•website links

•Online resources
reference material etc

 

2.1 

communicate how they are connected to and dependent upon eco-systems, people and places, near and far 

2.4 

discuss sustainability strategies that individuals, communities, businesses, agriculture and governments can employ to address climate change 

 

Brainstorm starter activity: How are different countries affected by climate change, can the students name any specific examples from the media over the last few years. Ask students what the effect of this change is on human and animal populations/agriculture/landscape etc. 

 

Anticipation exercise: put a vote on mentimeter to gauge student opinion, ‘Do you think a small island in the middle of the Pacific Ocean, would be affected by climate change’. Discuss responses 

 

Show students trailer for documentary film Anote’s Ark. 3-2-1 activity. 3 things they noticed, 2 suggestions, 1 question 

 

https://storymaps.arcgis.com/stories/7f455136b85f4edd8655d15a89b5039f 

Comprehension activity: Students create 5 questions based on the information provided about Kiribati 

 

Assessment task: Students carry out research on the impacts of climate change on a different Small Island Developing State 

 

 

 

1. Learning Outcomes: 

1.7 communicate an understanding of the importance of the UDHR, UNCRC and the ECHR1 in promoting human rights

1.8 identify examples of social, cultural, language, economic, civic, religious, environmental and political rights

1.9 outline different perspectives in situations where there is an apparent conflict of rights or an abuse of rights​

2.8 examine case studies or personal testimonies of people experiencing poverty or inequality from different contexts and countries and how they are working to overcome this 

2.9 analyse one global issue or challenge, under the following headings: causes, consequences, impact on people’s lives and possible solutions

3. Learning Activities/Assessment: 

Literacy: Think Pair Share about the title; what does 'human' mean and what does 'family mean'? 

Choral Reading 

Illustrate the poem/extract of the poem in groups using art materials for a school collage or create a video using a device 

Draw your human family 

Activism/Activist in China, Maine, Finland, Spain England and Guinea (CBA practice) 

 

 

Strand 1 - 1.4 access and interpret numerical data showing local and global distribution of basic resources and patterns of inequalities 

Strand 2 - 2.9 analyse one global issue or challenge(climate change), under the following headings: causes, consequences, impact on people’s lives and possible solutions

Strand 3 - 3.12 explore the role of different media in generating information and news and assess the pros and cons of each 

 

-Write a statement on the board and have students find data to back up that statement

-Gather incorrect statements from government officials or celebrities and show them a clip of the statement if possible eg. Donald Trump, or just compile a slide that shows various people and their quotes. Task them with finding data on sites such as Eurostat, United Nations, Climate Change Ireland etc to prove them wrong

-Have students consider the role of media in misinformation on a larger scale. Have them find examples of blatant misinformation. 

 

-Students could be tasked with finding data to back up their ideas or assumptions in relation to Irish climate change progress. They would need to reference 3 different data sets they used to prove their theories.

-Students create a digital resource- powerpoint or infographic- to display to importance of accurate data and how useful it can be to developing climate targets while also including a section showing examples of incorrect data (alongside accurate data they found using legitimate data sites)
-Whole School-Have a whiteboard with a new quote each day and have students tick if they believe it is true or false. Show whether it was true or false the next day above the new day's question.

Strand 2 Global citizenship:

2.1 Communicate how they are connected and dependent upon ecosystems, people and places near and far, 

2.4 Discuss sustainability strategies that individuals, communities, businesses, agriculture and government can employ to address climate change. 

2.7 Discuss with evidence, positive and negative effects of development in their local area. 

2.9 Analyse one global issue or challenge under the following headings: causes, consequences, impacts on people’s lives, and possible solutions.

 

Kiribati case shows how we are interconnected globally when it comes to the topic of climate change. MFL Students engage in school trips to Target countries; this is a great opportunity not only for language immersion, but also to carry on inter-curricular topics. In CSPE during their trips students can investigate the topic of global warming and sustainability. This is very feasible, as I have organised a school trip this year to France examining the topic of: Rechauffement Climatique: approches historique, culturelle et linguistique. Students did workshops in places such as “ile Tatihou, cité de la mer …” about the theme of global warming in France and engaged in discussions with their French peers during a visit to a secondary school in France (who will visit Kerry in return, next year, and examine theme of coastal erosion and possible solutions such as collaborative actions, raising awareness … 

1. Mapping activity: Provide students with maps of small island nations (or use Google Earth) that are at risk of being impacted by rising sea levels. Ask them to mark the areas that are most vulnerable and to identify key infrastructure, communities, and ecosystems that could be affected. This activity could be done individually or in small groups.

2. Case study analysis: Provide students with case studies of small island nations such as Kirabati that have been impacted by rising sea levels. Ask them to read the case studies and identify the social, economic, and environmental impacts of rising sea levels on these nations. They could also analyze the different adaptation strategies that have been implemented and evaluate their effectiveness.

3. Debate: Divide the class into two groups and assign them different roles (e.g. small island nations and industrialized countries). Ask them to debate the responsibility for addressing the impacts of rising sea levels on small island nations. Students should be encouraged to use evidence to support their arguments and to consider ethical and human rights implications.

Assessment/Actions:
1. Creative writing: Ask students to write a short story or poem that captures the experience of someone living in a small island nation that is being impacted by rising sea levels. They could focus on themes such as loss, resilience, and hope.

2. Virtual field trip: Take students on a virtual field trip to a small island nation that is being impacted by rising sea levels. Provide them with background information about the nation and its culture before the trip, and encourage them to take notes and ask questions during the virtual visit.

3. Community action project: Challenge students to develop a community action project that raises awareness about the impacts of rising sea levels on small island nations and promotes solutions. This could include organising a community event, creating a social media campaign, or writing letters to local politicians.