What’s your view?
(10 min.)

• D
• A

Preparation

• The teacher has written the words ‘YES’ and ‘NO’ on a sheet of paper each.
• She or he has prepared some statements for pupils to respond to.
• She or he has read the definitions and discussion of terms relating to the climate crisis (M1).

Execution

• Step 1 The teacher hangs up/displays the ‘YES’ and ‘NO’ signs on opposite sides of the room. She or he then reads out a series of statements. For each statement, the pupils take a position along an imaginary line between the two signs, to show the extent to which they agree or disagree with the statement. After each statement, the teacher asks individual pupils to explain why they placed themselves where they did. This will enable the class to take note of a variety of views on each statement. The teacher does not attach any judgement or moral value to any of the statements. The exercise is not about whether people’s views are ‘right’ or ‘wrong’, but rather about raising pupils’ awareness of different attitudes and experiences.
• Step 2 Ideas for statements:
  • I’m interested in climate issues.
  • I’ve previously taken conscious action to help combat climate change.
  • There is a high level of knowledge about climate change in our society.
  • I think that people are doing enough to stop climate change.

Towards a definition of climate change
(30 min.)

• GW

What is climate change exactly? It’s a phrase we hear a lot – but what precisely does it involve? This exercise uses a multi-stage process to create a class definition of climate change from pupils’ individual views.

• Step 1 The teacher gives each pupil a blank sheet of paper and asks them to write down a definition of climate change using a maximum of two or three sentences, and without referring to their phones – the point here is for pupils to write down their own ideas.
• Step 2 In pairs, the pupils look at their definitions and bring them together to make one definition. Which points can they agree on? Discussion and compromise are key here. Again, the definitions pupils create should be no longer than two or three sentences.
• Step 3 Now the pupils get together in bigger groups, with two pairs forming each new group, and use their two definitions to develop a shared one.
• Step 4 This process is repeated until the class either has one single definition or two definitions which they can compare and contrast. It can be useful to have two definitions, so that the class can discuss their similarities and differences. On the other hand, if the class is able to agree on one shared definition, this provides a powerful consensus as a basis for the lessons that follow this one. The teacher outlines the definition(s) and displays it (them) in a prominent position in the classroom.

Reflection on learnings
(5 min.)

• D

• Step 1 The class now reflects together on the process that has just taken place. The teacher may wish to inspire discussion by asking questions such as these:
  • How did you experience your work on your own definition?
  • Did you find it difficult to enter into the process again each time the group size increased?
  • Did you find it easier to work with some people than with others? Why do you think that was?
  • How did the discussion change as the group got larger?
  • Can you identify with the final definition(s)? Why?/Why not?
• Step 2 During this phase, the teacher can add any points or aspects she or he considers important and that the pupils’ definitions have not included (see M1 for ideas).

Global Game about CO2 emissions
(35 min.)

• GW
• A

Preparation

• Step 1 The teacher has read the background information on the Global Game (M4) and on climate justice (M5).
• Step 2 If the teacher has decided to play the version of the Global Game (translated in the lesson plan below as ‘Global Game’) that involves the pupils placing themselves within the room, she or he has:
  • printed out the continent signs (M2) and distributed them within the room
  • worked out proportional distributions in line with the number of pupils in the class/group; the statistical data (M3) contains guideline figures (as percentages and for 10, 15, 20, 25 or up to 30 players)
  • organised as many chairs and balloons (or other object) as there are pupils in the class/group
    OR:
    If the teacher has decided to play the version using board game pieces and a map of the world, she or he has:
  • placed a large map of the world ready
  • organised equal numbers (e.g. 30 each) of board game pieces, coins (play money) and small plastic counters

Execution

Facts and figures can sometimes seem rather abstract and it can be difficult to imagine what they actually mean. The Global Game is a way of bringing statistics to life.

• Step 1 The global population

  The pupils in the class/group represent 100% of the world’s population. The teacher asks them to place themselves around the signs for each continent, in numbers that represent, in their view, the distribution of the world’s population across the continents. Once they have done this, the teacher gives them the actual figures for how they should have distributed themselves to accurately represent the distribution of the world’s population. The pupils change their distribution accordingly.

  The teacher may wish to encourage pupils to reflect on what they have learned by asking them questions such as:

  • Are you surprised at the number of people that live in a particular continent? Why?
  • What do you think might be the reason(s) for the image we seem to have in our heads about how the world’s population is distributed (perhaps ideas transmitted by the media, or other reasons)?

• Step 2 Global income

  There are as many chairs in the room as there are pupils. The chairs represent the world’s total income, as measured using gross national income (GNI). The pupils place the chairs around the continent signs in accordance with their estimate of this global income’s distribution. Once they have done this, the teacher gives them the actual figures for how they should have distributed the chairs to accurately represent global income distribution, and the pupils move the chairs accordingly.

  After this, the pupils distribute themselves around the continent signs in accordance with the (actual) distribution of the global population. They then try to find a chair belonging to ‘their’ continent to sit on. Pupils at some continents (such as Europe, a continent with a relatively large amount of wealth distributed among a relatively low number of people) will have a choice of chairs, while those at others (such as Asia and Africa) will find there are not enough chairs for all the pupils to sit down. This process enables pupils to grasp and experience the unequal distribution of global wealth.

  The teacher may wish to encourage pupils to reflect on what they have learned by asking them questions such as:

  • How do you feel about this distribution of income?
  • What do you think are the causes of this unequal distribution of income among the world’s regions?

• Step 3 CO2 emissions

  Now each pupil is given a balloon and blows it up. These balloons represent total global CO2 emissions. The pupils place the balloons around the continent signs to show what they think is the correct global distribution of emissions. Once they have done this, the teacher gives them the actual figures for how they should have distributed the balloons to accurately represent the global distribution of CO2 emissions, and the pupils move the balloons accordingly. After this, the pupils distribute themselves across the ‘continents’ in accordance with the proportion of the global population living on each. How many balloons does each continent ‘emit’ in relation to its population?

  The teacher may wish to encourage pupils to reflect on what they have learned by asking them questions such as:

  • What do you think of the global distribution of CO2 emissions and its relationship to the distribution of the world’s population?
  • Why do you think this distribution is the case?

  Note

  • Teachers should be aware that this game represents a considerable simplification and generalisation of the issues. M4 gives background information for use in whole-class discussion after the game has been played; this information may help put the figures in context.

  Alternative procedure:

  • The teacher places a large map of the world (paper or fabric) in the centre of the room. The pupils then play the game as described above, using board game pieces to represent the distribution of the global population, coins (play money) to represent income, and small black counters to represent CO2 emissions. The greater the number of pieces/objects used, the more precise the statistical distribution they represent. The statistical data sheet gives distributions in percent (using a total of 100 pieces/objects) and for the use of 10, 15, 20, 25 or 30 pieces/objects.

Concluding phase
(10 min.)

• TP

• The teacher sums up the meaning of ‘climate justice’, actively inviting input from the pupils on the basis of their prior knowledge. There are ideas for this in M5.

Introductory phase
(5 min.)

• TP

Preparation

• The teacher has printed out the photo of Greta Thunberg (M6) or has a digital device to show it on.
• The brief profiles of climate activists (M7) and the worksheet on climate activists (M8) are printed out and ready.
• Devices with internet access are available for the pupils’ research.
• If it is not possible for pupils to do their own research, the teacher has prepared and printed out additional materials on the selected climate activists.
• Atlases are available, or the pupils can access an online map.
• If desired, poster-making materials are available (sheets of A1 paper, pens, scissors, glue).
• If required, a computer and projector are available for showing presentations.

Execution

• Step 1 The teacher shows the pupils a photo of Greta Thunberg (M6) and asks the pupils what they know about her. She is a climate activist from Sweden who started to demonstrate, on her own, outside the Swedish parliament on Fridays for action to tackle the climate crisis – her protest grew into the worldwide Fridays for Future movement.
• Step 2 After this, the teacher explains that Greta Thunberg is just one of the many young people around the world who are campaigning for climate justice and for action to protect the climate.

Group work
(60 min.)

• GW

• Step 1 The pupils form small groups. The teacher gives each group a profile of one climate activist (M7) and a copy of the worksheet (M8).
• Step 2 The people featured in these materials as examples of climate activism are:
  • Adenike Oladosu, Nigeria
  • Vanessa Nakate, Uganda
  • Marinel Ubaldo, Philippines
  • Ridhima Pandey, India
  • Amariyanna ‘Mari’ Copeny, USA
  • Helena Gualinga, Ecuador
  • India Logan-Riley, Aotearoa (New Zealand)
  • Neeshad Shafi, Qatar

  Note

  • There are so many climate activists that selecting a few to stand as examples will always be a somewhat arbitrary process. The principal criterion driving our choice was inclusion of people from various different parts of the world. Teachers may, of course, add other activists to the list in place of, or in addition to, those we have chosen. They may wish to include an activist from their own country.

• Step 3 Teachers ask the groups to do research on the campaigns undertaken by ‘their’ activist to combat the climate crisis and on the country where the activist grew up. If pupils’ digital skills and English language proficiency are at a high enough level and given appropriate equipment, pupils can do their own internet research on the activists. They can find out more about these personalities and the causes they campaign for by looking at their social media profiles and activities (on Twitter or Instagram, for example) or watching YouTube videos of public speeches they have made at climate conferences or on similar occasions.
• Step 4 If pupils are unlikely to be able to manage research of this kind or the appropriate equipment is not available, teachers can collate and print out additional information on the activists and bring it along to the lesson for the pupils to read and work with.
• Step 5 The pupils create a brief presentation of key facts about the activist they have been working on and other interesting findings of their research. Teachers may stipulate the form the presentation should take or allow pupils to come up with their own ideas (such as making a poster or doing their presentation on the computer).

Presentation
(20 min.)

• PP

• Each group gives a brief presentation (approx. 5 minutes, depending on the number of groups) to tell the rest of the class about their most interesting findings.

Reflection on learnings
(5 min.)

• D

• The class reflects on the lesson together. The teacher may ask questions such as:
  • What do the activists we learned about in the presentations have in common? And how do they differ from one another?
  • What do they campaign for, and why?
  • How do they campaign?
  • What did you find particularly surprising/impressive?
  • Which aspects of their activities appeal to you, and which don’t?
  • Are you aware of any other climate activists?

Introductory phase
(15 min.)

• D

Preparation

• The teacher has printed out a map of the pupils’ local area (from Open Street Maps, Google Maps or a similar service), with one for each pupil
• Internet-enabled devices are available to pupils

Execution

This exercise gives pupils the opportunity to find out what campaigns and initiatives on climate change are going on in their neighbourhood/local area.

• Step 1 First, pupils share ideas in a whole-class discussion. They consider which activities help the climate and where they can see activities of this kind happening in their area. The idea here is for the pupils to become aware of the many different facets of climate change and climate activism. Examples might include:
  • Mobility: cycle lanes; good, safe walkways for pedestrians; public transport
  • Energy: solar panels on roofs
  • Green spaces: green roofs; parks; community gardens
  • Sustainable consumption: flea markets and second-hand shops; repair shops for clothing, shoes or computers (buying second-hand and repairing old, worn or faulty items rather than throwing them away saves resources)
  • Food: local shops or markets selling regional and/or organic produce; businesses supporting projects that try to avoid food waste
  • Waste: recycling facilities and collection points
  • Community associations and civil society organisations working to protect the environment and help mitigate climate change

Research session
(60 min.)

• GW
• A

• Step 1

  The teacher gives each pupil a map of the local area (their community, municipality, district or neighbourhood) and the task of finding out which people are working to help stop climate change in their local area, and how they are doing this. Pupils can work alone or in small groups. They can do research on their computer/phone and/or go out into the local area and look around. The task is suitable for homework or as an in-class activity, depending on the time available for it.

  Note

  • If the teacher plans to send the pupils out into their local community to find out about climate campaigns/initiatives, they are likely to need more time to complete the work than they would for desk-based research.

• Step 2 The pupils mark on the map all the initiatives, campaigns, activities and facilities they have found that help the climate and the environment. They should be encouraged to make their maps attractive to look at, because then they will be more engaging for other people.

Reflection on learnings
(15 min.)

• D

• Step 1 Once the maps are finished, the teacher displays them in the classroom. The pupils look at all the maps to discover similarities and differences among them.
• Step 2 A whole-class discussion follows, during which the class creates a rough overview of the activities they have found and talks about particular ones that pupils consider to be of interest due to their size, their creative approach, the difference they make, or other factors.
• Step 3 During a whole-class debrief, the teacher may wish to ask pupils questions such as:
  • Which activities or initiatives did you find quite surprising or did you like the most?
  • What new things did you learn during the exercise?
  • Which activities would you like to find out more about?
  • Are there any initiatives or campaigns you would like to join?

Follow-on project

• A

Thinking and talking about the climate crisis may be a frightening or frustrating experience for some young people. Launching a project or campaign of their own can help them combat feelings of frustration and powerlessness in the face of the situation.

If the class, or some of its members, would like to launch a project or campaign, the teacher will need to be prepared to give them time and support to help them realise their idea. Planning and running a project or campaign gives pupils a chance to acquire valuable project management skills.

Preparation

• The teacher has printed out sufficient copies of the project planning sheet M9.

Execution

• Step 1 Stages a project of this type may go through:
  • The teacher asks the pupils whether they would like to do something as a group to support climate justice.
  • Gathering ideas: What would we like to do? The map created in lesson 4 and the information on climate activists studied in lesson 3 can provide inspiration and starting points/springboards.
  • Project planning: The pupils set out their objectives, work out a timescale, consider what financial resources are needed or available, think about which people or organisations they might be able to involve in their project, and set down specific stages of the project’s realisation. They can do this using the project planning sheet (M9).
  • Realisation phase
  • Reflection on the project’s course: What went well, and what proved more challenging? What did we learn from this? What are we going to do now, and which experiences and learnings will we draw on as we do it?

Note

• When discussing potential projects, it’s important for the pupils to understand that, while every individual member of the group is important, the best results come from working as a team. Above all, we need to influence decision-makers in politics and business to do their part to combat climate change. Success in tackling these challenges cannot come from everyone acting at an individual level only – we need to work together at a political level if we are to achieve climate justice.