For this activity we recommend splitting participants into several groups of 5‐6 persons living in the same area (village, district, region, depending on the group origin diversity)

Step 1) Draw your reality (30 minutes)

Participants are asked to draw together, on a big sheet of paper or a paper board, their living realities: main natural elements (forest, beach, rivers, etc.), economic activities/sectors (industry, tourism, agriculture, etc.), transportation (airport, train station, highways, etc.), public building (school, town hall, hospital, etc.) and other elements that they consider representative enough of their living environment. They are invited to decide together what they consider as the most important natural and human elements.

Step 2) Discuss and draw conclusions (30 minutes)

Each group discusses for 15 minutes about the final result they drew on their common poster and about which elements are impacted or could be impacted by Climate change.

During another 15 minutes, they decide how they will present their main conclusions (specificities of the territory and main foreseen impacts). 2 persons are designated in each group to present their analysis to the others.

Step 3) Present and debate (30 minutes)

Each team presents its poster in 5’, mentioning which human activities are or can be impacted by Climate change and how. For 5 to 10’, according to the available time, a discussion is open with the other participants to refine the findings of the group or discuss some of their conclusions.
The trainer will contribute to orient the discussion to the students’ sector of activity, helping them to focus on the main issues: energy demand, mobility, waste production and management, air pollution, land use, water consumption, etc.

Step 4) Focus on adaptation and mitigation measures (30 minutes)

The participants take their own drawing and modify it to propose mitigation measures, answering the question “what can we do to reduce the GHG emission in our area?”.
They can use post-it to specify their propositions and add them on the poster to localise the activity/resource/place concerned.

Make time available for students to do a web search to find alternatives to reduce GHG emissions in the area, if needed.

Final results can be compared and solutions proposed submitted to a new common discussion.

- CALL TO ACTION 1
Public online campaign
On the basis of their findings and proposals, the learners can agree on an online media campaign that should aim at sharing their observations and concerns and raise awareness in the local community. They will decide which media(s) they want to use for their campaign (Instagram, Facebook, blog, youtube, etc) and the format of the contents (Facebook posts, catchy pictures with short slogans, articles, …).

Participants will have to define:

• the main issues to be discussed (according to its importance for the community, to the possibility of changes, etc.)
• the main stakeholders potentially concerned by the issues
• the duration of the campaign

They will then set the planning of the campaign, the role of each participant and some quantitative and qualitative objectives (eg. number of persons reached, number of feed-back received, and also possibility to reach policy makers or engagement of local actors).

- CALL TO ACTION 2
“Our sector Charter on Climate change”
Learners should be able now to self-assess their own sector of activity and its possible contribution to climate change. They will analyse how their job sector contribute to GHG emission focusing on:

• energy demand and sources
• waste produced
• water consumption
• mobility (transportation used by staff; transportation for the production and distribution supply chains)

If needed, the trainer will help providing datas (statistics) and/or contact with representatives of the local economic sector. Learners will then share proposals to reduce the GHG emission and will select the most efficient and feasible measure to draft a Charter  “Our sector Charter on Climate Action” started with
“We, the Signatories to this [economic sector] Charter on Climate Action, affirm our commitment to: …”