YRE LITTER LESS NEW ZEALAND - CLASSROOM GUIDE 2020 - Keep New Zealand Beautiful
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YRE LITTER LESS
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
NEW ZEALAND
CLASSROOM GUIDE 2020
PROUDLY
PRESENTED BY:
UL
KEE
TIF
P
EW
U
A
N
ZEA BE
L AND
1
This guide provides tools
and resources to help
teachers incorporate
the YRE Litter Less New
Zealand Programme into
their classrooms.
BACKGROUND
What is YRE New Zealand?
KEEP NEW ZEALAND BEAUTIFUL FOUNDATION FOR ENVIRONMENTAL EDUCATION
YRE Litter Less New Zealand is a national environmental education programme that gives young people the opportunity to
Weʼre a not-for-profit organisation dedicated to keeping our Young Reporters for the Environment operates in 42 countries
be part of the solution by producing creative and engaging environmental journalism. Participants investigate and report on
communities clean, safe and beautiful. Our campaigns ʽBe A around the world. It is coordinated internationally by the
environmental issues, and propose solutions by using video, photography or writing.
Tidy Kiwiʼ and ʽDo the Right Thingʼ have been part of Foundation for Environmental Education (FEE) and provided in
New Zealand culture for over 50 years. Our rainbow logo is New Zealand by Keep New Zealand Beautiful.
Who can participate? as recognisably Kiwi as L&P and jandals, and still proudly
To learn more about FEE visit www.fee.global
worn on our retro t-shirts today.
Anyone can participate as long as they are aged 11-25 years. Students can enter as an individual or as part of a school,
university or youth group. There are three competition age categories: 11-14, 15-18 and 19-25. In 1967, the New Zealand Government established the Anti
Litter Council, the organisation that is now known as Keep
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
Goals of the Litter Less Campaign New Zealand Beautiful. We started out tackling litter, and
thatʼs still a big part of what we do. Today, though, our work
The aim of the Litter Less Campaign is to educate students around the world about the importance of reducing litter and includes graffiti removal and reduction and waste minimisation
affecting long-term behaviour change over time. The main objectives are: and recycling initiatives. Our wider environmental projects
include community beautification and clean-up events, tree
X To reduce the litter and waste footprint of communities through changes in studentsʼ attitudes and garden planting and waterways and highway restoration. MARS WRIGLEY
X To influence action by organising Litter Less Media Campaigns and Community Action Days in the contexts of global We run sustainability education programmes designed YRE Litter Less New Zealand is proudly brought to you by
development and implementation of the 17 UN Sustainable Development Goals to inspire the next generation of Kiwis. We provide the Mars Wrigley Foundation.
comprehensive resources to support members and volunteers
X To increase student knowledge and practical skills in preventing and managing litter and waste
in their community efforts. And our annual Keep New Zealand
X To improve studentsʼ behaviour in preventing and managing litter and waste Beautiful Awards celebrate our best towns, cities and local
heroes, who lead the way with their outstanding environmental
X To raise awareness on issues related to local litter and waste treatment and solutions through articles, photographs and videos
and beautification work.
X To create responsible ESD Leaders through the YRE programme methodology and educational principles
To learn more about our work visit www.knzb.org.nz
2 3
THE PROBLEM OF LITTER YRE IMPLEMENTATION
Definitions for litter In 2020 students will be asked to investigate a topic on COMMUNITY ACTION DAYS
REDUCING PLASTIC WASTE
One can identify litter in many ways. In this campaign litter is defined as follows: Schools/groups will be encouraged to organise a Community
Action Day where young reporters will activate other students
ʽLitter is waste in the wrong placeʼ and/or community members to take action on a litter problem.
YRE FOUR STEP METHODOLOGY
That is, rather than being placed in a bin or other waste container, waste is left on the footpath, park or school This action will be an activity involving the whole school and/
1. Investigate a local environmental issue or wider community and could be part of a school open day
field. Litter is untidy and unsightly and can affect peopleʼs view on the quality and safety of an area. Litter can
consist of anything from a tiny sweet wrapper, or an empty sandwich box, to a discarded mattress in a public 2. Research and suggest achievable, practical solutions or be a practical activity relating to raising awareness about
park. to your issue litter. The Action Day can be incorporated into KNZBʼs annual
Clean Up Week which is held in September. KNZB can provide
The majority of litter comes from people dropping it intentionally or unintentionally, although some litter comes 3. Report your story through writing, film or photography
all resources (bags, gloves, certificates, event guide etc) free of
from other sources, for example wind-blown or natural litter. Litter includes synthetic materials, such as those 4. Disseminate your entry through at least three different charge for each Clean Up Event.
associated with smoking, eating and drinking; and materials that will eventually decay, such as food waste and media
dog fouling.
UNITED NATIONS SUSTAINABLE DEVELOPMENT
Sources of litter GOALS (SDGS)
Litter comes from different sources, and different people. For instance, it may be intentional litter from motorists All YRE entries must be linked to one of the 17 United Nationʼs
discarding litter out of windows, pedestrians dropping litter on the street or footpaths, or people on picnics and Sustainable Development Goals.
other public space events. For example, a story about a school replacing cling film
Unintentional litter may come from uncovered loads of rubbish that can easily be blown out of trucks, cars and with beeswax wraps in packed lunches could be linked to
trailers, household rubbish and rubbish from the wind and animals disturbing unsecured items. Other causes are Goals 11 or 12.
commercial rubbish that can become litter if not secured by good covering, and uncontrolled building waste.
Impact of litter
Litter can be harmful to people, animals and the natural environment, as it can threaten their existence and
evolution. The major impacts involve the threatening of public health, the risk of fire hazards, threatening, or
even killing wildlife, and serious harm of waterways. Furthermore, litter directly and indirectly affects the tourist
industry and quality of life; as a result of this irresponsible pollution, protecting the environment from litter
requires more spending, which could have been used in environmental preservation or development instead. Refer to Appendix 2 for further information about YRE Methodology
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
Check out the following figures on the duration it takes for litter to disappear naturally: PLAN AND IMPLEMENT A SOCIAL MEDIA CAMPAIGN
Full information on each SDG is provided on the United Nations
X Paper 6 months Schools/groups will be expected to support young people
website https://www.un.org/sustainabledevelopment/
X Cigarette butts 2-5 years to plan and implement a Litter Less media campaign. KNZB
sustainable-development-goals/
will provide schools/groups with a full media kit to guide you
X Banana peel 3 months
through the process.
X Plastic bags 10-30 years
X Gum 20-25 years The aim is for schools to publish at least one article/photo/
video per month (on a school/national or international level)
X Aluminium can 200-400 years
presenting activities relating to SDGs and litter. These can
be based on individual, school or local community activities.
Schools could form partnerships with a local media, use their
existing social media channels (individual, school or YRE),
publish work in school newsletters/exhibitions, YRE blogs etc.
4 5
Name
3) Pure nature?
Sheet
3
Group
How nature processes plastic
How n
ature
Everybo process
es plast
By conducting a compost experiment, your students will
dy has
thus su see
ffer a tra n it: the pic ics
YRE LESSON PLANS
cigare gic death ture of
tte marine
and co butts that wi . On beache an
nverted ll take s and str imals that mi
into reu deca ee stake pla
examine how different rubbish objects are decomposed by
land is
also da sable pla des to deco ts one finds stic rub
evapora ngerous stics by mpose. pla bish wi
ting pla for hu means That is, stic bags, foo th foo
plastic sti ma unless d d and
micro-pa cizers make ns: due to fric of recycling they are packaging,
on our rticles s plasti tion, the processe prope and
c rubbis s. rly dis
nature. The students will hereby become acquainted with the
dinner are the
table. n eaten h disint effects on ult Plastic in ou posed
of
by anim egrate raviolet r ocea
als and into sm rad ns and
by the aller an iation an on
end of d small d
the foo er parts.
d chain Th
risk potentials that different plastic materials have for the
they lan e tiny
d right
These lesson plans will support students on
TASK 1:
Try to
teacher. develop
environment. The final work assignment asks the students to
Conduc a comp
paper t an ex os
tow perimen t system tog
decomp els, banana t in a 1.5 ether
their YRE journey and included activities and
os pe with yo
experim e with organ els, chewing litre bo ur biolog
ent vis ic waste gum, pla ttle and see y
find alternatives to the use of plastic in their everyday lives.
works it how qu
heet #6 our resource . To learn mo stic, and oth ickly
‘Make s re er subs
Your Ow section at ww about how tances
assignments based on the YRE methodology.
n Comp w. to co
ost Ma yre.org.nz an nduct the
ker’. d down
load
waste
ect on
The following topics are covered: Name TASK 2:
ol proj
Du
Sheet
4 bags "on e to the fac
scho
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want to
onwide
sta to
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stic sho
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tools an other ically
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. Imag ev e pie
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and pro tainably
X Sustainable Consumption
l eco tect ma
example t deal oto rine an
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summe : with the story that de pollution systems fro d
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park, ha r, finall
y schoo
topic of picts typ
ical impacts as well as ad
d a pic rubbis of oce dress the
home. nic, an l h and
Bu d played holidays. Yo an acidif
ication.
day? Th t what are yo u spent
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ckagin bish tha it’s alm in the
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your frie ed up over the
X Learning to be an Environmental Journalist
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n James nds can course
had an discard of
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ences e this
school regard situation?
fie ing ho
more car ld trip - do yo w you hand What
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Rubbish and littering behaviours in the group
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w to avo behaviour of your If you are ou position
rubbis t
id rubbis of oth
ers ha h more with your frie ? Share your
h and or less, nd
how yo ve you notic more tho s or on a
u can ke ed?
ep publi Develop rec roughly or
c spaces omme
clean. ndation
s
TASK 2:
This worksheet instructs your students to write a screenplay
Now co
Incorp ntinue
ora working
in Task te your experi on your
1. This ences scree
includ
of the
situatio es: ma and ideas tha nplay.
the sol n, in ch t yo
ution of a situation co aracters, the u worked on
for a film or a photo-story regarding their littering behaviours
waste
the co nflict / time an
nflict. proble d
m, a clim place
ect on
ax, and
ol proj
and rubbish practices. By dealing with this topic using these
scho
onwide
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types of media, your students can learn how to identify and
A Basket
describe a conflict related to littering from their everyday lives
Waste
5, Give
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and how to develop workable solutions to such problems. The
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WORKSHEETS
Name
Sheet
form of role-play allows students to take on and articulate
1
different positions in the conflict.
Group
Name
1) Iʼve had Enough! ACTIV
classm
ITY
: Bring
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some
ion, ze
ro-wast
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Sheet
5
ate
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Low-waste nutrition and packaging
lunch
the rub s. During lun from ho Group
bish int
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ch pile
up your
me for
a "litter ing
5) Advertise & inform
categori rub less lun
es: packa bish on on ch" tog
ging ma e side ether
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and org table. ur
anic wa Afterwards
ste. separa
TASK 1: te Creati
Creativity and communication in dealing vity
Which
littering and comm
waste packagin
ful, an
The students will organise a ʽlitter less lunchʼ together. This
d which g is ne
packagin cessary (e.g.,
List the
amount g is co
mpletely
for hygie un ication
in the un
nic rea
son in deal
with rubbish and littering
statistic
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necessar
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packagin
ACTIV
ITY : There ing wit
iew be food ve h rubb
will teach the students about what kind of packaging types
g is are oft
RUBBIS low an
d comp nd
schools. ors, in pede
en large ish an
H STAT are the strian amounts
d
ISTICS results! twice!
As a co
nsume zones,
spo
of litter
around
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you pa u pay for the is forced rting events street
y once pa to pay and ou
more for ckaging wh
and amounts are used and discarded during their daily meals.
can be for thi tsi
Necessa recycl
ed /
rubbis
h. Imag the en you s rubbis de
ry pack Numb reused agency ine cle an buy h
aging er and yo you are a pro -up cost of the the item and
Wastefu u are co
This worksheet asks students to research various anti-littering
campa ject ma carele then
l packag Yes ign mmiss nager ssly litt
ing No amount . The campa ioned at an adve ere d
As a next step, they can develop ideas on how to limit or
of rub ign to de
Unnece
ssary pa bish tha should contr velop a litter rtising
t is litt
ckaging ered in ibute to decre prevention
the cit asi ng
campaigns either online or in local media. The worksheet
y or tow the
n centre
.
avoid the amount of such packaging. The worksheet serves TASK 2:
Discuss
prompts the students to analyse and appraise the materials
could with yo
waste
avoid ur classm
using thi ate TASK 1:
as a personal approach to the topic. On the worksheet the
s kind
My op of packa s about what
ect on
inion: Conduc
ging. role yo that ha t onlin
u think ve e resea
slogans been publishe
ol proj
............ packagin rch for
action
they collect. With these campaigns as a motivation and
............ or say
g serve ings can d regarding s, cam
scho
............ s and if/h you fin the top paigns,
............ ............ and
students will develop their preliminary answers and ideas,
ow on d? Do ic
you thi of rubbish an media article
onwide
............ ............ e
............ ............ nk your d litteri s
............ ............ ............ campa ng
ign is co . What
- The nati
............ ............ ............
starting place, the students will now develop their own
............ ............ ......... nvincing
............ ............ ............ ?
which they will then put into concrete terms with the help of
............ ............ ............
a Basket
............ ............ ........
............ ............ ............
............ ............ ............
Waste
............ ............ ........
waste
anti-littering slogans and campaigns. The students will thereby
............ ............ ............
............ ............ ............
ect on
5 Give
the tasks in the following worksheets.
...... ............ ............ .........
............ ............ TASK 2:
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train the reflected use of the internet as a medium for
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bra ng the gans for
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ble litt
tion as telev es can includ ssroom
- The nati
and con aims to enc ber tha er
our ision, ne e bo t comm wall.
import sumers to rec age indust
acquiring information. Furthermore, they will be sensitised to
media wspape th classic off unica
ant goa ycle and ries, bus can be rs, and line me tion
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
natura l in ine use
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l resour the efficie reduce waste sses and blo billboard dia suc
nt manag gs. The d, i.e., websi h
tes, soc s, but also on
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and pol disposal of ent of our are ve groups ial me
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the psychological mechanisms of advertising and marketing.
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Group a-
Name Name
Sheet
6
Sheet 2
Group
rubbish bins aro
und the school
2) Litter Hot Spots on your way to school!
Littering and
ACTIVITY: As a
group, collect
or photograph
the litter and rubbi
one week). Sprea
sh you find on
d the photograph
your way
s or the rubbish
ging, glass,
Littering and rubbish bins around the school ACTIV
ITY
Experi
ment:
PET co
to school (on one
day / throughout ding to type (pape
r, plastic packa showing : The compos mpost
e and separ ate them accor explain
the de
co
t make
r expe maker
across a surfac other). how to mposition of riment
is an ea
chewing gum, that in make
a PET-c organic and
organic waste, your cla
ompost inorga
sy, chea
p and
ss. nic ma vivid me
maker
The worksheet will encourage your students to research the
order: TASK 1: and co terial. thod of
rubbish types in d? ntribu These
s the individual lying on the groun Get all te ideas instru
TASK 1: Discus rubbish was simply o 1.5
the ma
terial. of how ctions shou
rubbish bins, which Here is to incorp ld
6) Make your own compost maker
litre PE
did you find in ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ o On T
e piece bottle
what yo orate
Which materials ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ u
types of rubbish, litter amounts, and rubbish bins along the
o On wi ll need
ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ e
of colou :
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ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ h article of cloth on
For which rubbis litres wo
(e.g. ha struction pa
l rubbish bins? recycling)?
o 0.3 od ch
have their specia icals, organics, litres co ips ndkerch per (A4 o Ru
Which materials batteries, chem o 0.3 mpost ief) ) bb
o Sa er band
possibilities (e.g., litres (soil
path they take to school each morning. The worksheetʼs task
proper disposal ……………… bubble rubbish (pa from an exi uc
……………………………… per tis sting co o Cu er
……………………………… grocer
gum, bio sue mp tting kn
………… ………… ……………………………… y bags, degradable s, banana pe oster) o Dr
ill with
ife
………… disposab packi els 5-6mm
Interview him/h
er and ask: le tablew ng material , (5-6m
This experiment can be conducted as an extension of
m diame drill bit or
waste disposal. TASK 2: are) s e.g. o Ca
will help the students by clarifying the connection between
responsible for How to nd ter) nail
who in your school is ......... ........................ setup o Ta le
TASK 2: Find out ......... ......... your PE pe
........................... 1. Rin
T comp
........................... se the
ost
........................... 2. Dr bo ttle an maker:
........................... ill holes
Worksheet #3, Pure Nature. Students learn how to make their
d let dry
d? into the
their actions and the consequences of such actions. Your
or reuse ........................ .
can be recycled ...........................
the up bottle
Which materials ........................... This wa
per thi
rd of bottle
(or he
at up the
........................... y the
........................... 3. Cu . nail ov
........................... t off the compost is pro er the
candle
own compost maker to highlight the differing decomposition
mater ials? ........................ 4. Sca upper vided and bu
school is used as an exemplary part of the environment that
from these ......... tter a third of with en rn the
What is made .................. 3-4cm the bo ough ox holes in)
........................... waterlog layer of ttle usi ygen.
........................... ng the . Leave
........................... 5. Ch ging is wo
prevente odchips in cutting out
waste
........................... op the d. the knife.
rubbis base of
aren't recycled? ...........................
...... 6. Fill
rates of organic and inorganic material.
to things that h int bottle
ect on
the mi
ns ......... xture in o small pieces . This wa
the students can attempt to improve by proactively altering
happe .........
What ........................... cover y the wa
........................... the bo and mi
ol proj
it. ter
........................... ttle an
on waste
7. Pu d use the x wi th the can
........................... t the co piece of remain seep aw
ay and
scho
r? loured ing wo
h disposed of furthe ………………………..
Microorg paper cloth an odchips
school project
How is our rubbis anism around d rubbe
onwide
………… 8. Pu and the
their own behaviour.
………… ………… t every s are your co r band compo
……………………………… thing on more produ mpost
er and to st soil.
………………………………
The nati
a saucer ctive attach
to conta when it is da it with
in excess rk. the tap
The nationwide
up into TASK 3: e.
brainstorm! Divide
a Basket-
Upkeep water.
litter reduction you 1. Ch
a rubbish and sting ideas of how !
TASK 3: Organise to develop intere
op any
new ma
use 10 minutes l.
Waste
a few teams and litter at your schoo the mi terial (ab
of rubbish and croorg out the
se the quantity anism
Give Waste a Basket-
ates. happen
want to decrea ideas to your classm s have width
5 Give
t your tips and s faster a bigge an
Afterw ards, presen menda tions as 2. Wa
ter the . r surfac d length of on
many recom
bild 201
es to name as compost e to att e finge
team gets 3 minut water ack an r). That
The rule: Each ideas, wins the will cau in your d deco way
present the most se bottle mposi
ever team can
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spong
possible. Which e. When the soil to sta once a
week.
tion
you squ rt rottin But be
te Action dripping
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competition. SDG #13 Clima do ee ze g. The carefu
United Nations
3. Ge wn. it there compost l: Too
ute to ntly mi must on should much
gasses that contrib x the co ly be a sm be as we
ons of greenhouse posing evenly
decomp mpost once
to reduce emissi methane is decom all am t as a
This SDG aims t producers of , osed. a week. ou nt of water
One of the bigges ant for us to reduce That wa
global warming. why it is import y the co
ls. This is one reason le. mpost
rubbish in landfil whenever possib gets ae
reuse and recycle rated
DOWNLOAD RESOURCES DOWNLOAD RESOURCES
and
6 7
STUDENT ENVIRONMENTAL JOURNALISM GUIDES
KEY TASKS & TIMELINES
Below is an example of a possible timeline for the project, based on typical term
Writing schedules for New Zealand schools.
Guide to writing like an Environmental Journalist
FEBRUARY
This guide will help students to learn the six steps for writing
X Teachers receive support either in-person, on the phone or online to introduce them to Keep New Zealand
an article that is engaging and interesting. The guide is full
of tips and examples for producing an excellent piece that Beautiful and the project and help them incorporate the programme into their curriculum. Teachers/students
will educate people about a significant environmental issue download the YRE resources from the KNZB website.
in the community.
X Schools receive KNZB media kit to assist with planning a school environmental social media campaign.
MARCH
X Students start work on their assignments (see Appendix 1 for student resources and useful links).
MAY
X Teacher has a mid-point check-in call with Keep New Zealand Beautiful to discuss how programme is
coming along/any challenges. KNZB will visit a sample of schools over the programme to inspire, assess
Photographing
Guide to photographing like an Environmental Journalist progress and take pictures for reporting purposes.
Students learn tips for photographing in natural spaces.
ʽA picture is worth a thousand wordsʼ and this guide JULY
has plenty of examples of great photos which will get
students thinking about how they can transfer some of X Students submit their projects to the national competition online at www.yre.org.nz
the qualities of an effective photo to their own shots. (see rules for more information).
AUGUST/SEPTEMBER
X YRE Litter Less New Zealand Jury will judge entries in national competition.
X KNZB will forward winning entries to FEE for international competition in the following year.
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
X KNZB provides survey for teachers to administer to students for measuring behaviour
and knowledge in the YRE Litter Less classes.
X Schools hold a Community Action Day (in conjunction with KNZB Clean Up Week).
Filming
Guide to filming like an Environmental Journalist
NOVEMBER
This guide is full of tips for shooting great films. X KNZB holds National Winners Workshop for winners in each category.
From writing an initial script to editing the final production, The workshop will also include an Awards Presentation.
this guide will step students through the process of producing
an engaging short film article.
DOWNLOAD RESOURCES
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ACCEPTANCE CRITERIA FOR YRE NATIONAL COMPETITION APPENDIX 1 - RESOURCES
Submissions for the YRE National Competition can be entered online at www.yre.org.nz
KNZB DOWNLOADABLE RESOURCES:
In order for your students to submit their article, photo or video to the YRE National Competition, there are a few
criteria they should adhere to: Visit https://www.knzb.org.nz/yre-resources/
to download the following lesson plans and resources:
1 4
The piece must investigate a local issue There must be a short explanation YRE LESSON PLANS:
relating to plastic, propose possible of the link between the topic X Waste Management
solutions through an expert or different and a chosen United Nations X Litter
X Packaging
local stakeholders, and report the Sustainable Development Goal.
X Sustainable Consumption
findings through writing, photos or video. X Marine Waste
X Learning to be an Environmental Journalist
2 5 YRE WORKSHEETS:
The submission must be the correct Any non-original pictures and music X Worksheet #1 - Nutrition, zero waste & packaging
length, size and format, etc. See specific which are been used in the Article X Worksheet #2 - Littering & Rubbish Around School
guidelines for Articles, Photographs and and Video must have accreditation X Worksheet #3 - How Nature Processes Plastics
Video in Appendix 3: Competition Rules. and permission for usage. X Worksheet #4 - Rubbish & Littering Behaviours
X Worksheet #5 - Creativity & Communication
X Worksheet #6 - Experiment (PET Compost Maker)
3 6
The piece must have been disseminated Students may work individually or in STUDENT HANDBOOKS
to local audiences through at least a group of up to three people and X Guide to Writing like an Environmental Journalist
three different outlets. It is mandatory may submit a piece in each X Guide to Photographing like an Environmental Journalist
X Guide to Filming like an Environmental Journalist
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
to supply evidence of dissemination of the three categories.
by providing links or pictures.
STUDENT VIDEO TUTORIALS
PLEASE REFER TO APPENDIX 3 FOR FULL COMPETITION RULES AND JUDGING CRITERIA
X Writing 101
X Photography 101
X Video 101
PRIZES
Students who place first in their medium will receive prizes from our SUSTAINABLE DEVELOPMENT GOALS
sponsors and the opportunity to attend a YRE Litter Less workshop
X YRE & The Sustainable Development Goals
and prize giving ceremony. Winners will also automatically be
X Sustainable Development Goals A4 Poster
considered for the YRE International competition.
X Sustainable Development Goals Comic
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OTHER USEFUL LINKS APPENDIX 2
YRE METHODOLOGY
ENVIRONMENT
X Royal Society - Plastics in the Environment - Resource with infographics
X PM Chief Science Advisor - Rethinking Plastics in Aotearoa
X KNZB Litter Hub - News
X NZ seas worst in world for seabirds eating plastic
X MfE Reducing - Marine Pollution
X NZ Science Teacher - Our Plastic Oceans
X Newshub - Seabirds now eating Plastic
X Waikato University - Biodegradable plastic from animal protein waste
X United Nations Sustainable Development Goals
X Sciencelearn - Recycling and biodegradability
X Sciencelearn - Waste Management
X Young Ocean Explorers - Stop Plastic
X Young Ocean Explorers - Crazy Plastic Journey
X Orchestra of Recycled Instruments
X (Enviro)Mental documentary
JOURNALISM
X Exposure - examples of previous YRE Winners
X BBC - What is News?
X API - What is Journalism?
X Columbia University - Interviewing Principles
X Katie Couric - How to conduct a good interview
2.1 Investigate
X What makes a Good Journalist? Investigate a local environmental issue:
X The Atlantic - What makes a Story Great?
XIdentify, define and communicate a local environmental issue related to plastic
XInvestigate (look up, compare, interpret, evaluate) relevant information from primary and
WRITING
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
secondary sources
X A day in the life of an Evening Standard Journalist
X The two minutes it takes to read this will improve your writing forever XIdentify key individuals and groups and find out what their different perspectives on the
issue are, their approaches to resolving it and their assumptions and goals
XConduct original research, such as surveys/questionnaires, and interview key individuals
PHOTOGRAPHY
or groups to obtain first-hand information
X The Guardian - Basic Camera Techniques
XCover relevant historical, economic, social and/or political implications and possible
consequences of the issue
VIDEO XLink the local environmental issue to the bigger global picture (problem)
X How to Create Awesome Documentary Videos for your Story
XLink the local litter problem to one of the 17 UN Sustainable Development Goals
X Basic video shooting tips
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2.2 Research solution APPENDIX 3
Research solutions to a local environmental issue: COMPETITION RULES & JUDGING CRITERIA
XIdentify a possible solution through expertsʽ/stakeholdersʽ knowledge and opinions and
The YRE Litter Less competition is open to students aged 11-25 who are enrolled at a school, Youth Group or
evaluate the effectiveness of the solution, giving reasons for and against (pros and cons) University that has registered with Keep New Zealand Beautiful to run the YRE Litter Less programme.
XThe solution presented has to be thoroughly explained, well-argued and justified Students may work individually or in a group of up to three people and may submit a piece in each of the three
categories.
Submissions for the national YRE New Zealand Competition can be entered online at
www.yre.org.nz
2.3 Report
Competition Rules
Report on a local environmental issue and its possible solution The piece must investigate a local issue relating to plastic litter, propose possible solutions through an expert or
through a journalistic production targeting a local audience: different local stakeholders, and report the findings through writing, photos or video.
Additionally, see specific rules below for each YRE category.
XIdentify your target audience and choose the best way to reach and communicate with Submissions must include:
them, i.e. which media do they read/watch/listen to? 1. The name of the author(s)
XPlan how you will report on the issue (who needs to be informed? how? when?) and use 2. Their age on the day of submission to the National Competition
the appropriate journalistic format and style 3. The name of their registered school or group
XCreate an article, photograph, or video that documents the environmental issue; where 4. The submissions must also:
possible you should suggest a solution - be the correct length, size and format, etc. See specific guidelines for Articles, Photographs and
Videos below.
XTake a positive approach to inspiring change and finding a solution - be submitted in written or spoken English, or have English subtitles in the case of a video.
- be focused on a pertinent (real and current) local issue related to plastic litter.
- concentrate on possible solutions or present existing possible solutions, using the
2.4 Disseminate knowledge of different local stakeholders or experts (for article and video submissions)
- have been disseminated to local audiences through at least three different outlets.
Disseminate with the local audience: It is mandatory to supply evidence of dissemination by providing links or pictures.
- have accreditation and have permission for usage of the pictures and music which
XShare (disseminate) your work to a local audience through the media, e.g. newspaper, are not original and used in the Article and the Video.
magazine, radio, television, social media, exhibition, film show, local events, etc. - include information about chosen SDG(s), with an explanation of how the submission
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
addresses the link between the topic and the chosen Goal(s).
XStudents will plan and implement a Litter Less media campaign. The aim is for schools to
publish at least one article/photo/video per month (on a school/national or international Article
level) presenting activities relating to SDGs and litter. It can be based on individual, school X Written submissions must not exceed 1,000 words (after translation) in length and may include illustrations and
or local community activities. Schools could form partnerships with local media, use social photographs. The source of all non-original illustrations and photographs must be given.
media (individual, school or YRE), school newsletters/exhibitions, YRE blogs etc. KNZB X An article must be accompanied by a title of not more than 140 characters.
will provide schools/groups with a full media kit to guide you through the process X Articles must be sent digitally in Microsoft Word or .pdf format with accompanying pictures following the
photographic guidelines below.
XOrganise a Community Action Day where participants will activate other students and/or
X Original photographs should also be sent separately (see in what format under photographs below).
community members to take action on a litter problem. This action will be an activity involving
X Max. three pictures including infographics are allowed with captions of max. 20 words
the whole school and/or wider community and can be a practical activity relating to raising for each.
awareness about litter. The Action Day can be incorporated into KNZBʼs annual Clean Up
Week which is held in September. KNZB can provide all resources (bags, gloves, certificates,
event guide etc) free of charge for each Clean Up Event.
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Photograph Video
Three thematic categories Two subcategories:
1. Single photo reportage 1. Reportage
2. Single photo campaign 2. Campaign.
3. Photo reportage consisting of 3-5 photos
X Videos must be no more than 3 minutes long including credits roll* and in documentary, reporter/interview style
(recommended) or as a public service announcement (PSA).
X A video must be accompanied by a title (not more than 140 characters).
1. Single photo reportage X The format must be compatible with supported YouTube file formats.
X A single photograph must be submitted X Background music is only recommended for the campaign type of video.
X A photograph must be accompanied by a title of not more than 140 characters Reportage videos are based on news, events, history, etc., based on direct observation through research and
X It is mandatory for Reportage photography to attach a short description of no more than 100 words documentation.
introduction to explain the link with environmental sustainability and/or a solution to the issue and short
complimentary caption under the photo with 20 words maximum. The text attached must make sense of what Campaign videos aim at a particular lifestyle or value and use persuasive techniques to
the story is in relation to the photo. The text should give the context, the photo should tell the story. promote the authorʼs point of view.
X Photographs must be submitted digitally as .jpg or .png format with a preferable resolution of no less than
150-300 dpi. *It is not mandatory to include credits roll.
Reportage photography, or whatʼs also known as documentary photography, is a photographic style that Judging Criteria
captures a moment or event in a narrative fashion, i.e., images that tell a story. These photos must not be posed, Judges may assign a score of 0-5 based on how well the submission meets the five criteria listed below. Points
nor the scene manipulated in any way. are: 5, Excellent; 4, Very Well; 3, Well; 2, Fairly Well; 1, Qualified; and if it does not qualify 0 points. Participants are
encouraged to meet as many of these additional criteria as possible to improve their work and chances of winning. It
is not, however, compulsory to meet these criteria.
2. Single photo campaign
X A single photograph must be submitted without caption 1. Composition i.e. form, structure and quality
X A photograph must be accompanied by a title of not more than 140 characters X The submission should be well structured and, in the case of articles and videos, meet the basic journalistic
criteria of who, what, where, why, when, and how.
X Photographs must be submitted digitally as .jpg or .png format with a preferable resolution of no less than
150-300 dpi. X The article or video should have a beginning, middle and end.
X In the case of photographs and video, the photo/video should be well made both technically and artistically.
Successful entries are well composed, of high quality and impactful.
Campaign photography, or experimental photography described as using alternative techniques. A photographer
who does experimental photography uses techniques that are not common with usual photography or digital
photography. It is a type of staged photo in which the photographer controls every aspect of the photo and 2. Fair, balanced and objective reporting
when you pose the subject. The image aims at a particular lifestyle or value and uses persuasive techniques to
promote the authorʼs point of view. X The submission (article or reportage video) should be balanced and fair in terms of representing different sides of
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
an argument prior to offering a suggestion of potential solution.
X The quotes used should be from real, credible, sources.
3. Photo reportage consisting of 3-5 photos
X Scientific or statistical reporting should be accurate and supported by sources/footnotes.
X A photo series of maximum 3-5 photos must be submitted
X The photograph or video is a fair representation of reality, and the subject or object has not been manipulated.
X A photograph must be accompanied by a title of not more than 140 characters Editorial alterations to photos or videos (including but not limited to colour, contrast, definition, shadows, highlights,
X It is mandatory for Reportage photography to attach a short description of no more than 50 words introduction cropping, levelling, etc.) are permissible, as long as these alterations do NOT alter the reality of the subject or
to explain the link with environmental sustainability and/or a solution to the issue and short complimentary object of the photo/video.
caption under each of the photos with 20 words maximum. The text attached must make sense of what the
story is in relation to the photo. The text should give the context, the photo should tell the story.
3. Informative and well researched
X Photographs must be submitted digitally as .jpg or .png format with a preferable resolution of no less than
150-300 dpi. X The submission has to cover relevant historical, economic, social and/or political implications and possible
consequences.
X It has to make a link to the bigger global picture.
Reportage photography/Photostory, or whatʼs also known as documentary photography, is a photographic style
that captures a moment or event in a narrative fashion in a series of photos, i.e., images that tell a story. These X The solution presented has to be thoroughly explained, well-argued and justified.
photos must not be posed nor the scene manipulated in any way. X The use of illustrations, pictures, supporting paragraphs, subtitles, etc., has to be thought through.
16 17
DECLARATION OF CONSENT
4. Originality, style and independence
FOR PROCESSING OF PERSONAL INFORMATION AND
X The piece is original in its scope or style i.e. has the participant picked a challenging topic or created an innovative
or moving piece. USE OF VIDEO/PHOTO/ARTICLE SUBMITTED
X The participants should leave the school grounds i.e. engage in field work and interview people in person as well as
on the telephone, not just use or quote online sources.
When signing up to this competition, you agree that we can process your personal data
provided in this submission form and given to us during the competition.
5. Dissemination We process the data so that we can register your participation, judge the submission,
X Dissemination through minimum of three media outlets/events including internal school channels. save what you have submitted and publish your submission.
X Participants need to state the dissemination (type of media outlet etc.) that has been done.
Necessary permission, e.g., for photographing children faces are the responsibility of the author
and must, therefore, be sought. All submissions will be saved in our archives and used by KNZB
In addition, the Jury is at liberty not to award in the case of too few submissions and to give more than one award
in the case of exceptional entries in one or more age categories. The Jury will also give points to journalistic and and the FEE network to promote the winners and the programme.
environmental aspects of the submissions based on their professional backgrounds.
You always have the option to withdraw your consent and your submission to the competition.
Legal matter
Legal matter is particularly important in todayʼs media. It is your responsibility to be aware of the rules and
regulations relating to media content when you work on your submission. Any submissions that FEE finds to be of The Data Controllers are:
dubious legal standing will be ineligible to win the International Competition. If you have any doubts on this matter,
please contact Keep New Zealand Beautiful. Keep New Zealand Beautiful,
3/1 Bishop Dunn Place, Flatbush, Auckland, New Zealand,
Use of music for video entries 09 264 1434,
It is illegal to copy or otherwise infringe upon the rights of copyright-protected music, without the written permission education@knzb.org.nz
of the copyright rights-holder. Obtaining music licences to permit the use of copyright-protected material, even
for a not-for-profit video, can be problematic. As such, it is strongly recommended that you do not use copyright Foundation for Environmental Education,
protected music in a video entry.
Scandiagade 13, 2450 Copenhagen SV, Denmark,
Please note that many platforms currently scan uploaded videos for coincidences with copyright-protected work. +45 70 22 24 27
Work found to be using copyright-protected material is usually detected by copyright bots, and suspended from the info@fee.global
platform. In some countries, infringement of copyright law is enforced, and punishable by hefty fines and a criminal
record. Please be aware of your national copyright laws. TIP: Young Reporters might know some young musicians who
can create their own musical score.
As an alternative, you can resort to the YouTube Audio Library, which offers royalty-free tracks made available for
YRE NEW ZEALAND | CLASSROOM GUIDE | 2020
any not-for-profit creative purpose, and do not require written permission from the rights-holder.
Music may also be published under an open content licensing scheme, such as the Creative Commons licence. There
are still terms, conditions and restrictions applicable for music taken from the above sources, so please ensure these
are fully observed and there is no copyright infringement in your video entry.
18 19PHOTO: YINH LE
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