Prep work
- See step 1.
- This activity can be undertaken in relation to tool 3.5 and especially activity 3.5.3. “Finding your ikigai”, as it can support learners in exploring their meaning and purpose in relation to the future worlds they may want to help shape on planet Earth.
Competences/activities to be practiced first by the teacher
- Could be used in combination with tool 4.2. Growing Future Literacy.
Steps in the activity
- Preparation
- Exploring parallel worlds
Step 1: Preparation
Print or make an adaptation of the following prompt. You may choose to turn this into invitation card(s), or to display it somewhere for the entire class:
“You have been cordially invited by the Planetary Council to participate in a brand new learner exchange and storytelling programme! Your task is to create a story that reflects your lived experience on planet _______, a climate-resilient planet that has achieved a sustainable balance between humans and nature.
As you do so, we would like you to carefully imagine, explore and describe the planet, with particular consideration given to both the climate and the climate between beings. These stories will be collected and displayed in a showcase of stories about life on parallel worlds.”
Step 2: Exploring parallel worlds
- Introduce learners to the concept of parallel worlds. Explain to them that parallel worlds are worlds and existences that we can imagine as having developed alongside – or parallel – to our own. Many novels and films take place in parallel worlds, and learners might have already ‘daydreamed’ about parallel worlds. Encourage questions, sharing, and curiosity on the topic.
- Present the invitation/prompt from step 1, and explain the structure of the activity. More specifically, tell learners that during this activity, they will imagine a parallel world where, instead of living on the earth, they are now living on a climate-resilient planet that has achieved a sustainable balance between humans and nature, which they themselves will conceptualize.
- In case the learners are not familiar with the concept of climate resilience, it is important to explain it to them before they engage in the storytelling exercise. Feel free to provide as much or as little information about climate resilience before the exercise as you wish, since this exercise can also serve as a means to discuss climate resilience in more details throughout the session.
- Let the learners know that their task is to convey their experience within this parallel world through storytelling. This storytelling can be done through written word, song, art, or any other medium that is possible within the classroom. The focus for this activity should be more on learners conveying their experience within the parallel world through storytelling, and less on the specifics of how that world works.
- Allow learners as much time as they need to envision their experience of this parallel world. Then, allow time for learners to craft their stories. They may craft their stories individually, or after group discussions. There is no ‘right’ or ‘wrong’ way to portray their experience. As they craft their stories, encourage learners to be as creative as they wish with their storytelling. Some things they can consider for inspiration:
- What do you do in this parallel world?
- How do you live in this parallel world?
- What are your strengths in this parallel world? How do you use your strengths?
- How does this world work? How do you feel about it?
- What are your connections and relationships in this world?
- What are the values that matter to you?
- When learners have finished crafting their stories, invite them to share their stories with the class. Encourage curiosity and self-reflection at this stage. Some questions you can ask them to reflect on: How did this activity make you feel? What does it reveal about your perspective? Were there any similarities or differences you noticed between your experience in this parallel world and your experience here on Earth?
Dos and Don’ts
Do
- Use this as a stepping stone for a longer learning journey – exploring how amazing the Earth can seem if you look at it as a spaceship travelling through space.
Adaptations
Some learners might find it difficult to conceptualize a parallel world, as it relies heavily on imagination. A different and more hands-on option is to create a biosphere together with the learners, and encourage them to imagine they are tiny creatures and/or humans living within that biosphere. To get inspiration to create a biosphere take a look here.
We invite you to adapt this activity to the specific needs of your learners, including by taking into account their neurodiversity. When adapting tools and activities for neurodivergent learners, please note it is not about treating others how you want to be treated, but how they want to be treated. Ask, listen, and stay open to different ways of learning and engaging.
References
This activity is designed by Legacy17, drawing inspiration from a tool developed by former teacher Wolfgang Brunner and widely used internationally. For a full description, please take a look here.
