KaMOShi practical guide for Terra is ill

This story is about Terra, the Earth, and her best friend Laura, the Sun. Terra is ill and allows Laura to examine her as at the doctor’s. Her blanket is getting thicker and thicker. She is warming up. There are too many sunrays that can’t escape and stick to her skin. Terra used to be happy. But now she is ill because of many dirty clouds that stick to her blanket. Laura says she can heal with the help of people who guarantee there are fewer dirty clouds. That is a breath of fresh air for Terra!

Theme: global warming, climate change.
This is a “coat rack story”. You can hang other KaMOShibai stories on it. They further develop what you can see in Laura's magnifying glasses.


  • Heat, being ill and being examined
  • Friendship and taking care of your friend
  • The earth, the sun, the clouds and the blanket (atmosphere)
  • Dirty clouds (exhaust fumes)

Possible reasons or motives to tell this story

  • The children talk about being ill and being healthy
  • It is a very hot day / week.
  • Before, during or after a heat wave, also felt at school.
  • The school is organising a climate project which you want to participate in with your class group.
  • You want to participate in the Day or Week of the Earth (April 22 ff.) with some of your colleagues.
  • Some children have joined a climate march or bring a picture of it.

Official Development Goals for Pre-Primary Education

Science and Technology
• Nature: General skills: 1.2 The pre-schoolers demonstrate an exploratory and experimental approach to learn more about nature.
• Nature: General skills: 1.3 With the help of an adult, the pre-schoolers can use simple resources to learn more about nature.
• Nature: General skills: 1.8 the pre-schoolers can observe, compare and name different weather conditions and give examples of the consequences for themselves.
• Nature: Health: 1.9 The pre-schoolers can identify the difference between being ill, healthy and injured in themselves and in others.
• Nature: Health: 1.10 the pre-schoolers can in concrete situations recognise behaviours that are beneficial or harmful to their health.
• Nature: Environment: 1.13 the pre-schoolers show an attitude of care and respect for nature.
• Technology: Technology as a human activity: 2.3 the pre-schoolers can in a simple situation verify which technical system best meets a need.
• Technology: Technology as a human activity: 2.9 The pre-schoolers show an experimental and exploratory approach in order to learn more about technology.
• Technology: Technology and society: 2.10 the pre-schoolers can indicate that a technical system they use can be useful, dangerous and / or harmful.

Knowledge of the world area, Man and Society
• Human: Me and myself: 1.1 The pre-schoolers can recognise in themselves when they are afraid, happy, angry or sad and can express this in a simple way.
• Human: Me and myself: 1.3 The pre-schoolers show sufficient self-confidence in their own abilities in concrete situations.
• Human: Me and the other: 1.5 The pre-schoolers can recognize in others feelings such as being afraid, happy, angry and sad and can empathize with these feelings.
• Human: Me and the other: 1.7 The pre-schoolers can show sensitivity to the needs of others.
• Human: Me and the others in group: 1.8 The pre-schoolers can stand up for themselves by giving signals that are comprehensible and acceptable to others.
• Human: Me and the others in group: 1.9 the pre-schoolers know and understand manners, precepts and agreements that are important for living together in a group.
• Human: Me and the others in group: 1.10 the pre-schoolers can make arrangements in concrete situations with the help of an adult.

Musical education
• Musical education - Drama: 3.1 The pre-schoolers can articulate their own adventures, experiences, thoughts, feelings, actions.
• Musical education - Drama: 3.2 the pre-schoolers can empathize with different characters and things from their environment and portray them.
• Musical education - Media: 5.1 the pre-schoolers can cope with audio-visual messages intended for them.
• Music education - Media: 5.3 the pre-schoolers can determine, change, arrange, rearrange the sequence of a series of objects, pictures, images, tones and sounds and tell a new story about it.

Maths initiation
• Maths initiation numbers: 1.1 The pre-schoolers can actively and verbally compare one concrete number of things with another number of things. In articulating they use the appropriate quantity concepts. (as many / not as many things, many / few things, too many / too few things, things about / things too short, more / less things, most / least things).
• Maths initiation measuring: 2.3 The pre-schoolers can rank things according to the increasing or decreasing degree of a particular qualitative characteristic.

MOS key objectives of this story


Feel: empathize


  • Empathize with Terra, the sick Earth
  • Empathize with experiences and feelings related to heat, illness, friendship, taking care of each other
  • Empathize with Laura the Sun’s concerns
  • Feeling connected to the earth, the sun and the clouds.


hoofd met hersenen

Think: observe and explore:

Distinguish between:
o What's going on? (symptom).
o How come? (diagnosis).
o How to make it better? (remedy / solution).
• Seeing the parallel between being ill yourself and Terra’s illness.
• Getting acquainted with the globe and learn how "the blanket" works.
• Explain why Terra is ill.
• Explain what "dirty clouds" are and where they come from.
• Give examples of good action and less good action for Terra.


Do: work in an organised and active way with the children

•    In response to Laura’s request, propose actions to help Terra.
•    Willing to sustain a chosen action for less dirty clouds.
•    Invite others to take action together.
•    Invite others to take more action.



Sustainable Development Goals

SDG 4 Quality education 4.7 By 2030, guarantee that all learners acquire the knowledge and skills needed to promote sustainable development
SDG 12 Responsebele consumption and production

12.8 By 2030, guarantee that people everywhere… are aware of sustainable development and lifestyles in harmony with nature 

SDG 13 Climate action

13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning 
Explanation about mitigation and adaptation
Mitigation is mitigating, calming, preventing and reducing climate change (in the longer term) as much as possible. This can mainly be done by massively reducing the use of fossil fuels (coal, oil and natural gas), by saving energy and by using non-polluting energy sources. How can we do this?
•    Insulating and making houses and buildings (almost) energy neutral.
•    Opt for real green energy, e.g. with solar panels.
•    Opt for LED lighting and devices with low energy consumption.
•    More walking, cycling, using public transport, car sharing.
•    Switch to electric cars and trucks.
•    Take the plane as little as possible and compensate for the flight.
•    Eat less meat, especially beef and lamb.
•    Consume less and share more.
•    Avoid packaging that is only used once.
To adapt is to adjust to the consequences of climate change, to reduce the vulnerability of humans and nature, to learn to cope with changes we are already experiencing: more heat waves, more periods of drought, heavy thunderstorms, floods, ... This concerns adaptations such as:
• keeping out the sun, cooling houses and adaptation of buildings
• Make cities heat-resistant by planting shade trees, planting trees that are able to withstand the heat better.
• Softening the soil.
• Provide water supplies to bridge long periods of drought.
• Consume water more consciously
• Develop emergency plans to be prepared for heat waves, floods, storms,….

Overview of the pictures + related key questions and tips

Prent 0 – titel + cover

personage zon en personage aarde met smeltend ijs


Picture 1: Terra + thermometer

Terra met thermometer


Picture 2: Terra was happy

Terra was gelukkig

Possible key questions that go with this picture
•    Who has been ill before?
•    How did you feel then?
•    Did the doctor drop by on that occasion?
•    What could be wrong with Terra?


Picture 3: Black smoke

Terra ziet zwarte rook

Possible key questions that go with this picture
• What is the black smoke Terra speaks of?
• What about her blanket? What would that be?
• Why does Terra need a blanket?
• What could Terra's blanket look like? (you can, for example, link a craft activity to this)

Picture 4: Laura with  stethoscope

Laura onderzoekt Terra met de stethoscoop

Possible activities that go with this picture
• Get hold of a stethoscope somewhere. Have the children listen to each other's hearts (What do you hear?).
• Let them also listen to trees (What do you hear?). Here you can philosophise with them (Do trees live? Have they got hearts? Can they talk to each other? Can they feel pain?).
• Let the children go and investigate with a magnifying glass. Have them take a close look at each other and at different types of objects. Do not forget to look at flowers, ants, ladybugs, ... through the magnifying glass. A new world will open up for them!

Picture 5: factories and construction

Terra vindt de oorzaak bij de fabrieken en de bouw


Picture 6: magnifying glass / dirty clouds

Laura neemt het vergrootglas en zien de vieze wolken

Possible key questions that go with this picture
• What is coal?
• What is petroleum?
• Where does that come from?
• Where, do you think, do those dirty clouds come from?
• Do you know another word for the dirty clouds? (exhaust gases)
• Why isn't that good for Terra?

Picture 7: Terra is warming up

Terra warmt op

Possible key question that goes with this picture
• What happens to you if mom / dad puts a blanket on your bed that is too thick? (hot, sweating, sleeping badly)

Picture 8: magnifying glass and stethoscope – iceberg is melting

Laura ziet de ijsberg smelten door het vergrootglas


Picture 9: magnifying glass – Terra is feeling better

Laura ziet ook goeie dingen gebeuren


Picture 10: Laura: are you willing to help Terra?
Laura vraagt om Terra te helpen

Possible key questions that go with this picture
• That doesn't look right for Terra (and for us)! What do you think?
• Can we help Terra?
• And what can we do to help her (and ourselves)?

Tips for possible activities
• Do not get stuck. Use this story to come up (together with the children) with fun activities (e.g. bicycle campaigns, appoint energy captains, less waste at home and at school, an organic vegetable garden, ...).
• Terra, Laura, and the blanket should come up regularly.
• Make a scale model of a (sick) earth and a sun that wants to help.


Possible tips in the observation of the pictures

The characters’ feelings
• Picture 1: Terra is not feeling well, Laura is worried / curious.
• Picture 2: Terra was happy.
• Picture 5: Laura is surprised.
• Picture 9: Terra is happy, enthusiastic, relieved.

Research tools
• Thermometer: picture 1.
• Stethoscope: picture 4 and 8.
• Magnifying glass: picture 6, 8 and 9.

Search well
Detailed observation:
o Picture 1, 3, 4, 8, 10: Why are there (so many) white stars?
o Picture 2: What makes Terra happy in this picture? What do you see in the people on this picture? How many birds, butterflies and flowers do you see? Are these dirty clouds?
o Picture 5: Are any people living here or are they all factories? What makes  you see that? Do you see windows with the lights on? How many cranes / how many trucks can you count? Do you know what those cranes get out of the ground / earth? What is that truck doing?
o Picture 6: What can you see through Laura's magnifying glass? Are these dirty or beautiful clouds? Who makes these clouds? Is it just cars? Is it just cows that fart?
o Picture 8: What do you see through the magnifying glass?
o Picture 9: And what do you see through this magnifying glass? How can you see Laura and Terra like this?
•    Comparative observation
o What differences do you notice between Terra and Laura in pictures 1, 2, 9 and 10?
o What differences do you notice in Terra in picture 3 and picture 9?
o When the story is well known: what differences do you notice in Terra in pictures 2, 3 and 7?
o Comparing picture 6 and 9: what do you see in the magnifying glass?

Important comment: in picture 9 you see a symbol for recycling. The picture suggests that recycling can also contribute to reducing global warming (on condition it is not about "dirty clouds" coming from waste incineration). This could put you on the wrong track. Recycling is important because it saves raw materials. Yes, but there are actions that contribute a lot more to the climate. For example: using less fossil fuels by limiting car and air miles, insulate your house so that you need less heating, eat less meat,…

Real or not real
•    Can we see or feel the earth? Can the earth wail / cry?
•    Can we see or feel the sun?
•    Can the sun examine the earth? Can the earth and the sun talk to each other?

Vocabulary and expressions in the story

Active / again / questionable / to mean / to build / I think that’s a difficult one / lately / (more) odd / enthusiastic / to itch on the go / not calm down for a second / no wonder / rumbling and stumbling / to gush /
to have a good time / in all the colours of the rainbow / whopper / to stick / to mumble / uncountable / invisible / surplus / suddenly / to prick / weird / to fly past her nose / rain / since then / to look blue /
towing and lugging / to conjure up magically / all kinds of things / skin / to stick oneself on / to scare oneself to death / to defend oneself / like / to sigh.

Being ill and getting better
Worried / that takes a long recovery / something is wrong / flu / to cough / I to feel a little better / I don't feel good about myself / to wail / you are still a long way off / fever / to itch / body / seriously ill / what's the matter with me / sweat.

To research
This requires further research / concentrated / thinking out loud / knowing the details / to discover / to explore / stethoscope / thermometer / to study closely / magnifying glass.

Global warming
Petroleum / to refuse all waste / to cut down and burn forests / blanket (little) / factories / the ice is melting / are on fire / you warm up / masses of cows / to take the car no longer / to fart and burp / coal / to take action / two hundred years ago / to emit / dirty clouds / volcanic eruption / sunbeam (little) / black smoke.

Possible activities to strengthen empathy


To reconstruct together the story of Terra's being ill and getting well again

Exchanging experiences and feelings about being too hot and sick

Exchanging experiences and feelings about friendship and introducing a friend booklet

Ideas for a musical approach and processing when empathizing

Participation by the children / participation by others

For those who want even more


To reconstruct together the story of Terra’s being ill and getting well again.
With this story, you should quickly give the children the opportunity to retell it. In this way you can see more quickly whether they have got a big enough piece of the pie. You get a lot of tips to retell the story yourself. In pairs, the children can repeatedly do a part of the dialogue between both characters. Pair 2 continues where pair 1 ends. The pictures can be shown and / or hung up in sequence.

You can also deepen the story together with the children on the basis of 3 essential questions. These questions are also discussed in "being too hot" and "being sick" (see below):
What is going on? What does Terra feel?

  • It seems as if her skin is on fire. She sweats a lot…
  • She’s got black smoke on her stomach. Dirty clouds stick to her blanket. Her blanket is getting thicker and thicker. She warms up.
  • In certain places it is getting very dry. In other places the ice is melting ...

How come? Where do those many dirty clouds come from?

  • The people take coal and petroleum from underneath her skin
  • They build factories to make all kinds of things
  • They drive cars, trucks, motorcycles, buses… emitting dirty smoke
  • They travel by airplanes
  • They cut down the woods or they burn them down.

How does Terra get better? How will fewer dirty clouds be produced? How can her blanket recover?

  • When people go on foot or by bicycle and not by car.
  • When people eat less meat.
  • If people refuse waste they get in the shops, e.g. single-used plastic.


Exchanging experiences and feelings about being too hot and sick

Being too hot / heat Being ill and getting better again
Game activity to start with or as a “snack” in between: experiencing sweating during movement commands by wearing too many clothes or putting on a cap, carrying a backpack... This could become a small investigation.  

When are you hot, too hot?
Who has experienced a heatwave before? What is a heatwave? What do you do then?

Who has already been ill? What was going on? How did you get better again then?

What is going on?

  • How do you feel when you're too hot? Tired, weak... 
  • What do you do then? Sweating, sighing, ....

Also nature, trees, plants and flowers, animals feel it and are thirsty.

What is going on (symptoms)?

  • How do you feel when you are ill? Not good, warm...
  • What do you do then? Coughing, visit the doctor...
  • If possible, draw a parallel with the illness of a dog or cat and go to the vet with it.

How come?

  • Our body warms up.
  • It is warm everywhere, there is lots of sun,
  • There is no fresh air, there is no wind.

How come? (examination and diagnosis)

  • First examine with a digital thermometer, magnifying glass, stethoscope, ...
  • Then decide: you have a bad cold, you have the flu ...

How do you get better?

  • Seeking shade and coolness…
  • Drink water, take a shower ...

How do you get better? (remedy)

  • To the pharmacist, ...
  • Measure, record and monitor your temperature every day. Think of a nurse who notes the patient's temperature on an overview sheet and hangs it on the sick bed. This overview can later be compared with Terra’s temperature overview.
  • Sometimes it requires "a long recovery" (see the text of Terra’s story).


Exchanging experiences and feelings about friendship and introducing a friend booklet.

  • Have a circle time about being friends: what do you do together. How do you take care of each other? When can you call your relationship friendship? What do you do when your friend or girlfriend is ill. Is friendship different for boys and girls?
  • You can design and distribute a friendship bracelet with Terra pictured on it.
  • Create a custom friend booklet from Terra.
  • Look for characteristics of Terra together with the children
  • Each child gets a copy. Stimulate them to illustrate the booklet.. 
  • The children receive help in completing their own page.
  • They can also position themselves on Terra: where am living on Terra?    What actions do I take to help Terra.
  • Fill in the characteristics of friend Laura together with the children
  • Let the children take their friend booklet with them and ask some friends to add something.

Some ideas

I am … Terra the Earth Laura the Sun
I draw myself; this is a picture of myself    
I am … 4 billion years billion years
I am living in … space space
I’m good at … turning, taking care of people and nature shining, providing heat and light, taking care of day and night
I’m happy when … children go on foot, ride by bike, turn off the lights I see children playing
what makes me sick,  is dirty clouds, a lot of airplanes, waste quarrel …
I can laugh with … a cow that farts and burbs a cow that farts and burbs
I am sad … when people only think of themselves when Terra is ill
My favourite colour is  blue like water and green like nature yellow, orange, gold
I like listening to … music from space music from space

I love

my blanket, trees and woods, beautiful flowers, birds and all the animals that are living on me … sunflowers …
I can … be very nice be very sunny
My best friend is Laura the Sun Terra the Earth
I am helping Terra by … ... ...


Ideas for a musical approach and processing when empathizing.

  • Tinker a Terra doll and give it a place in the circle. The children can ask questions and make suggestions. Use the doll to respond to situations, also during the current school year.
  • Let the children retell the story with objects (thermometer, stethoscope, magnifying glass, care products …).
  • Play "true or false games" related to friendship, heat, illness, the story of Terra and Laura.
  • Take pictures of situations. Have children portray situations that can be photographed: what do you do together as friends? What do you do when it is too hot? What do you do when you are sick and want to get better? Have the children act out the friendship between Terra and Laura and let them examine and care for Terra. Provide a toy thermometer, stethoscope, magnifying glass, dress-up clothes, first-aid kit, parasol, fan, in a bed: a globe with a blanket, or in a wheelchair, etc. Take nice pictures and enjoy viewing the results together.
  • Free play with a range of dress-up clothes and objects. The children play Terra and Laura. Green and blue for Terra. Yellow and orange for Laura. Add a blanket, "dirty clouds" and examine tools.
  • Paint / draw / tinker things connected to the story:
  • Draw or paint freely connected to the story.
  • Terra is ill / sad and Terra is healed / happy.
  • paint a large circle on paper with white, blue and green colours.

After being dried, apply the blanket e.g. with cotton wool. Possibly, distinguish between white, grey and dirty clouds / black smoke.

  • Collage: tear pieces of coloured paper from magazines (tearing technique) and put together a collage about Terra and Laura: light to dark yellow for the sun, light to dark blue and green for the earth, light to dark grey for the dirty clouds and black for space.
  • Suggestions for moments of movement or activities:
  • Experiencing and investigating sweating during play with much or less clothes on.
  • Playing a tapping game: if you have been touched by a black cloud, you can no longer participate
  • Active sorting with walking orders: what is good for Terra and what would she rather not have?
  • Children's yoga: salute to the sun
  • Breathing and relaxation exercises.


Participation by the children / participation by others

  • The children determine together which aspects of the story they want to elaborate on.
  • They choose to empathize with either Terra or Laura.
  • They may make proposals: who would they like to invite into the classroom or what would they like to visit.
  • Consider whether you can invite a carer, (male) nurse, doctor, arborist, energy saver into the classroom.


For those who want even more

  • You can clarify sayings connected to the sun: melt like snow in the sun, after the rain the sun will reappear, put someone in the focus of attention, to be a little ray of sunshine in the house / in the classroom, shine like the sun.
  • For your information: fever is not a disease in itself. Your body heats up to defend itself against unwanted invaders (viruses, bacteria, ...). It is a signal to slow down a bit, to let your nature’s resilience do its work,… It may be interesting to compare it with Terra’s fever or "disease".

Encourage thinking, observation and research

hoofd met hersenen

Go on a Terra tour in the school, on the school grounds and around the school
Experience the blanket and understand how it works (the natural greenhouse effect)
Observing and examining "dirty clouds" (enhanced greenhouse effect)
Understanding where the dirty clouds come from
Explore the globe
Free play with all kinds of materials
Be sure to take enough time to have a closer look at the play equipment available in your classroom
Experiencing the connection with the earth: the soil, the air, the wind and the clouds
Observing the sun and study the cooperation between sun and earth
Some ideas for processing
Participation by the children and by others
For those who want even more


Go on a Terra tour in the school, on the school grounds and around the school
The aim is an overall exploration that ties in with the core of the story:
•    Find places that can be an illustration to the story: dry place, sick tree, cut down tree, cow, pig, sheep, goat, smells, car exhaust, truck, factory, motorcycle, bus, dried-out lawn, trees, cycling path, cyclists, sorting bin, rubbish bin, bus stop,….
•    React to coincidences: discoveries made by the children, a plane flying over with a condensation stripe in the sky behind it, traffic, ambient noise,….
•    Provide magnifying glasses, a stethoscope, binoculars, search sheets, material to take notes, telescope, periscope, eclipse glasses, camera, sound recording, work gloves and collection bag. If necessary, also provide sunglasses or sun protection.
•    Give some children a sheet of paper to indicate what they observe (like in a bingo game):
o    images on a red background illustrate what makes Terra sick: a car or motorcycle with exhaust gas, a lot of noise, a cut down tree, waste, a factory with exhaust gas, plastic bottle, litter,….
o    images on a green background illustrate what makes Terra happy: bicycles, people on foot, trees, flowers, an electric car, a reusable bottle.
•    Add extra observation opportunities or provide this for a next exploration:
o    Energy and electricity: do you observe solar cells, windmills in the landscape?
o    Transport: how can we move around? What means of transport do we see? Which vehicles cause dirty clouds and which don't?
o    Housing: are there houses under construction or being converted in the vicinity of the school? Do we see insulation panels, solar panels,…?
o    Healthy local food: what have we got in the school garden? Do we observe places in the school’s vicinity where vegetables and fruit are grown?
•    If you visit the same places again later, you can compare.


Experience the blanket and understand how it works (the natural greenhouse effect)
The blanket is the atmosphere, the gases around the earth:
•    Wrap a cloth or blanket around a ball or globe. Possibly you can use a sweater. If you still want to be able to see the sphere, don’t hide it completely. You could also use a sweater that opens at the front or something transparent. You can use a perforated (plastic) cover or air pads.
•    Compare with a skin around an apple, potato or orange. The atmosphere is a layer of air around the planet earth. Astronauts can see that layer well. You can also compare it to a shield, because the atmosphere protects the earth against harmful radiation from the sun and flying meteorites (debris from space).
•    We cannot live without a blanket. It would always be very cold. The moon has no atmosphere. That’s why life is not possible there.
•    You can explain the normal functioning of the blanket as follows:
o    The blanket takes care of the earth and all people. The blanket can breathe.
o    The blanket blocks the cold out of space. It absorbs the sun's heat. The blanket keeps the earth warm.
o    The blanket returns some of the heat. For example, because it reflects on the white ice and on the water of the oceans. Otherwise it would get too hot. In the story it is formulated as follows with picture 3: "My blanket makes sure that not too many rays of the sun linger on my body."
o    Consequently, it is neither too hot nor too cold on the earth. The blanket regulates the temperature on earth so that people, trees, plants, animals,… can grow and live there well. Nature has arranged that well!
o    It works like a greenhouse or conservatory in the garden: heat comes in, not too much and not too little. The glass of the greenhouse filters and retains the heat, so that the plants can grow well. You can ventilate when it’s getting too hot. To prevent too much heat from entering, the glass in conservatories is usually painted white. You can compare it to the snow on the arctic circles. Without snow, it will warm up even faster.


Observing and examining "dirty clouds" (enhanced greenhouse effect)
The dirty clouds are the exhaust fumes that hang in and around the atmosphere:
•    Apply a second blanket or layer around the globe. An option is to pump up the applied cover a little. Or cut out dirty clouds. Stick or attach them to the first blanket.
•    You can use binoculars or tinker a satellite that revolves around the earth. In that way, you can examine the dirty clouds from a distance. The dirty clouds people make mess up the normal operation of the blanket. The blanket can no longer give off its heat properly and that causes the earth to heat up! It’s just like getting too hot in a conservatory or greenhouse and the plants drying out.
In the story, the dirty clouds appear as follows:
•    In picture 3: black smoke.
•    In pictures 6, 7, 9 and 10: dirty clouds.
•    With the possible key questions in picture 6 it is mentioned that "(exhaust) gases" is another word for those "dirty clouds".
Have you already seen dirty clouds during the Terra tour? From an airplane or from a car / motorcycle with "black smoke" whose oil urgently needs to be changed? Then you can start from that.
Return to pictures 3 and 7 to see the dirty clouds on Terra. Use pictures of exhaust fumes and polluted air. There are a lot of suitable images on the internet. Children can study them more closely with magnifying glasses and a stethoscope.
Make use of some road signs you can see dirty clouds on:
•    Signs indicating the beginning and end of a Low Emission Zone (LEZ): you can see the dirty clouds near the car shown.
•    Signs indicating SMOG in large letters. For your information, smog is a contraction of "smoke" and "fog". Literally, it is "a fog polluted by smoke and exhaust fumes." Thus, dirty clouds.
•    Internationally, there are also various signs for motorcycles, cars and trucks that indicate that you have to turn off your engine. You can see clearly the dirty clouds on these signs.
•    The old road sign "level crossing without barriers" may also be interesting because it has a train with a large cloud on it, from the time of the steam trains.


Understanding where the dirty clouds come from
Look at picture 5 again and reread the text in order to discover where the dirty clouds come from:
•    With cranes, people get "coal and petroleum from underneath my skin".
•    They transport this material from the ground / from the soil by trucks to "factories to make anything and everything".
On picture 6 and in the text that accompanies it, this continues:
•    "I see cars and planes". You also see a motorcycle and a bus in the picture.
•    "People who cut down and burn down forests".
•    "Masses of cows that fart and burp". You also see pigs in the picture.
•    "This creates dirty clouds, some invisible, others in almost all colours of the rainbow. That can't be right!".
Observing petroleum is possible if you can provide petrol, diesel, heating oil, ... in a few bottles. Can you describe scent and colour? Add picture books and images:
•    You need diesel or petrol (or natural gas) to run the engine of a car. When observing a car, do not forget to show (the place of) the engine and the small door through which you put fuel in the car. Diesel and petrol are made from petroleum. Where do you get diesel or petrol? Have you ever observed refuelling? What is a petrol station? You have a pump for petrol and a pump for diesel. You put diesel in a diesel car. You do that with a hose. Does it work the same way with an electric car?
•    How do people take heating oil to the houses? How can you get the fuel oil from the truck into the pit? What do people use the heating oil for?
•    Possibly, you could with games and images add information about extraction and transport to factories, to petrol stations and to houses.
Get to know real coal if you can find it. For most children the use of coal is far from their living world. In some places you can make a connection with local coal mining history.
Make together with the children the statement "the factories make anything and everything" much more concrete. Start from a few things you can observe. Add pictures to support the listing. Some examples:
•    What do people make for us in the factories? Drinking bottles, lunch boxes, windows, doors, stones, roof tiles, letter boxes, etc., etc.,…. Some factories do this emitting a lot of clouds. Other factories can manage this with few clouds.
•    What things people make all have a motor? Cars, buses, trains, planes, a parcels delivery car, a leaf blower, etc.,. ….
•    Do all those engines generate dirty clouds? There are engines that use electricity. For example, electric trains, electric cars, lawn mower,….
•    This can be an occasion to make a long list of things that need electricity / power to work: mobile phones, fridges, washing machines, toys, garden robots,….
•    There are also factories that make the electricity and batteries needed to run all those devices. Those are factories with a lot of dirty clouds.
•    Can you also make electricity without generating dirty clouds? You can refer to the Terra walk where you may have seen a windmill or solar cells. You can go back outside to have a look at the solar cells of the school or in the surrounding area. Solar cells and wind turbines provide electricity without generating dirty clouds. That is called 'green electricity'. Have a look at the KaMOShi stories "Leon" and "Giant Colossus is angry" about electricity.
•    Good news! If people drive around less in cars and trucks, if factories make fewer things because people are satisfied with less, there will be far fewer dirty clouds.
•    If you have the opportunity to visit a (small) company that exerts every effort to emit as few dirty clouds as possible, then you should certainly not miss that opportunity. This may be done via the municipality or via the parents.


Explore the globe
There's no way a (children’s) globe would be missing on your theme table with this story. A (children's) globe cannot be missing from your theme table in this story:
•    Preferably, choose a sphere that is sufficiently large with a NASA world view, namely the way the astronauts can see the Earth as a remote planet. You see the continents with land, desert, water and ice. You see the oceans and clouds here and there over it.
•    In addition, it is best to have a globe with the continents and countries (political version).
All kinds of assignments are possible:
•    Examine the sphere with a magnifying glass, possibly also with a stethoscope.
•    Indicate places: where do we live? Where have some children already been or where do they come from? Where would the children like to go? You can indicate places with a small sticker or with a flag on a stick.
•    Making connections between places. You can do this with a piece of string or with a strip of clay. The strings and clay can be compared and processed in a simple distance table. Discuss the means of transport people use in order to bridge these distances within and outside Europe. If you want, make the link with the KaMOShibai story "The pineapple boat". You can also let the children travel with various small means of transport on a large world map. Encourage the children to think about the advantages and disadvantages of the choices that were made.
Try to find picture books and photos about the lives of young children in other countries. This can help to empathize with peers in other places on the globe, e.g. to make clear how other children deal with warmth, heat and climate change.


Free play with all kinds of materials
Give the children a lot of opportunities to empathize and to learn to observe with the following large selection:
•    Small and larger globes, a desk lamp to use as the sun.
•    Cloths and blankets, foil, cover, sweater or large scarf to wrap the globe. The children can also use these things for themselves in order to experience cold / heat.
•    A bed or wheelchair where you can put in sick Terra.
•    Research equipment e.g. magnifying glass, stethoscope, thermometer, also material to take notes and an overview to record the temperature readings. Hang it on Terra's bed (compare with a nurse’s overview of a patient admitted to hospital).
•    Binoculars, camera, old or play cell phones, equipment to make a satellite, possibly a homemade telescope, etc ..
•    Care material to help Terra recover.
•    Possibly dress up clothes of a carer, nurse, doctor,….
•    A lullaby, customised music, a stuffed animal,… to cherish Terra.


Be sure to take enough time to have a closer look at the play equipment available in your classroom
•    Is the means of transport multitude reflected in the play equipment? Can they split the material in good for Terra / not so good for Terra?
•    Can children, for example, use Lego to build a house where during the day a lot of light can enter and another where no light can penetrate? Which house needs more / less electricity to be lit?
•    Can the children build something, using real or fictitious insulation material?
•    Is there a small globe, a "sun", a windmill?
•    Are there different types of trees in the selection of games?
•    Is there a toy house, car, windmill,… with solar panels?
Can they sort play equipment from healthy / not so healthy food? Is there play material from a farm or a vegetable garden?
•    Can the children build a rocket and a satellite with wooden blocks, cardboard or Lego?


Experiencing the connection with the earth: the soil, the air, the wind and the clouds
Sympathising with Terra, strengthening your friendship with Terra: you can do that by (further) building up your connection with the earth. Continue to do the activities you recognise with even more enthusiasm and improve them throughout the school year. Some examples:
•    Exploring the soil and in a playful way experimenting with soil / earth,…. Provide all kinds of tools: sieve, shovel, plant sprayer, magnifying glass, ... More inspiration for tools can be found in the Haba 'Terra Kids' collection.
•    Playfully experience different materials on a "barefoot path". Finish with scent games, wash feet and feel the air, for example with fans. Relax afterwards with a glass of water and breathing exercises.
•    Help in the (school) garden and taste the fruits of the earth, e.g. apple, pear, but also potato, pumpkin. How do you eat them? How do they grow? What are the differences between a potato and an apple? What do you like? What do you want to learn to taste?
•    Add small play equipment and / or natural materials to the sand table: small trees, houses, cars, truck, ice (styrofoam) and polar bears, penguins, windmills, cyclists, walkers,….
•    Perception of air and wind: smelling healthy and foul odours, feeling the wind, discovering the wind direction with a windbag, launching a kite, hanging a flag line, testing windmills, getting to know windmills of the past (grinding grain) and now (generating electricity).
•    Observing clouds: look at them with (homemade) binoculars or a telescope, discover characteristics of clouds, take selfies with clouds in the background or in a large old photo frame.

Observing the sun and study the cooperation between sun and earth
With children you cannot directly perceive the sun because of safety and possible damage to the eyes (low vision / blindness). Even sunglasses or eclipse glasses are not 100 percent safe for the eyes. But there is a way to observe the sun indirectly:
•    Place a sundial. Watch how the shadow moves when there is enough sun.
•    Play shadow games: mark out on the ground, put something on your head, play a shadow tapping game,….
•    We need light and heat from the sun to grow (vitamin D). Plants also need light and heat. Not too much and not too little. Experiment: sow watercress in pots or on cloths in trays. Let them grow up in different places: in light and dark, in cold and warm places. Observe them, compare, photograph, ... or put a bucket upside down on a piece of lawn. After a few days, go and see what has happened.
•    For those who want more: if you focus on the connection with the earth, don’t forget to talk about the seasons and how you recognise them. The earth revolves around the sun, thus provoking spring, summer, autumn and winter.
Discuss with the children day and night, sunrise and sunset. With a globe and a desk lamp, demonstrate how the earth rotates around its axis and the still sun . Stick a sticker or flag on our country. If the earth didn’t rotate, it would always be dark or light with us or on the other side. Also a child can be Terra, the spinning earth, while Laura (with lamp) remains still. The other children can sympathise. They personate what they do in the morning, during the day, in the evening and at night.
For your information: a wide variety of free images of the Earth and the Sun can be found at https://www.vecteezy.com/free-vector/aarde

Some ideas for processing
•    Tinker a globe in two or still better in three dimensions, e.g. by sticking "papier maché" onto a (large) balloon. Some choose a large cardboard globe a child can get in and walk around with. This can be interesting to portray Terra.
•    You can make a small globe with clay and the colours green, blue and white.
•    Experiment with all kinds of windmills. Find windy places or figure out how to make your own wind.
•    Let the children observe and draw, paint, tear and glue, photograph, ... variations in clouds
•    Have the children sort and range different types of clouds.
•    Provide a memory with images of all kinds of crazy, small, large, coloured and dirty clouds. You can add trees, vehicles, a factory, etc.
•    Clouds are common in art, in photography and in painting. There are videos of artists and children who are painting clouds. Get inspired and start working yourself!
•    Draw small, larger and very large clouds on light cardboard. Cut out and colour. Hang them on a string or mobile. Experiment with different ways to make wind.
•    The children can visually process the contrasts that emerge through drawings, paintings, collages of small images on the contrasting background of their choice:
o    The contrast between what you can see in picture 6 (dirty clouds) and picture 9 (Terra feels better).
o    The contrast between what we get from Terra, from nature, from the trees, from the land and from the sea, what children like versus what people sometimes do with what they get from the earth.
o    The contrast between Terra getting sick and Terra getting happy.
•    Work out a Terra shop game. Let the children experience that some things are cheap now (in a first round), e.g. an airline trip, a pineapple, but can become more expensive later (in a second round).


Participation by the children and by others
•    Preferably work out he children’s interests and (research) questions.
•    Involve older children from primary school in this theme, e.g. to supervise groups and play assignments.
•    Work together with parents during various activities. Help is welcome with excursions or visits, with observations, with showing climate-friendly realisations, ... They can also provide materials and research tools.


For those who want even more
•    To broaden the children’s experiences, you can visit an energy-neutral or nearly energy-neutral (BEN) house, a 'tiny house', a car garage and a cycle shop, a bike shed and bicycle repair place, a vegetable garden with compost bin, a container park or recycled goods shop.
•    If the school provides the means, you can fully use the digital skills of young children with this theme: view the earth from space, show images of global warming. Use a (weather) app to compare sunrise, sunset and temperature of some places on the globe, scout climate change apps,….
•    When working out the space theme, you can certainly build on the children’s interests. You can use PAXI films from the European Space Agency - ESA - Space for Kids.

Activities to perform together with the children


The following principles are important, when it comes to setting up and implementing climate actions together with young children:

  • Repeat actions, activities and main concerns that were successful and began during "empathizing" and "observing / investigating".
  • Confirm good habits of the children and parents that prevent or limit the use of fossil fuels. Confirm actions that you are already doing or that are already happening in the school and freshen them, give them new impetus.
  • Mainly work out symbolic actions. For example, "washing clouds" or deliver a letter with an appeal to the mayor. Other examples of this can be found at "launching rescue teams". With symbolic actions, young children can touch and inspire others to make sustainable choices. Symbolic actions can also indirectly contribute to a more climate-friendly policy.

Also consider the following questions:

  • How far are you with your own commitment and vision in relation to global warming?
  • What about the climate policy of your school, and where do you place yourself in it? Does the school also smoothly implement structural improvements to deal with energy? Are there solar panels, green roofs, well-insulated windows, etc.?
  • How profound is the parents’ involvement and cooperation?  And that of the surroundings of the school?

Put into words Laura and Terra’s challenge

Free inventory of actions that can help Terra

Focusing on the actions that come up in the pictures and in the text of the story

Investigating and measuring together as a week’s activity

Realising Terra's dream

Launching rescue teams

Organise a show moment or party of Terra

Participation by the children and their surroundings

For those who want even more


Put into words Laura and Terra’s challenge

Can the children on the basis of questions explain the core message in their own words?

  • Laura says "If the people who live on you emit less dirty clouds, you will get better". What are dirty clouds? Who makes dirty clouds? Who can explain that once more?
  • Terra replies: "I just hope then that people are smart and take action quickly, because there is little I can do about that myself. People will have to do it themselves. "Aren't people always smart? What is "taking action"? Why do people have to do it themselves?
  • Laura says at the end of the story: "You’re still a long way off. You are seriously ill and that requires a long recovery ". What is a long recovery when you are ill? How do you say that in your own words?
  • What question from Laura does the story end with? "Hey, hey there, kids! Do you want to help Terra get better? "What do you think about that? But is there anything young children can do?


Free inventory of actions that can help Terra

• Ask the question: "Why is our earth ill, how can we make it better?"
• Let the children brainstorm freely. Write down their reactions on post-its and ask them to add a symbol. If things don't go smoothly, you can activate the brainstorming and hand them small inspiring pictures.
• Go through the proposals and sort them with the children. Let the children grow in explaining why the action is performed.
• Can the children choose 3 actions they prefer to do?


Focusing on the actions that come up in the pictures and in the text of the story

Go back to picture 9 and the text: what makes Terra happy? What do you see in the picture? The text still says: "others eat less meat" and "still others refuse all the waste they get in the shops".

Rephrase the actions suggested in the story. Involve the children to a greater extent in the actions, both individually and in group. Look for what you can confirm and what can be improved:

  • How do you go to school? By bike? Who are you cycling with? By car or by bus? When? Who are you coming with? To school on foot? Who are you going with?
  • Do we take care of the trees and flowers in (the vicinity of) the school? And of the plants in the classroom? Can we do better?
  • Do we eat much meat? Do we like to eat domestic fruit and vegetables?
  • Do we have a lot of waste in the classroom? Do we bring waste from home? Can we do better? How?

If feasible, make the link with the three actions the children preferred after the brainstorming. Confirm or adjust.

Keep Laura and Terra's challenge alive in class (see “tinker a Terra doll”). You can do this, for example, by choosing together with the children a seat in the circle for Terra. Then she can intervene regularly or be approached by the children to give her opinion. Resume the empathy "take care of Terra": cherish, blanket, bed, lullaby, measure and record fever: no fever / a little fever / a lot of fever, call a friend (mobile phones), call a doctor,….


Investigating and measuring together as a week’s activity
For a week or more, have the children note down:

  • How they come to school.
  • Whether they bring to school or receive at school vegetables and local and seasonal fruit.
  • How often doors remain open, lights are not switched off in class or in the hallway.
  • How often the toilet is used (number of times a day, large button, small button,…).
  • Which items in the class are used a lot / little. Which items can be removed or shared.

Draw decisions and coordinate with the parents where necessary. Organise a (cycling) activity or start a project.


Realising Terra's dream

To match the toddlers’ fantasy, you can evoke together in a dream how nice it is to live in Terra’s world.
"Not so long ago, Terra was happy. She loved the beautiful flowers, butterflies, birds and all the other animals that live on her ... "So it is said in the text of the story. It can be a stepping stone to start dreaming together with the children’s input. Some examples:

  • Cyclists, pedestrians and buses are given the best roads and have priority in traffic.
  • Trains and trucks have their own special roads and are charged with electricity.
  • Factories no longer emit dirty clouds, but provide clean air and cooling.
  • For all people there are a lot of vegetables and fruits to share in their own area.
  • The ice is no longer melting. The polar bears (North Pole) and the penguins (South Pole) are happy.
  • There is enough clean water everywhere for people, animals, trees, plants and flowers.
  • People need less new things to be happy. They are satisfied with old stuff. They will share, restore and use more together.
  • People (mostly) do not fight with each other but against the dirty clouds.
  • The kings, mayors, leaders, bosses and professors don't just think about themselves but work well together to make sure everyone is happy.
  • Rescue teams, computers, robots and new inventions help people with this.

You can convert this dream together with drawings, children’s works and other images into a montage with appropriate music. Find a colleague, trainee or grandparent or parent with a hobby to realise this together. It may even turn into a kind of meditation, such as in a relaxing room in which objects, images, colours, smells and sounds pleasantly stimulate the senses: floating like an astronaut in space and discover the magic!


Launching rescue teams

Inspired by television programs that can fascinate young children, you can organise some classroom activities or "rescue teams" for Terra. This can be combined with questions such as:

  • What do you want to do to help Terra?
  • What do you want to be when you’ve grown up?

Choose from the many options together with the children:

  • Nurses and doctors: Cherish Terra.
  • Energy Captains: are the lights switched off? Should it be ventilated here? Are the doors closed?
  • Tree keepers, plant keepers: pampering trees, plants and flowers in the classroom and on the playground. See action suggestions in Kamoshi practical guide for "Tree looking for school".
  • Cyclists: cleaning, repairing and testing bicycles, learning to cycle better. The kaMOShibai story "Leon" can be connected with this.
  • Dropouts / cleaners / cleaning team: clearing and sorting waste in the classroom and on the playground, calling for waste reduction,….
  • Builders: build with insulation, spacious windows that let in a lot of light, in the building corner.
  • Professors / inventors: tinkering satellites, a waste meter,….
  • The step counters / the pedestrians: make a circuit of a certain number of steps on the playground or the school grounds, look after leather shoes and materials,….
  • The barefoot team: take care of the barefoot path, learn to care for feet,….
  • News reporters: bring good news of successful campaigns, make photos and drawings,….
  • Car producers: "electric" cars, motorcycles, ... design and test on the play mat.
  • Cloud washers / skyscrapers: artists who measure clouds, design all sorts of crazy clouds, tinker and wash dirty clouds, e.g. with chalk on plates.
  • Farmers and cooks: growing and processing apples and potatoes, working in the vegetable garden and in the kitchen.
  • Enforcers: design road signs to encourage and prohibit, design and use cardboard hands with a thumb up or down.
  • Heart thieves: positive messages, feathers, hearts, healthy sweets.
  • Windmakers / coolers: provide fresh air to open and close windows and doors, play music, a fan or a piece of cardboard to give air, to keep a cool head.
  • Action creators: tinker action stickers, for example switch off the lights, design a banner, flag, pamphlet and a letter for the principal or the mayor. Making chalk drawings on the playground, on the sidewalk near the school, at an important place in the municipality,…. Working on a Terra handiwork for grandparents, Mother's Day, Father's Day, New Year.


Organise a show moment or party of Terra

You can organise a show for other classes. Since parents and other adults decide on the use of fossil fuels, you also invite them to a show. You can keep that sober or give it a festive tone.
Some suggestions:

  • Welcoming parents, grandparents, principal, external parties.
  • Present the story of Terra as a play. End with (something from) Terra's dream.
  • Show a theme table, an exhibition of the children's creations, a photo montage "children in action",….
  • Rescue teams in action, e.g. finish and colour a large Terra world map on the playground.
  • Hand over a letter to the principal or the mayor. Make a call to action and have it signed and followed up.
  • Reveal a wall painting of Terra. 
  • A water reception.


Participation by the children and their surroundings

  • Work out the actions the children have chosen.
  • The children decide what they want to show or tell at the show moment.
  • They work together to divide roles in the Terra play. They can choose between playing a role or helping to finish a piece of scenery.
  • Extra help from primary school children is certainly welcome, e.g. to accompany the rescue teams.
  • The participation of parents, grandparents, people from the vicinity of the school, from associations or from the municipality is an important help in realising actions. The houses and gardens, professions and the hobbies and materials of parents, grandparents and local residents can provide inspiration.
  • Others can help organise an evening or a "night of Terra". It can be an unforgettable moment for the children, e.g. at the end of kindergarten.


For those who want even more
Frame your actions in the sustainability policy of your school with attention to the most important themes related to reducing the use of fossil fuels: energy, housing, food, movement, ... Help to further develop the climate policy of your school.