• including intros at tables

Just a warm up in terms of framing, or a different framing? 

Imagine that the 4.5 billion year story of the Earth happened over 1 year.

there are 12 events in each envelope, and a year calendar

Arrange the cards along the timeline in the order you think they happened

then you can do the 'reveal' of the answers - and segue into the introduction to the RoundView (see slides)

Teaching moment:

Life creates the conditions for more life, and for civilisation. We can see how quickly we have caused devastation - but just as the seeds of destruction are in our history, the seeds of hope and change are present in our creativity -

for instance the invention of solar panels over 100 years ago that means we could capture all of the energy we need from the sun (if we put solar panels on half of the world's roofs, we would meet all of our energy needs). (save this for Carbon game?)

• If we want to figure out how to fix things, we need to figure out how they work. It helps to think in terms of systems
• Put these pieces together into a system - how might they relate to each other? (cow, tree, city, input, output and heat arrow)
• after about 3 minutes,  give the answer frame and get them to put it together as a puzzle. to squash this, give out the frame sooner

• How does the Earth work as a system?

• What is a system? 

• Does the earth weigh more, less or the same as when it was formed 4.55 billion years ago (hands up for more... less.. the same. - It weighs the same - 

• Nothing but sunlight enters the system, and (basically) nothing but heat leaves.

  (a few meteorites are added, a few rockets are fired of but basically only  hydrogen and helium is light enough to escape gravity on Earth, and in tiny amounts).

• See if you can elicit the other key principles behind how this works as a system. 

Sunlight is the input

Heat is the output

It is a system of cycles, powered by sunlight

Materials flow around and around in balance 

The engine is nature and photosynthesis

• station 1 Balance (blocks spells CARBON)
• station 2 Which Loop? (two sets of blocks spell WOODEN and PLASTIC)
• Station 3  - Misguided Lines Jigsaw (Red pattern on back) & RoundView Guidelines jigsaw (Blue pattern on back)
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•  just under 10 minutes per game (the last two should be quicker)
• Keep an eye on how quickly the groups are moving - you may need to speed up one group. 
• for the jigsaw table, you may need to go and help put together the frames. remind people to think of the relationship between the tree, cow, mushroom
• for the blocks games - you can give a hint about last letter, then first letter if needed. (Which Loop: POISON / WOODEN or Balance: CARBON)
• 
  
• Carbon tends to be the one people get quickest - then you may need to do some supplements:
• if Carbon is a building block of life, why is it causing a problem? What other materials are building blocks of life that can cause a problem? 
• They can also take it apart and do it as a poem puzzle. 
• what do the images on the letter blocks represent, and how do they relate to the pictures? - answer they are the chemical symbols for the forms of carbon in the pictures, C amorphous carbon in coal, A CO2, R crystalline carbon in diamond, B methane in bog, Ocalcium carbonate in sea shells / chalk, N - DNA

• if you need to squash this, participants can play 1 or 2 games, then leave the games set up and go and review the other tables' games for the last round

Make sure you ask the participants to scramble the blocks / undo the jigsaw before they move to the next table!

to squash this, for the last round you don't scramble the games, you just get people to rotate and have a look at the other game

• quick comfort break - if there are refreshments, this may need to be longer, if not it can be 5 minutes
• time to clear away the cycle of life but NOT the environmental problems circles
• set out the next games

• there are only 3 ways we can mess up this system - see if you can group the environmental problems into three groups - the ways we mess up the system
• To start with, give the 12 circles of problems only - NOT the 'answers framework' (you will only give the answers framework at the end)
• write the root causes on white ketso comments cards to label the clusters
• leave these on your table to one side, so you can come back to them at the end
• tell people they only have 10 minutes and stick to it! this can take hours if you are not careful

• Start by eliciting from the group what they think are the three root causes, having played the games - look again at the groupings you had of the red discs of environmental problems
• then give out the 'answer framework' for the Root causes (PURPLE) jigsaw that they did at the start
• Supplementary question -Ask - how is this different from what you thought the root causes were at the beginning? 

Note that heavy metals (lead, cadmium, mercury etc.) are seen as a 'POISON' in RoundView terms, as they are so very rare in the natural cycle that they are mainly introduced through our activities (mining) , like plastics and insecticides, they will build up and small amounts can cause problems

To squash this, hand out the answer frame sooner, or straight away

• Green - any shifts in your thinking?  - green leaves
• Yellow - What might you do with this? 
• Brown - what does this mean for your discipline/ work / studies / future career (optional)
  
• Yellow - how should we spread this? widely / at UoM (optional)

• Ask for feedback on a key idea per table in plenary, or have a general discussion of ideas that have developed, questions, etc. If there is just one table
• If you have time - a supplement here would be yellow leaves - any shifts in thinking after learning the RoundView ?