Climate/Future Teaching & Learning Sequence

This module asks students to consider their own actions and instils a sense of responsibility for taking action and making changes.

 

The focus is not on us as in “I”, but us as in “community”. We must work together, in collaboration, to bring about the social and environmental change we want (need) to see.

 

Curriculum links

1: The cross curriculum priority area of sustainability  

 

Three key concepts of systems, world views and futures.

1. Explores the interdependent and dynamic nature of systems that support all life on Earth and our collective wellbeing.

2. Enables a diversity of world views on ecosystems, values and social justice to be discussed and recognised when determining individual and community actions for sustainability.

3. Is aimed at building capacities for thinking and acting in ways that are necessary to create a more sustainable future. The concept seeks to promote reflective thinking processes in young people and empower them to design action that will lead to more a more equitable and sustainable future.
    

2: The General Capabilities of:

• Personal and Social Capability

• Ethical Understandings

• Critical and Creative Thinking

 

Teaching and Learning Sequence

Adapt these activities and their order to suit your specific situation.

 

1: Engage in ideas about our own responsibility.

Read the article SelfWATCH: Who is watching the watcher? Discuss as a whole group to clarify the meaning of the article and  check understanding.

 

Consider:

1. Have you heard of or participated in any other the watch programs?

2. Let’s check in…
   ‘What is my worldview?’
   ‘What do I value?
   ‘What’s my role in the future?’ and
   ‘How do I conceive of my self?’

3. Discuss this from the article “He suggests we ‘cease to be a society that believes that wealth is the accumulation of money’ and become a society that believes ‘there is no wealth but life’.

4. How could we… “conduct self-audits to examine what aspects of actions, thinking and attitudes are causing the problems and can, therefore, cause the solutions.”

 

2: Invite students to look at their own behaviours and the things they have direct/indirect control over.

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Use an ecological footprint calculator to take you through a process of deciding about your living practices and if they are sustainable (for all of us living on this one planet). 

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Use the WWF Ecological Footprint Calculator as it has been calibrated for Australia.

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Explore the tool and work out what the implications of your living choices might be.

1. Can you reduce your total footprint?

2. How might you do this?

3. Is there an area of your calculation where you might be able to reduce your ecological impact?

 

It might be as simple as eating locally, or using less water, transporting yourself more energy efficiently, or conserving energy in your home.

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3: Discuss and decide: What was your calculation, how did this make you feel, and what are your next steps?

How might you address environmental/sustainability issues for yourself or with your class?

Mind-map some possibilities for areas of interest with your students. You could choose one or two issues, or take up an area of action.  There is certainly lots to do!

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Sometimes coming up with an area of focus is not the hard thing. It’s working out what to do next that can be challenging.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Visit this site for some good ideas on the site across each of the disciplines.

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Explore the activities of the Australian Youth Climate Coalition Maybe the students  could register in class?

 

Draw on the Getting Started with Sustainability website https://sustainabilityinschools.edu.au/organising-ideas

 

This Victorian Government initiative talks about the circular economy.

 

Australia – State of the Environment. The last report was in 2016 so the next is due in 2021.

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There are many more websites and books with great ideas for action.

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4: Research the ideas and check to see if they are “do-able” and “if they will generate change”.

Ask students to research the science of ONE aspect of their chosen actions. For example,  the environmental benefits of shorter showers (water saved, energy saved, greenhouse gases saved), or the benefits of not using the car (physical, emotional, less pollution, social).

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1. Can the actions they have chosen to take on make change in a way that they could collect evidence to prove?

2. Maybe they can monitor utilities (water, electricity, gas, petrol, food) or the cost of these things?

3. Can they choose actions that allow them to monitor?

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5: Monitor the change process.

Ask students to keep a log book and record the actions taken and how they resulted in actual change (in themselves, society or the environment)?  They may be saving resources, or making an environment more like it used to be, or discussing issues with someone who values an opportunity to discuss and to think differently and to make change themselves.  How do they know about the change – do they have any measurements or monitoring to collect evidence?

Ask students to bring these log books to class and share excerpts.

Their results could be represented in an info-graphic for a class blog or the school website.  Start thinking about your audiences and who in your communities might be interested in hearing about the changes and actions.

 

5: Mapping the Spheres of Influence.

Use the diagram below to map the actions taken across the class and consider if there are opportunities to influence or persuade others, from different fields, to change their practices.

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6: What to do with the self-watch. 

Start conversations with parents and or others. Students may benefit from practising these conversations in small groups.

 

Ideas to explore could include:

• Ecological footprint – describe the process and the meaning of the results.

• What needs to change for everyone to live (successfully) on our 1 planet?

• How can we feel hopeful when there is so much to do and change?

• How do I inspire others to take action?

• How can I use communication as an action?

 

Notes for Teachers

1. Read the relevant outcomes from the cross-curriculum priority - sustainability and general capabilities.  Know what is being asked of your students through this learning engagement/opportunity.  How will you assess their achievement of the outcomes?

2. Make time to read the article and consider the other WATCH programs you have heard of and participated in.  How much do you value responsibility in the practices of sustainability?

3. Maybe reading about others’ experiences might give you some inspiration. Here is a book that focusses on generating change in self and others in an education setting Shapiro, B. (2018). Actions of their own to learn: studies in knowing, acting, and being. Boston: Brill Sense. check out chapter Three – “Walking My Talk: Taking Action to Learn/Relearn/Unlearn towards Engaged Pedagogy” - page 41

4. Use the Ecological footprint calculator to work out your own result. Explore how many planets are needed if everyone was to live like you do.  What have you done in the past to reduce your footprint? What would you be prepared to change about how you live to reduce your footprint?

5. Do you think your actions have resulted in change? What do you know about the science behind this change? Can you share your own stories as examples?

6. Support students to find ways to share their stories of change.  A school newsletter might be a good way – or the community newspaper.  Use the spheres of influence mapping to support students to construct stories/narratives that will influence others.

7. It is hard to start conversations and keep them going sometimes. How will you support your students to do this with others? What tips can you provide from your own experiences?