En-en scientific part: Difference between revisions
m (Link to French) |
(Card update) |
||
| (2 intermediate revisions by 2 users not shown) | |||
| Line 4: | Line 4: | ||
*The [[En-en adult batch 1|first batch]] starts off the game with a very simple and almost linear sequence showing the origin of global heating, in order to demonstrate how the game works and, also, to make clear that mistakes are beneficial to the learning process, if the players fall in the melting sea ice trap. | *The [[En-en adult batch 1|first batch]] starts off the game with a very simple and almost linear sequence showing the origin of global heating, in order to demonstrate how the game works and, also, to make clear that mistakes are beneficial to the learning process, if the players fall in the melting sea ice trap. | ||
*The [[En-en adult batch 2|second batch]] illustrates the different types of human activity and briefly covers carbon sink | *The [[En-en adult batch 2|second batch]] illustrates the different types of human activity and briefly covers carbon sink | ||
*The [[En-en adult batch 3|third batch]] contains the physics part of the | *The [[En-en adult batch 3|third batch]] contains the physics part of the Fresk. This batch can be the most difficult for new facilitators and is much easier in the [[En-en simplified version|simplified version]]. | ||
*The [[En-en adult batch 4|fourth batch]] highlights observable climate-related natural disasters and consequences on the oceans. | *The [[En-en adult batch 4|fourth batch]] highlights observable climate-related natural disasters and consequences on the oceans. | ||
*The [[En-en adult batch 5|last batch]] shows other climate-related natural disasters, as well as the four human impact cards. | *The [[En-en adult batch 5|last batch]] shows other climate-related natural disasters, as well as the four human impact cards. | ||
| Line 13: | Line 13: | ||
The players often have questions, but even more often the answers are on the cards. In this cas, invite the group to reread certain cards, rather than give them the answer. This will help them memorise the answer. If the answer is not on the cards, you can explain, but be careful not to fall into a long discussion and remind them that there will be a debate later on and that they can bring up their questions then. | The players often have questions, but even more often the answers are on the cards. In this cas, invite the group to reread certain cards, rather than give them the answer. This will help them memorise the answer. If the answer is not on the cards, you can explain, but be careful not to fall into a long discussion and remind them that there will be a debate later on and that they can bring up their questions then. | ||
===Placing the cards=== | ===Placing the cards=== | ||
The 42 cards take up a lot of space on the table. One way to get things right is to ensure that the five cards [[En-en adult card 16 melting of glaciers|Melting | The 42 cards take up a lot of space on the table. One way to get things right is to ensure that the five cards [[En-en adult card 16 melting of glaciers|Melting glaciers]], [[En-en adult card 17 increase in water temperature|Rising Water Temperatures]], [[En-en adult card 21 temperature rise|Rising Air Temperatures]], [[En-en adult card 19 melting of ice sheets|Melting Ice Sheets]] and [[En-en adult card 18 melting of sea ice|Melting Sea Ice]] are aligned in the middle. | ||
===If a player is getting bored === | ===If a player is getting bored === | ||
If a player is showing strong signs of boredom during the fourth or the fifth batch, suggest that they start the creative part. This will reengage them, and also motivate the rest of the team to take part in the [[En-en creative part|creative part]]. | If a player is showing strong signs of boredom during the fourth or the fifth batch, suggest that they start the creative part. This will reengage them, and also motivate the rest of the team to take part in the [[En-en creative part|creative part]]. | ||
Latest revision as of 16:41, 30 October 2021
This part takes between an hour and an hour and a half, and sees the players place the 42 game cards.
Gameplay
During this phase, the players need to connect the cards from causes to consequences. The cards are uncovered in batches, once the facilitator has ensured that the cards of the previous batch are correctly placed. There are five batches of cards:
- The first batch starts off the game with a very simple and almost linear sequence showing the origin of global heating, in order to demonstrate how the game works and, also, to make clear that mistakes are beneficial to the learning process, if the players fall in the melting sea ice trap.
- The second batch illustrates the different types of human activity and briefly covers carbon sink
- The third batch contains the physics part of the Fresk. This batch can be the most difficult for new facilitators and is much easier in the simplified version.
- The fourth batch highlights observable climate-related natural disasters and consequences on the oceans.
- The last batch shows other climate-related natural disasters, as well as the four human impact cards.
Facilitation advice
Facilitating several tables at once
When the workshop is spread over several tables, the facilitator needs to move from one table to the next. Staggering the kick-off for each table is a way to ensure that when the facilitator is explaining to one table, the others are busy thinking and not waiting.
Helping the players find the answers
The players often have questions, but even more often the answers are on the cards. In this cas, invite the group to reread certain cards, rather than give them the answer. This will help them memorise the answer. If the answer is not on the cards, you can explain, but be careful not to fall into a long discussion and remind them that there will be a debate later on and that they can bring up their questions then.
Placing the cards
The 42 cards take up a lot of space on the table. One way to get things right is to ensure that the five cards Melting glaciers, Rising Water Temperatures, Rising Air Temperatures, Melting Ice Sheets and Melting Sea Ice are aligned in the middle.
If a player is getting bored
If a player is showing strong signs of boredom during the fourth or the fifth batch, suggest that they start the creative part. This will reengage them, and also motivate the rest of the team to take part in the creative part.
If a player is very shy
If a player is showing interest but is struggling to be heard within the group, it can be a good idea to ask them the explain between batches. This will give them the opportunity to speak and should reengage them.
Common mistakes
An over-present facilitator
Sometimes the facilitator is too present. The facilitator should leave the players to think about the on-going batch and only come back when requested. This also makes it easier for the players to speak freely.