Materials for the lesson

Teacher’s bell

A Photo of fertile environment

A photo of landscape drought

Baskets Buckets

boxes

cartons

hats

cd’s with forest sounds

Layout of the classroom

 Teachers should better use the theatre class action on stage or on empty space.

Phase 1

At the first phase, the teacher presents the theatrical scenario. According this the students will be divided into 3 groups. Each of these groups will have to present landscapes with water and without water. Firstly, the teacher shows some photos from two different landscapes in order to get inspiration. The 1^ST group represent a scarce water scenery; the children must show wild trees with their bodies (their hands are down and the bodies are ready to collapse). Some other children represent dead birds (these children are lying down on the floor and holding on them a cardboard bird that has already fixed).  The 2^nd group are some children who represent the desperated farmers who are walking in the dry landscape watching the trees dry up and wondering how to save the environment.Some children hold buckets and look for water around there. Other children represent the farmers who try to take water from the wells to water the plants. These children wear hats and have a rope attached to their bucket and show that they try to get water from a well by dropping the bucket with the rope below the level of the stage to the floor. The 3^rd group must present with their bodies a place where the plants prosper in this place. There is water and rich vegetation, the birds and the other animals are happy and cheerful and people gather fruits from the trees putting them into baskets. Teacher explains the details about this freestyle performance.

Phase 2

Teacher’s bell rings and the first group starts the action. They should try to show as much as they can a parched place.

 Teacher’s bell rings again and action freezes.

Teacher’s bell rings again and the second group starts the action in a same way. This group should play like real actresses and express their despair and hopelessness because the lack of water.Teacher’s bell rings again and actions freezes.  Teacher’s bell rings again and the third group starts the action in a same way. This group should show the abundance of water and the rich vegetation. The farmers in this place are happy because they have outstanding yield.

Teacher’s bell rings again and action freezes.

Phase 3

In the 3^rd phase the teacher introduces the new conditions. At this time, the teacher asks from all students to make banners which will have recommendations on how we save water. We suggest some texts like “we can save water by taking shorter showers”, or “we can wash fruits and vegetables in a pot of water “, “we should try to take action and sustain the environment.”, “if we don’t do anything about environment the earth won’t be in a good   shape”, “remember pass the knowledge on to others” etc.Then the students holding the banners will do a protest.  Teacher’s bell rings again and the action starts in the same way.

Phase 4

In the end, all stand in a circle and present possible questions, express their feelings during actions. This phase is very important because students need to understand   the situation of waste water. Students should take action to help save our delicate planet before it is too late, also the students should exploit their knowledge on this crucial issue.