Will You Answer the Big Climate Callout?
This lesson plan will allow your students to explore the effects of climate change on the world’s most vulnerable communities. Through this lesson plan your students will learn that they can make their mark on climate change – whether from personal choices and lifestyle to making their voice heard on an international platform.
• Students make the link between climate change and the effect it has on the world’s most vulnerable communities.
• Students understand that people and places are interdependent.
• Students appreciate different scales – from personal and local to national, international and global and make links between scales to develop understanding of geographical ideas.
• Students develop responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive.
• Students are encouraged to enter the competition about the importance of climate change and to get involved.
How does climate change affect the world’s most vulnerable children?
• Watch a short film ‘UNICEF: Climate change and children’ on YouTube (attached).
Who and what is contributing to climate change?
• What are students’ favourite items? What emissions do they cause? Would they deny someone in a less economically-developed country that thing? Why?
• On the issue of combating climate change, the Bangladeshi Environment Minister has said, “For you in the West, it is a lifestyle change, for us it is a matter of life and death.” Do you agree or disagree? Why?
Who can do what?
• It is hard to stop the effects of greenhouse gas emissions that have al¬ready taken place but we can influence the future. Use the ‘Who can do what?’ activity sheet and decide whether the actions can be taken at a personal, local, national and/or international scale. Alternatively use the ‘Do more’ issue cards and sort them into actions for personal, school, local, national and international levels.
• Think about which actions make a ‘small’, ‘medium’ or ‘large’ difference to emissions. List actions needed to make a ‘low-effort future’ or ‘best possible future’ more likely.
Make yourself heard: How can we make sure that action is taken?
At a personal level – make a pledge
> I will travel to school by....
> I will replace ordinary light bulbs with energy-saving light bulbs
> When I go on holiday I will travel by....
> I will eat ___________ because ....
> Most of my rubbish will be ....
> I will conserve water because .....
*See page 7 of the attached lesson plan for suggestions to modify this lesson for grade 11 and 12 students.
Instructions for Students
• Watch Eric Prydz’s video (attached)
• Watch Alizeta Ouedraogo’s story (attached). She is a 16-year-old girl who lives in Burkina Faso. Her community has seen a significant reduction in rainfall and this has meant less food to eat.
• How might the young people in these two videos be linked / interconnected / interdependent?
• Use the ‘Will you answer the big climate callout?’ handout to introduce UNICEF, the Copenhagen convention and the competition to the students.
Web Pages Used
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