Bangladesh has a sub tropical monsoon climate by wide seasonal rainfall,high temperature and humidity. March to June is cool,June to October is rainy, October to June is dry winter .My students try to find out what is Climate,Why change the season? They were know in Bangladesh has six seasons, such as Summer, Rainy, Autumn, Late autumn, Winter, Spring. Now a day they can observe only three. Why it is ? They try to find out by allowing one week , At first i help them made an (Office mix) the cause all over our country then they will go to their community watch and write the cause by brainstorming.
Rayat International School began with the project with a BOOM. The day started with the morning Assembly where the junior section of the school where acquainted with the topic and all the science teachers came up and highlighted the topic. The students of grade 9th and 10th prepared Sway showing Why Climatic Change in India and they gave the awareness on the topic to their peers by taking a session. So this way the awareness was spread in the whole school, the students also went hope with a questionnaire which they filled by discussing with their parents.https://www.facebook.com/taljit.heer#
Students of class 9 researched about climate change, brainstormed in groups and created rap songs pertaining to their understanding of climate change. Here we present a rap song created by one of the groups selected by the students themselves through a democratic process of voting. The project brought to fore the 21st century skills - 'communication and collaboration' as well as 'creativity and imagination' among the young learners.
This video is made by students who are Climate change ambassadors. We have captured the views of a number of students from various classes on their take on "What is climate change?"
Also a slogan recitation competition was held for students of 7th grades in which they created and recited some slogans. All this is baeiutifully captured by the student team. Our school head girl's take on Climate change is worth listening to.
I am proud to share that the conceptualization and execution of the project was done by students independently and with a lot of enthusiasm. We guided them about some resources and provided them with technical reqirements like camera, microphone etc.
Students of grade VII(C) are worried about Climate Change. They are discussing the causes, responsibilities for climate change and then insisting all of us to join hands together for climate change as it is the biggest threat for all of us.
As per the Climate Action Plan in week 1 i.e. from October 2, 2017 to October 7, 2017. Students were introduced about the project. An introductory presentation was demonstrated to students on sway about climate change. Some activities were also performed by students on the concerned topic. A poster on chart paper was also made by the students on Global warming. #Koen Timmers #ClimateAction #ClimateActionP.
The class was divided into groups. They are divided into four groups representing each week after a brief introduction to the project. Week -1 findings were shared with the whole class. It was a happy moment seeing the students sharing their research which empowered them to the core and brought them to the reality that they are future and need to take care of Planet Earth.
Week 1 activities included students understanding of climate change and how it is impacting their lives. To show outcome effectively we have used thinking maps framework and picked up Circle map to show their understanding.
My students express their understanding on Climate Change by creating a MINECRAFT short video. There are 20 of 7th and 8th grade students from my school participated in this amazing project which is Climate Action.
This project aims to provide the students with a set of skills based on brainstorming, dialogue, discussion, sharing of information and knowledge, summarizing the results and interpreting the phenomena with a scientific logic based on a set of scientific studies and research in the various sources of knowledge related to scientific research and the most important in life.
The outputs of learning are in the projects of drawing and statistical analysis of quantitative data, and the production of short films explaining the phenomenon of climate change, where students express their happiness, and feel proud to participate in this global project
Grade 6 students at Beacohouse Newlands went on the Climate Change investigation journey, Thorugh out the first week, they explored the factors affecting the climate change in a collaborative manner. In this activity, students were given a term (factor causing climate change) and asked to brainstorm as to how it causes climate change and its connection with other factors.
During our first wek we tried to figure out a definition - what does climate mean and how do we survey changes in climate.
The students did a lot of brainstorming and they tried to put up a multi-lingual dictionary concerning weather. They used their smartphones and other devices (they actually brought them from home!)
The short video clips were created and filmed by themselves, because they were working in small self-formed groups.
Bosnia and Herzegovina is land of water. Beautiful springs, rivers, lakes, the see... We seem not to be aware of importance of water. We are taking it for granted. So today we are facing the problem of water reduction in our homes...
5.b researched what climate change is for the week 1 project. They collaborated in teams and had great class discussions. All of this work prepared them for their ongoing work on trying to find solutions for climate change.
Jaana's and Petri's 3rd Graders started to work with the theme Global warming. All that was new to them and that's why we started with thinking about the Finnish climate, talking about the weather, watching videos about the Global warming and writing down ideas on Padlet. Our students used their own mobile phones while working with this project. Next week we will continue our project by thinking about the consequences and making cartoons about the ways how to decrease the Global warming. Janne's 9th Graders worked as a translators after the 3rd Graders had finalized their part in Finnish.
Students watched a movie about global warming and the effects that it has on the Earth. We discussed what we could do to reduce or reverse the changes that are contributing to climate change in the Earth’s atmosphere. We prepared a bulletin board to visualize ideas to combat global warming.
This week the 5th grade students of the 1st Primary School of Pyrgos watched very short videos which focus on Climate Change.
The videos contributed to the brainstorming of ideas. Students were required to take notes about specific issues that were raised in the videos.
After each video, they used their notes to explain the environmental problems presented and what people should do to protect the environment and consequently themselves. In this way they got engaged and got familiar with the notion of climate change.
Then, they worked in groups: some of them used their computers to explore climate change and collect information and others drew pictures about it.
St. Augustine's N.S. is a small rural school in Co. Galway in the west of Ireland. The school is the first primary Microsoft Showcase School in the Republic of Ireland.
This week the students of Clontuskert worked in teams to gather information, research and explore the theme of Cliamte Change. This was an exploratory week driven by the thoughts and ideas of the students. They used OneNote to collate their information and following brainstorming sessions decided how they would approach the filming process. Check out our film and let us know what you think by tweeting us on @clontuskertns
Students graders focused on research strategies while we investigated this week's question. With a focus on search terms, credible sources, and paraphrasing information, students dove into their research with the goal of producing a news broadcast on the topic through a creative, scientific, or informational lens. We involved our entire class through the production of videos.
Students were working in groups of four. They watched movies about situation on the Earth due to people's activity in different part of our globe. We discussed how humans activities contribute to climate change by causing changes in Earth's atmosphere. Students could see pictures from India and Bangladesh and compare them to Polish problems. They prepared pictures of our planet to be ready to make a poster. We also planted flowers in the school yard.
The Portuguese Students are ready to go.
Tons of ideas and a month to make it happen:
- A Cleaning Action Plan in our Natural Park "Ria Formosa"
- Buiding Wind Turbines with Recycled Materials
- Going on a Field Trip to see how a Wind Turbine works
- Paint a Mural at school about Biodiversity with the help of a well known local urban artist
What is Climate Change?
Students made a general approach to what is Climate Change:
•How Climate Change became no longer a result of Natural Events and started to be the result of Human Activities
•Who/What is being affected by it
•Its Consequences in the different Social-Economic Sectors
•How to Prevent it
• A word of Advise
Climate Change: Is it a Game we can afford to Lose???
We think climate change is a serious problem that needs to be resolved as quickly as possible. In spite of the high pollution in our country and across the world, there is still a change that we can save our planet. Every action can help.
The project is describing the main effects of the climate change to animals, plants and humans. Issues as global warmings or greenhouse effects are analyzed and their effects among the ecosystems. The Arctic Sea or the Antartic area are approached in a special research by analyzing the consequences of the climate change to the future of the life in this areas. ( Team Alvarez)
This is the rersult after a good research and common work about what the climate change is. Students of Grade 5 in Sant Josep school created a collaborative mind map together with their Greek partners about this topic. After that we made a video in order to show what we understand climate change is.
Using Sway and working with our Grade 5/6 friends in Port Dover Canada in Joe Archer's class we co-created this Sway. We watched video clips and read books to understand what Climate change is and how it is affecting our world. We connected this the Global Goals as well.
This pair of academic English students discuss climate change with reference to specific characters and elements in the book I'm With the Bears , a collection of short stories about climate change, edited by Bill Mckibben. Our class is at Timmins High & Vocational School in Timmins, Ontario, Canada.
In this first week my students are going to know about the project and then I am going to involve them in the first topic What is Climate change? giving to them some direction that they can start to participate saying what they think about it with a brainstorm, them they are goin to research in groups and make some poster about what they found.
Some of them created a sway and presentation in power point so you will see all the work in the next links.
Students worked in groups of 4 as experts (expert groups), analyzing articles pertaining to climate change. Once done, they broke into new groups (share out groups) to share out the information they learned from previous groups. By the end of the week, students, among share out groups, synthesized their findings to create a one-pager answer week one's question, "What is climate change?"
The 8th Grade students at Acero Brighton Park Elementary (Chicago, IL, USA) started the Climate Action Project last week. They spent time during advisory, lunch period, and after school hours to research background information regarding climate change. They split into 4 different groups: a poster group, article group, commercial group, and informational video! Their work products are posted in this section.
**Next week, my students will be on "Fall Break" for Week 2; however, they will be coming to school on Thursday and Friday to continue working on the Climate Action Project. I'm really proud of all their hard work and their dedication to this project. Way to Go, Georgetown!
Our 7th graders focused on research strategies while we investigated this week's question. With a focus on search terms, credible sources, and paraphrasing information, students dove into their research with the goal of producing a news broadcast on the topic through a creative, scientific, or informational lens. We involved our entire class through the production of two videos. Our other video can be found on our class website: http://nwmshumanitiesclimateaction.weebly.com/
My students will house all of their reflections on this site: https://sites.google.com/wcps.k12.md.us/climate-action-project/week-1-introductions. They introduced themselves and explained where they were on Climate Change for the first week. We are also reading "Drowned City" at the same time. It is a graphic novel about "Hurricane Katrina". Students are starting to see the connections of climate change with weather as we discuss the novel. The fuse for learning more has been lit.
Students spent the week working in groups researching the terms weather, climate and climate change. They used kid safe search engines like KidRex.org and books from our school library. They then created posters to share what they learned. Using creativity they drew pictures of the four seasons as they were 40 years ago and now. While doing this work we also explored the cultures and maps of countries around the world who are participating in this project.
Our 6th graders started with defining climate and then comparing it to weather. We brainstormed what the climate is like in our region then we broadened our understanding of what climate change refers to. Our kids seemed to understand that climate change was synonymous with global warming. We also discussed that throughout time, there is evidence to suggest climate change is something that happens periodically. We wondered whether our current climate change is a naturally occuring change or is due to human impact.
We finalized our week with answering the questions: "What is the cause of climate change? What are the effects of climate change? and What is our own state like?" using emoji symbols on a joint poster.
Once students learned the meaning of climate, they used their learnign from a few picture books to discuss climate change. We had a discussion, as a class about our own climate and what we experienced each season this year. The students wrapped up their learning by creating quick video visulas/PSAs to hightlight the changes we have seen.
Here is one group's anwer to this question! We studied biomes and watched the film "Before the Flood" with Leonardo diCaprio to learn about climate change, then researched an area that we wanted to help answer the question and created presentations. Enjoy!
We began by looking at the world and all the places that are participating in the Climate Action Project. We talked about different environments and the impacts that are starting to be felt in many places. We also considered ways in which we might act to reduce climate change. Mix converted to film here
“The observation of nature and meditation have generated art.”
Following Ciceron, during this first week we explore the concept of climate change through plastic art.
We start proposing the following artists and collective groups: Captain Boomer, Wilmar Orlando Cosme Calzada and Anthony Quinn. Then, students add the artists that they want to discover and research.
Our production for this week is a digital collage. This tool promotes a versatile medium of expression full of freedom to employ different shapes and procedures. Moreover, it is an artistic expression that allows us to make a “visual summary” of what we investigate and reflect upon and, hopefully, inspire others to start investigating about climate change in our country, Argentina.
This week our class investigated the meaning, causes and effects of climate change. It was very important to get more deeply in touch with the problem and to make students active participants in communicating, preventing and finding solutions for it.