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Involving students in a project provides them with the opportunity to synthesise knowledge from various areas of learning, and critically and creatively apply it to real-life situations.

This process, which enhances students’ knowledge and enables them to acquire skills like collaboration, communication and independent learning, prepares them for lifelong learning and the challenges ahead.

what kind of project could you develop with your students to raise awareness and action towards climate change and sustainability? What are their relevant interests? What could be the main theme of your project? What subjects and concepts could fit under it?

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A horrified litter picker has made a desperate warning about plastic pollution after discovering yoghurt pot that is at least 44-years-old in almost perfect condition.

The Yoplait container, celebrating the 1976 Montreal Olympics, was found was up on the beach in Denia, on Spain's Costa Blanca.

Environmentalist Maite Mompó, who discovered the item, said: 'I was cleaning the beach where I usually go and I found the item there.

'I have collected many yoghurt cartons before but this drew my attention because of the brand - Yoplait disappeared from Spanish supermarkets a long time ago. I checked and they abandoned the market here in 2001.

'So I looked at it more carefully and then discovered that it came from around 1976.'

Maite, 52, said the find underlines the urgent need for the production of plastic to stop.

She continued: 'This is ecocide at the planetary level. Plastic is not only killing millions of animals a year, it is also in our food chain.

'Studies have recently shown that 90% of our salt contains microplastic and the same proportion is found in drinking water.

'We humans must take it seriously. Plastic, that was so useful for making our lives more comfortable, would end up killing us.'

Microplastics are created when larger pieces of plastic degrade into smaller pieces, though some are also manufactured for use in health and beauty products.

The tiny fragments easily pass through water filtration systems and into the world's oceans, where they pose a threat to marine life, though research on the dangers to human health have not been conclusive.

However, it is believed that the average human swallows some eats and drinks 50,000 plastic particles each year - and breathes in the same amount.

The eco-warrior claims that this strawberry yoghurt pot - which says 'Official supplier of the Montreal Olympiad, 1976' in Spanish - would have taken 150 years to decompose.

The World Economic Forum quotes research estimating that plastic bottles can take 450 years to decompose.

Maite added: 'This item tells us straight away that the plastic created today will survive not only ourselves but also our descendants for many generations.

'It really is madness.'

Concern around the environmental impact of plastic rubbish rocketed in the UK following David Attenborough's Blue Planet series.

The documentary suggested that more than 150 million tonnes are already in the world's oceans and responsible for the deaths of a million birds and 100,000 sea mammals every year.

And on World Oceans Day last year, focus turned to the impact of plastic pollution as calls for action on the issue grow.

Paula Chin, Materials Specialist at the World Wildlife Foundation UK, said: 'Plastic pollution is the most visible example of the environmental crisis we are facing. 8 million tonnes of plastic are dumped into our seas every year killing our precious wildlife, from beaches to the frozen arctic.

'This yoghurt pot demonstrates how long plastic has been polluting our natural world and it's not going away anytime soon.

'To stop this, we need a global and legally binding UN agreement to stop plastic leaking into our oceans by 2030 so that nature can recover. Producers, businesses and governments need to take greater responsibility.'

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Yoghurt pot launched during 1976 Olympics washes up on beach

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A horrified litter picker has made a desperate warning about plastic pollution after discovering yoghurt pot that is at least 44-years-old in almost perfect condition. The Yoplait container, celebrating the 1976 Montreal Olympics, was found was up on the beach in Denia, on Spain's Costa Blanca.

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HOW BIG IS YOUR ENVIRONMENTAL FOOTPRINT?

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HOW BIG IS YOUR ENVIRONMENTAL FOOTPRINT?

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https://footprint.wwf.org.uk/#/

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https://www.footprintcalculator.org/

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How many earths does your class need to support its lifestyle?

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How many earths does your class need to support its lifestyle?

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European School for a Living Planet initiative of the WWF

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European School for a Living Planet initiative of the WWF

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collection of projects developed in European classrooms, helping teachers and their classes to take action on environmental problems. One of the main themes was the ecological footprint. You can flip through the book below and find some interesting ideas (for instance, on page 4, page 24, page 48)! https://www.yumpu.com/en/document/read/45599188/esfalp-v-web-smallpdf-european-schools-for-a-living-planet

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Considering its complex nature, climate change can provide rich, real-life contexts for developing students’ thinking and problem-solving skills, as well as an array of key competences, such as citizenship or entrepreneurship, offering great opportunities for cross-curricular learning.
By working with themes, you can structure lessons around the topic of the climate crisis in different subjects. Food, energy, biodiversity and nature, health and well-being, litter, marine and coast, transport, waste and water are only some of the themes that could be approached in a cross-curricular and participatory way.
-climate change should be part of every subjec

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an education package for teachers that explains climate change in the context of each school subject and provides exercises and visual material.
https://teachers-climate-guide.fi/

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ESD THROUGH THE CURRICULUM WWF_infographic.pdf

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ESD THROUGH THE CURRICULUM WWF_infographic.pdf

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example for rainforests
WWF_infographic.pdf

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If your students are between the age of 12-15 and you teach Spanish, Math, History, English or Citizenship, you should also check out
https://www.bgz-berlin.de/files/climate_change_resource_guidelines_with_imprint.pdf

materials used here /Cross-curricular material on climate change for Maths, English, Spanish and History http://globfair.be-fair.eu/en/67/results/great-britain/

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https://youtu.be/msnOHuPep9I

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https://choices.climatecentral.org/#13/43.4623/-3.8100?compare=temperatures&carbon-end-yr=2100&scenario-a=warming-4&scenario-b=warming-2

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https://www.theverge.com/2019/2/17/18223808/climate-change-sea-level-rising-data-visualization-environment

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ευρεση υψομετρου

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ευρεση υψομετρου

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στο https://www.helppost.gr/xartes/ypsometro-evresi/

https://www.advancedconverter.com/map-tools/altitude-on-google-maps

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organising a good debate with our students 

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organising a good debate with our students 

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concrete suggestions and strategies https://cleanet.org/clean/literacy/tools/controversy.html

-https://www.bloomberg.com/graphics/2015-whats-warming-the-world/
https://cleanet.org/clean/literacy/tools/controversy.html
https://www.youtube.com/watch?v=nkMIjbDtdo0

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https://support.kialo-edu.com/hc/en-us/sections/360007041132-Simple-Guides-to-Trying-Out-Kialo

https://support.kialo-edu.com/hc/en-us/articles/360034499512

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https://www.tolerance.org/classroom-resources/teaching-strategies/community-inquiry/fishbowl

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Getting your students to plan and take action is often a crucial part of climate change education
Ideas:
https://www.earthhour.org/educators

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LAND PROJECTED TO BE BELOW ANNUAL FLOOD LEVEL IN 2050

https://coastal.climatecentral.org

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https://climatekids.nasa.gov/menu/big-questions/

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a good framework for addressing sustainability in the classroom and framing any action by students:

https://www.un.org/sustainabledevelopment/sustainable-development-goals/

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Sustainability in schools brings together environmental education and community engagement through collaborative activities that inspire all members of the school community.
https://www.greenschoolsalliance.org/why

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sustainability, in general, focuses on meeting the needs of the present without compromising the ability of future generations to meet their needs
education for sustainability
-refers to learning that links knowledge, inquiry, and action to help students build a healthy future for their communities and the planet.
-refers not only to what happens in the classroom but also what happens in the school and the wider community.
-It addresses the school culture and ethos, provides opportunities for meaningful engagement and participation to both students and the wider community, and guides decision-making about procurement, waste management, and energy and water use

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guide with key steps you need to consider to become a climate-friendly school

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guide with key steps you need to consider to become a climate-friendly school

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Ideas about how you can develop a school culture of sustainability, ways of assigning roles to people, other critical elements of a sustainable school https://unesdoc.unesco.org/ark:/48223/pf0000246740

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Ecological, what else?
How much water and energy do teachers and students consume? Can waste be separated or, even better, avoided? Does your school offer enough sports and ecologically sustainable meals? These are not just theoretical questions, at least not for the project
Excellent material!!!! Worksheets and videos
http://ecoproject-erasmusplus.eu/
Success story
https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2014-1-AT01-KA201-000909

go back to
There are many approaches teachers and schools can take to become more eco-friendly. Discover some ideas here!

booklet A Road Map to an ESD school,
Empowering teachers and pupils for a better life through nature

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Break the ice! Introduce yourself here by explaining who you are and your reasons for joining this course.

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Break the ice! Introduce yourself here by explaining who you are and your reasons for joining this course.

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Hello everybody! Biology teacher, teaching at the Environmental Education Center in Thessaloniki. Interested in teaching climate crisis both to children and teachers! Looking for inspiration and new ways to do that!

At our center we offer to school children and teachers the project "The climate changes! Are we?".

Here is our bioclimatic building!

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ΚΕΝΤΡΟ ΠΕΡΙΒΑΛΛΟΝΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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ΤΟ Κ.Π.Ε. ΕΛΕΥΘΕΡΙΟΥ - ΚΟΡΔΕΛΙΟΥ ΚΑΙ ΒΕΡΤΙΣΚΟΥ - ΚΕΝΤΡΟ ΠΕΡΙΒΑΛΛΟΝΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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Η Περιβαλλοντική Εκπαίδευση αποτελεί οργανωμένη εκπαιδευτική διαδικασία που αγωνίζεται μεθοδικά να αναδείξει στους νέους ανθρώπους και σε πολίτες όλες τις διαστάσεις που συνθέτουν το περιβάλλον και να καλλιεργήσει την Αειφορία.Το Κέντρο Περιβαλλοντικής Εκπαίδευσης Ελευθερίου-Κορδελιού Θεσσαλονίκης, ιδρύθηκε το 1995 με τη συνεργασία του Υπουργείου Εθνικής Παιδείας και Θρησκευμάτων και του Δήμου Ελευθερίου-Κορδελιού Θεσσαλονίκης, με προγραμματική σύμβαση ...

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2. Climate is complex,
I would use NASA video:
Global Temperature Anomalies from 1880 to 2019  https://svs.gsfc.nasa.gov/4626
to explain , understand and elaborate on the higher temperatures in the northern hemisphere using the following points mentioned in 2. Climate is complex:
-Compared to air, water takes a longer time to warm up or cool down.
-The overall climate of a region is not solely determined by its latitude, but is also influenced by factors such as proximity to oceans or mountain ranges.

For adults.

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2018 Fourth Warmest Year in Continuing Warming Trend, According to NASA, NOAA

Earth's global surface temperatures in 2018 were the fourth warmest since 1880, according to independent analyses by NASA and the National Oceanic and Atmospheric Administration (NOAA).

Global temperatures in 2018 were 1.5 degrees Fahrenheit (0.83 degrees Celsius) warmer than the 1951 to 1980 mean, according to scientists at NASA's Goddard Institute for Space Studies (GISS) in New York. Globally, 2018's temperatures rank behind those of 2016, 2017 and 2015. The past five years are, collectively, the warmest years in the modern record.

"2018 is yet again an extremely warm year on top of a long-term global warming trend," said GISS Director Gavin Schmidt.

Since the 1880s, the average global surface temperature has risen about 2 degrees Fahrenheit (1.1 degrees Celsius). This warming has been driven, in large part, by increased emissions into the atmosphere of carbon dioxide and other greenhouse gases caused by human activities, according to Schmidt.

Warming trends are strongest in the Arctic region, where 2018 saw the continued loss of sea ice. In addition, mass loss from the Greenland and Antarctic ice sheets continued to contribute to sea level rise. Increasing temperatures can also contribute to longer fire seasons and some extreme weather events, according to Schmidt.

Warming trends are strongest in the Arctic regions, where 2018 saw the continued loss of sea ice, as well as mass loss from the Greenland and Antarctic ice sheets that contribute to sea level rise. Increasing temperatures can also contribute to longer fire seasons and some extreme weather events, according to Schmidt.

"The impacts of long-term global warming are already being felt - in coastal flooding, heat waves, intense precipitation and ecosystem change," said Schmidt.

NASA's temperature analyses incorporate surface temperature measurements from 6,300 weather stations, ship- and buoy-based observations of sea surface temperatures, and temperature measurements from Antarctic research stations.

These raw measurements are analyzed using an algorithm that considers the varied spacing of temperature stations around the globe and urban heat island effects that could skew the conclusions. These calculations produce the global average temperature deviations from the baseline period of 1951 to 1980.

Because weather station locations and measurement practices change over time, the interpretation of specific year-to-year global mean temperature differences has some uncertainties. Taking this into account, NASA estimates that 2018's global mean change is accurate to within 0.1 degree Fahrenheit, with a 95 percent certainty level.

NOAA scientists used much of the same raw temperature data, but with a different baseline period and different interpolation into the Earth's polar and other data poor regions. NOAA's analysis found 2018 global temperatures were 1.42 degrees Fahrenheit (0.79 degrees Celsius) above the 20th century average.

NASA's full 2018 surface temperature data set - and the complete methodology used to make the temperature calculation - are available at:

https://data.giss.nasa.gov/gistemp

GISS is a laboratory within the Earth Sciences Division of NASA's Goddard Space Flight Center in Greenbelt, Maryland. The laboratory is affiliated with Columbia University's Earth Institute and School of Engineering and Applied Science in New York.

NASA uses the unique vantage point of space to better understand Earth as an interconnected system. The agency also uses airborne and ground-based monitoring, and develops new ways to observe and study Earth with long-term data records and computer analysis tools to better see how our planet is changing. NASA shares this knowledge with the global community and works with institutions in the United States and around the world that contribute to understanding and protecting our home planet.

For more information about NASA's Earth science missions, visit:

https://www.nasa.gov/earth

Short URL to share this page:
https://svs.gsfc.nasa.gov/4626

Data Used:
GISS Surface Temperature Analysis (GISTEMP)/GISTEMP
Note: While we identify the data sets used in these visualizations, we do not store any further details nor the data sets themselves on our site.

This item is part of this series:
Global Temperature Anomalies

GCMD keywords can be found on the Internet with the following citation: Olsen, L.M., G. Major, K. Shein, J. Scialdone, S. Ritz, T. Stevens, M. Morahan, A. Aleman, R. Vogel, S. Leicester, H. Weir, M. Meaux, S. Grebas, C.Solomon, M. Holland, T. Northcutt, R. A. Restrepo, R. Bilodeau, 2013. NASA/Global Change Master Directory (GCMD) Earth Science Keywords. Version 8.0.0.0.0

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Global Temperature Anomalies from 1880 to 2018

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2018 Fourth Warmest Year in Continuing Warming Trend, According to NASA, NOAA Earth's global surface temperatures in 2018 were the fourth warmest since 1880, according to independent analyses by NASA and the National Oceanic and Atmospheric Administration (NOAA).

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I think that a certain amount of information about the seriousness of the situation is necessary to be given. This kind of shock may be useful in getting pupils or adults motivated to seek more information or becoming more aware and active in terms of mitigation and adaptation.
Additionally, we need to point our both individual and collective responsibility.
All that with a generous dose of examples of existing solutions and success stories for the way out of the climate crisis as well as any progress on the political scale.

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I find the idea of "move the date" fantastic.
-Having the students to calculate their footprint, checking on our country’s and other countries footprints is a great start. Discussing in groups and presenting results.
-Pointing out things that they can do to decrease their own footprint, as well as our schools’ footprint and committing ourselves to do so, is the second step. Discussing in groups and presenting results.
-The students will then take the ideas for reducing the school’s footprint to the hole school community and try to reach consensus.
-Applying, checking and adjusting the school’s performance will be an ongoing process.
-Presenting accomplishments to the school community and discussing gains and obstacles would be the last step to be continued thought every year!

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Environmental Justice is certainly a cross sectoral issue of great interest for the students.

I would start with our everyday choices related to the use of energy (electricity use, consumerism, means of transport etc.), pointing out our contribution to climate change and consequently our responsibility for the loss of land or for the loss of the means to secure their livelihood in countries that do not contribute to climate change at all but nevertheless will be those that will first face its effects.

Furthermore, one can address environmental injustice in relation to other issues except climate crisis, like chocolate production and children labor in geography.

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Our students’ age does not allow them to vote (either at the national or the municipal level), and express their will about the future regarding many different aspects of life. Nevertheless, decisions taken now by the rest of us will form the future world in which mainly they will live in (or at least for much longer time than we will).

So we teachers must take every opportunity to design situations that will enable them to express their opinion to politicians or to the public regarding the future they want for their life in the cities or the future world they want to live in. We must also show them how seemingly impossible situations have changed in the past due to people activism that fought for unjust although widely accepted beliefs.

No matter how small an action is it has its impact to the world and there is a point in time that many small actions bring a big one. Additionally, consciously undertaking an action puts you in position to be critical toward the actions of others or the performance of our institutions. These lessons of life may be more important than school knowledge.

Additionally, we must persuade them that knowledge and skills attained during their school life gives them powers necessary to achieve their goals for the future. That brings us to school knowledge that is taught in a way that makes sense and brings out exactly these connections to real life.

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Idea to reduce food waste and package waste:

During snack break place buckets – containers for the students to put in what they would normally throw away to the garbage bin. At least one for solid food leftovers and one for package waste. Ask the students to weight them with a scale and keep record of their weight on a wallchart. Pick up different wastes and discuss with students, food waste and package waste, and relate it with climate change, biodiversity loss, water pollutants etc., discuss ideas on how can they together with parents reduce their waste.

Continue every day, take the chance to discuss about what you find in the buckets, monitor the weight of the buckets, and allow students to adjust. Praise their effort!

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Multidisciplinary approach to climate change

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Multidisciplinary approach to climate change

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Sea level rise:

We would find our city's altitude. Our city is a coastal city.

We will check how much it will be affected by sea level rise according to worse and optimum scenarios of sea level rise.

What about our favorite swimming beaches in summer? How will they be affected be sea level rise?

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Organising debates addressing the climate crisis

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Organising debates addressing the climate crisis

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As extreme weather events are more and more common in my country, I would choose such an event that has taken place locally e.g. a heavy rainfall that resulted in flooding of the city.

The roles the students could take would derive from the events of that day: both individuals that were influenced by the flood and public authorities that were involved in the relief of those influenced.

The debate would focus on: How can we build urban resilience?
- What we as individuals need to do
- What we as a community need to do

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Aiming at reducing our wastes:

a. food, and any kind of single use packaging– wrappings: we shall organize campaign to inform the whole school, and debate for the school canteen that will set rules for canteen's everyday operation.

b. clothes, games, books etc: we shall organize campaign to inform the whole school and an exchange bazaar between the students of the school

c. tools and devices: we shall organize a lending library for adults (teachers and parents) with tools and devices we seldom use with items offered by those who possess them

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How can we address the global climate crisis and sustainability in our classroom

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How can we address the global climate crisis and sustainability in our classroom

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#TeachingClimateCrisis

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#TeachingClimateCrisis Twitter Chat - Wakelet

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We built Wakelet using the latest technologies to make it faster and easier to use. Unfortunately, your browser doesn't support those technologies.

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What do you think of initiatives and ideas shown in the video and the guide? Are there any ideas you could borrow to use in your school? What challenges do you foresee and how could you overcome them?

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What do you think of initiatives and ideas shown in the video and the guide? Are there any ideas you could borrow to use in your school? What challenges do you foresee and how could you overcome them?

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These are all excellent, practical ideas. Great inspiration! I could borrow all of them of adjust them to my needs.

Parts of them are relatively easy but some others are difficult to apply.

Main challenges foreseen:

For each teacher: Practicing What We Preach  your own example is the most powerful teaching method ever invented as long as values and attitudes are concerned.

Getting the whole school involved: the other teachers (may be the most difficult part)!

Having a school framework that allows such approaches (that is essential and at least in my country it primarily and largely depends on the ministry of education and secondly on the principal of the school)

How could you overcome

Starting with something small that will give you the positive feedback of succeeding your target, and will allow you to get most people involved

Inspiring people and ideas e.g. the principal of the school

Give role to everybody

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transnational programmes and national reforms to small community projects,

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We use a lot of olive oil in the medeterranean diet!

An idea that is easy to implement is to organise the collection of olive oil cooking resuids at the school. It can activate students and families, neighbours and local autorities. The collected olive oil resuids can be  converted almost by 96% to biofuel, the school can benefit  some income this way, and the sewage network works more efficiently.

Additionally, we teachers can:

- use some of the collected oil to produce pure traditional home made soap, a practice almost abandoned even at the olive oil producing areas

- integrate the soap making process in to our chemistry lesson reffering to oils and saponification- explain the difference between home made and commercial soap

- intergrate the biofuel production to our physics and chemistry lesson

- integrate the range of olive tree in the geography lesson in the discussion about the  mediteranean climate

-- investigate the possible effects of climate change on olive oil production and economy  of Medeterranean countries

- focus attention on healthy diets

-- investigate the connection of olive oil and olive trees with  civilization, art, culture, nature, landscape, biodivericity etc etc the catalogue can be quite long….
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https://www.edutopia.org/article/making-most-compost?fbclid=IwAR22cX1jqf8gr47JifdyjI61lBs9V3AotI-FGXY6qp4BNu75woa9U6IKnpE

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Education is the most powerful weapon which you can use to change the world.

Nelson Mandela

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Tools for understanding the process
https://www.edutopia.org/project-based-learning-guide-implementation
-preparation and planning
-It begins with an idea and an essential question
-devise a plan that will integrate as many subjects as possible into the project.
-Have in mind what materials and resources will be accessible to the students
- time management
-have multiple means for assessing your students' completion of the project

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develop a classroom project addressing the topic of the climate crisis.

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develop a classroom project addressing the topic of the climate crisis.

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-should make use of the ideas and advice given for teaching climate change and sustainability in the previous sections
-could be planned as online or face-to-face teaching for when we are back in school – or even blended

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-Prepare a project using this template.
-Use the rubrics to guide your drafting of the project.
-Save your file in a format that is easily accessible by most users, such as PDF or DOC.
-Your project has to be in English, otherwise it will not qualify.

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The final deadline to hand in your plan is Wednesday, 3 June at 23:58 CEST *, but we highly recommend you complete this part of the peer assessment by Wednesday, 27 May in order to have enough time to provide the reviews for your peers’ work.

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Review three other people’s project plans

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Review three other people’s project plans

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Provide feedback for each plan you have been assigned by answering the questions of the rubric and submitting a comment at the end. Please note that adding a constructive review here is a requirement for completing the course. Also note that the assessment is not anonymous.
deadline to submit your reviews is also Wednesday, 3 June 2020 at 23:58 CEST *.