Ecowira Handbook

EcoWira

Information Handbook

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Authors: Venessa Sambai Anak Usek & Bow Martin.
Education Development Department, EDD

Published by LeapEd® Service Sdn. Bhd., Malaysia, Jan 2020.

EcoWira
Information Handbook

Table of Contents

Introduction........................................................................................................................ 4
The Information Handbook ......................................................................................................4

The Curriculum Framework ................................................................................................. 5
The Syllabus........................................................................................................................ 6
The Session Plans.............................................................................................................. 12

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EcoWira
Information Handbook

Introduction

The Information Handbook

In this Information Handbook, you will find the components that are necessary to organise and
develop your group’s EcoWira project.

The Information Handbook contains:
1. The Curriculum Framework
2. The Syllabus
3. The Session Plans

The Design Thinking model is at the core of the programme and drives each face-to-face
session, and the student-led challenges, which occur in the weeks between each face-to-face
session.

There is also a separate student workbook which details the steps you can take in order to meet
your targets and ensure you have made a lasting impact on their local community, via your
EcoWira Project.

We hope this information Handbook supports your endeavours to make a difference and
provides experiential learning and skills which will stand you in good stead as an eco-hero, and
in life.

Have fun and enjoy the journey!

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EcoW
Student H

The Curriculum Framework

Environmen

Focus A

ENVIRO
PEO
ANIM

Mapping Design Thinking and R

Describe a Problem Identify Solutions

Empathise Define Ideate

Local Issues Local Solutions

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ntal Literacy

Areas:

ONMENT
OPLE
MALS

Roots & Shoots 4-step formula

Take Actions Celebrate Success

Prototype Test

Local Heroes Local Actions and Successes

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Student H

The Syllabus

• Face to face sessions: 6 x 45-min contact sessions – February to July
• Student-led challenge sessions: 4 to 6 hours, between contact sessio
• Project-based learning: Related to ‘divergent thinking’ - to think ‘ou

Session Details

1. Introductory/House

EMPATHISE Learning Objective:
Describe a Problem To be aware of the information and expectations of the EcoWira project

Success Criteria:
• identify the focus areas
• explain Design Thinking process
• explore online components – Google classroom

45-min Class Session INTRODUCTION: (including Advisors and Teachers)
• Videos of: Jane Goodall; Roots & Shoots | EcoWira; Objective of th
areas: Environment, People, Animals |clips of recent inspirational
by EdTech team for the launch event]
• Introduce Design Thinking Process (4Cs, Divergent thinking)
• Introduce Student online learning portal – Google Classroom
• Introduce concept of working on their topic each contact session
student-led challenge sessions
• Plenary: Main points, make groups
• Set Student-led challenge session activity

Student-led • Access/log-on to the online platform (Google Classroom)
challenge session • Search information using resource list
2 – 4 hours per week • Explore Design Thinking cycle
• Localised needs analysis: what issues need solving in local commun

and carry out observations

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y/August
ons
utside the garden box’

Related Resources
(videos, news articles, etc)

ekeeping session (Feb)

LINKS
Roots & Shoots Malaysia website and resources: http://rootsandshoots.my/
The Jane Goodall Institute: http://bit.ly/35uvHr1
Roots and Shoots worldwide resources, videos, links, etc:
http://bit.ly/2QQp25b
Design Thinking cycle: http://bit.ly/2QvgtOo

he project | 3 Focus ENVIRONMENT
l projects [Video made Guide to Getting Started: http://bit.ly/2MWEoUD
PEOPLE
and the follow-up Jane Goodall on Roots and Shoots: Animated: http://bit.ly/2QRsz31
ANIMALS
Jane Goodall Ted Talk: What separates us from the Chimpanzees:
http://bit.ly/2txIPOO
Wild Amazon: http://bit.ly/2rZfFrm

nity? Interview people Expected Products/Outcomes:
➢ Google slide about Jane Goodall and Roots and Shoots
➢ Completed ‘Empathise’ component of their workbook

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Student H

2. Local Issu

DEFINE Learning Objective:
Describe a Problem Identify, define and plan a focus area on the environmental issue pa
solve

Success Criteria:
• Explore various local environmental issues related to the fo
• Choose and examine an environmental problem to solve
• Generate a Driving Question of their community project

45-min Class Session • Share researched issues in local community
• Identify a focus area to work on as their project
• Set Student-led challenge session activity

Student-led • Generate Driving Question for their project
challenge session • Do research/read about their chosen focus area
2 – 4 hours per week • Start building their own Google Site

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ues (March)

articipants want to Links:
ocus areas Ted Talk - general environment issues: http://bit.ly/36xcvtQ
Ted Talk - general ecology topics: http://bit.ly/2ZUfdHB

ENVIRONMENT
Pilot project for Sungai Kim Kim: http://bit.ly/2SXg34H
PEOPLE
Haze issue in Malaysia: http://bit.ly/2QwHfpr
ANIMALS
Malaysian Animals (several resources): http://bit.ly/2ZXrrPv
Jane Goodall Ted Talk: Helping Humans and animals live together:
http://bit.ly/2QV0dF0
Gibbon rescue in Thailand: http://bit.ly/36uTN6p

Expected Products/Outcomes:
➢ Completed the ‘Define’ component of their workbook
➢ A Google site of their project (An overview & their Driving

Question)

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Student H

3. Local Solu

IDEATE Learning Objective:
Identify Solutions Generate multiple solutions and decide on the best option to addres

Success Criteria:
• Collaboratively identify possible solutions for their focus are
• Rank their solutions according to effectiveness and feasibili
• Decide collectively on the best solution for their problem

45-min Class Session • Watch related videos for this session
• Develop a list of own ideas for chosen focus using the ‘Idea

their workbook
• Set Student-led challenge session activity

Student-led • Discuss ways of working and their prototype-building plan
challenge session • Identify community members/teachers/peers who can sup
2 – 4 hours per week
prototype-building
• Sketch prototype, get feedback, revise sketch

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utions (April)

ss their focus area Links:
Roots & Shoots Malaysia website and resources:
ea http://rootsandshoots.my/
ity School Ocean Awareness video: http://bit.ly/35A9JmF
Shanghai Roots & Shoots plastic awareness project:
http://bit.ly/36wRnUC
Building an organic school garden: http://bit.ly/2sJKbWP

ate’ component of ENVIRONMENT
Malaysia Trash Heroes: http://bit.ly/2sSJQRx
PEOPLE
Malaysia Voluntourism projects: http://bit.ly/2SZyvtJ
ANIMALS
Jane Goodall at DAVOS World Economic Forum:
http://bit.ly/2QymV7f
Desert Seas – Sir David Attenborough: http://bit.ly/2FnwXSf

pport them in the Expected Products/Outcomes:

➢ Team norms
➢ A project plans
➢ A list of mentors to support
➢ A final sketch of their prototype

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Student H

PROTOTYPE 4. Local Her
Take Actions
Learning Objective:
Plan and build a prototype of their solution to address their identifie
problem

Success Criteria:
• Identify resources needed for their prototype
• Plan their timeline for prototype completion
• Distribute roles in completing their prototype

45-min Class Session • Make a list of resources needed to build prototype
• Plan timeline for project
• Distribute roles for project

Student-led • Collect resources needed for their prototype
challenge session • Build the prototype using the collected resources, according
2 – 4 hours per week • Get feedback from teacher/mentor for support

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roes (May)

ed environmental

Links:
Lara Ariffin, Founder of Nuvista Media: http://bit.ly/2FuLTOc
Life Origin Malaysia: https://www.lifeorigin.my/

ENVIRONMENT
Malaysian Nature Society: https://www.mns.my/
World Wildlife Fund (WWF) Malaysia: http://www.wwf.org.my/
Justine Vaz, General Manager of The Habitat Foundation:
https://we.tl/t-iVgFntMBfY
PEOPLE
Sabah Wildlife Department Rescue Unit: http://bit.ly/2QRtvo3
Malaysia - Panasonic Econation House: http://bit.ly/2Qy2lUB
STAR2 Newspaper - Environment supplement online:
http://bit.ly/2QVDJEd
ANIMALS
Ted Talk - Cecil The Lion: http://bit.ly/2Ftdsrf

Expected Products/Outcomes:
➢ A prototype of their project
➢ Updated Google Site of their project

g to the set timeline

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Student H

TEST 5. Local Act
Take Actions
Learning Objective:
To put their solution into place by testing it out in their community

Success Criteria:
• Test prototype into action
• Analyse feedback about prototype trial
• Improve prototype to include new ideas/feedback

45-min Class Session • Identify areas/aspects that they need feedback on
• Figure logistics to test their prototype out
• Plan to test final idea using the ‘Test’ component of their st

Student-led • Test their prototype and record observation of the test
challenge session • Improve their prototype based on their observation
2 – 4 hours per week • Get feedback from their teacher/mentor for the second tria

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tions (June)

GENERAL
Inventions saving the earth: http://bit.ly/2QRCV2Z
Ted Talk - Soil & Climate Change: http://bit.ly/2N2PcQX

tudent workbook ENVIRONMENT
Ted Talk - plastic waste: http://bit.ly/39Lacp4
Ted Talk: Use the ocean without using it up: http://bit.ly/2ukHWcI
PEOPLE
Malaysia leading environmental issues: http://bit.ly/2SYCK8J
Ocean Clean-up Technology: http://bit.ly/2QQqqop;
http://bit.ly/2QWvWWq
ANIMALS
Orangutan centres: http://bit.ly/2ZYFZyE
Al-Jazeera reports: http://bit.ly/2sRpsQE
Volcano nation inhabitants– Indonesia: http://bit.ly/2ukI7EU

Expected Products/Outcomes:

al ➢ An improved version of their prototype
➢ Updated Google Site of their project

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Student H

6. Local Suc

Learning Objective:
Share process and celebrate success

Celebrate Success Success Criteria:
• Develop a resource to share story with an audience
• Incorporate photographs or short videos of work complete
• Share with community

45-min Class Session • Create a storyboard of their prototype (videos/photos/test
• Finalise their Google Site

Student-led • Share the outcome of their solution to the public (eg: schoo
challenge session • Showcase the journey/milestones via their Google Site (beh
2 – 4 hours per week

Other Helpful Resources:
UNESCO video about sustainability: http://bit.ly/2ZVyDM6
UNESCO Africa – a teacher’s perspective: http://bit.ly/2sWbHAa
Extract from BBC’s Blue Planet II: http://bit.ly/2QtWO0W
Animated video: http://bit.ly/2urnwir
WWF & TES online course for setting up sustainable schools: http://bit.ly/2Qup

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ccess (July)

Link:
Jane Goodall Institute: Project Peer Education: http://bit.ly/2Qsfgai

ed

timonies) ENVIRONMENT
Roots & Shoots Malaysia projects: http://bit.ly/2FroLR2
ol community) PEOPLE
hind the scenes) Roots & Shoots Malaysia events: http://bit.ly/2FosjmU
Roots & Shoots Malaysia Projects: http://bit.ly/2FroLR2
ANIMALS
Jane Goodall Institute projects: http://bit.ly/2QsfeiG
Roots & Shoots Malaysia projects: http://bit.ly/2FroLR2

Expected Products/Outcomes:
➢ Final google Site
➢ Feedback from the public

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EcoWira
Student Handbook

The Session Plans

Presented on the following pages are the six, face-to-face, interactive sessions, which take
place during the school’s regular schedule.

The information about the student-led challenges, which occur in the weeks between the
face-to-face sessions, are contained within the session plans, as part of the Plenary activities.

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Student Handbook

Session Plan 1 - Introduction

Learning Objective: Success Criteria:

Students will be able to: Students will be successful if they are able to:

Display awareness of the information and expectations of the • identify the focus areas: Environment, People, Animals

EcoWira project • explain the Design Thinking process

• explore online components – Google classroom

Expected Products/Outcomes:

• Completed ‘Empathise: Part A’ component of the workbook

• Needs Analysis for a local issue in the local community

Main Resources: Additional Resources:

Jane Goodall on Roots and Shoots (Animated video): Roots & Shoots Malaysia website and resources:

http://bit.ly/2QRsz31 http://rootsandshoots.my/

EcoWira Introductory Video for students: The Jane Goodall Institute: http://bit.ly/35uvHr1
http://bit.ly/39FdDhf
Roots and Shoots worldwide resources, videos, links, etc:
Design Thinking cycle: http://bit.ly/2QvgtOo http://bit.ly/2QQp25b

Wild Amazon: http://bit.ly/2rZfFrm

Lesson Outline Impact/ Reflection

Starter INTRODUCTION: (including Advisors and Teachers)
• Introducing Jane Goodall and Roots and Shoots
(5 mins)
“Jane Goodall on Roots & Shoots” (Animated video)
Main
Activities • Share the concept of Roots & Shoots 3 focus areas: Environment, People,
Animals – highlight the concept of the interconnectedness of the three
(35 mins) elements

• Show EcoWira Project introductory Video
• Inform students about the nature of the EcoWira project – to work

together to develop solutions to local issues through the Design /thinking
process
• Share the 21st century skills/collaborative nature of this process
• Discuss the student-led sessions in between face to face classroom sessions
– logistics, planning, organising their own teams, etc.
• Design Thinking Process – match 5-steps of the cycle with a scenario and
answer reflection questions
• Show clips of recent inspirational projects – link with the Design Thinking
Process – can the students identify the empathise, define, ideate,
prototype, and test steps in the videos? How might the project work
through the cycle?
• Google Classroom/Google Drive/Docs etc – updating, photos, links, news
reports, activities in student-led challenges

Plenary Set Student-led challenge session activity:
• Access/log-on to the online platform (Google Classroom)
(5 mins) • Search information using resource list
• Explore Design Thinking cycle on the Google Classroom
• Localised needs analysis: what issues need solving in local community?

(Interview people and do observation to bring information to the next face
to face session)
• Students make projects teams – 4 to 6 in each team, depending on the size
of the club. (In Session 2, these teams will choose ONE identified project per
team to work on, based on either environment, people, animals focus.)

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EcoWira
Student Handbook

Session Plan 2 – Local Issues

Learning Objective: Success Criteria:

Students will be able to: Students will be successful if they are able to:

identify, define and plan an environmental issue to • explore various local environmental issues related to the focus

solve areas

• choose and examine an environmental problem to solve

• generate a Driving Question of their community project

Expected Products/Outcomes of ‘Student-Led Challenge Session’:

• Completed the ‘Empathise: Part B’ and ‘Define’ component of their workbook

• A Google site of their project (An overview & their Driving Question)

Main Resources: Additional Resources:

ENVIRONMENT Ted Talk - general environment issues: http://bit.ly/36xcvtQ

Pilot project for Sungai Kim Kim: Ted Talk - general ecology topics: http://bit.ly/2ZUfdHB
http://bit.ly/2SXg34H

PEOPLE

Haze issue in Malaysia: http://bit.ly/2QwHfpr

ANIMALS

Malaysian Animals (several resources):

http://bit.ly/2ZXrrPv

Jane Goodall Ted Talk: Helping Humans and
animals live together: http://bit.ly/2QV0dF0

Gibbon rescue in Thailand: http://bit.ly/36uTN6p

Lesson Outline Impact/ Reflection

Starter LOCAL ISSUES:

(5 mins) STAGE 1

Interact with related resources for this session

Main STAGE 2
Activities
• Share/pitch own researched issues from the local community
(35 mins) needs analysis within their own project team = 3 minutes each

Plenary STAGE 3

(5 mins) • As a team, vote for the Top 3 issues
STAGE 4

• Compare the Top 3 ideas with a set of selection criteria in order to
choose most appropriate and feasible issue

STAGE 5

• Share with the whole group for peer feedback and amend plans
where necessary

STAGE 6

• Set the driving questions for the chosen issues
(If there is extra time in the session, teams can begin on planning
for the student-led challenge activities)

Set Student-led challenge session activity:
• Do research/read about their chosen focus area
• Start building their own Google Site* about their team project,
using a link through Google Classroom* (as allowed/permission)

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Student Handbook

Session Plan 3 – Local Solutions

Learning Objective: Success Criteria:

Students will be able to: Students will be successful if they are able to:

Generate multiple solutions and decide on the best • collaboratively identify possible solutions for their focus

option to address their focus area area

• rank their solutions according to effectiveness and

feasibility

• decide collectively on the best solution for their

problem

Expected Products/Outcomes of ‘Student-Led Challenge Session’:

• team norms

• a project plan

• a list of mentors to support

• a final sketch of their prototype

Main Resources: Additional Resources:

ENVIRONMENT Roots & Shoots Malaysia website and resources:

Malaysia Trash Heroes: http://bit.ly/2sSJQRx http://rootsandshoots.my/

PEOPLE School Ocean Awareness video: http://bit.ly/35A9JmF

Malaysia Voluntourism projects: http://bit.ly/2SZyvtJ Shanghai Roots & Shoots plastic awareness project:
http://bit.ly/36wRnUC
ANIMALS
Building an organic school garden: http://bit.ly/2sJKbWP
Jane Goodall at DAVOS World Economic Forum:
http://bit.ly/2QymV7f

Desert Seas – Sir David Attenborough:
http://bit.ly/2FnwXSf

Lesson Outline Impact/ Reflection

Starter STAGE 1
• interact with related resources for this session
(5 mins)

Main STAGE 2
Activities • discuss ideas in the resources and their relation to the team’s
chosen issue
(35 mins)
STAGE 3
• develop a list of own ideas for chosen focus, using the ‘Ideate’
component of their workbook through a CLS eg Idea-Rush, Share-
N-Turns, etc.

Plenary STAGE 4
(If there is extra time in the session, teams can begin on planning for
(5 mins) the student-led challenge activities)

Student-led challenge session activity:
• discuss ways of working and their prototype-building plan
• identify community members/teachers/peers who can support
them in the prototype-building
• sketch prototype, get feedback, revise sketch

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Student Handbook

Session Plan 4 – Local Heroes

Learning Objective: Success Criteria:

Students will be able to: Students will be successful if they are able to:

Plan and build a prototype of their solution to address • identify resources needed for their prototype

their identified environmental problem • plan their timeline for prototype completion

• distribute roles in completing their prototype

Expected Products/Outcomes of ‘Student-Led Challenge Session’:

• a prototype of their project

• updated Google Site of their project

Main Resources: Additional Resources:

ENVIRONMENT Lara Ariffin, Founder of Nuvista Media:
Malaysian Nature Society: https://www.mns.my/ http://bit.ly/2FuLTOc

World Wildlife Fund (WWF) Malaysia:
http://www.wwf.org.my/

Justine Vaz, General Manager of The Habitat
Foundation: https://we.tl/t-iVgFntMBfY

PEOPLE

Sabah Wildlife Department Rescue Unit:
http://bit.ly/2QRtvo3

Malaysia - Panasonic Econation House:
http://bit.ly/2Qy2lUB

STAR2 Newspaper - Environment supplement online:
http://bit.ly/2QVDJEd

ANIMALS

Ted Talk - Cecil The Lion: http://bit.ly/2Ftdsrf

Lesson Outline Impact/ Reflection

Starter STAGE 1
• interact with related resources for this session
(5 mins)

Main STAGE 2
Activities • make a list of resources needed to build prototype

(35 mins) STAGE 3
• plan timeline for project
Plenary
STAGE 4
(5 mins) • distribute roles and tasks for the prototype-building

STAGE 5
(If enough time in the session, teams can begin planning for the
student-led challenge activities)

Student-led challenge session activity:
• collect resources needed for their prototype
• build the prototype
• get feedback from teacher/mentor for support
• update their current progress on Google Site

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Student Handbook

Session Plan 5 – Local Actions

Learning Objective: Success Criteria:
Students will be able to: Students will be successful if they are able to:
To put their solution into place by testing it out in their • test prototype
community • analyse feedback about prototype trial
• improve prototype to include new ideas/feedback
Expected Products/Outcomes:
• an improved version of their prototype Additional Resources:
• updated Google Site of their project
Main Resources:

ENVIRONMENT Inventions saving the earth: http://bit.ly/2QRCV2Z

Ted Talk - plastic waste: http://bit.ly/39Lacp4 Ted Talk - Soil & Climate Change: http://bit.ly/2N2PcQX

Ted Talk: Use the ocean without using it up:

http://bit.ly/2ukHWcI

PEOPLE

Malaysia leading environmental issues:

http://bit.ly/2SYCK8J

Ocean Clean-up Technology: http://bit.ly/2QQqqop;

http://bit.ly/2QWvWWq

ANIMALS

Orangutan centres: http://bit.ly/2ZYFZyE

Al-Jazeera reports: http://bit.ly/2sRpsQE

Volcano nation inhabitants– Indonesia:

http://bit.ly/2ukI7EU

Lesson Outline Impact/ Reflection

Starter STAGE 1

(5 mins) • interact with related resources for this session

Main STAGE 2
Activities
• identify areas/aspects of their prototype that they need feedback on
(35 mins) STAGE 3

• plan logistics to test their prototype

Plenary STAGE 4
(If there is extra time in the session, teams can begin on planning for the
(5 mins) student-led challenge activities)
Student-led challenge session activity:

• test their prototype and record observation of the test
• improve their prototype, based on their observation
• get feedback from their teacher/mentor for the second trial

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Student Handbook

Session Plan 6 – Local Success

Learning Objective: Students will be able to: Success Criteria:
Share process and celebrate success Students will be successful if they are able to:

Expected Products/Outcomes: • develop a resource to share the project with an audience
• finalise Google Site • incorporate photographs or short videos of work completed
• feedback from the school community/public • share with community
Main Resources:
Additional Resources:

ENVIRONMENT Jane Goodall Institute: Project Peer Education:

Roots & Shoots Malaysia projects: http://bit.ly/2FroLR2 http://bit.ly/2Qsfgai

PEOPLE

Roots & Shoots Malaysia events: http://bit.ly/2FosjmU

Roots & Shoots Malaysia Projects: http://bit.ly/2FroLR2

ANIMALS

Jane Goodall Institute projects: http://bit.ly/2QsfeiG

Roots & Shoots Malaysia projects: http://bit.ly/2FroLR2

Lesson Outline Impact/ Reflection

Starter STAGE 1
• interact with related resources for this session
(5 mins)

Main STAGE 2
Activities • create a storyboard of their prototype and test
(videos/photos/testimonies/results)
(35 mins)
STAGE 3
• finalise their Google Site, ready for sharing

Plenary STAGE 4
(If there is extra time in the session, teams can begin planning for the
(5 mins) student-led challenge activities)

Student-led challenge session activity:
• share the outcome of their solution to the public (e.g.: school community)
• showcase the journey/milestones via their Google Site (behind the scenes)

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EcoWira
Student Handbook

Additional Notes

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