Implementation of “Climate changes and well-being” (SOI-TR-280)

Author: Remziye Çetinkaya, Chemistry Teacher

School/Organization: MEF SCHOOLS

I have chosen this learning scenario, which is Climate change and well-being written by Laurentina Soares, because it has been a tool for the understanding of the changing weather conditions that are clearly seen specifically in the last years on the earth. In our curriculum, there is a part about climate change effects. Using not only curriculum, but also different ways of understanding might help students to really be aware of this very important issue. Chemicals like SO2, NO2 or NO are covered and this is related to climate change.  Students are encouraged to make their own tools and presentation in the class or as an assignment.

The implementation context

Another way for the climate change:
This scenario is done partially because our students, who are between ages 16-17 years, do not have a subject known ICT. All students are familiar with the concept of climate changes; yet do not have an idea about the previous works done. The aim is to raise awareness of climate change with a different way of understanding. I have just started to find a photo which is from somewhere they’re familiar. In addition to that, photos from Europeana are used. All students can write or comment on anything about climate changes, yet my aim was to show them their actions in daily life. They are asked for some different ways to guide while they are talking about climate change, a metaphor or a proof is asked to them. Not all of them were successful while finding something different to show, yet some groups of students were very successful about this way of thinking. In the first place I have shown them a a TED-Ed video known as “Are we running out of clean water?” by Balsher Singh Sidhu. Then, this was linked with climate change and its effect. The total time was 2 or 3 lesson hours.

The narrative

Let’s linked these all with the climate change:

I have started with the video as I mentioned before. It was to make students focus on and be attracted to the topic, then after the discussion with this video I showed them different photos in addition with the photo used in this Learning scenario. After that, a question asked via mentimeter, the picture is added below (Picture 1). These were known answers to this question, however it was for them to focus the topic. After that, I asked two groups of students to find different proof and our actions to climate change and use them to tell the issue of this very important topic. After two days of our class, they have brought different proofs to talk about climate change to the classroom. These were really different in terms of their focus. One group has brought a photo which shows a garbage-like area to the classroom added below (Picture 2), the other group have found different photos that include masks used for Covid-19, taken from different places (Picture 3). Students discuss why they are linked to climate change and how they will use them to make a clear point to the topic. They have not prepared logos, yet they have discussed and shared their ideas with other groups. The lesson required for these parts only 2 or 3, because any logos were done; yet a discussion was made between two different groups of students. If the making logo part was used, it might be more than 3 lesson hours.  Using different proofs for the climate change and making them find and show their own materials was sound different by students, however; their findings and explanations were great to listen to.

Picture 1: Mentimeter answers

Picture 2: Garbage-like area

Picture 3: Masks everywhere

Learning outcomes

Look different, tell them all in a different way:

While implementing this learning scenario, the aim was to implement all parts of it. However, due to different problems with the limited lesson hours, this could not be achieved. The very important part of this implementation was to look with another point of view and make students tell their proofs for the topic in a different way. The important part was not the video shown or the mentimeter done in the class, yet the idea of finding their own proof to link climate change makes students feel excited. Group discussions were the key and students showed their support to their group. I recommend making that scenario at the beginning of the year and to give students enough time to find different proofs for their findings and research. In addition, I have given an assignment to students to share these findings with others and bring proof of it. They are really encouraged by this idea; they have discussed sharing their different ways of ideas to a smaller group, which might be kindergarten or primary school students. Posters and power points will be done; they will be shown to these students. We might try it for another year of education, due to lack of time and the curriculum, it seems difficult to implement it totally for this year.

Outcomes for the educator

Another educator, another way of thinking:

I have used a lot of different materials done by the different teachers or educators in the classroom, yet to use a Learning Scenario just like this was different for me. So it was for the students. It was my first experience to do such a thing, yet I have learned so much and also recommend this to my colleagues. While implementing the learning scenario partially, it was exciting for me to understand the idea. The first Story of Implementation, which is done by me, will be an example for me because I have not totally understood the idea before I have started and filled this form. 

To make an effective SoI, the first thing to do is finding a suitable Learning Scenario for our class, in terms of ages of students and the curriculum that we are using. Finding key terms, and searching for the different concepts is the ideal to start to implement the learning scenario. In addition, using different arts and science heritage could make students be excited about the terms or the concept that we are trying to study. Without any scenario, it would be a directed method of teaching, and it might bore students.  However, to use such a method makes them feel excited and be focused on the class activities. 

On the other hand, I could use a lab activity for this learning scenario in the class, could use other resources from Europeana such as photos, videos etc. and combine them with the creativity of my students. It could be done for another year of education; this is another way to combine Europeana sources with the curriculum that we are supposed to finish in a year.

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario?  Climate changes and well-being (LS-PT-720) created by Laurentina Soares.

Did you find this story of implementation interesting? You might also like: 

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 Finnish Heritage Agency.

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