Communication:1. Sustainability Conference
Teachers organize an online meeting on TwinSpace for students to communicate and discuss the form of the pledge they want to take to continue spreading awareness about SDGs and “Climate Action”, and continue taking actions to combat climate change in their local communities. After which, they will agree on one pledge that will be signed by all participants in the project. The pledge will be uploaded on an interactive online collaborative board, where each student will sign the board using pen tools, and the board will be embedded in the TwinSpace.
Example tools : Canva
, online-whiteboard2. Green challenge:
Working in in international groups, students create infographics related to climate action which they could take in their schools and local communities (their daily waste, food consumptions, recycling etc …). They will share their infographics on TwinSpace in the form of a Padlet wall. Students are then encouraged to comment on other group infographics. All partners will vote and choose several infographics that will represent the project.Collaboration1. Is the climate really changing?
In international groups, students collaborate and share their previous knowledge using an interactive online mind map about Climate action goal, causes, and consequences, and answer questions such as, what is the difference between weather and climate? How does their lifestyle affect the climate?
Each group will focus on one topic and create one mindmap: global causes (e.g industry), individual actions that cause climate change (overuse of plastic, consumption of non-sustainable goods, consequences for the environment and people (e.g air pollution, heatwaves), consequences for environment and animals (e.g habitat of wild species is disappearing, acidification of the ocean).
Every group will create a mind map with their ideas on one of the topics mentioned above
All the mind maps will be then brought together, saved as an image and reviewed in each class. The collaborative final mind map (composed of all mind maps patched together) will be embedded in the project’s TwinSpace and presented in the final dissemination activity.
Example tools: Mind-Map-maker
Simplified version for younger pupils: students can work in international groups and try to answer the questions above while being directed to website and resources in their own language that can help them to understand the topic. Also, each school can work separately on each question as a preparation activity while only afterwards pupils will be requested to work collaboratively and create a common output 2. Catch climate change by a photo
Students take photos in their schools and local communities of aspects and wrong behaviours they think are contributing to climate change and share them on an online active-board. Each partner chooses a photo from other partners’ photos and makes the photo speak by recording a suggestion in their voices in English by using the Blabberize app. The recording should include suggestions from partners’ schools to change aspects and wrong behaviours that were presented in the photo. The content will be shared on TwinSpace and students will be encouraged to add their comments and exchange suggestions on a connected forum.
Example tools: LINOIT
,Blabberize3. Green Calculator:
Each school searches the web for more information about climate change such as (definition of climate change, SDG goal 13, ecological footprint, greenhouse gasses emissions, sea level, global warming, CO2 recycle, how CO2 is formed, why humans should reduce CO2 levels… ) they can use these links:un.org
/ national geographic
The information gathered from each school will be then recorded in one online google doc presentation.
Each class will then add suggestions for a questionnaire based on the knowledge they have acquired. Through review of all partners and online discussion, students will choose a set of questions which will make up the green questionnaire.
Each class will ask parents, other classes and teachers to complete the questionnaire. The results of the questionnaire will be then discussed and studied by participating classes.
An example of an existing green questionnaire can be found here
Based on the results of the questionnaire and a discussion of the results that will be followed in each class focusing on how can each individual reduce the ecological footprint s/he leaves, teachers can share this document with their students:Google Docs
, Twinboard, footprint-Calculator4. Change your lifestyle not climate:
Each school decides on an action that suits their school system and local community to combat climate change (for example: planting trees in the school garden, putting bins to recycle plastic/paper waste, modifying consumption behaviours, plan trees, establish a secondhand fair, create a clothes/toys repair workshop, find an alternative use for material that otherwise will be thrown away, plant a vegetable garden, organise a car pooll to school etc.…..). The suggested actions will be conducted by each school and then recorded as a short film of 2 minutes. Each film will be uploaded on TwinSpace, students then will gather all actions and create one film titled: “I can change… the climate change”
Example tools: Clipchamp
, Youtube5. Our eTwinning Earth hour:
Partners collaborate in organising an event to simulate the Earth Hour (This event is held annually to encourage people all over the planet to turn-off electricity for one hour to raise awareness about energy consumption, more info here
). Partners will agree on what activities they will do simultaneously during this hour/event. Activities can be for example: reading stories about the earth to younger kids in the library with candle light, conducting a lesson where students are the ones to present various topics in candle light etc. In the event all students from all partnering schools will turn off the lights in their rooms (or classes if it is already dark outside in the afternoon) simultaneously for one hour and will light candles instead and conduct a parallel activity that will be agreed and discusses in an online meeting by all partners..6. Climate Glossary
Students in international groups collaborate to create a Climate Glossary. Each group drafts an individual aspect of the glossary: one group comes up with the order and the terms, another groups with the explanation, another group with the translation of the term in all partners languages, another group with an image demonstrating the term, another group will take care of the layout of the glossary. The glossary will be then uploaded as an e-book on the TwinSpace and shared in the school’s newspaper and website.
Modification for younger pupils: younger pupils can work in local group, when each group takes care of one aspect of the glossary. The collaborative aspect will be then to decide the terms of the glossary together.
Example tools: Flipsnack