Multidisciplinary approach to climate change by EUN Partnership aisbl

Rubén Gutiérrez, Spain

2021-11-15 12:40:47 UTC

After watching this video, we will discuss about it with a brain storming of what can we do to avoid these consequences.

Andrea, Spain

2021-11-15 12:48:43 UTC

This video explains very insightfully how heat capacity of oceans changes according to the sea level rising. This is keenly associated to climate change, as climate patterns get affected as well as living things.
The activity could be focused on a causes and consequences chart and also a discussion of the major endeavours humans have to face so as to reverse the current situation.

Manuela Correia, Portugal

musicadc — 2021-11-15 13:04:43 UTC

As mentioned on a previous Padlet, I'd probably ask students to come up with a musical creation of some sort. It could be a song, or it could be an 'instrumental' piece, played with musical instruments, 'trash' and also some natural materials, like tree leaves, tree sticks, rocks and so on...

R,Spain

rguezrociororg — 2021-11-15 14:02:48 UTC

I would use an article to reflect on the situation and discuss the speaking topics while working on reading and vocabulary. I would then ask them to fo some research about some more places which are likely to disappear and create an ingographic.

Çelebi KALKAN-TURKEY

celebikalkan — 2021-11-15 15:19:39 UTC

https://t.co/hB4wAAL8fJ

Anna Maria, Italy

annamariabrunetti6 — 2021-11-15 15:26:04 UTC

Eco- literature
As I teach language and literature, I would use the Romantic writers who were so respectful and in love with nature, analysing The Ballad of the Ancient Mariner by Samuel Taylor Coleridge and some passages of Mary Shelley . In the first poem we can see the result of killing an albatross, representing the force of nature, in"The Last man", the writer imagines the negative effects of natural elements, included flood on men. It could be amazing reflecting with students how environmental issues were in the heart of nineteenth century authors too.

Sandra Oliveira, Portugal

sandrasoliveira — 2021-11-15 16:18:03 UTC

The See level rise can have great impact on Biodiversity, especilly on seecoasts and Islands, some of which are considered to be Biodiversity hotspots.
Portugal has more than 800 Kms of coastline and two archipelagoes with unique biodiversity.
I propose the activity: "Can I make a difference against climate and Ocean change?"

The project goal is to learn about see level rise and ocean acidification in classroom while developing a good understanding of climate change dynamic.
It will involve Chemistry, Biology, Geography, English...
In Biology classes students will learn about the causes and consequences of ocean acidification in marine life.
In chemistry classes students will learn about the acidification process.
In geography classes students will learn about the location of the most endangered marine Ecosystems in Portugal, in europe and in the world.
The english teacher will provide language support.

Danijela, Croatia

nela9m — 2021-11-15 16:35:24 UTC

This year I participated in course AI Basic forSchools and afther that I wrote the blog for STEM Discovery Campaign.. I done this with my students and it was very creative,educational but with lots of fun. I puts all together, STEM, art, music,math in one small project about melting the ice.

Rosa Chiatti

2021-11-15 17:09:01 UTC

I teach geography and sea level change could be treated in correlation with rising temperatures and consequent melting of ice.

I would propose to students this image that shows what the Po Valley will be like in 2100

Mario Cucciardi, Malta

2021-11-15 17:25:29 UTC

None of the subjects listed are subjects that I teach. However I use music a lot during my lessons. One of the topics that I teach is about Relationships. I would find a song which speaks about love and relationships and my question would be: Apart having good relationships with humans, with what else can we have positive relationships? Students will definitely mention their favourite pet and hopefully someone comes up with relationship with nature and how important this is for us and for our wellbeing.

Marina, Croatia

2021-11-15 19:21:53 UTC

https://climate.nasa.gov/vital-signs/sea-level/
Students can analyze a graphical reprezentation of sea level change, investigate the causes of sea level rise, explane the impact of observed changes on species in shallow and coastal areas and suggest procedure that can themselves contribute to reducing the observed trend.

Susana Mendes, Portugal

SuMendes — 2021-11-15 20:27:44 UTC

Tomorrow is the national day of the sea in Portugal. Our students will participate in a beach cleaning campaign and during the week they will use the collected plastic waste (and others) to create a sustainable city with waste. Likewise, a toy exchange campaign is being carried out, this activity being based on the theme of the Circular Community.

J.L. Spain

2021-11-15 20:33:18 UTC

The map of submerged Spain: the cities that we will see 'devoured' by the sea in 60 years
The latest IPCC report on climate change warns that we are facing an "irreversible" phenomenon. An increase of only 20 centimeters, in the kindest scenario, could mean that the waves penetrate up to 30 meters inland from the coast.
August 22, 2021 01:37 AM SAVE
CLIMATE CHANGE CARBON DIOXIDE (CO2) EMISSIONS OCEAN COASTAL LAW
Irene Asiaín
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The beaches of Barceloneta, Matalascañas or La Manga could have their days numbered. But they are not the only ones. The next 60 years, the more than 8,000 kilometers of coastline that Spain has will be at risk, and it is because they have become one of the main attack flanks of climate change. The rise in sea level is already irreversible and, what is worse, unstoppable. At least for several centuries.

These are conclusions of the Intergovernmental Group of Experts on Climate Change (IPCC) of the United Nations in the draft of the Sixth Assessment Report (AR6). The rise in sea level each year will hardly be noticeable, but it will continue to rise millimeter by millimeter.

Whether it does so more or less quickly will depend on how capable the global population is of reducing greenhouse gas emissions, an anthropogenic aspect closely linked to global warming. The five scenarios proposed by the IPCC range from an increase in temperature of 1.5 degrees in the middle of the century to a low emission rate (SSP1-1.9), passing through an intermediate scenario (SSP2-4.5) to reaching more high and - it is expected - less likely with 2.6 degrees (SSP3-7.0).

NASA map showing the points on the planet that will suffer from rising sea levels.

NASA map showing the points on the planet that will suffer from rising sea levels. POT

Acronyms, numbers and data that can get lost between the multiple sheets of a report, but that NASA has rescued to translate them on a map. In it, based on information from the IPCC, it includes 15 points on the Spanish coast that will suffer from rising sea levels.

In Spain, according to data from the United Nations report, the rise in sea level will be especially noticeable in Santa Cruz de Tenerife, Cádiz and Barcelona. In any emissions scenario, these points -extendable to neighboring geographical areas- will be the most sensitive of the Spanish coasts during the next 60 years. The Canary Island of Tenerife, only in 30 years, can experience a rise in sea level in the best scenario (SSP1-1.9) of up to 26 cm, and by the year 2080, the flood will be almost half a meter (40 cm ).

Points on the coasts of Cádiz and Barcelona present somewhat lower figures, but nothing flattering. The models predicted by scientists place sea level rise in these areas, and in the best possible scenario, at 24 cm in 2050 and 39 cm in 2080.

Flourish logoA Flourish chart
Very similar figures can be observed in an intermediate emissions scenario (SSP2-4.5), where by the year 2050, the sea level in the different cities would barely grow a few centimeters more. Not so in 2080, when a more notable flood is expected, since 80% of the cities analyzed would see sea level rise above 40 cm.

The worst part would be taken by the coasts of Santa Cruz de Tenerife, Barcelona, Cádiz, La Coruña and Santander, with floods exceeding 45 cm.

Flourish logoA Flourish chart
However, the IPCC report also considers much worse scenarios that it includes as the least probable. The models foresee that with very high gas emissions (SSP3-7.0), in just 30 years, the Spanish coasts may experience a sea level rise of close to 30 cm. In 2080, none of the points on the Spanish coast included in the IPCC analysis would fall below 40 cm.

Flourish logoA Flourish chart
Rises in sea level that, as explained by Francisco J. Doblas-Reyes, one of the scientists who participated in the preparation of the IPCC report, are due to two processes. On the one hand, the heat from the atmosphere penetrates the ocean, causing it to expand.

The second process would be the melting of the continental ice, which is that it is in the polar areas, in particular, in Greenland and Antarctica, but also in the glaciers in North or South America. That ice, which used to be on the continents, "melts and ends up reaching the sea," says the expert, so the volume of water increases.

Claudia, Vienna

2021-11-15 21:44:01 UTC

As Austria is not located at any sea, I’d introduce the topic of rising sea levels with the help of a brief video produced by a German broadcasting station (Klimawandel: Der steigende Meeresspiegel - ZDFmediathek). It reveals how Cuxhaven, a city at the North Sea, as well as Hamburg are affected by rising sea levels. Then I’d ask the students to look up their favourite summer holiday destinations (North Sea, the Netherlands, Italy, Greek islands, New York, …) in the flood maps (Flood Maps (firetree.net)) to see how the coastlines change if the sea levels rose one, two, three, … or even 60 metres.

Zvonko Gašparović, Serbia

gzvonko62 — 2021-11-16 09:24:52 UTC

Since I teach Renewable energy sources, I would talk to my students about Preventing Sea Level Rise through Clean Energy Use, such wind energy, geothermal energy, solar energy etc. Sourcing clean renewable energy from wind and solar infrastructure can mitigate the consequences of the fossil fuels used to produce electricity. In accordance with that, we can reduce our Bill and our carbon-Footprint. So, we can calculate our carbon-footprint using Carbon Footprint Calculator. Please refer this url: https://www.carbonfootprint.com/calculator.aspx

Marta Gorican Croatia

2021-11-16 10:19:55 UTC

I teach biology and I can implement this topic in many activities. One of the activities is to show students this video showing the melting of a Manhattan-sized glacier. They are quite shocked by what they saw and that is where the debate begins. Students suggest ways we can prevent further melting of glaciers and stop the crisis we are in. We talk about renewable energy, recycling and how we can contribute to it.

Sinem KUTLU Turkey

sinemkutlu671 — 2021-11-16 11:49:05 UTC

Bilge Varel - Turkey

bilgevarel — 2021-11-16 13:17:47 UTC

I would start the lesson by making my students watch this video to arouse their curiosity about the rise in sea level. Then I would form 4 study groups with my students. Group 1 does research on sea level rise. The second group conducts research on the causes of the rise in sea level. The third group conducts research on the consequences of sea level rise. The 4th group collects all the data and prepares a presentation. Thus, they learn the subject in a collaborative way in the classroom.

Visnja,Croatia

2021-11-16 14:09:14 UTC

I teach both Biology and Ecology as facultative subject. First I would talk to my students about the topic. Then I would divide them in groups and each group would have one assignement- the learn more about climate change, to find out on the internet more, one group would have to follow the news about rising sea levels is some cities both in Croatia and in neraby countries… We could meet after the group work is over and discuss our results.

topcsovlorena — 2021-11-16 16:00:43 UTC

I would organize a concert in the park next to the school, with themes related to nature (Vivaldi-Seasons, for example) where we could then talk about nature and environmental protection.

Daniela Russo, Italy

2021-11-16 17:15:41 UTC

I would address the issue of sea level change in civic education, a transversal subject, through: the use of multimedia resources; direct personal experience; the use of drawings; the identification of more correct attitudes for a greener lifestyle.

alexandra,greece

alxir — 2021-11-16 19:55:26 UTC

After watching this video we will discuss all the questions they have and we will start looking for photos of specific coastal places before and after the sea level rise. We will gather them and talk about the history of places and the effects of changes

Lia, Italy

lia_molini_lm — 2021-11-16 21:04:15 UTC

I will move from the NASA website where I can find lots of different resources

Marina H, Portugal

marina_hussein — 2021-11-16 21:29:01 UTC

My students are young, 5th and 6th grade. Maybe as a starting point, I could use this map to show costal areas in Portugal that will be under water in 2050 if nothing is done. Then, could ask the causes of rising sea levels and what can we do.

English as a foreign language

hbatista — 2021-11-16 22:23:04 UTC

Teaching English as a foreign language and living in an island I would make them practice the Conditionals. If the sea levels rise...- type 1 or even type 2. After having an open discussion about global warming and consequences

Alenka Taslak, Croatia

2021-11-16 23:11:14 UTC

An excellent lesson to increase awareness of the effects of climate change including a rise in sea levels. Students should first investigate, carry out an experiment and write a speech.

Mariana/Romania

vechiumarianadoinita — 2021-11-17 07:54:21 UTC

Yes, it is very good for students to be involved in such actions. Students can work on interdisciplinary projects.

MARIANA/Romania

vechiumarianadoinita — 2021-11-17 07:55:46 UTC

Yes, it is very good for students to be involved in such actions. Students can work on interdisciplinary projects.

Mariana/Romania

vechiumarianadoinita — 2021-11-17 07:56:30 UTC

Yes, it is very good for students to be involved in such actions. Students can work on interdisciplinary projects.

Mariana/Romania

vechiumarianadoinita — 2021-11-17 07:56:49 UTC

Yes, it is very good for students to be involved in such actions. Students can work on interdisciplinary projects.

Ayşe,Turkey

aysekircali2011 — 2021-11-17 09:20:10 UTC

We can start our lesson by watching such a video and discuss on it with the participation of whole class.

Ioana, Romania

2021-11-17 14:25:56 UTC

A reading and comprehension activity, discussing the text, answering questions.
Maybe a vocabulary exercise.
And I also found this great activity on the British Council website.

Sandra Melro

sandramelro — 2021-11-17 15:59:30 UTC

I would propose students to see this picture and, after they would have to research information of causes and consequences

Stefania, Italy

stefaniailedinuzzo — 2021-11-17 18:41:10 UTC

I proposed to my students the Kiribati islands case, introducing an interview to some dwellers already forced to move away in order to escape from rising sea level

Ivana M., Croatia

2021-11-17 19:58:50 UTC

I would talk to my students about sea levels in terms of discussing the cause of it. They would brainstorm the causes, I would make a vocabulary activity (for example- match expressions to photos), they would make a video to warn others about the issue and the rest of the school would watch it on our TV in the school hallway.

Özlem Çağan, Turkey

ozlemcagan66 — 2021-11-17 21:02:32 UTC

I would initiate a discussion in class about the factors of sea-level rise. I would form a discussion circle with these questions:
-How does thermal expansion occur?
-What are the problems that we will encounter as a result of the melting of the glaciers?
-Ice Loss in Greenland and West Antarctica! What are the resulting dangers?

https://youtu.be/hW9EAkqu6aY

2021-11-17 22:34:45 UTC

I would start with this video and while watching it, students would have to do some exercises so that I could check their understanding both of the video and the matter. After watching the video and correcting the exercises done, students would be given an article about the topic and would have to answer some questions and give their personal opinions on the matter. Eventually, I would ask them to do some research work on how Portugal is being affected by the problem and I would challenge them to do a podcast to raise awareness.

Vittoria Bandini, Italy

2021-11-17 23:40:36 UTC

I teach maths and science and I could introduce a maths activity related to volume.
We can calculate the volume of ice that is melting every year and evaluate the corresponding sea level rise, considering thermal expansion aswell.

helenslater — 2021-11-18 13:10:02 UTC

Natacha C. FRANCE

I would choose a group of 13-14 year old pupils.

I would use Ayse's video on sea level rising as an introduction to explain this complex issue. It would explain it easily and elicit vocabulary. They would have to take notes.

I would choose a few articles (British council teens or kids ) and pupils in teams of 4 have to read the article and answer questions with a vocabulary activity to help as well.

A coordinator in each group presents the article and what they have understood (country, place, causes, difficulties , consequences on local people's life).

The class concludes on what they have discovered through their peers ' presentations. Notes taken to summarize as a whole class.

I would choose a web tool to make them see what will happen in their region if the sea level keeps rising. They would have to write their reactions and what would the consequences be. I could also take photos of our coasts . We live next to the sea and the coast erosion is visible. The local areas try to make barriers with boulders or they prevent people from going too close to the crumbling cliffs.
They would realize how our coasts are at risk as well.

Eszter Kovács, Hungary

kovacseszter3 — 2021-11-18 16:05:26 UTC

Visit the following site with your students:
https://www.climate.gov/maps-data/dataset/sea-level-rise-map-viewer. Explore the data together.
"Then create an online survey (with Google Drive, etc.) about concerns over climate change. Students write their responses anonymously. Compile the responses and discuss them in class."
Source of this task: https://teachers-climate-guide.fi/geography/#tehtavia

Eszter Kovács, Hungary

kovacseszter3 — 2021-11-18 16:14:52 UTC

Learning from our mistakes is always crucial.
Choose a natural disaster from our history eg. https://www.history.com/this-day-in-history/yangtze-river-peaks-in-china
Let them analyze the source and answer questions like when, where, what, how many and why.

Eszter Kovács, Hungary

kovacseszter3 — 2021-11-18 16:21:39 UTC

"Music also encourages intellectual processes by evoking ideas and images in listeners." source: https://teachers-climate-guide.fi/music/#musiikista-apua-ilmastoahdistukseen
Accordingly I would play some music( I wouldn't change here the curriculum) and give them the task to listen and brainstorm ideas of how people could adapt to the rising sea levels.

Eszter Kovács, Hungary

kovacseszter3 — 2021-11-18 16:30:29 UTC

Did you know that the genre climate fiction exists? Choose one and read with your students: https://www.dw.com/en/11-novels-that-focus-on-climate-change/g-58574567
What to do with it? Discuss with them the image of a positive utopian world.
"You might want to contemplate how the positive utopian world you would like to live in looks like and what should we do to achieve it." source: https://teachers-climate-guide.fi/mother-tongue-and-literature/#kaunokirjallisuus-muutosvoimana

Eszter Kovács, Hungary

kovacseszter3 — 2021-11-18 16:32:32 UTC

Present your students this collection of adaptation techniques.

: Check here the local solutions.

Let them analyze the building engineering solutions. Tell them to create one solution using natural materials like stone, paper, wood.

Eszter Kovács, Hungary

kovacseszter3 — 2021-11-18 16:35:30 UTC

5. SEA LEVEL RISE
A series of activities about the average rise of sea levels for secondary school and high school students: http://spacemath.gsfc.nasa.gov/Modules/6Mod10Prob5.pdf
source: https://teachers-climate-guide.fi/mathematics/

Eszter Kovács, Hungary

kovacseszter3 — 2021-11-18 16:46:46 UTC

https://aroundersenseofpurpose.eu/
Follow the steps of IVAC:
First phase : Investigation

STEM, geography and history

look at the what, where, when, how, who questions – and most importantly, why?

Eg. Collect place that are facing the problem.

Eg. Analyse the reasons: STEM and geography

Eg. Look at examples of natural disaster in the history

Second phase: vision

STEM, Art and design

How might this situation be improved/solved/resolved?

Eg. Collect ways of resolving the problem

Eg. Collect adaptation techniques

Third phase: Action

Music and Second language

Engage with others people/organisations as necessary to put your ideas into action

Eg. Write a leaflet, post, email to demand action: second language

Eg. Create chants urging to take actions-music

Eg. How to be an effective communicator- second language https://www.teachingenglish.org.uk/article/asking-change

Fourth phase: Change

ART and design, Second Language

Reflect on what has been achieved. What has actually changed? This can be physical change or a change within the students and/or others.

Eg. Build the scenario before and after resolving the problem-art and design

Eg. Write a report about the changes made- second language

Diogo Sousa, Portugal

diogo_sousa — 2021-11-18 18:58:35 UTC

https://www.ted.com/talks/climate_action_tracker_the_state_of_the_climate_crisis_in_2021

First, i introduce the thematic by showing the following video. Then, we do a brainstorm regarding climate change and sum up in a word cloud the most discussed topics.

Tuğba, Turkey

tubii — 2021-11-18 19:52:06 UTC

We can show some remarkable images about climate change to raise students' curiosity and we can discuss effects of it on both humans and animals.

Ana-Marija, Croatia

2021-11-18 19:58:13 UTC

Our school is located near the sea so we often stay on the beach. Students collect natural materials that the sea throws out. There are wooden twigs, shells, interesting stones. From these materials, students make something new. For example frames for your drawings. They put all the plastic packaging they find in plastic containers. Thus, from an early age, they live responsibly by the sea, which they adore.

Songul from TURKEY

songulesenozbey — 2021-11-18 20:18:57 UTC

I could integrate it into my speaking class. I can make them watch a video on changing sea levels or just hear them and want them to share their feelings about what they watch or feel.

Μelahrini /Greece

2021-11-19 09:31:25 UTC

Our arrea has very beautiful beaches.All of my students go the beach every summer and they collect little peaces of wood,shales,ect.Children will bring natural materials they have collected from the beach during their summer holidays and we will create frames and other creations using them.

Melahrini/Greece

2021-11-19 09:35:29 UTC

We will watch the video and talk about the sea pollution and what we can do to change it.

Ana, Portugal

2021-11-19 09:44:09 UTC

I would show the speech "We are sinking" given by the Tuvalu foreign minister in Cop26.
This would arise awareness and discussion. Students could work in groups to write the speech they would like to give in Cop26 and present it to the class (developing writing and speaking skills).

Melahrini/Greece

2021-11-19 09:50:31 UTC

Watch the video and talk about the problem.Ask questions and give answers about what we have to do and what we have to change in our actions so this phenomenon will stop.

Maja P, Croatia

maja_puc — 2021-11-19 16:55:38 UTC

I teach Biology. So, I would talk with students about this topic, about causes and consequences of changing sea levels. Then I would show them graph and data of changing sea levels last hundred years. I would give them a task to calculate sea level in 2060 year if humans shouldn't change their behaviour and sea levels continue to rise at the same rate. They should investigate what should be an impact of this sea level in 2060 to our country and particular them. Students should after that discuss about their results.

Christos T., Greece

2021-11-19 17:50:54 UTC

Climate Change Threatens World Heritage Sites, such the historical city of Venice. In History class we can study the impact of climate change to the world's heritage, because natural and man-made heritage sites throughout the world are in danger of being fundamentally altered, damaged or destroyed by climate change.

Ana Ladeira

2021-11-19 18:50:19 UTC

I would choose a book or an article to explore this topic and at the same time expand the students' vocabulary on the subject. Next, I would motivate them to participate on a debate where they had to suggest some possible solutions and come up with a «TO CHANGE LIST».

Lemia Sert,Turkey

bensu1966 — 2021-11-20 06:08:01 UTC

I will show this video to students first.Then I plan to discuss the subject with the second foreign language, which is our lesson.While developing their speaking skills, they will also learn about the climate crisis.

Özlem, Turkey

ozlembenligil — 2021-11-20 11:09:49 UTC

1. The connection between population density and coasts.
"Where do most people in the world live - along the coasts or further inland?" You can start with the question. After students answer, view the MapMaker Interactive: World—Population Density map. The map shows that the most densely populated areas are along the coastline.

2. Brainstorm and discuss the pros of coastal living.
Create the Pros and Cons of Coastal Living worksheet. Distribute a copy to each student group and have students list the benefits of living near the ocean in the Pros column. Then discuss their ideas as a class. Ask "Why are so many people settling near the coasts?"

3. Brainstorm and discuss the cons of coastal living.
In the Cons column of the worksheet, ask students to brainstorm reasons why living near the shore might be difficult. Then discuss as a class. "What are the possible disadvantages of living near the beach?" ask. Explain to students that coastal communities are often adversely affected by severe storms, hurricanes, and tsunamis and are prone to coastal flooding. Pollution and waste disposal from so many people is also a problem. Future global climate change will be a major concern as a projected rise in sea level could mean more flooding and warmer oceans could generate more storms. Review vocabulary terms such as tsunami and climate change if necessary. Ask: Can you think of examples of disaster-stricken coastal areas? Discuss how tsunamis and floods affect the regions, both globally and locally.

4. Compare today's coastline with projected changes due to climate change and discuss how climate change will affect coastal cities.
Review the causes of sea level change with students and discuss concepts that will help them understand. Then watch the video https://sealevel.nasa.gov/resources/103/video-rising-tides-understanding-sea-level-rise. What could happen to people living along the coastline if sea levels rise, as shown in the animation? Students should see that many coastal communities can be flooded. Explain that such sea-level rises will occur for many years to come.

5. Ask students to create a three-minute news report on coastal issues.
The report may be in written, audio or video format, depending on the time and equipment you have. Divide students into small groups to research, write reports, and present in class. Each group should prepare a report on a different coastal area. Select a variety of coastal communities that are geographically unique.

Tümay YER

2021-11-20 12:39:44 UTC

Discussions or debates about climate change and human factor.

Şerife Genç,Turkey

srfgenc23 — 2021-11-20 12:43:01 UTC

Rising Tides: Understanding Sea Level Rise – Climate Change: Vital Signs of the Planet (nasa.gov)
After watching this video, I want them to write a text about "What if don't care about this?" Then ı would like them to think and discuss about "what are the solutions?" At the end we take notes on the padlet to use it on our school website.

Dimitra Greece

2021-11-20 20:33:37 UTC

Modeling of the solar system from plasticine.

Dimitra Greece

2021-11-20 20:35:20 UTC

Examination of the greenhouse effect.

Dimitra, Greece

2021-11-20 20:36:30 UTC

Examination of the historical frame.

Dimitra, Greece

2021-11-20 20:37:21 UTC

Listening songs.

Dimitra Greece

2021-11-20 20:37:40 UTC

Reading books

Dimitra , Greece

2021-11-20 20:38:32 UTC

Creating our art works.

Nikos, Greece

ndimopo76 — 2021-11-20 22:32:55 UTC

As a Biologist I am particularly interested in issues related to biodiversity. Rising sea levels, due to climate change, threatens with extinction numerous species around the globe that will not be able to adapt to the environment. Therefore, first I would highlight to my students the risks for the organisms of changing sea levels showing them a relevant video and afterwards I would try to engage them in a debate about climate crisis via an interactive role-play situation by assigning various roles to them (e.g. scientist, politician, citizen etc).

Alina, Romania

u_alina81 — 2021-11-21 08:37:57 UTC

Children can create toys from recyclable materials, such as waste that pollutes the sea (glasses and plastic bottles, bags, plastic sticks ...). This way we can do something fun, useful and help reduce pollution. I work with kindergarten children.

Sanja, Croatia

etwfactcheckers — 2021-11-21 11:14:55 UTC

As an EFL teacher in high school, I would probably start with the KWL chart into which my students would have to write all the things they already know about the sea level rise as a result of climate change. Next, we would watch this TED talk and see if there are any misconceptions about what we already know about this topic and if we can add new information to the KWL chart. Students would then, create a quiz based on all the information they got from the video and we could round everything up with a debate lesson covering the facts and vocabulary we have acquired.

Darko

darkospoljaric2015 — 2021-11-21 11:22:11 UTC

With students, I would watch a video about the decomposition of plastic waste that is thrown into the sea or rivers. We would then calculate how much filament we could make from the plastic waste thrown into the sea.

Özge KOÇAK,Turkey

ozgg — 2021-11-21 12:58:16 UTC

I can use google earth-timelapse to show the sea level change over time.If I have a place to choose, I will try to choose it from the environment I live in or from a region in my country.After the coastal change examples in my country, I can give examples from around the world.We can brainstorm with my students on the causes and consequences of coastal change

Kristina J, Croatia

tinajelosek — 2021-11-21 13:17:46 UTC

I would give this web address to students
https://climatekids.nasa.gov/menu/water/
and first they should study the page , find key words and information and then in groups of four make a collaborative infographic about water and climate change. They should group the information in the following categories: Interesting things about water, sea levels , glaciers, sea acidification. In the end, each group would present their infograpfic.

Luminita Golumbeanu, Romania

luminitap20041 — 2021-11-21 14:12:44 UTC

I teach biology.
I can implement this topic in many activities.
So, I would talk to my students about the topic (causes and consequences of changing sea levels). I would divide them in teams and each team would have one assignement:
- one team learn more about climate change, on the internet
- another team follow the news about rising sea levels in Romania (Constanta)
Students should after that discuss about their results.

Elsa, Portugal

2021-11-21 14:40:03 UTC

A real situation can be studied easily through a text and exercises around it. The example of the Carteret Islands, that have dislodged its inhabitants due to the rise of the sea level. Pictures of the before and after, plus of its inhabitants and their previous life on the islands would give it a more real feeling.

Filiz GEDİKTAŞ,TURKEY

filizgediktas2 — 2021-11-21 15:21:43 UTC

My students are 8 years old. First, I had them watch the video Nature speaks. Then I would watch an animation about the melting of glaciers and rising sea levels. I used to calculate water footprints at https://www.yarininsuyu.com. I used to divide students into groups. 1.Group Recycling and harvesting of water used in the kitchen.
2.Group Recovery and harvesting of rain water.
Group 3 They used to work on the use of recycled water in agriculture, cleaning, etc.

Zeynep Er

reidspencer — 2021-11-21 15:51:17 UTC

https://www.climate.gov/news-features/understanding-climate/climate-change-global-sea-level

https://www.youtube.com/watch?v=QH-KYmRAzOA

I would first explain what sea level rise is and what causes it, using the information on this site.

Using these sites, I would explain how sea level rise would affect which countries. : https://www.climatecentral.org/news/report-flooded-future-global-vulnerability-to-sea-level-rise-worse-than-previously-understood

https://www.downtoearth.org.in/news/climate-change/15-million-in-asia-s-cities-can-be-affected-by-sea-level-rise-by-2030-greenpeace-77684

https://earth.org/sea-level-rise-will-disproportionately-affect-developing-countries/

https://www.youtube.com/watch?v=L-gpHgebunY I had students watch this video so they could empathize with people affected by sea level rise.

Even if we are not affected by sea level rise as a country, I would ask questions to help students understand that our country could indirectly affect it. (For example, might people affected by sea level rise want to migrate? Can we be one of the countries they will migrate to? How will we be affected by this situation?)

Ana Maria, Romania

2021-11-21 16:22:33 UTC

Starting from watching this video will discuss about the meaning of the rising of sea level. Using brainstorming in class we'll find the causes and effects of this. Then, we'll debate on each of them.

Gugteacher from Italy

2021-11-21 18:05:25 UTC

Students see this video to reflect on the different processes that influence the evolution of the sea level and how these are important for defining the vulnerability of a given coastal area in the context of climate change.

Luisa, Spain

2021-11-21 19:35:01 UTC

Watch the video and discuss the issue

Arsaluis Luiza Ripeanu, Romania

arsaluisr1 — 2021-11-21 19:47:12 UTC

Tanja, Croatia

tanjabednjanec — 2021-11-22 17:38:26 UTC

I teach Geography and we talk a lot about tourism being very important activity for the entire Croatian economy. I would like my students to get the idea of the impact that sea level rise is going to have on our economy.

Aurora, Slovenia

stepbystep_ka1 — 2021-11-23 07:05:35 UTC

With younger kids I like to approach in a multidisciplinary way... and last year I was in a course about AI basic for schools and I discovered this activity and become my favourite.
AI for oceans from Hour of code.

Alina Mazilu, ROMANIA

alinamazi1979 — 2021-11-23 13:51:53 UTC

My students created dolls from recyclable materials. I really love this type of activity. Every year we carry out such activities.

Rita, Italy

2021-11-23 14:32:12 UTC

I teach English as a second language, but I would involve my students in using the English Language to study in depth such a crucial topic.
During my lessons I would ask my student to read, at home this article from National Geographic and jot down the main points of each paragraph.
I would the ask students to report in class, in a kind of circle time activity, to summarize the key elements present in each paragraph:
- What the Paris agreement stated and what were the resolutions made by the UN climate change summit in 2016 and in 2021.
- I would also ask to refer what are the TOP of the CLASS countries, the ones who SHOW SOME PROMISES, and the ones WHO ARE BARELY TRYING.
- I would divide them in three groups in which they:
1. Should read the articles and watch the following videos: https://www.nationalgeographic.com/environment/article/some-irreversible-changes-to-the-climate-can-still-be-headed-off-report-says
https://www.nationalgeographic.com/environment/article/hurricane-dorian-science-behind-the-storm
https://www.nationalgeographic.com/science/article/climate-change-sea-level-water-will-come-jeff-goodell

2. Should watch this video in which some solution are proposed
https://www.ted.com/talks/skylar_tibbits_a_new_way_to_grow_islands_and_coastlines
https://www.transitiontowntotnes.org/

As a third and last step I would ask them to set up a well prepared and organized debate, using KIALO.com and focusing the attention on the key words: RESILIENCE and adaptation rather than RESISTANCE AND FEAR, in order to go towards natural construction instead to natural distruction

Maria Candida Petillo (Italy)

2021-11-24 18:45:51 UTC

I'd ask my students to work in groups and write a fantastic story imaging what their life could be in 2080,living in a sea-side village. They should also imagine what could be the world map in 60 years.
Others could enquire on the real risk and gather info and also links to useful videos on the issue of glaciers melting.
Another group could create slogans in order to take action and organize a campaign to sensibilize citizens and government.A word cloud on related vocabulary would be useful too!

Željana Đevenica, Croatia

2021-11-25 12:12:17 UTC

Since I teach different subjects in the lower grades, the STEM area would be best for me to take the topic of raising the sea level through several subjects. In addition to the mother tongue, they could write a song, eg a seagull (a poem of 5 verses), after watching an educational video and talking about what they had seen, they could try to solve the problem by working in groups

Kristina Strinavić, Croatia

kristina_strinavic — 2021-11-26 07:46:55 UTC

I didn't know that climate fiction exists, I saw it in one of the posts here and I thought of an idea that my students read the book "The Wall" by John Lanchester. It's about "an island nation builds an enormous concrete wall around its entire border. New "Defender" Joseph Kavanagh is tasked with protecting his section of the Wall from the Others — people fleeing the rising seas outside who attack constantly. Failure will result in death or a perhaps a worse fate: being cast out to sea amongst the Others."

We would talk about the vocabulary and we would talk about future tense or conditional because there things could happen soon.

Lidia, Romania

acpchteam — 2021-11-26 21:25:24 UTC

I would invite the students to listen to a recording (maybe converting a video into mp3) and complete a gap-fill in activity.

Gaspar, Portugal

StorGaspar — 2021-11-28 12:11:38 UTC

I teach Physics and Chemistry to students aged 16-17 in a seaside town.
To alert pupils to rising sea levels and their consequences, I would use this article from the Science in Schools journal, which involves Earth Science and Physics.
The article is about Thermal expansion and volumetric coefficient of thermal expansion, in the lab I would divide the students into 2 groups, one for each experiment, later the class would examine the results in the following perspective: how a small change (the coefficient of thermal expansion is small) can cause a significant rise in sea levels - the calculations are in the article.
Homework assignment: take a picture of something in the city by the sea and draw a line of the water level in 2060 if nothing is done to mitigate sea level rise.

Anne Laure, France

anne_laure_deschamps — 2021-11-28 21:30:29 UTC

I would work on the 17 goals. Each group would choose one SDGs and one video or text related to the goal. They could create a quizz or a game on Learningapps for example and have other groups do the quizz.We could have a challenge as to which group can answer correctly all the quizzes
or games.

Şule Şenol, Turkey

susenol2015 — 2021-11-29 05:52:55 UTC

After watching this video to draw attention in my class, what is a greenhouse gas? What are the effects? How can we reduce greenhouse gas? I brainstorm with questions. Afterwards, I form groups of 5 peers and distribute the resulting problem situations, one to each group. I would like students to determine their own carbon footprints before solving this problem. This work is also a project work that will last at least 3 weeks, and I would like them to produce a product as a result.

Elena, Spain

2021-11-29 11:08:17 UTC

I would show learners pictures about coast towns and cities to comment on them (Characteristics, what they can see, how they imagine their population live, etc.)

Then, I'll show them a video about changeses in see levels and do an oral comprehension activity (T/F and short questions).
We will extract vocabulary and expressions about the consequences that this could have in inhabited areas.

Finally, in pairs they would choose a town and imagine the consequences that a rise in see level would have on them. They will present this task orally to the rest of the class.

Elena Corina Rogoveanu, Romania

corinarogoveanu — 2021-11-29 20:14:27 UTC

Water is critical for the preservation of the environment and its living creatures. During the project, students will work in teams to learn about the importance of water. Students will conduct in-depth research about sources of water, pollution, water waste and the impact on the environment using observation, investigation, exploration, measurement and data concepts to become aware of the consequences of human activities that affect our water. At the end of their research students set goals and identify strategies to help the community achieve these goals for protecting our water as one of our world’s most valuable resources: “I NEED WATER AND SO DO YOU!”. Students become responsible citizens of the community they belong to by communicating the goals and strategies through an informative letter and by spreading posters. The project will provide meaningful learning experiences by exploring an authentic context, drawing connections to the world outside the school and by valuing everyone’s contribution to a common goal: to understand that water is a vital resource that needs to be protected and conserved.

Although our school is in the mountain area, we are dear to the sea, it reminds us of holiday days. Every year, on the 31st of October we celebrate the Black Sea day, with students discovering the Black Sea ecological problems.

mariastoica246 — 2021-11-30 10:09:20 UTC

As a teacher I get involved with students in activities about awareness of the climate effects we really do specific activities according to age particularities. It is a pity that when they become adults they seem to stop taking into account these climate changes.

mariastoica246 — 2021-11-30 10:12:40 UTC

Vedran,Croatia

vedrancerina — 2021-12-01 09:00:14 UTC

we could watch a video, explaining the current situation, students would then in group work investigate about the causes of situation, and then would create scenarios for every choice - to keep acting the same way, to change the behaviour drastically, and to change human behaviour in a some degree

Gamze Siper/Turkey

gamzesiper — 2021-12-01 11:43:05 UTC

It can be calculated and measured or students can search the sea levels and present it in graphics.

Gamze Sper/Turkey

gamzesiper — 2021-12-01 11:43:35 UTC

Students can discuss which cities are effected and why

Gamze Siper/Turkey

gamzesiper — 2021-12-01 11:44:05 UTC

Students can make a reseacrh about sea levels in history and how cities effected

Gamze Siper/Turkey

gamzesiper — 2021-12-01 11:44:36 UTC

Students can make a song about it

Gamze Siper/Turkey

gamzesiper — 2021-12-01 11:45:02 UTC

Students can present their research in second language at school

Gamze Siper/Turkey

gamzesiper — 2021-12-01 11:46:11 UTC

Students can design a poster about their research

Eleonora, Italy

eleonoramasad — 2021-12-01 14:11:10 UTC

During a chemistry lesson I could suggest students to find a correlation between sea level, the sea chemical composition and the presence of sediments

Voicu Corina-Romania, I teach about climate changing in the lesson about Science.

2021-12-02 18:45:01 UTC

Maria Portugal

2021-12-03 22:47:47 UTC

I ask my students how does the the sea-level rise will affect us ?
After a brainstorming I use the resources of https://www.jpl.nasa.gov/edu/teach/tag/search/Sea+Level+Rise

Emma Escamilla

2021-12-05 11:23:12 UTC

As an English teacher in a seaside city, I'd use this video first to be able to work on the vocabulary and listening skills and then I'd suggest them to think about ideas to implement in our city if this event would occur here as well.

Eleftheria, Greece

2021-12-05 19:54:09 UTC

I would approach the issue as a whole and as a result of climate change. I would use the interactive map I uploaded.

Silvia, Spain

smaymo — 2021-12-07 15:16:45 UTC

I would start with a picture and a newspaper article, with the English teacher to work on the vocabulary and the maths teacher to analyse the graphs and would use a resource like the one above. See maths connection.

Şeniz Sebe. It is getting higher and higher every day. It is great threat not only for the historical places, our living places but also for agricultural areas

2021-12-08 17:47:18 UTC

Ayşe Nur, Türkiye

2021-12-08 20:01:09 UTC

As an English teacher, I bring some articles(written or in podcasts) to the class and want them to discuss it

Irena, Croatia

2021-12-12 10:57:29 UTC

When thinking of changing sea levels I can't not to think about Kubrick's movie AI. So, I would show it to my students and ask them to describe world in a not so distant future when NYC, Amsterdam and many other coastal towns would be flooded if climate change doesn't stop.

Magda Argyropoulou

magjarg — 2021-12-12 18:41:17 UTC

As my subject is English I would prepare a warm-up activity to teach relevant vocabulary. I could use pictures such as the one above for that purpose and trigger a short discussion.The following activity would be a video with incorporated questions(using tools such as Edpuzzle or Nearpod) either multiple-choice or open-ended. Finally, a task that could be assigned to students in groups would be to get information from articles or videos about places on earth that are in danger of sinking and present it in class as reporters.

changing sea levels

mhilha — 2021-12-13 16:42:46 UTC

I. d beging to explain the ocean literacy and the seven princlples of the ocean Literacy and the consecuences for the people and how we could contribute from the school to avoid the climate change

vesna. serbia

vesnajevtic20 — 2021-12-13 21:08:39 UTC

I'd organise my students to research which major cities are threatened by rising sea levels and then we would discuss the impact of such threat on the global level, as regards economy, politics, culture, etc. (Imagine the day after the catastrophe: the world without _____ name the city; what global civilisation/cultural heritage are we left without?)

amodio.g Italy

amodiograziano4 — 2021-12-13 21:20:28 UTC

To start an activity like this I would prefer to afford a topic about sustainable development

Aftet consulting real documents the students should prepare a leaflet to inform people in different languages

Antonia Spain

2021-12-14 11:33:59 UTC

I have already worked this topic in Cross Curricular subject. I asked each team (3 students) to present a topic they have choosen to the rest of the class. After, they prepare a kahoot to check their understanding and I did a final assessment to evaluate they awareness on each topic, also to find out which one created more impact on them. One of the videos presented was this one.

https://youtu.be/OCzYdNSJF-k

taskin80 — 2021-12-14 18:02:14 UTC

TedEd has lots of videos to prepare a lesson plan or to give homework. For high school students, there are also lots of tedtalks to use in lessons related to climate issues.
My lesson plan is about water. Teaching some certain vocabulary, watching the video, learning some facts about water, and a discussion part.