CLIMATE CHANGE
Climate change is a long-term shift in global or regional climate patterns. Sometimes it's mistaken for weather. Having that in mind we'll start this module with the difference of "climate" from "weather" so as every student understand that climate is measured over a long period of time, whereas weather can change from day to day, or from year to year. Our main aim is to be informed on what climate change exactly means, what are the main causes; how it affects us and food security so as to help their local community to understand that tackling climate change is our most critical action.
The topics analyzed were:
WEATHER VS CLIMATE
Learning scenario https://v.gd/YcDE78
We started this module with a discussion based to the statement:
'Althought climate and weather seems to have the same definition, climate is quiet different".
We asked students to visit the URL:https://www.meteoblue.com/en/weather and click on weather maps so as to develop the weather map in their city.
Which information does this map gives to you about weather elements?
They identified these and edited their results in a map like this one:
CITY | TEMPERATURE | WIND SPEED | WATER TEMPERATURE | PRECIPITATION | HUMIDITY |
|---|---|---|---|---|---|
Then they watched a video (https://youtu.be/lrPS2HiYVp8) and asked to fill in teams the following template, describing at the end the climate in their city in a paragraph.
A discussion based to the following photo
adapted by https://www.environment.gov.au/climate-change/climate-science-data/climate-science/understanding-climate-change/indicators was followed and then students where asked to take interviews from their grandparents or other olders so as to develop that climate system is changing.
Then followed a discussion based to the videos:
https://youtu.be/dcBXmj1nMTQ and https://youtu.be/t9B8gGQtJzo
The main causes of climate change are:
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Humanity’s increased use of fossil fuels – such as coal, oil and gas
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Deforestation – because living trees absorb and store carbon dioxide
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Increasingly intensive agriculture
Despite a consensus that humans are responsible for the increased emissions of greenhouse gases and the observed increase in global temperature, scientists are still debating on the contribution of individual causes of climate change such as sulfate aerosols , the El Nino, black carbon , the existence of climate feedbacks on the global carbon cycle , and whether increases in carbon dioxide precede or follow global warming.
In order to develop all the natural and human causes and factors that contribute to climate change we used two escape room games, so as to be a more playfull and teacher indepedent process, but also the above blended scenarios were creaated so as to have the chance to implement some activities in the classroom when schools opened again, Thus all the educational goals were achieved through more collaboration and discussions on questions that were created during the implementation.
IMPACTS OF CLIMATE CHANGE
After a brief brainstorming on the impacts of climate change students are called to visit the URL:
https://experience.arcgis.com/experience/5f6596de6c4445a58aec956532b9813d
so as to make a search on its interactive maps made on weather previsions showing how Europe could be affected by climate hazards if nothing is made from 2041 and beyond. The climate-related hazards provided in those maps are heat waves and droughts, forest fires, windstorms, heavy rain and floods, sea level rise and storm surges.
Students are encouraged to click on their area and focus to the effects of climate change in terms of droughts, floods, forest fires, sea levels.
A discussion is followed so as to start identifying the impacts on ecosystems, biodivrsity and life on our planet , through some learning activities related to the impact of climate change to the air, water, soil and land, wildlife, flora and fauna.
NOTE: This task was implemented in a transnational online meeting with students and mentor teachers. Sudents were divided in teams and each team had to explore with one or two teachers a topic based to a learning scenario designed by each mentor. Then there was an exchange between teams.
1.The impact of climate change to air
Learning scenario: https://v.gd/IKzFHz
Students were introduced to the goals and outcomes of the LTA, and then watched a video so as to be able to hear what the air would tell us about pollution. They had to pay attention to the message that the air tells us at the end. Then they joined a Mentimeter presentation so as to write 3 words related to air pollution.
After that they used a model simulation so as to explore the connections between pollution sources, weather, geography, and air quality by changing the conditions (weather, air quality, number of cars and power plants) and study their impact on air pollution. Based on the analysis of the collected data from the simulation, students should answer the questions:
1) Do the selected parameters affect air pollution?
2) What happens to pollution if the weather changes? (for example a lot of rain falls)
Their final task was to do two simulations on their own.
First simulation - Red parameters are set (75% cars, 50% cars pollution, 25% electric cars, 50% power plants and 75% pollution), and adjust the blue ones to suit the climate in their place, country.
Second simulation - Adjust the parameters (red and blue) of their choice.
Then they had to screenshot both simulations, analyze them, and state what should be changed in them to reduce pollution, and then to post their screenshots and comments on a Padlet.
2.The impact of climate change to water
The relation of this lesson plan is based on a discover video-based lesson which the students studied the importance of climate change and their impact of the water.
Context Topic: The Impacts of Climate Change on Water
Total learning time: 45 min.
Size of class: 6 (students from transnational teams)
Age: 15-18
Mode of delivery: Blended
Aim: During this learning scenario, students will expand their knowledge about the impact of climate change on water by raising awareness on how to reduce the impact of climate change on water.
Outcomes:
Affective learning outcomes: Students will be able to list the factors that effect water pollution.
Analysis: Students will analyse the results obtained with the help of the TEDed video.
Knowledge: Expanding knowledge on water pollution.
Introduction: Read, watch and listen (5min.) In the introductory part of the class , students are introduced to the goals and outcomes of the class. The teacher explained to them how the class was organized. The class started by watching the video and answered the questions.
Collaborate (5min) Watch the video (https://youtu.be/lZ6ZIdIgv2A) about what does water mean to you and discuss with your colleagues.
Write down your results at the padlet
The main part of the class:
With the help of the TEDed Video they started the main part with the introduction of 5 Steps:
1) Watch
2) Think
3) Dig Dipper
4) Discuss
5) and Finally.....
They worte down their results and saved the work.
Discuss: (10min) In this part of the class the students will discuss the factors that affect water resources.
The final part of the class:
Homework: Find solutions to reduce water consumption nd post those in the padlet.
3.The impact of climate change on the flora and fauna.
Students are called to attend a video and then to answer the questions clicking on the webquest link below:
Then they are asked to read the following text :
"Out of the estimated 8 million animal and plant species on Earth, one million are nowthreatenedwith extinction. For the first time, researchers have managed to reconstruct a precise chronology of the evolution of the brain size of African elephants. Elephants' brainsgrowduringperiods of climate change to allow them to adapt and find solutions, for example by migrating more to findfood or by developing a greater memory to betterrememberwhere to find water in times of drought. in 2018, a studyconducted by the University of Montana (USA) explained that the snowshoehare - whose brown coatturns white in winter to camouflage itself in the snow and escape its predators - increasingly retains its brown hair year-round in the face of a lack of snow."
and answer the questions:
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Which animals are mentioned in the text ?
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How many millions species are threatened with extinction ?
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Why do scientists say that the elephants’ brain grow during climate change periods ?
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Which colour is the snows hoehare ? Which colour does it turn in winter ?
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Can you think about the reason why this change in colour won’t happen any more?
Then they are encouraged to find some solutions to save animals in a World Wildlife Day text adapted by
https://www.un.org/en/observances/world-wildlife-day and give responses to some questions based to the text and also to share their opinion on the following questions:
What are the main problems facing wildlife in your part of the world? What can we do to help?.
The t ext is given in the form of Google form. They can give their responses directly there or/and to post those to a padlet.
4.The impact of climate change to forests and wildlife
“Animals are dealing with increases in water, air and solid waste pollution that affects the food they eat and the habitats they live in.”
Aim
Students to list the animals that are affected by climate change and what do they alter in order to survive but also to be aware of the impact to forests and wildlife on those as well as the effects in case these can't migrate to areas with a more favourable climate.
We worked on that topic based to tdiscusion with the help of two presentations.
Aftrer a brief introduction on how animals are affected by climate change we focused in the case of cheetahs, giant panda bears, green turtles, Asian elephants, polar bears, and adelie penguins. There was a discussion and then students based on all these discussed had to give responses in a padlet on the following questions:
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WHAT ARE THE ANIMAL AFFECTED BY THE CLIMATE CHANGE?
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WHAT DO THEY ALTER IN ORDER TO SURVIVE THE IMPACT OF CLIMATE CHANGE?
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WHAT IF THEY CAN’T MIGRATE TO AREAS WITH A MORE FAVOURABLE CLIMATE?
Then with the help of a presentation related to forests and climate change the two-fold role of forests in climate change was explained so as students to be able to understand what's the issue and why that's important for both people and nature to restore those. Then there was a discussion on what can be done focusing on:
a) Combatting deforestation and forest degradation in areas of high biodiversity and cultural significance
b) Restoring forest landscapes (Bonn Challenge was explained here)
c) Deforestation-free supply chains
d) Restoring degraded and deforested land.
Then students had to take part in an assessment with true or false, match the sentences, and fill the gaps questions.
Learning scenario: https://www.createwebquest.com/impact-climate-change-soil
“Climate change has a major impact on soil, and changes in land use and soil can either accelerate or slow down climate change. Without healthier soils, and a sustainable land and soil management, we cannot tackle the climate crisis, produce enough food and adapt to a changing climate.”
Students are attending a video where Edward Norton represents the soil. Then there's a brainstorming on that, and students are asked to think why soil is dissapointed so as to make a conclussion that it's disappointed as it's disappearing faster than it is being made and warns people that they can't survive if don't conserve it!
Then we announce them their task: to develop a lot of knowledge so as to spread the need for soil conservation.
1st STEP: Let's talk about soil (10'min)
Students are attending a video and then with the use of questions and answers we discuss on it.
2nd STEP: Soil and climate change (10' min)
The increasing human population is placing greater pressure on soil and water resources and threatening our ability to produce sufficient food, feed, and fiber.
We all join a kahoot interactive presentation (https://create.kahoot.it/share/soil/eb3b6115-af4d-442a-9087-82b877ed5a2b).
3rd STEP: Let's focus to erosion and the need of soil conservation(25' min)
3a) Students join a menti presentation and list some natural processes and human activities that contribute to soil erosion.
3b) Students watch a video
Then they have to be led to a padlet, take a look on some photos, and describe how they believe that soil is eroded in each case and how this soil could be conserved.
FINAL TASKS:
1) Provide 3 questions with their answers for a cooperative kahoot quiz. 2) Based to all info provided, create a poster or infographic and upload it to the padlet .
5.The impact of climate change to soil
“The exchange of energy, water and aerosols between the ground surface and the atmosphere is facilitated by land, which is both a source and a sink of greenhouse gases (GHGs). Land habitats and biodiversity are threatened by ongoing climate change, as well as weather and climate in varying degrees, extremes.Sustainable land management will help to reduce greenhouse gas emissions"
6.The impact of climate change to land
Context Topic: The Impacts of Climate Change on Land
Total learning time: 45 min.
Designed Learning time: 45 min.
Size of class: 6 (students from transnational teams)
Age: 15-18
Mode of delivery: Blended
Aim: During this learning scenario, students will gain a deep comprehension betwwen the relationship climate change and land by raising awareness on how to reduce the impacts of climate change on land.
Outcomes:
Knowledge: The students will learn about climate change and its relationship with land
Comprehension: Students will understand which practices of humans cause climate change on land and they will be able to come up with ideas to reduce the effects of climate change
Teaching/Learning activities:
1) Watch: The students will watch the youtube videos in two parts about the impacts of Climate Change on Land (10 minutes, teacher and students online)
2) Think: After watching the video, students will answer 4 multiple choices questions related to video (10 min. Students online)
3) Collaborate: The teacher and students talk and brainstorm on the related video, questions and answers to deepen the impacts of climate change on land (10 minutes, teacher and students online)
4) Dig Deeper & Discuss: The teacher will give a guided discussion on thinking about what students can do to reduce the impacts of climate change on land. The starting point will be precautions that students will take at their home and neighbourhood (15 minutes, teacher and students online)
5) Evaluation: The teacher will check if all the students can attend to quiz via of https://ed.ted.com/lessons/Q7nDYpsT/stats from Review student work section, the teacher will also see which questions are answered right or wrong, The students will be given homework which is to prepare posters about climate change on land, via of a padlet
Climate change and food security
We were going to analyse the connection of climate change and food security. We started with the video "Climate, Agriculture and the Challenges ahaed".
Students had to f ind out which foods or animals, plants in their country/region are affected by climate change and enter theirr examples at the padlet below:
Then they had to resd the stories described in the following pdf file and choose one so as to give responses in a foroum
Addressing the climate change to our communities
For this task we worked firstly on the our countries' footprint. Students worked for a pair country as following:
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Austria-Greece
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France-Italy
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Serbia-Turkey
They made a research and collected data on what, how and why has changed for their paired country based to the data presented on: https://data.footprintnetwork.org
They presented their findings in a padlet where they also expressed their opinions on which measures could be adapted in this country. There students of the partner countries were encouraged to comment. Then they compared the findings for the paired country with their county's data.
In the 2nd step they calcualted their footprint based to the calculator on the URL: https://www.footprintcalculator.org/
and then returned back to the same link they used before so as to find the t Ecological Footprint (Number of Earths) of their country and compare their result with the data presented there.
There was a discussion related to Earth Overshoot Day and then they added both their result and feelings to a padlet. padlet.
In the last step they were encouraged to take action by taking part on the activity provided to: https://mission1point5.org
and suggest solutions here:
https://movethedate.overshootday.org
and present all those developed in a creative way in their local societies.
We have to mention here that while we were addressing climate change to our local communities we also used material produced by the students during the celebration of a variety of environmental days. (see events page)
Optional activity: