Informere, lege og reflektere over konsekvenserne af klimaændringerne på planetens overlevelse og livet for hver enkelt af os. Læreren/læreren bør lede aktiviteten ved at hjælpe de unge elever, som hverken har direkte hukommelse eller tilstrækkelig viden, til at genkende de håndgribelige tegn på klimaforandringer på alle breddegrader.
Det vil naturligvis være et spørgsmål om at behandle emnet med praktiske argumenter og skelne mellem klimaændringer, der er cykliske og produceret af fysiologiske naturlige transformationer (som eleverne allerede har stået over for siden grundskolen) fra dem, der er produceret af menneskelig aktivitet. Det er naturligvis nødvendigt at insistere på sidstnævnte for at få unge til at reflektere over alt, hvad der kan gøres på individuelt plan og gruppeniveau for at vende kursen og bevare Planeten og alle former for liv, der befinder sig i den.
Materialer:
Klasseværelse med computer til lærer/lærer og interaktiv whiteboard; Studerende med enheder, der er tilsluttet internetnetværket (mindst én for hver to elever)
Varighed:
60/90 minutter afhængig af hvor mange spørgsmål der er I legen og relaterede emner som læreren forelægger sine elever
Gruppestørrelse:
Maksimalt anbefalet antal personer pr. gruppe: 4. Valget afhænger af antallet af studerende med smartphones eller padlets, der er tilsluttet internettet. Målet er ikke at fortsætte individuelt, men at have grupper af et begrænset antal. Den optimale løsning ville være par med en tilsluttet enhed.
I begyndelsen af lektionen har læreren travlt med at fortælle børnene et gammelt afrikansk eventyr. Det er historien om den brændende skov:
»En frygtelig brand ødelagde hele skoven og spredte sig som en steppebrand. Alle dyrene skyndte sig til floden for at søge frelse. Da løven løb væk fra flammerne, så han en lille fugl flyve i den modsatte retning og spurgte ham: Hvor skal du hen, kan du ikke se flammerne? Så viste den lille fugl løven en dråbe vand på næbbet og sagde: "Jeg vil gøre mit!" Efter jeres mening - spørger læreren på dette tidspunkt - hvorfor har jeg fortælle jer denne historie, og hvad betyder det?
Når han/hun har nedskrevet kommentarerne og forstået graden af interesse og deltagelse i klassen, fortsætter han med at præcisere sine intentioner og understreger, at den fortalte historie naturligvis er en metafor for vores hverdag: Nogle gange opfører vi os som løven, der løber væk bare forsøger at redde sig selv, mens det for at bekæmpe klimaforandringer er nødvendigt at handle med samme generøsitet og den samme følelse af ansvar som den lille fugl.
- Læreren tænder på dette punkt computeren og interaktivt whiteboard og skriver "KLIMAÆNDRINGER" med store bogstaver og spørger eleverne:
- Når I hører om klimaændringer, hvad tænker I, og hvad tror I er årsag til dett? Læreren giver 5-10 minutter til klassen til at reagere, rapportering på den interaktive whiteboard de mest betydningsfulde tanker og input, der er blevet konsolideret i løbet af den korte debat. Så spørger læreren:
Hvordan kan vi opføre os ikke som løven, men som fuglen? Hvad tror du, vi kan gøre?
Når det grundlæggende spørgsmål er blevet indført, vil læreren / læreren beslutte, baseret på den tid, han eller hun har besluttet at dedikere til aktiviteten, om at gå direkte til spillet eller til at vise en kort video, der i 2 minutter fremhæver alvoren af klimaændringerne og muligheden for mennesket til at handle med tilpasning og afbødning handlinger. Eksempler på videoer kan findes i store mængder på nettet, der trækker på ressourcer, der enten kun kan udtrykkes med billeder eller kommenteres på forskellige europæiske sprog. Eksempler på videoer er: https://www.youtube.com/watch?v=PEhrV0NoRUw https://www.youtube.com/watch?v=2RAtEdQ8KtE https://www.youtube.com/watch?v=eHMLszamZ9w https://www.youtube.com/watch?v=G4H1N_yXBiA
- Nu er det nødvendigt at inddrage klassen ved at stimulere alles direkte deltagelse. Spillet er baseret på brugen af et digitalt værktøj, der er i stand til at håndtere sande / falske spørgsmål eller flere svar, som eleverne bliver nødt til at svare på ved hjælp af deres egne enheder, der er tilsluttet netværket. På denne måde vækkes en konkurrencedynamik, der får elever og elever til at tænke over de forskellige emner, der foreslås i forsøget på at gætte det rigtige svar. Læreren/læreren skal altid være høj, undgå demotivation i tilfælde af forkerte svar og få de studerende til at forstå betydningen af spørgsmålene og årsagen til de korrekte svar med begreber, der passer til deres alder.
Læreren vil muligvis bruge et værktøj, som eleverne allerede er bekendt med, og som er let at bruge selv for dem, der ikke har nogen tidligere erfaring. Eksempler er Kahoot! Socrative, Classtime men der er mange andre af samme brug. Bemærk dog, at ikke alle værktøjer er tilgængelige på alle sprog, de fleste af dem kun på engelsk. Hvis læreren har til hensigt at anvende den foreslåede aktivitet også til tværfaglige formål, måske med inddragelse af engelsklæreren, kan dette naturligvis være en merværdi snarere end en begrænsning.
- Eleverne bliver opdelt i par eller i større grupper (max 4) afhængigt af antallet af enheder, der er tilsluttet internettet, der er til stede i klasseværelset på tidspunktet for aktiviteten. Læreren vil sørge for at arrangere oprettelsen af par eller grupper opretholde en balance og dermed undgå dannelsen af par potentielt "stærkere" end de andre.
- Vedlagte dokument indeholder nogle spørgsmål og svar (der skal udvikles under den aktivitet), som læreren/læreren vil kunne overtage, erstatte eller integrere med andre i forberedelsen af spillet på den digitale platform, han/hun vil have valgt at bruge.
Når man bruger det valgte digitale værktøj, foreslås det ikke at stimulere for meget konkurrence mellem grupper af elever og elever, men at understrege de tidligere planer, der ledsager svarene. Lærerens formål er faktisk ikke at udpege en vinder, men at øge den overordnede følsomhed over for spørgsmålene om bekæmpelse af klimaændringer.
I opfølgningsfasen vil læreren/læreren bruge egenskaberne ved det digitale værktøj, der bruges til at kortlægge den viden og de færdigheder, der er erhvervet med klassen. Denne fase vil også blive brugt til at vurdere, hvor meget aktiviteten har været i stand til at stimulere de studerende til at reflektere over betydningen af hver lille daglig gestus sammen med de store valg, som regeringer og overnationale organer har truffet.
Ifølge rapporten fra opfølgningsfasen vil læreren kunne beslutte, hvordan fremtidige aktiviteter skal orienteres om de samme emner.
List of suggested questions for the preparation of the activity with the help of a digital tool.
Should the teacher/teacher not have an interactive whiteboard and/or a computer, and should it be difficult even for students to obtain some devices connected to the Internet, the game can be conducted using the traditional method, writing the questions on the blackboard or on waste paper tickets, which can be easily found in the school.
1) Is it as friends of the Planet to consume more fresh food or more frozen food?
Answer: fresh food, which requires much less energy for its production, packaging and transport, is always better than frozen food. Don't forget: + energy used, + CO2 in the air, + pollution, + overheating.
2) Eating meat, is it for a friend of the planet?
Answer: no, it is not. Children may need it in their developmental age, so a diet that includes meat in the necessary amount is not to be condemned. But we must know and remember that the meat supply chain (intensive farming, slaughtering, transport, sale) is among the most resource-wasting and polluting because of the enormous use of water and the large production of greenhouse gases and methane. Moreover, even when livestock farming is not intensive, it requires new and larger spaces for grazing, and therefore in certain areas of the Planet it causes deforestation, one of the main causes of climate change. It has been estimated that for each imported hamburger almost 6 square meters of forest are felled and transformed into pasture.
3) Is using lids for cooking friendly to the environment?
Answer: Yes, it is a great way to save energy, as they retain heat and thus allow food to cook in less time. Shorter cooking = less gas or electricity consumed and therefore less pollution!
4) When dinner is ready everyone rushes to the table to find out what's good on the plate... Will the friend of the environment leave the light in his room on, in order to find it already lit when he comes back after eating, or will he turn off the light every time?
Answer: Of course, he will turn off the light! It's good to remember this every time, and it's also important to know that there are energy-efficient light bulbs and home lighting systems.
5) Talking about the internet, does a friend of the environment use a black or white search engine?
Answer: the friend of the environment knows that black requires less energy. Not only that: the dark screen is less tiring for the eyes and therefore less bad for your health!
6) Which of the two options is environmentally friendly: elevator or stairs?
Answer: Clearly, environmental and climate protection suggests that we use stairs whenever possible, because they do not involve the use of energy, which always results in pollution. It is equally obvious that, where there are health problems or the need to carry heavy packages, one should not feel guilty when using the lift.
7) When you have to replace a computer or an old mobile phone that no longer works, will the environmental friend throw it in the dustbin or dispose of it as a special waste?
Answer: Certain appliances are not to be thrown in the dustbin, of course, or left on the street waiting for someone to pick them up and take them away. You should refer to the specific collection points in your municipality. Attention: remember that every mobile phone contains a battery, and this is the most dangerous part for the environment if it is not properly disposed of!
8) Is it right to have double glazing in the house, or is it not worth it?
Answer: It's very fair, even if a bit expensive... Double glazed windows and doors save a lot of energy and money. Because even if installing them is quite expensive, many Governments in Europe contribute with fiscal saving, and after a few years the savings are also felt in your wallet because you save money for each monthly bill. In winter, double glazing protects you from the cold and in summer it protects you from the heat, sometimes making it less necessary to use air conditioners, which are another source of energy consumption. Never forget the magic formula: + energy used, + CO2 in the air, + pollution, + global warming.
9) In the kitchen the refrigerator must be placed where it is most comfortable and where it looks best. True or not?
Answer: False! The refrigerator should never be near the stove, radiator or other heat source. If it has to cool down, it is important that it is placed where it will consume the least energy to bring the internal temperature down to the desired level. But it is not enough: you must also remember to always close the door carefully!
10) Always talking about refrigerators, should they be used to cool ready-made dishes?
Answer: No, wrong! The explanation is the same as the previous question: the refrigerator should not be used to cool food that is still hot, but only to keep products and dishes that would otherwise go bad. If you put hot food in the fridge, it will use more energy to do its job, it will last less and it will pollute more.
11) Is it right to use the microwave oven to defrost food?
Answer: In general, the answer is no. Although the molecular agitation principle of microwaves allows you to defrost food quickly, if you want to be environmentally and climate-friendly it is always best to remember to take the food out of the freezer the night before!
12) Travelling with the carrier on the top of the car, does it affect fuel consumption?
Answer: Yes, it does! You consume much more petrol. In addition, the car strains more and risks lasting less. And the demolition of a car produces a lot of waste, which is not always disposed of properly. So, if you don't really need to add a roof rack, you should always put all your luggage in the trunk and in the passenger compartment.
13) Does the cooking water from the pasta, added to the detergent, dirty the dishes?
Answer: false! The water in which we have cooked the pasta is an excellent natural degreaser, provided of course that we have not added seasonings during cooking... If we use it to wash the pot, especially before it cools, we can reduce the consumption of hot water and detergent.
14) Some people say that it is better to take a bath instead of a shower. True or false?
Answer: false! A 5-minute shower consumes an average of 80 litres of drinking water, while it takes 150 litres to fill the bathtub. Almost twice as much!
15) The average distance travelled by an inhabitant of some parts of Africa to get drinking water is 3 km, with a supply of 4 litres of water.
Answer: false! The average distance is 6 km. And since there are so many, and water is not always available, you can't think of going all that way for just 4 litres of water. The inhabitants of those areas are therefore forced to carry a greater weight, around 20 kg, very often without any means of transport. Water is the most precious good we have, and it is indispensable for our life, more than food: we must remember it every time a tap is opened, to avoid wasting it. The reduction in available water is one of the most dramatic consequences of climate change.
16) Is it right to wash fruit and vegetables in flowing water for a long time?
Answer: No. Just leave fruit and vegetables to soak in a bowl adding a pinch of bicarbonate: this removes any germs and saves water.
17) The trees in the boulevards and parks serve to make a city more beautiful but also have other more important functions.
Answer: How true! All plants play a fundamental role in protecting the environment and combating climate change. They are natural regulators of the environment, they produce oxygen, they absorb carbon dioxide (CO2) which is harmful and their branches provide shade and shelter from the summer heat. On average, a plant absorbs 50 kg of CO2 in a year! We must not forget that the plants, with their branches, offer hospitality at no cost to a huge amount of birds, which are not only a good company with their singing, but also help to maintain the balance of the ecosystem.
18) Increasing the temperature in the house of only one degree (from 20° to 21° C for example), causes no consequences for the environment.
Answer: false. One degree more produces 300 kg more CO2 per house in just one year. To increase the temperature by even just one degree, you have to consume much more energy, causing additional pollution and contributing to climate change. It is therefore necessary to keep a temperature in the house adapted to the needs of those who live there, avoiding to stay in winter only with a T-shirt. Our health also depends on it, because it is easier to get sick if there is too much difference between the external and internal temperature. Moreover, if you need more heat, before increasing the heating, you need to think about putting into practice a whole series of small and large interventions such as replacing the doors and windows, protecting the external walls with a thermal coat, reducing draughts, etc..
19) Every time I charge my mobile-phone I disconnect the charger from the socket.
Answer: Good idea! Even though it does not absorb much energy, the charger left in the socket after removing the mobile phone continues to consume unnecessarily. The same goes for the TV and all other household appliances that are switched off but left on stand-by: putting them all together at the end of a day can make all the difference! Whenever possible, you should therefore try to switch off or unplug electrical appliances completely.
20) Buying local products or, better, producing what you can by yourself, is a great help to the environment.
Answer: true. We often don't even realize it, but a lot of the food we consume travels a long way to get to our tables, causing an increase in energy consumption and pollution that we could avoid with a little care. Eating only seasonal food, produced in our area of residence, or producing certain types of vegetables by ourselves, allows us to reduce food travel and the need for highly polluting plastic packaging. Not to mention the personal satisfaction you can get from it!
21) Coffee also makes plants nervous and can ruin them.
Answer: false. Coffee grounds are an excellent fertilizer for plants, rich in salts and at no cost. You can mix them with the soil, but if you keep them for a while it is better to let them dry before removing them to prevent them from mildew.
22) The cooking water of the vegetables should be thrown away.
Answer: false. It contains vitamins and is excellent for plants. But it must not be salty!
23) Egg shells contain substances that are harmful to plants.
Answer: false. Crumbled and mixed with potting soil, they are a biodegradable and valuable - as well as cheap - source of calcium.
24) Orange peels are good for the soil.
Answer: true. The peels, chopped up to accelerate decomposition, provide essential nutrients for flowers and plants. A curiosity: in 1998, in Costa Rica, an orange juice company dumped tons of orange peels in a former pasture, an area made up of compact, rocky, substance-poor soils. In 2014, it was discovered that beautiful plants had grown instead of the deserted area! The waste from the oranges had turned dry, arid soils into a thriving green area.
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Exercise | Result | Your answer | Correct answer |