5. Pre program package
• Program
– description
– objectives
– format and structure
• Visit preparation checklist
• Key words to explain such as carbon sink
• About the action challenge
• Race list
6. Objectives
• understand the concept of climate change, including its
history and causes;
• understand some local and global impacts that climate
change is/will be having;
• understand why their actions count - in a positive or
negative way - in the fight against climate change;
• develop ideas about individual and group actions to
help reduce climate change;
• promote stewardship actions for themselves, their
school and communities.
7. Format and structure
• hands-on activities, theatrics (2 actors-a
serious professor and Krazy Kyoto), interactive
games, audio visual presentations, and
discussions.
• Each class receives two consecutive 90-minute
visits, ideally within a 2 week period
8.
9. Visit 1
• introduction,
• slideshow incorporating vocabulary
acquisition
• games and activities of teams around 3
workshop stations.
10. Visit 1- Introduction
• 10 minutes
• the difference between weather and climate,
• the urgency of climate change and the vast
potential for Canada to become a world
leader in sustainable growth and
development.
11. Visit 1 -Slide Show
• Basics of climate change -20 minutes
• Quick overview follows
• Key Learning Concepts: Climate Change’s
relation to Ecology, Economy, and Technology.
• Pedagogical Approach: Picture show with
lecture and interaction between the Professor
and Krazy Kyoto.
12. Parts of the slideshow
Fossil fuels and their traditional uses
19. 3 Work Stations
• The class is divided into 3 groups while one of
the animators sets up the working stations.
• Each group will move from the first to the
third station
• Key Learning Concepts: Visual identification
of fossil fuels and their purposes.
• Pedagogical Approach: Interactive
discussions, teamwork and quiz
20. Station 1
• Fossil Fuel Chart Station 1 allows the students
to explore the existing energy sources
currently in use.
• The students will then decide which energy
sources to use in order to reduce our impact
on the global climate.
21. Station 2
• Station 2 challenges the students to calculate
the means of transportation that emit the
least amount of C02 according the
Transportation Wheel.
22.
23. Station 3
• Station 3 invites students to throw the giant
SCQ Eco-Health dice in the air and, together
with the rest of the group, answer the
questions relating to eco-health.
24. Recap-Quiz and Conclusion
• 15 minutes
• The students will be asked a series of
questions directly relating to the information
presented during the first visit
• The results of the quiz will be noted and used
during the second visit.
25. After visit 1
• Follow-up Post-Program Package
• an Action Challenge Chart (poster)
• Each student chooses challenges from the
Action Challenge Chart and checks off every
challenge met.
26.
27. Relay Run- first 2 parts
• the runner has to put on a t-shirt and other
pieces of clothing related to the global
warming
• the runner has to jump 10 times using a
jumping rope.
28.
29. Relay run -third part
• Two buckets are spaced 5-6 m apart. The first
bucket has golf balls in it and the second
bucket is filled with water. Bucket #1 =
icebergs melting or breaking off; Bucket #2 =
the sea levels rising. The student takes two
golf balls -one at a time -out of the first bucket
and places them in the second bucket.
30.
31. Relay run –fourth part
• A poster with photos of
animals/plants/people/ecosystems that are
affected by climate change is put on the
ground. Students have to identify the problem
(e.g. melting ice) affecting what is one the
photo (e.g. polar bear).
32.
33. Climate Change Sketch
• 35 minutes
• 4-5 teams
• Each group receives a box containing 5 or 6 items like toy
cars, clothes, water bottles, packaging, fake food, gas bottle, plastic
cow, garbage can, recycling box etc.
• Their job is to figure out how the items are connected to climate
change, and to make up a short sketch which is entertaining and
educational on ways we can help.
• Allow ten – fifteen minutes of preparation
• Ask each group to present at the front of the class, perhaps for
CCN, Climate Change Network.
• Key Learning Concepts: Anthropocentric causes of climate change
and ways of reducing them.
• Pedagogical Approach: Interactive sketch.
34. Stewardship Challenge
• 10 minute
• We give the class one big final challenge at the
end of the program for the class to work on both
in-class and at home.
• It depends on what they are interested in, on
how much time they have
• We will get in touch three weeks later to see how
the final action challenge is going.
• If we get a response, the class will be entered into
a draw!
