Earth’s Changing Climate (LS-MT-311) Citizenship
, Cooperative learning
, Early childhood & Primary education
, Group dynamics
, Inquiry-based learning
, Learning Scenarios
, STEAM (STEM + Arts)
, STEM skills
Through this Learning Scenario, students became aware of the 3Rs (Reduce, Reuse and Recycling) through a discussion involving sorting for Recycling. Through a brief description, they were then made aware of why they are doing this. All this through a connection in Mathematics involving Shapes and Ratio.
This implementation was done with 6-year-old students at the Gozo College Victoria Primary School together with the Eco-School students, who were also involved during the implementation and gave their utmost contribution. They shared more in-depth ideas on how one can give his/her contribution to reduce Global Warming. They also helped out during the activity by distributing resources and helping the little ones in class. These students had some basic knowledge considering they had heard about the fire incidents which happened in Australia. Some of the parents had already explained briefly the cause of such fires.
Curiosity was aroused by the simple picture from the Europeana Collection of Spinach in a Bag
. From that picture, students were triggered to ask more about the danger of plastic the sea habitats. One of the aim of this Learning Scenario was to trigger questioning by students so as to enhance creativity, collaboration, critical thinking and communication (the 4 Cs of the 21st
century skills). Both videos shown grasped their attention, mostly pitying the dead animals.
The following session after the videos was an activity. The 10-year-old Eco-School representatives in class gave each student a slice of bread. Before starting the activity, students were asked in-depth questions about shapes which aroused their creativity. Such questions asked if one could bite a slice of toast into a perfect square, circle or triangle? Then the recipe was shown in the PowerPoint presentation. Students were given an introduction to Ratios where they had a mixture of milk with food colouring so as to paint the Earth on their Toast. Students were also exposed to the concept of time, that of 3 minutes to wait for their toast to be ready.
In my opinion, the aim of the Learning Scenario was reached, that of everyone’s contribution will help to decrease Global Warming and Earth’s Climate Change. This is shown through the feedback of students and parents after the lesson. One student also made a drawing of Antarctica without snow. She worriedly gave it to me saying she will do her utmost so that snow will not melt and she will manage to go on a skiing holiday before.
Would you like to know more about this learning scenario? You can download it below:
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4 Responses to "Earth’s Changing Climate (LS-MT-311)"
Great to see LS for young student. Thanks!
I like the CPA approach implemented in this lesson scenario to teach young children about climate change. In order for young children to understand an abstract concept, it is imperative to begin with a concrete representation of the concept, then move to the pictorial representation and finish with the abstract representation. In this way, the children can build new knowledge on their existing understanding. I am sure your young students enjoyed themselves exploring and learning about climate change. Well done and thanks for sharing.
Nadina Carmen Nicolici
Your learning scenario is very interesting and helpful, especially as it is meant for young learners. I think it can be adapted and taught for older students as well. It is very easy to follow it, and the topic is very interesting. Thanks for sharing ir!
There is no shortage of LS or SoI at Europeana, but the truth is they they are never enough to raise our students’ awareness for the urgent need to preserve the only planet we’ve got.
It’s also true that the younger the better – and “your kids” are really young and surely absorb what you bring into class and do. Besides, Education is a critical agent in addressing the issue of climate change. Student activists like Greta Thunberg (and her call “No one is too small to make a difference”) have put schools at the forefront of the global climate crisis. Accordingly, tackling the topic of the global climate crisis in our classrooms has rarely been more important, don’t you agree?
Even in lockdown, I’ve been challenging my students to act and reflect about the environment with small gestures and activities ahead of World Environment Day, celebrated on June 5th. By the way, let me challenge you (and other readers) to take a couple of seconds to cast their votes at https://fast-poll.com/poll/results/7837d5f4
Thanks for sharing a great LS on one of the issues that should always be on top of the agenda and thanks for reminding us all of that.
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