Implementation of ‘Climate change and well-being’ (SoI-BE-549)

Author: Mieke Logie, geography teacher School: Sint-Catharinacollege Geraardsbergen
Abstract/Introduction
In this cross-curricular project, students aged 17 engaged in a multidisciplinary exploration of climate change through geography, English, and ICT. With a group size of 20 students, the project aimed to deepen students’ understanding of climate change while fostering collaboration, critical thinking, and technological innovation.
Students began by exploring visual resources on the Europeana platform, analyzing images related to climate change and its impacts. They then brainstormed ideas for web/mobile applications that address environmental conservation and well-being. Divided into interdisciplinary teams, students combined their expertise in technology and science to develop innovative solutions.
Throughout the project, students utilized their geography knowledge to understand the geographical aspects of climate change, English skills to articulate their ideas effectively, and ICT proficiency to design and build web/mobile applications. Emphasis was placed on collaboration and communication, as students worked together to create prototypes that integrate sustainability principles and user experience design.
The implementation context provided a rich learning environment where students could apply knowledge from multiple disciplines to address real-world challenges. By the end of the project, students not only developed practical skills in app development but also gained a deeper appreciation for the interconnectedness of environmental issues and the role of technology in creating positive change.
Bovenkant formulier
Main text
1.The Stages of implementation
Introduction
In implementing the learning scenario, I structured the sessions to integrate geography, English, and ICT. Each subject contributed to different aspects of the project, ensuring a comprehensive exploration of climate change and its effects on well-being. Here’s how I have structured the sessions across five lessons:
Main activities
Lesson 1: Introduction and Exploration
Duration: 1 lesson
– Introduction to the theme of climate change and its impact on well-being.
– Exploration of Europeana photos related to climate change in geography class.
– Brief discussion on the emotional and visual impact of the photos.
Lesson 2: Idea Generation and Collaboration
Duration: 1 lesson
– Brainstorming session in English class to generate ideas for posters and applications.
– Formation of interdisciplinary teams comprising students from geography, English, and ICT.
– Discussion on the importance of collaboration and effective communication within teams.
Lesson 3: Development of Posters and Applications
Duration: 2 lessons
– In geography class, students work on designing posters based on the Europeana photos, focusing on conveying messages related to climate change and well-being.
– In ICT class, students start developing prototypes of web/mobile applications that address environmental conservation and well-being.
Lesson 4: Reflection and Feedback
Duration: 1 lesson
– Reflection session in English class, where students reflect on the texts used in the posters and applications.
– Presentation of posters and application prototypes to the class for feedback and discussion.
– Peer feedback and suggestions for improvement.
Evaluation
Throughout the implementation, I worked closely with the teachers of English and ICT to ensure alignment and coordination across the subjects:
– Collaboration with the English teacher involved selecting relevant texts that complemented the theme of climate change and well-being, as well as facilitating reflection sessions on these texts.
– Collaboration with the ICT teacher included providing guidance on the technical aspects of app development, coordinating the use of software tools for prototyping, and ensuring that the ICT curriculum supported the skills needed for application development.
By leveraging the expertise of the English and ICT teachers, I was able to create a cohesive and integrated learning experience that maximized student engagement and learning outcomes across the three subjects.
2. Outcomes (for you as an educator and for the students)
When we implemenedt this learning scenario, we aimed for several important outcomes:
Outcome for Students
1. Increased Understanding: Students deepen their comprehension of climate change’s impact on well-being through exploring Europeana photos and creating posters and applications.
2. Creativity and Collaboration: Students demonstrate creativity and collaborate effectively in interdisciplinary teams to design meaningful projects.
3. Critical Thinking: Students engage in critical thinking by reflecting on texts and community feedback, refining their ideas accordingly.
4. Practical Skills: Students gain practical skills in poster design, app development, and presentation, preparing them for future endeavors.
Outcome for Teachers
1. Multidisciplinary Facilitation: We facilitate a holistic learning experience integrating geography, English, and ICT.
2. Cross-Curricular Assessment: We assess cross-curricular competencies through evaluating posters, applications, and presentations.
3. Reflection Promotion: We encourage critical reflection by facilitating discussions on texts and community feedback.
4. Collaboration Cultivation: We foster collaboration by organizing group work and providing opportunities for peer feedback.
5. Active Citizenship Encouragement: We inspire students to address environmental issues and promote well-being in their community through the project.
Link to the learning scenario implemented: Climate changes and well-being (LS-PT-720) – Teaching With Europeana (eun.org)
Do you want to discover more stories of implementation? Click here.
CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Helsinki City Museum.