-duction, transport and storage re-quire a lot of energy. Key words forlow energy consumption are do-mestic, local, short transport, sim-ple packaging, easy-to-work mate-rials and recycling.

4.1. Where does food come from?

Find out where school food comesfrom. What kinds of ingredientsare used? Do the seasons affect

the selection of ingredients? Areproducts and packaging environ-mentally friendly? How are recy-cling and waste sorting arranged?

Pictorial account of the food cycle

Pupils can prepare a pictorial ac-count of the food cycle and its dif-ferent stages (ingredients, produc-tion, sale, consumption, disposal)and their effect on the environ-ment. What burden do differentstages place on the environment?You should pay attention to morethan the price of food, the way ittastes and how healthy it is. Bychoosing domestic and local food-stuffs you can reduce the need forunnecessary transport. The longerthe journey and life cycle a prod-uct has behind it, the larger its ac-cumulated energy consumption.The amount of energy required toproduce food begins with plantingand fertilizing. It is increased byprocessing, packaging and trans-port. Additional information onthe life cycle of foods is availableat http://www.finfood.fi/opetus

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4. Hints for the World Game

Think!How does the average Finnish consumer's day begin? How does it continue?Make comics or other picture accounts of different consumers' days. Com-pare and analyse your impressions.

When you wake up and go to the bathroom, how many litres of water doyou use in the shower, brushing your teeth, flushing the toilet...? How muchenergy is consumed in heating water, lighting, cooking...? How are buildingsheated - with renewable forms of energy or with fossil fuels? How do youget from one place to another? What does your ecological rucksack accu-mulate during the day?

4.2. Food and energy consumption

The larger the accumulated energy(MegaJoule/kg) of a product, themore it generally pollutes nature.

Accumulated energy for different kinds of foodsvegetables 5.7 – 7.6 MJ/kgpotatoes 7.5 MJ/kgmilk 6.3 – 7.8 MJ/kgbread 13 – 16.6 MJ/kgfish 11.7 – 21.5 MJ/kgmargarine 16 MJ/kg,rape oil 18 MJ/kgcheese 16.8 – 32.7 MJ/kgsugar 28 MJ/kgmeat 25.7 – 50.3 MJ/kggreenhouse vegetable 40 – 80 MJ/kgbutter 81 MJ/kg

(Ranne 1995)

4.3. Energy conservation

Reducing consumption does nothave to mean lowering the qualityof life. There are many ways to getthe same benefit with less waste. Ifyou want a glass of milk, you don'tneed to buy the whole cow!

What happens in the school kitchen?

Find out about energy consump-tion in your school kitchen. Is thekitchen included in your school'senvironmental programme? Doesthe school have a heat-recoverysystem? Does it use energy-con-serving methods? How? Whatkinds of instructions and mainte-nance guidelines does the kitchenhave? How are they applied? Domachines and equipment have en-ergy labels which indicate themanufacturer and model, energyconsumption class, energy con-sumption per year, noise and vol-ume? You can find out more aboutenergy consumption from http://www.energia.fi/koti/. Informationon energy consumption in indus-trial kitchens is provided athttp://www.motiva.fi/tietopankki/palvelut

How can energy be conserved?

Arrange a discussion on energyconservation. Is your school's/kitchen's environmental pro-gramme eco-efficient? Guidelineson energy conservation and waysto improve energy consumption at

schools are provided at http://www.motiva.fi

In the World Game eco-con-sumers use potatoes to make ameal. They pay attention to howthey get from one place to anotherand preferably walk, bike or usepublic transport. Do you walk tothe shop? Do you bike or do yougo by car, bus or train? Choiceshave an indirect influence on theenvironmental effects of purchas-es, for example. Traffic emissionsaffect the amount of carbon diox-ide in the atmosphere. The atmos-phere works like a greenhouse. Itlets in radiation from the sun butkeeps in heat from the ground andair. The increase in greenhouse

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Think!Are there organic products inyour home/school/shop? What isthe life cycle of organic prod-ucts? What kind of ecologicalbackpack do foods produced infields/greenhouses have? Do youchoose domestic foods? Why?

gases raises the temperature of theatmosphere, which brings aboutchanges in rain and wind patternsand causes more frequent storms.

4.4. Transport and energy consumption

The energy efficiency of differentmodes of transport is measured interms of energy consumption perpassenger-kilometre.

The ecological rucksack if youtravel by car, bus, tram andbike is as follows, according tothe Wuppertal Institute:

Abiotic and biotic rucksackby car 847 g/passenger-kmby bus 460 g/passenger-km by tram 613 g/passenger-kmby bike 162 g/passenger-km

Water consumptionby car 11240 g/passenger-kmby bus 4592 g/passenger-kmby tram 10329 g/passenger-kmby bike 5314 g/passenger-km

Air consumptionby car 218 g/passenger-kmby bus 144 g/passenger-kmby tram 76 g/passenger-kmby bike 19 g/passenger-km

Earth consumptionby different modes of transport 0 g/passenger-km

4.5. Hobbies and energyconsumption

Leisure activities also requiretransport. An environmentallyconscious athlete will strive toconsume only his own physical en-

ergy in sports and to recycle sportsequipment. Indirect energy con-sumption (production of goodsand services, landscaping, equip-ment, travel, buildings and theirmaintenance) is included in theaccumulated total. Energy con-sumption can be calculated bymultiplying a device's power ratingby the amount of time it is used.For example 1000 W or 1 kW x 1hour = 1 kWh.

Total energy consumption (direct and indirect) per outing and person is as follows:

going to a cafe 6 kWh going to a restaurant 17 kWh going to an ice-hockey match 17 kWhgoing to a car race 290 kWh going for a ride in a rowing-boat 1 kWh moottoriveneellä 35 kWh going cross-country skiing 6 kWh

(Mäntylä et al. 1996)

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Suggestion!Study the ecological cost of yourtrip to school using differentmodes of transport. What way iseco-efficient? Calculate daily,weekly and annual consumptionfor different modes of transport.What factors influence thechoice of transport? Informationon responsible choices in thearea of transport is provided athttp://www.motiva.fi/tietopankki/

4.6. Do you always haveto buy something new?

Nowadays there is a machine to dojust about everything from brush-ing your teeth to making bread tohandling bank business. House-holds buy lots of appliances andconsumer electronics, but is all thisreally needed? Does everyone reallyneed their own a lawn mower orwould it be possible to share witha neighbour or get someone elseto do it. What you need is to getthe grass cut, not to own a ma-chine.

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Suggestion!• Interview pupils, teachers andother staff at your schoolconcerning their hobbies. Collecta Top Ten chart of hobbies atyour school. What kind ofenvironmental effects dohobbies have?

• Arrange an exhibition ofunnecessary things in your classor school. Conduct a thoroughstudy of goods: country oforigin, raw materials, placepurchased, purpose, how you gotit...

Think!What things influence totalenergy consumption? Whathobbies are bad or good fornature and the environment?What advantages are there toindividual/group hobbies? Howdo eco-efficient consumersspend their leisure time?

Think!How do needs arise?Before you buy something, ask yourself:Do I really need this? How important is itcompared with something else I need?Instead of buying it, could I make itmyself, trade for it, borrow it or rent it?Different options are often available.Which one is best in terms of quality?Which hurts the environment least,considering production, use and recy-cling?

If you already own something, askyourself: How can I take care of it sothat it will last as long as possible? How can I repair it if it breaks?

If you no longer need something, askyourself: Can I use it in another way?Can someone else use it? If not, how canI dispose of it in an environmentallyfriendly way?

You can obtain information on appli-ances at http://www.kuluttajavirasto.fi/tietoa/talous/kodinkone.html. This sitegives examples of appliances along withcommon defects and how you can checkfor defects before you buy a newproduct.

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Suggestion!Make a chart of consumers' criteria. What characteristics are important? What is required for a detergent to receive the European or Nordic environmental label, for example? Plan an eco-label aimed at young people.

Think!Eco-marketingWhat kind of images does a green environmentally friendly eco-product create?Do you make choices and purchase products which are advertised as being goodfor the environment? Do ads tell about the environmental effects of products?Pick a product which has been advertised as environmentally friendly. Evaluatethis claim in relation to all the environmental effects of the product. Is packag-ing recyclable but the product itself is bad for the environment or is packagingneeded at all? What are environmental claims based on? Advertising uses differ-ent kinds of attractions to sell products to consumers. What methods are used inenvironmental advertising: pictures of nature, colours, sounds...? Is it possible toevaluate a product's real effects on the environment? Has a product been praisedas environmentally friendly without information on the product's whole lifecycle? Is the product superior to other products on the market in terms of itsenvironmental effects?

Additional information on eco-marketing is available at http://www.kuluttajavirasto.fi/lait/ohjeet/markkinointi/ymparist.html

Suggestion!Pupils can visit local shops and lookat different kinds of products andadvertising. How is concern for theenvironment reflected in shops andare products marketed as beingenvironmentally friendly? How areproducts packaged? What aboutenergy consumption, waste manage-ment, product characteristics...?

Suggestion!What kinds of products would aneco-guide recommend to consumers?You can arrange a dramatic presenta-tion.

Think!What does the saying "a poor mancannot afford to buy somethingcheap" mean? What kinds of valuesand attitudes does this saying reveal?

Adato Energia Oy – information on electricity consumption in the home http://www.energia.fi

Basic information package on climate changehttp://www.ilmasto.org

Consumer's databankhttp://www.kuluttajavirasto.fi

Eco-Buyer's Guide and information on environmental labelshttp://www.kuluttajavirasto.fi/tietoa/ymparisto/index.html

EDU.fi - News and information service provided by the National Board of Educationhttp://www.edu.fi/koulu/oppimat.html

Ekokem - handling of problem wastehttp://www.ekokem.fi

Energy conservation tips for everyday situationshttp://www.espoo.fi/energia/

Energy game - how much is a lothttp://www.tilastokeskus.fi/tk/tp_db/energia/energia.html

Environmental education, ethics, philosophy – recommended readinghttp://www.ouka.fi/wwwymp/kasvatus.html

Environmental pages of the Nordic Council and the Nordic Council of Ministershttp://www.norden.org/verksamhet_sk/miljoe/index.html

Finland's energy strategyhttp://www.vn.fi/ktm/3/enstrat/ensisalt.htm

Finnish Association for Nature Protectionhttp://www.sll.fi

Finnish Centre for Radiation and Nuclear Safetyhttp://www.stuk.fi

Finnish Nature League – nature activities and environmental protection for children and young peoplehttp://www.luontoliitto.fi

Finnish Science Centrehttp://www.heureka.fi

Freenet's environmental informationhttp://www.freenet.hut.fi/ymparisto/

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5. Links to the World Game and consumer and environmental education(http://www.kuluttajavirasto.fi/tietoa/koulut/index.html)

Geological Survey of Finland - information on the sustainable and balanced use of natural resourceshttp://www.gsf.fi

GLOBE project - active environmental science and education programme for students, teachers and researchershttp://www.edu.fi/projektit/globe/

Helsinki Metropolitan Area Council – information onwaste management and air protectionhttp://www.ytv.fi

Information on environmental administrationhttp://www.vyh.fi

Information on the EU environmental labelhttp://europa.eu.int/comm/environment/ecolabel/

Information on the Nordic environmental labelhttp://www.sfs.fi/svanen/

International Energy Agencyhttp://www.iea.org

Links in the environmental fieldhttp://www.yle.fi/ympuut/linkit.htm

Motiva – energy user's databank (transport, children and young people...) and energy saving guide for schoolshttp://www.motiva.fi

Multimedia on the state of the Finnish environmenthttp://www.vyh.fi/tutkimus/ymptieto/mm2000/projekti.htm

Safety Technology Authorityhttp://www.tukes.fi

Technical Research Centre of Finlandhttp://www.vtt.fi

The EU's environmental sitehttp://europa.eu.int/comm/environment

The Government's sustainable development programmehttp://www.vyh.fi/poltavo/keke/keke.htm

The international eco-schools environmental programmehttp://www.feee.org

Opus - guide to a sustainable lifestylehttp://www.kaapeli.fi/visio/opus/

UN Environment Programmehttp://www.unep.org

Web sites and links related to environmental educationhttp://www.tukkk.fi/org/sykse/linkit.htm

Wuppertal Institute - environmental informationhttp://www.wupperinst.org

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