S t a r O u t i n g 2 0 2 6 P a g e 1 | 37 STAR OUTING
S t a r O u t i n g 2 0 2 6 P a g e 2 | 37 welcome to #StarOuting 2026 activity pack! We have designed this outing pack for Stars so at the end of the outing they will complete their GIRL-LED ACTION ON CLIMATE CHANGE (GLACC) badge along with the Star outing badge. It contains all the activities and resources needed to earn the Star outing badge and GIRL-LED ACTION ON CLIMATE CHANGE (GLACC) badge
S t a r O u t i n g 2 0 2 6 P a g e 3 | 37 Getting Ready for an Outing 1. Preparation • Read the outing pack carefully to understand all the activities and requirements. • Ensure you fully understand the Key Messages to be delivered during the outing. 2. Equipment Planning • Prepare a kit list suitable for a one-day outing only. • Keep items minimal but ensure all essential needs are covered. 3. Venue Selection • Choose a safe and suitable venue for the outing. • Ensure the location is appropriate for the planned activities and age group. 4. Parent Consent Form A completed parent consent form is mandatory. The following information must be collected and carefully reviewed: A. Star Information • Full name • Date of birth • Address B. Health Information • Food restrictions (due to health reasons) • Allergies • Medication (if any, with details) • Any medical conditions that leaders should be aware of C. Parent/Guardian Information • Full name • Relationship to the Star • Contact number • Viber contact number • Emergency contact number D. Consent & Declarations • Consent for participation in the Star Outing
S t a r O u t i n g 2 0 2 6 P a g e 4 | 37 • Parent’s declaration regarding any objection to participation • Consent for use of photographs/videos taken during the event for MGGA promotional purposes • Confirmation that all information provided is true and complete Outing Checklist 1. Preparation – BEFORE the Outing Guiders Planning ☐ Conduct guiders’ meeting ☐ Prepare outing programme (Minimum 8 hrs / Maximum 10 hrs) ☐ Confirm date ☐ Confirm venue (safe and suitable) ☐ Obtain venue approval from school/relevant administration MGGA Coordination ☐ Inform MGGA about the outing ☐ Collect badges from MGGA Logistics & Materials ☐ Read activity pack carefully ☐ Prepare materials and equipment list ☐ Add extra items to make activities fun and engaging For Stars ☐ Prepare one-day outing kit list ☐ Share kit list with parents Parent Communication ☐ Share information collection form ☐ Share consent forms ☐ Conduct parent meeting ☐ Clearly explain: • Programme • Venue • Timing • Menu for the day • Safety arrangements
S t a r O u t i n g 2 0 2 6 P a g e 5 | 37 2. DURING the Outing Opening ☐ Conduct an opening session to let Stars know this is their day Programme Implementation ☐ Follow planned programme and schedule ☐ Deliver key messages through activities ☐ Take attendance ☐ Ensure safety and supervision at all times ☐ Monitor health needs (allergies, medication, etc.) ☐ Ensure participation of all Stars ☐ Manage time effectively ☐ Share photos and videos with MGGA PR for updates Closing ☐ Conduct closing session ☐ Hand over badges to Stars 3. AFTER the Outing ☐ Ensure safe handover of Stars to parents/guardians ☐ Conduct guiders’ review meeting ☐ Note successes and areas for improvement ☐ Collect and organize photos/videos • Upload to Facebook, Instagram, or website • Share with parents • Ensure all Stars are represented in activity photos ☐ Gather feedback (from guiders and parents) ☐ Prepare outing report for MGGA (if required) ☐ Check, clean, and store equipment
S t a r O u t i n g 2 0 2 6 P a g e 6 | 37 Sample Outing badge A B C D
S t a r O u t i n g 2 0 2 6 P a g e 7 | 37 GIRL-LED ACTION ON CLIMATE CHANGE (GLACC) STAR ACTIVITY PACK – MALDIVES EDITION (Ages 5–7) Programme: Girl-Led Action on Climate Change (GLACC) Age Group: STAR (5–7 years) Duration: 8 Hours LEARNING OUTCOMES (For Leaders) By the end of the session, children will: • Love and respect their island home • Understand that oceans, Mangroves, fish, and corals need care • Learn simple ideas of weather vs climate • Recognise good and harmful actions • Feel confident helping in small ways Overall Learning Journey (GLACC Alignment) ☐ Stage 1: Understand climate change ☐ Stage 2: Explore impacts on nature and people ☐ Stage 3: Take action and inspire others Climate Change Stages (Aligned with GLACC Programme)
S t a r O u t i n g 2 0 2 6 P a g e 8 | 37 Stage 1: See the Bigger Picture (GLACC Stage 1) [GLACC - Yo...South.pdf | PDF] a. What is Climate Change? ☐ Explain that climate change is caused by human activities increasing greenhouse gases, making the Earth hotter ☐ Discuss effects: [GLACC - Yo...South.pdf | PDF] • Extreme weather (eg. floods) • Rising temperatures • Sea-level rise ☐ Help Stars understand: • Difference between weather and climate • How climate change affects daily life b. Who is Most Affected by Climate Change? ☐ Discuss that climate change affects everyone, but not equally ☐ Highlight groups most affected: • Girls and women • Coastal and island communities (e.g., Maldives) • People with fewer resources ☐ Explain WHY: • Less access to resources and decision-making • More responsibilities (e.g., water collection) • Greater risks during disasters [GLACC - Yo...South.pdf | PDF] Stage 2: Explore the Issues (GLACC Stage 2) [GLACC - Yo...South.pdf | PDF] a. The Natural World Weather ☐ Climate change makes weather more extreme ☐ More: • Storms, cyclones • Droughts and floods Animals and Plants ☐ Loss of habitats ☐ Biodiversity decline ☐ Coral reef damage (important for Maldives) Water ☐ Sea-level rise (very important for islands) ☐ Less freshwater / water pollution ☐ Flooding and saltwater intrusion b. People Livelihood ☐ Impacts on: • Fishing • Tourism • Farming ☐ Loss of income and job insecurity Health ☐ Increased diseases (mosquito-borne, water-borne) ☐ Malnutrition ☐ Heat-related health issues Freedom ☐ Education disruption ☐ Displacement from homes ☐ Less access to food, water, and opportunities ☐ Girls may face greater limitations [GLACC - Yo...South.pdf | PDF] Stage 3: Prepare to Take Action (GLACC Stage 3) [GLACC - Yo...South.pdf | PDF] a. How to Take Action ☐ Practice sustainable living: • Reduce waste • Save water and energy • Protect nature ☐ Take part in: • Beach clean-ups • Tree/mangrove planting • Community activities ☐ Build resilience and adaptation: • Prepare for disasters • Protect local environment b. Share the Knowledge ☐ Share learning with: • Family • Friends • School/community ☐ Use creative communication: • Posters • Stories • Drawings • Social media ☐ Practice advocacy: • Speak up for climate action • Write messages to leaders • Encourage others to act
S t a r O u t i n g 2 0 2 6 P a g e 9 | 37 Name: School: “I AM A CLIMATE ACTION STAR “
S t a r O u t i n g 2 0 2 6 P a g e 10 | 37 🧩COLOURED ACTIVITY BOXES This activity pack helps children understand climate change in a fun and simple way. They learn what climate change is and how it affects nature, animals, and people. Children explore their island environment and understand why nature is important. They learn how people’s lives, jobs, and water can be affected by weather changes. Through activities, they discover simple ways to protect the Earth. They become young ambassadors by sharing messages and writing to leaders. Creative activities like building an eco-fan show how to save energy and help the planet. Outdoor scavenger games help them explore, move, and care for their surroundings. Finally, children feel confident that small actions can make a big difference. 🌴 Together, they learn to love, protect, and act for their island.
S t a r O u t i n g 2 0 2 6 P a g e 11 | 37 Based on the official Girl-Led Action on Climate Change (GLACC) curriculum, here are the required 5 Before Survey questions and 5 selected After Survey questions. These surveys should be conducted anonymously. For this age group, the leader should slowly read the questions aloud and ask the children to write their answers as "N" for No, "M" for More or Less, or "Y" for Yes (or use corresponding smiley faces). Before Survey (5 Questions) 1. Do you understand what climate change is doing to people around you? 2. Do you know ways that climate change impacts girls and women differently than boys and men? 3. Would you be able to explain these issues to a friend or a relative? 4. Do you know ways to help your community (like your school or village) adapt to some climate change problems? 5. Have you ever started or been part of a climate change initiative to help people around you? After Survey The official "After Survey" contains 10 questions to measure progress; these five are the most critical for evaluating learning at the Star level: 1. Do you understand what climate change is doing to people around you? 2. Do you know ways that climate change impacts girls and women differently than boys and men? 3. Have you learned, through this badge, things you can do to help you or your family adapt to the effects of climate change? 4. Have you changed the way you do things in your life to become more climate-friendly because of something you learned in this badge? 5. Do you now know ways to help your community adapt to climate change problems? Instructions for the Activity Leader: • Collate the responses: After the Stars have finished, collect the papers to share with the person responsible for evaluation in your organization. • Ensure space: Make sure the girls are in a space where they can hear instructions clearly and have enough room to write down their answers individually. • Time: Allow approximately 15 minutes for the Before Survey and 20 minutes for the After Survey .
S t a r O u t i n g 2 0 2 6 P a g e 12 | 37 🟡 1. WHAT IS CLIMATE CHANGE? (Yellow Note) - Understanding Climate vs Weather 🌟 Activity: Climate Detectives – Weather Movers! 🧠 Summary Children become “Climate Detectives” and explore the difference between weather and climate through fun movement, role-play, and a simple chart activity. They will: • Act out different types of weather (sunny, rainy, windy, stormy) • Learn that weather changes every day • Discover that climate is the usual weather over a long time • Begin to understand that Earth’s climate is changing 🎓 Learning Objectives By the end of the activity, children will: • Understand the difference between weather and climate • Recognise common types of weather • Know that climate describes weather over many years • Begin to understand that climate change means the Earth is getting warmer 🌍 Key Messages • ☀️ Weather is what happens today • 🌈 Climate is what usually happens over many years • 🌦️ Weather can change every day • 🌡️ Climate change means the Earth is getting warmer • 💚 Everyone can help protect the Earth 🧰 Resources • Weather picture cards (sunny, rainy, windy, cloudy, stormy) • Large climate chart/poster • Crayons or markers • Stickers (sun, clouds, raindrops) • Music player (optional) • Scarves/ribbons (for wind) • Blue paper strips (for rain)🛠️ Preparation 1. Prepare or print weather cards 2. Create a simple chart with columns:
S t a r O u t i n g 2 0 2 6 P a g e 13 | 37 o Sunny ☀️ o Rainy 🌧️ o Windy 🌬️ o Stormy ⛈️ 3. Clear space for movement 4. Place props in a basket 5. Display chart where all children can see Starter Activity: "What's the Weather Today?" Ask: • Is it sunny today? • Is it raining? • Is it windy? • Are there dark storm clouds? Explain: 👉 “Weather is what we see outside today.” Main Activity: Climate Detectives – Weather Movers! Step 1: Weather Action Game Children act out common Maldivian weather: ☀️ Sunny – Stretch up high like the bright tropical sun. 🌧️ Rainy – Wiggle fingers downward like falling rain. 🌬️ Windy – Sway side to side like coconut trees blowing in the wind. ⛈️ Stormy – Stomp feet gently and make thunder sounds with their hands. 🌊 Ocean Breeze – Pretend to be waves moving back and forth along the beach. Step 2: Climate Detective Game – "Weather Jar Challenge" How to play: • Children take turns picking a weather card from a jar • They place it on the big chart
S t a r O u t i n g 2 0 2 6 P a g e 14 | 37 Ask questions: • Which weather do we see the most in the Maldives? • Do we have snow here? ❄️ • What happens during the rainy season? Explain: 👉 “The Maldives has a warm, tropical climate. We usually have sunshine, rain, wind, and ocean breezes.” Step 3: Create a Simple Maldives Climate Chart Create a chart with these columns: Sunny Rainy Windy Stormy Discuss: • Which column has the most stickers? • What does this tell us? Explain: 👉 “Climate is the type of weather we get most of the time.” Step 4: Climate Change Movement Tell Stars: "The Maldives is surrounded by the ocean. Climate change can make the Earth warmer “ Discuss: • Which column has the most stickers? • What does this tell us? Explain: 👉 “Climate is the type of weather we get most of the time.” Step 5: "Climate Detective Promise Circle" Children stand in a circle holding a soft ball. (The ball is passed around.) When a child receives the ball, they complete the sentence: "I can help the Earth by __________." Examples: • Recycling • Saving water • Turning off lights • Picking up litter • Planting plants • Final Cheer • Together say:
S t a r O u t i n g 2 0 2 6 P a g e 15 | 37 • 👉 “We are Climate Detectives!” 👉 “We will protect our island!” OR 🎶 Climate Detective Promise Song We are Climate Detectives! (clap, clap) Yes, we are, yes, we are! (thumbs up) We will care for Earth and sea, thumbs up then make wave motions Protect our island joyfully! (make a big circle with arms for “island,” then jump and smile) 2. WHO IS MOST AFFECTED? (Purple note) Summary Children listen to a fun puppet story about Maria’s Island Adventure. They learn how climate change affects: • 👧 People • 🐠 Animals • 🌴 Nature Through games and movement, they understand that some people and living things are affected more than others, especially those living near the sea or depending on nature. Key Messages 🌍 Climate change affects everyone, but some are affected more than others. 🏝️ People living on small islands can be affected by rising seas and stronger storms. 🐠 Animals, coral reefs, and plants can also be affected. 👧 Children can help protect nature. 💚 We can all work together to care for our islands. Resources Provided • Story of Maria’s Island Adventure book • Maria puppet • Hermit crab • Fish puppet • Sea turtle puppet • Birds puppet • Tree puppet (optional) • Blue cloth (ocean) (optional) • Hoops or floor markers (optional) Preparation
S t a r O u t i n g 2 0 2 6 P a g e 16 | 37 1. Prepare simple puppets 2. Set up a storytelling area with a blue cloth (ocean) 3. Create two signs: "Affected" & "Not Affected Yet" 4. Clear space for movement. Starter Activity (5 minutes) Puppet Introduction: "Meet Maria" Bring out Maria puppet. Maria says: "Hello everyone! My name is Maria and I live on a beautiful island surrounded by the sea. Today I want to show you what happened during my island adventure!" Ask children: • Have you ever visited a beach? • What animals live in the sea? • What happens when there is a big storm? Activity 1: Puppet Story (20 minutes) Tell “Maria’s Island Climate Adventure” using puppets. (story attached with the KIT) During the story, ask: • Who is affected here? • Is it people, animals, or nature? Maria's Island Climate Adventure Meet Maria! Before beginning her adventure, there are two important things to know about Maria. Maria has two amazing superpowers: • She can travel anywhere by spinning around three times. • She can talk to all animals. One bright morning, Maria woke up on her beautiful island. She wanted to understand why the sea was getting warmer and what was happening to her island home. Maria stood up, stretched her arms, and spun around three times. "One, two, three!" Whoosh! She was ready to begin her climate adventure. Reach the story
S t a r O u t i n g 2 0 2 6 P a g e 17 | 37 Activity 2: Hello Island Circle ( 10 mins) Instructions: • Children form a circle • Leader gives 3 slow claps to begin 🎵 Action Song: Hello Earth, hello sky, Hello friends standing by, We will care for Earth today, Stars help in every way! Actions: • “The Earth is our home” → Leader says • Children repeat: “The Earth is our home!” (march gently) • Hello Earth → touch ground • Hello Sky → hands up • Hello Friends → wave • Standing by → march • Care for Earth → hold hands • Stars help → hands on heart ✅ Purpose • Builds connection and teamwork • Helps children feel responsible for the Earth • Ends the session on a positive and happy note The Final Celebration Action: Have each Star stand in the circle and name one animal they met and one "Climate Promise" they are taking home to their family
S t a r O u t i n g 2 0 2 6 P a g e 18 | 37 🌊 3. NATURE (Green note) - Our Island Nature – Plants, Ocean, Animals & Coral Reefs Summary Children explore the natural beauty of the Maldives through looking, moving, and creating. They learn about: • 🌴 Trees and plants • 🐠 Ocean animals • 🐢 Turtles and coral reefs Children also understand how nature helps keep our islands safe and healthy. Through fun activities, they learn simple ways to protect nature. Key Messages 🌴 Nature gives us clean air, food, shade, and beautiful places to play. 🐠 Coral reefs and sea animals are important for healthy oceans. 🌱 Plants and trees help protect our islands. 💚 We can all help care for nature Resources Provided Materials: • Green paper leaves • Markers • Glue/tape • Large tree poster Leaf Ideas: • Shade ☁️ • Birds 🐦 • Clean air 🌬️ • Fruits 🍎 • Flowers 🌸 • Bugs 🐞 Preparation 1. Prepare a big tree poster 2. Cut out paper leaves 3. Set up a table for drawing 4. Keep materials ready Activity 1: Build Our Nature Tree Step 1: Create Your Leaf • Give each child one paper leaf • Ask them to draw something nature gives us
S t a r O u t i n g 2 0 2 6 P a g e 19 | 37 Step 2: Build the Tree • Children come one by one • Stick their leaves onto the big tree poster 👉 Watch the “tree grow” together! Step 3: Talk Together Discussion: Ask: What happens if we cut too many trees? Why are trees important? How do trees help our island? ✅ Learning Outcome Stars will: • Understand why nature is important • Know that trees and oceans protect islands • Feel responsible to care for nature Activity 2: Decision Tree Game The "Island Adventure" Decision Tree Game How to Play: 1. Setup: Have the Stars stand in a clear space. Explain that they are "Climate Detectives" going on a journey to choose their next adventure. 2. Movement Rule: For each question, tell the girls: "Stand up if you agree with Option 1, and sit down for Option 2". 3. Pathfinding: After each question, count the votes. Follow the "branch" of the tree that has the most girls. Round 1: The Starting Point Question: "Where do you live?" • Option 1 (Stand Up): "I live in a city (Urban)." • Option 2 (Sit Down): "I live in an smaller island (Rural)." Round 2: The Weather Branch Question: "Have you ever avoided going out because of the weather?" (This determines the impact of weather on their life) • Option 1 (Stand Up): "Yes, big storms or heat have stopped me from going to school or the park."
S t a r O u t i n g 2 0 2 6 P a g e 20 | 37 • Option 2 (Sit Down): "No, the weather usually doesn't stop me from going out." Round 3: The Ocean & Water Branch Question: "Is the beach clean and easy to access?" (This maps to the "Ease of water access" branch in the curriculum) • Option 1 (Stand Up): "Yes, the beach is clean and I can go there easily." • Option 2 (Sit Down): "No, it is dirty or hard to get to." Round 4: The Food Branch Question: "Do you grow any of your own food?" • Option 1 (Stand Up): "Yes, my family grows fruits, vegetables, or keep chickens." • Option 2 (Sit Down): "No, we buy all our food from the shop." Where the Branches Lead (Recommended Topics) Based on how the Stars voted, lead them to their final Stage 2 Topics: • Path A (Rural + Weather Impact + Not Easy Beach + Grow Food): Leads to Water and Livelihoods. o Activity Idea: "Island Jobs Role-Play" focusing on how boat captains and fishers deal with water issues. • Path B (Urban + Weather Impact + Easy Beach + No Food): Leads to Weather and Livelihoods. o Activity Idea: "Weather Movers" to act out tropical storms and sunny days. • Path C (Any + No Weather Impact + Not Easy Beach + No Food): Leads to Water and Freedom. o Activity Idea: "Water for Everyone Relay" to understand why clean water is a right. • Path D (Rural + No Weather Impact + Easy Beach + Grow Food): Leads to Animals & Plants and Health. o Activity Idea: "Build Our Nature Tree" to learn how reefs and mangroves keep us healthy. Important: These outcomes are recommendations. Once the game is over, help the Stars record their final chosen topics in Part 1 of their Climate Action Plan
S t a r O u t i n g 2 0 2 6 P a g e 21 | 37
S t a r O u t i n g 2 0 2 6 P a g e 22 | 37🧍♀️ 4 PEOPLE (Orange Note) - How Climate Change Affects People Summary Children learn that climate change affects people’s daily lives. They explore how weather can affect: • 🎣 Jobs • 💧 Water • 🏫 School • 🏠 Daily life Through games and role-play, children learn how people help each other and work together during different weather conditions. Key Messages 👨👩👧 Climate change affects people as well as nature. 🎣 Some jobs depend on good weather and healthy oceans. 💧 Clean water is important for everyone. 🏫 Every child should learn safely 🤝 People can help each other Resources Provided • Job costumes or picture cards (fisher, teacher, boat captain, shopkeeper, nurse) • Water containers (cups, buckets) • School, office and home pictures Preparation 1. Set up role-play stations. 2. Create job cards. 3. Prepare water-carrying equipment. 4. Mark movement areas. Starter Activity (5 Minutes) "Who Helps Our Island?" Show pictures of: 🎣 Fisher 👩🏫 Teacher ⛵ Boat Captain 🏪 Shopkeeper 👩⚕️ Nurse Ask: • "What do they do?" • "How does the weather affect their work?"
S t a r O u t i n g 2 0 2 6 P a g e 23 | 37 🎮 Game 1: Island Jobs Role-Play How to Play Children choose a job card. Teacher calls weather situations: ☀️ Sunny Day 🌧️ Heavy Rain 🌬️ Strong Winds ⛈️ Storm Warning Children act out how their job changes. Examples: • Fisher → stays safe during storms • Teacher → helps children stay safe • Boat captain → waits for calm seas Learning Outcome Children understand that weather affects people's jobs and safety. 🎮 Game 2: Water for Everyone Relay (10–15 minutes) How to Play: • Children carry water in cups from one bucket to another Add Fun Challenges: • 🌬️ “Wind!” → Walk slowly • 🌧️ “Rain!” → Step carefully 👉 Goal: Do not spill water Learning Outcome Children learn: • 💧 Water is important • 💧 We should not waste water 🎮 Be an Inventor! (Eco Fan) What job do you think you will do when you grow up? Explain simply: “Engineers and inventors make things to help people and protect the Earth.” Do you think this job will still exist in the future? Yes. Engineers will continue to be needed in the future because people will always need new inventions, better technology, and environmentally friendly solutions. How can you learn skills now to prepare for this job? I can:
S t a r O u t i n g 2 0 2 6 P a g e 24 | 37 • Learn science and mathematics. • Build simple projects and experiments. • Practice problem-solving and creative thinking. • Learn how machines and inventions work. • Work with others and share ideas. 🌱 My Innovation: My Eco Fan (No Electricity!) This is a special fan that works without electricity or batteries. It spins when we pull a string and makes a cool breeze. 👉 It is safe for the Earth and helps save energy. Materials Needed • 2 popsicle sticks • 1 small plastic bottle with a cap • 1 wooden skewer stick • String (about arm length) • Glue • Scissors • Adult help (for making small holes)⚙️ Preparation (Adult Support Needed) 1. Cross the two popsicle sticks and glue them into an “X” shape 2. Make a small hole in the centre 3. Make a small hole in the bottle cap 4. Push the skewer through the sticks 5. Then push it through the cap 6. Leave a small space so it can spin easily 🧵 Add the String 1. Tie the string to the skewer 2. Wrap the string around the stick a few times🛠️ Put It Together 1. Close the bottle with the cap 2. Hold the bottle firmly 🎮 Make It Spin! 1. Pull the string quickly 2. Watch the fan spin fast 🌪️ 3. Feel the cool air on your face 😊
S t a r O u t i n g 2 0 2 6 P a g e 25 | 37 💡 How It Works (Simple) “When we pull the string, the stick spins. This makes the fan spin and create air!” Why Is It Good? ✅ No electricity needed ✅ No batteries needed ✅ Reuses plastic ✅ Safe for our Earth ✅ Easy and fun to make Future Job Connection: This project shows how engineers and inventors can create practical solutions that save energy and help protect the Earth! 🌟 Reflection Time (Talk & Share) 🌿 Nature Questions (Simple) Ask children: 1. Why is nature important for our island? 🌴 2. What happens to animals and the ocean when the Earth gets warmer? 🐠 3. What is one thing you can do to help nature? 💚🧍♀️ People Questions (Simple) 1. How can weather change people’s jobs? (fishing, school, travel) 🎣 2. Why is clean water important? 💧 3. How can people help each other during storms? 🤝 🌱 Link to Innovation (Eco Fan) 1. Did you enjoy making or learning about the eco fan? 😊 2. How does your fan help the Earth? 👉 (No electricity, no batteries, reusing materials) 3. Can we do other things that help the Earth like this? 👉 Encourage ideas! 💭 Think & Share 1. What is one new thing you learned today? 2. What is one thing you will do to help the Earth? 🌍
S t a r O u t i n g 2 0 2 6 P a g e 26 | 37 Simple Connection Message (Leader says) “Today we learned that climate change affects nature and people. We also learned that we can create solutions, like our eco fan, to help protect the Earth.” 👉 “Even small ideas can make a big difference!” Closing Promise 🌴 "I will protect nature." 🤝 "I will help my community." 🌍 "Together we can protect our beautiful Maldives." Closing Cheer: Teacher: "Who can help protect our island?" Children: "We can!" 🙌🌍🌴
S t a r O u t i n g 2 0 2 6 P a g e 27 | 37 🔵 5. TAKE ACTION (Blue Note) - Taking Action for a Sustainable Future Summary Children learn that everyone can help the Earth, even in small ways. They understand: • Small actions can make a big difference • We can protect nature every day • We can share what we learn with others 👉 They also learn they can be young helpers and leaders for the Earth. Key Messages 🌍 Small actions help the Earth 🌱 We can care for nature every day 🤝 Working together helps more 📢 Children can share ideas and help others learn Starter Activity (5 Minutes) "What Can We Do?" Show pictures or act out actions: • Turn off the tap 💧 • Pick up litter ♻️ • Plant a tree 🌱 • Reuse a bottle 🧴 • Walk instead of using a car 🚶♀️ Ask: • "Which action helps the Earth?" • "What do you already do at home or school?" • "What new action can you try this week?" Activity 1: My Feelings Map Objective Help children explore and express their feelings about climate change while encouraging positive actions they can take to make a difference. How to Play 1. Prepare a large poster or wall display divided into three sections: o What worries me o How I feel o What gives me hope 2. Provide feeling cards cut from colored paper:
S t a r O u t i n g 2 0 2 6 P a g e 28 | 37 o 😊 Happy o 😟 Scared o 😢 Sad 3. Ask all the All Stars to: o Choose the feeling card that best matches how they feel about climate change. o Write or draw their thoughts on the card (optional). o Paste their card in the correct section of the Feelings Map. 4. Invite children to share: o What worries them about climate change. o What gives them hope. o One action they can take to help the planet. Example Actions • Picking up litter • Saving water • Planting trees • Turning off lights when not in use • Helping animals and protecting nature 📢 Share Knowledge - Little Climate Walk (Ambassador Walk with Signs) Activity 2: Climate Action Ambassador Purpose Children become Climate Action Ambassadors and share messages with their community by walking with pictures or sign boards. ⚠️ Safety First (Very Important) • Choose a safe area (school compound, park, quiet street) • Keep children in small supervised groups • Guider walk in front and behind • No busy roads 🧰 Materials • Small cardboard or paper boards - Pictures (printed or drawn) • Make a picture or message • String or sticks (to hold signs) Ask each child to share one thing they learned with two people outside the group, such as: • Parents Siblings Friends Neighbours Examples:
S t a r O u t i n g 2 0 2 6 P a g e 29 | 37 • How to save water • Why trees are important • Ways to reduce waste • How climate change affects people and nature Climate Walk (10–15 minutes) Children walk together in a line holding their signs. While Walking: • Smile 😊 Show their signs Walk calmly Wave & Share If people see them: • Children can wave 👋 • Show their signs proudly 👉 No need to talk too much — signs do the message! Learning Outcome Children practise advocacy by sharing knowledge and encouraging others to take action. Reflection Questions 1. What is one action you can take to help the Earth? 2. How can planting trees help our environment? 3. What does sustainability mean? 4. How can we encourage others to protect the Earth? 5. What did you share with someone outside our group? 6. How can children help make a positive difference?
S t a r O u t i n g 2 0 2 6 P a g e 30 | 37 📢 6. SHARE KNOWLEDGE (Pink Note) Letter to a Community Leader Time: 30–40 Minutes Learning Objective Children learn about advocacy by identifying a climate issue, proposing solutions, and communicating their ideas to a community leader. Key Message 📢 No one is too young to make a difference. 🤝 Sharing ideas with leaders can help create positive change. 🌍 Children can be advocates for a healthier planet. STEP 1: Choose a Problem (10 minutes) 👥 Talk Together Ask: • What do you care about? 💚 • What do you want to fix? 🌱 Simple Ideas: • Too much litter 🗑️ • Dirty beach 🏖️ • Not enough trees 🌴 • Wasting water 💧✔️ Next: • Choose ONE problem • Choose ONE person to help 👤 Who Can Help? • Mayor 🏫 • Principal 🏫 • Council leader 🏝️ • Teacher 👩🏫 • Environmental Ministry 👉 Ask: “Who can help us?” Questions a. What do you really care about? b. What would you like to change in your community to better protect the Earth? c. What would you like to change in your community to help prepare for climate change?
S t a r O u t i n g 2 0 2 6 P a g e 31 | 37 Examples: • More trees in the Island • Less littering • Better recycling bins • Cleaner beaches • Water conservation • More shade at school • Community clean-up days After discussion: 1. Bring everyone together. 2. Vote on one issue the group would most like to improve. 3. Choose a community leader who could help. Discussion Question Who is the best person to help solve this problem? STEP 2: Craft Your Advocacy Message Group Planning (20 Minutes) Together, answer these questions: 1. What is the issue? Example: "There is too much litter around our community." 2. Why is it a problem? Example: "Litter harms animals, pollutes our environment, and makes our community less healthy." 3. What is your goal? Example: "We would like more rubbish bins and regular community clean-up days." 4. What is your solution? Example: "Place recycling bins in public areas and organise monthly clean-up events." Record the group's answers.
S t a r O u t i n g 2 0 2 6 P a g e 32 | 37✍️ Write the Letter The group uses their answers to write a letter to the community leader. Sample Letter Template Dear Mayor, We are STARS learning about climate change and how we can help protect our Earth. We have noticed that ________________________________. This is a problem because ____________________________. We would like your help to ___________________________. Our idea is to _____________________________________. We believe this action will help our community become cleaner, healthier, and better prepared for climate change. Thank you for taking the time to read our letter and consider our ideas. Sincerely, Final Step: Everyone adds: School (prepare a table to all the Stars names went on outing) • Stars name School and Outing Date • STEP 3: Reflection and Action Group Discussion (10 Minutes) Ask: 💭 How does it make you feel knowing that a community leader will read your letter? 💭 What are you hoping to achieve with this letter? 💭 What changes would you like to see happen? 💭 Are there other people you would like to contact in the future? Key Learning Community leaders may be very busy and may not always respond immediately. This does not mean your voice is unimportant. Advocacy means continuing to: • Share your ideas • Educate others • Encourage action • Work together to create change Every positive action helps protect our Earth. 📮 Take Action After the activity: ✅ Deliver the letter to the mayor, principal, or chosen community leader. ✅ Take a group photo with the letter.
S t a r O u t i n g 2 0 2 6 P a g e 33 | 37 ✅ Share with family and friends. ✅ Celebrate becoming Climate Action Advocates! 🌟 Reflection Questions 1. Why is it important to share our ideas with leaders? 2. How can children help create change in their communities? 3. What climate issue did your group choose? 4. What solution did you suggest? 5. How did you feel when writing the letter? 6. What do you hope the leader will do? 7. What is one action you can continue to take after today? Closing Cheer Leader: "Can children create change?" Children: "YES, WE CAN!" 🙌🌍📢🌱
S t a r O u t i n g 2 0 2 6 P a g e 34 | 37 🟣 7. ISLAND SCAVENGER HUNT (Purple note) - Explore, Move, and Protect Our Island (30 MINUTES) START: Let’s Go Exploring! Say: 👉 “Let’s be Island Explorers!” 🌴 Children start by walking together to the first activity. 🎨 Activity 1: Texture Touch (Walk & Explore) Stars SEARCH for: Leaf 🍃, Stone 🪨 and Shell 🐚 Ask: • Rough or smooth? • Hard or soft? • What color? 👉 Let children walk around and search 🐬 Activity 2: Dolphin Jump Stars, now we are walking near the beautiful ocean… 🌊 Look! Can you see something in the water?” 👉 “Wow! Dolphins! 🐬 They are jumping high and playing!” 👉 “Let’s become dolphins and jump like them!” Stars: • Jump 3 big jumps like dolphins 🐬 • Stretch arms like fins Leader says: 👉 “Great job, dolphins! Now let’s swim to the next island!” Stars : • Walk or run like dolphin to next station 👂 Activity 3: Nature Sound Stop (3–5 minutes) Game: Leader says: 👉 “Freeze like a turtle!” 🐢 Children stop and stay very still. Listen to: • Birds 🐦 • Wind 🌬️ • Waves 🌊 Say together:
S t a r O u t i n g 2 0 2 6 P a g e 35 | 37 👉 “We listen to our island.” 🐢 Activity 4: Move Like Island Friends Leader is a “magic fairy” 🪄 Children move like: • Crab 🦀 → walk sideways • Bird 🐦 → flap and run • Fish 🐠 → wiggle and swims • Tree 🌴 → Walk and sway 👉 Add “Freeze!” for fun ✅ Very fun movement break ( can add other animals living in Maldives) 🐢 Activity 5: Turtle Crawl • Children crawl under ropes or benches • Move slowly like turtles Say: 👉 “We are turtles going home!” ✅ Builds coordination and fun movement Activity 6: Mangrove Tree Protectors Mangrove Tree - Feet wide → like strong roots - Hands out → like branches Leader = waves/wind • Small waves → stand strong • Big waves → hold hands • Strong wind → bend, don’t fall 👉 “Mangroves protect our island!” Activity 7: Mangrove Creatures Adventure - Mangroves are homes for animals - Many creatures live there Leader calls out animals. Children move like them: • 🦀 Crab → walk sideways • 🐟 Fish → wiggle through roots • 🐦 Bird → flap and land on trees • 🐢 Turtle → crawl slowly • 🦐 Small creatures → tiny quick steps
S t a r O u t i n g 2 0 2 6 P a g e 36 | 37 👉 Add: “Find your mangrove home!” • Children run to safe spots 🦟 Activity 8: Run from Mosquito Roles: • Mosquito (leader) • Doctor (leader) • Children = people Children: • Run to avoid being tagged Teach safety: • Use repellent • Sleep under net • Clean water areas Connection: • 👉 “The doctor helps after a bite—but it’s even better to prevent bites!” Group chant: • 👉 “Mosquitoes go away!” Activity 9: Safe School Adventure (Obstacle Course) Setup path: 🏠 Home → 🌧️ Rain → 🌬️ Wind → 🏫 School Roles: • Children = Travelers • 1 child = Doctor helper Roles Children: - Jump over puddles (mosquito water) - Walk through “wind” - Reach school safely Doctor’s role: • If a child “slips” or struggles, the Doctor helps them continue • Reminds children how to stay safe Teacher explains: 👉 “Rain and storms can create more mosquitoes. Just like in the game, we must be careful and help each other.”♻️ Activity 10: Clean-Up Hero Mission
S t a r O u t i n g 2 0 2 6 P a g e 37 | 37 Children: - Pick up safe rubbish OR point to trash - Find places where water collects Roles: • Children = Clean-up heroes • 1 Doctor = “Health protector” Doctor’s role: • Points to danger areas (dirty water, trash) • Explaining how cleaning prevents sickness Teacher explains: 👉 “Doctors help sick people—but we can stop sickness before it starts by keeping our environment clean.” Activity 11: FINAL CELEBRATION (10 MINUTES) Activities: • “Show your favourite island pose!” • Group photo 📸 • Cheer together Final Cheer: 👉 “We love our island!” 👉 “We protect our Earth!”