Focus in Ireland:

-Lake Chad

-Desertification

-Climate Change

-Declining Fish Stocks

-Biodiversity loss

-Soil Degradation (overgrazing, overcropping & deforestation)

-Migration

-Storm formation (link with geo department)

-Guest speakers

Simulation Game: each group has is given a stakeholder (farmer, fisherman, NGO, government department, MNC, local family, government of bordering country) with a goal and a list of resources available to them. They work together to figure out how to achieve their goal while climate issues like flooding and drought crop up.

Students present their journey through the simulation in their choice of form: e.g. poster, skit, podcast, speech.

Exit Key: Students leave a suggestion on how they can advocate for climate justice in their locality. On a post-it on the door while leaving / exit ticket / metimeter.

• Visual stimulus showing why laws are needed

• Science Journal Article - focus on what laws are changing across countries

• Break in groups - look for laws in Ireland

• Evaluate pros & cons - realistic , benefits, achievable

• Are we doing enough ? Create a presentation of your choice : poster, podcast , video, report , infographic etc

  
  

2.Video for 'battle for the Amazon'. Filmed in the 2010. Students can then be asked to research what has occurred in the Amazon since then

-Teacher observes the students' research to ensure their sources are informative and reliable.

-The teacher may have reliable sources ready to share with students, to differenciate for those who may be struggling with the higher-order nature of this task.

-Once students have gained an insight into the various sources, the class as a group discusses their research and collates information, which is presented on the whiteboard, either digitally or otherwise.

-The teacher then presents a list of statements, taken from the learning outcomes, and the students must partake in a walking debate based on their own opinions and beliefs. This is in an aim to allow students to connect with this case study.

-The teacher then facilitates a mock trial and gives each student a side: the victims vs the factory owners.

-The students are then asked to present a case for the side which they've been assigned. They are allowed a period of time to prepare their arguments and statements, regardless of their personal beliefs.

-Once the arguments from both sides have been presented, the students all reflect on what they've heard and choose a winning side, regardless of which side they themselves were on.

1.6 Illustrate how biodiversity loss is occurring due to a number of main drivers

Applied Learning Task 1.2 Discuss how values relating to nature can vary between people and across time

Illustrate: use examples to describe something

Explore: observe, study, in order to establish facts

Photo Stimulus

1.1

2.3

2.4

3.3

ALT 2.1

2.2 appreciate how differences in social position and power in society affects capacity for action.

3.3: Sustainable development goals, inequality

3.4: Misinformation, disinformation, greenwashing

2.7 - evaluate the implementation of a national policy decision in ireland that has an impact on the environment, taking into account the influence of economic, political, cultural, and ethical factors on the policy decision

4.2.3- Explain the role political and economic systems have on sustainable behaviour and actions

4.3.2- Analyse data to identify patterns and relationships

Researching action

ALT 2: Research Action - Learning about the actions of others, how actions have been taken.

1.1

1.2

ALT 2: Research a movement 2.1,2.2,2.3

Alt2

Alt 3

ALT 2

ALT 4

Communicating

• Literacies

• Numeracy

• Communicating

• Working with others

• Managing learning and self

• Thinking and problem-solving

• Being creative

Working with others

Thinking and problem solving

Being creative

Problem Solving

Describe

Explain

Explore

Identify

Outline

Research

Reflect

Explain

Analyse

Identify

Explain

Evaluate

Research

Describe the impacts large scale deforestation has on local habitats and indigenous people.

Identify measures being used to address the issue / patterns of deforestation over time.

-Analyse

-Appreciate

-Evaluate

-Compare

-Discuss

-Design

-Explain

-Examine

-Recognise

-Research

-Reflect

Interactive Weather Map

https://www.windy.com/?53.330,-6.271,5

https://womensearthalliance.org

https://youtu.be/Tvy2cT7MX0M?si=ogrBq2_oRfYB87eE

https://www.wetlands.org/case-study/demonstrating-and-upscaling-ecological-mangrove-restoration-in-north-kalimantan-indonesia/

Ross Kemp https://www.youtube.com/watch?v=n27AtjB3HkY

Videos a little outdated, students can examine change over time https://news.mongabay.com/2024/11/amazon-deforestation-in-brazil-plunges-31-to-lowest-level-in-9-years/

Guardians of the Amazon Documentary

https://www.youtube.com/watch?v=BdTAbgPQuNI

https://www.youtube.com/watch?v=oA10-oZi4Xc

https://www.crisisgroup.org/latin-america-caribbean/brazil-colombia/crimes-against-climate-violence-and-deforestation-amazon

https://www.amazonconservation.org

EPA Strategic Plan 2022 - 2026 | Environmental Protection Agency

Do climate laws help reduce global warming? - Science Journal for Kids

EU | Climate Action Tracker

What exactly is Ireland doing on climate change? – The Irish Times

Outline: give the main points; restrict to essentials

Explore: observe, study, in order to establish facts

ALT 1: facilitate inclusive dialogue around climate action and sustainable development