Implementation of “Climate Changes and Well-Being” (SOI-HR-443) 

Introduction

I am an English teacher in Pujanke Elementary School in Split, Croatia. I teach students aged 7-14. In my work I often use CLIL methodology where my colleagues and I create lessons together. We integrate English with  Maths, Biology, Chemistry, Art, Civic Education. I chose  the learning scenario “Climate Changes and Well-Being” (LS-PT-720),  because one of the topics of our school project is sustainable development. The scenario, with some changes, was implemented in 2  English lessons (90 min),  8^th grade- 14 year old students, in  the group of 19. It was implemented in a public school, during regular classes, face-to-face implementation. The web  tools  we used were :  Youtube, Wordart, Canva. The topic: Climate Change and what we can do about It. Promoted key competences: citizenship, physical and emotional well-being, digital literacy, entrepreneurship. 

 

The narrative (Learning process/Stages of implementation) 

Introduction

 At the beginning, I showed students the photos  from Europeana platform about the consequences of climate change- drought and flood.

 Then, I asked  them to describe what they could see in the pictures (drought and flood), to answer the questions of  who/what caused this situation; to give their opinion on  whether that could have been prevented and  how. After that, we talked about the problems of extreme weather conditions America experienced (the lesson from  their  textbook, grade 8.) Next, I told them  to connect these problems to the ones Croatia faced in the recent past (drought in Slavonija, earthquake in Banija.) Finally, I asked them to think about the following questions: 

How did the natural disasters, caused by humans, change human lives? How did  people  feel? How do we feel by looking at the photos now? 

1^st ACTIVITY  

 At the beginning of this activity we watched  the videos on Youtube on climate change. Then, I asked  students  to think about the consequences of climate change,  to brainstorm the ideas of what  each of us could do to lower the consequences of climate change and  help ourselves feel better. Lastly, they wrote answers in  notebooks, then in Word Art application. 

 

2^nd ACTIVITY 

 Students in groups of 4-5  were thinking  about the possibilities  of developing applications  that could help their well-being and the environment. First they wrote the ideas about apps in their notebooks and then in Canva presentation.  

 

Link to their work: https://www.canva.com/design/DAF52QHT1Vw/IlH3W_mGEtneshU837-oIQ/edit?utm_content=DAF52QHT1Vw&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

 

 3^rd ACTIVITY   

Lastly, students in groups presented their  ideas from Canva presentation during the following lesson.

I made some adaptations from the original scenario: students didn’t create an app, but they were  thinking about creating apps that could save our planet and help our well-being, which they put In Canva presentation. In the scenario creating a poster is also recommended. 

For section “Introduction” I recommend 7-8 minutes, for 1^st activity: 15 min; for 2^nd activity 23 min, for 3^rd activity 45 min . 

Outcomes for me, as an educator 

The main outcomes I  have achieved with the implementation of the learning scenario: 

First, I have become more aware of the dangers nature faces because of human activities. Furthermore, the resources of Europeana helped  me create a lesson  more easily where students could express their opinion on the subject and work collaboratively in the activities. In addition, I have discovered resources for the future lessons on different topics. 

Outcomes for students 

Students did  the exercise in groups, so these activities stimulated  cooperative learning. Cooperative learning is important not only because it stimulates team work, but it boosts their self-confidence and  makes them feel important. Furthermore, they strengthened  ICT competences by using web tools. Finally, thinking about helping the environment helped them develop critical  skills, such as creativity, communication, time management and problem solving. 

Link to the learning scenario implemented: https://teachwitheuropeana.eun.org/learning-scenarios/climate-changes-and-well-being-ls-pt-720/

Do you want to discover more stories of implementation? Click here.

PDM 1.0 : the featured image used to illustrate this article has been found on Europeana and has been provided by the Rijksmuseum.