This project is meant to sensitize pupils in primary schools on the concept, climate change, and all the information they would need to be a responsible young citizen of the country, doing what is right and expected of them to save our planet. The project name says it all, You and I can save our planet if we see it as a persona;l responsibility before it's been seen as a collective responsibility.

The need for proactive involvement in finding plausible solutions to the threat of climate change among school age children demand for bottom-up approach to mitigate & ensure adaptation. Therefore, our activities includes tree planting, craft making through used - reused - recycling process, & general sensitize for good Environmental Friendliness.

Climate Action Project Roedean School 

Solutions  

The social responsibility programme shared their solutions with Genesis School in New Delhi India on the 16 October. Three Roedean grade 10 volunteers shared and discussed ideas with grade 4 pupils. 

Making of Eco-bricks/bottle bricks to make benches, tabletops, stools for public spaces.  

In 2016 Roedean volunteers made a bottle bench for a park close to one of the Flying children schools. 

Weekly literacy project using children’s literature that speaks to themes surrounding climate justice.  

Roedean volunteers design worksheets together with a video clip, each week for different chapters/pages of the book for children at Roedean’s community partners. 

Grade 5-7 are using the book entitled Greta’s Story: The schoolgirl who went on strike to save the planet by Valentina Camerini 

Grade 3 and 4 pupils using two books entitle Once upon a raindrop: the story of water by James Carter and the other, A planet full of plastic and how can you help by Neal Layton 

The children at the organisations receive the worksheets and a copy of the books, return the completed worksheets to the Roedean volunteers who make supportive comments on the worksheets after which they are returned to the children. 

Collaboration of Siyakhana (a permaculture food garden in the inner-city) with Roedean’s community partners; Noah, an aftercare facility which provides security for vulnerable children in the afternoons until it is safe for them to return to their places of residence. And Flying children, an early childhood development project which is located in poor informal settlements on the outskirts of the city. Both projects receive weekly vegetable boxes from Siyakhana which the Roedean community donates. 

Recycling Reclaimers are the people who extract discarded items that would normally end up in landfills and the environment and sell these to buy-back centers for recycling. Their work saves municipalities millions in landfill airspace as well as savings in waste removal trucking and fuel. Due to their efforts in the recycling industry South Africa is now on par in the recycling arena with European countries- 80 to 90% of all material recycled in South Africa is entirely due to the forts of these green champions.  

ARO (African Reclaimers Organisation) is collaborating with government and reclaimers to get the already functioning informal waste reclaiming sector aligned. They currently receive no financial support from government. However, recycling reclaimers were included in South Africa’s Solidarity Response Fund to Covid-19; a fund which provided emergency food parcels during the lockdown, as they were no permitted to work. Covid-19 has highlighted the urgency of rapidly moving forward with the integration of reclaimers who form an integral part of the city of Johannesburg’s municipal waste management systems. 

Bottle tops, although recyclable the buy-back centers will not currently pay any money for them, so Roedean collects bottle tops which are donated to The Sweetheart Foundation who then will donate a wheelchair to an individual form one of our community partners.  

Model United Nations debating and policy: 

Our MUN debting team has researched and debated the issues of food security, food waste and Climate action this year. They have also met with the Minister Barbara Creecy ( the Minister of Environment, Forestry and Fisheries) as part of a broader Youth Consultation on Climate change. The Minister acknowledged and thanked both girls for attending , and they were able to ask pertinent questions regarding her policy. Our delegation was part of a Wits University SA Instuitute of International Affairs delegation.  

  On the 16 June, two of our MUN debaters, Almaaz Mudaly and Rachael Guise- Brown, were in a dialogue with DEFF Min Barbara Creecy as part of the SA Institute of International Affairs (SAIIA) at Wits. The two girls and I attended a briefing and brainstorming meeting online with SAIIA, and various youth organisations and NGOs dealing with the issue of climate change. A lot of research had been done, and comments on the draft Bill on Climate Change were drawn up. Here is an excerpt of the report drawn up by Rachael and Almaaz:  

Youth Climate Change Dialogue with Minister Creecy  

16 June 2020  

Almaaz and Rachael were privileged to be a part of the YCAP committee (Youth Climate Action Plan) and contribute to an open discussion with the Minister of Environment, Forestry and Fisheries - Barbra Creecy. In the days before the dialogue with Minister Barbra Creecy, youth from all over South Africa met virtually to collectively speak and express our concerns about South Africa's response to climate change with the backdrop of the COVID-19 crisis. We drafted key points that we as the youth wanted to highlight and present to the minister. These key points culminated in the Youth Climate Action Plan that was to be discussed with the minister. A virtual meeting was set up in a dialogue format on Youth Day with the Minister. During the dialogue, many discussions took place specifically on the topics of waste-management, green recovery, mitigation of climate change and adaptation to climate change objectives in South African society. We were grateful to be afforded the opportunity to put forward our opinion regarding climate change as aspiring youth, and to have been acknowledged by the minister and government officials.  

The meeting was held over teams because of COVID-19 and had roughly 150 participants. For about the first hour and a half a few participants raised important points, gave solutions, and raised areas that needed to be addressed by the government.   

...   

After listening to the points raised the Minister asked her team to answer some of the points and address what they are already doing. In summary, some of responses were:  

· They currently working on updating the NDC and have heard the youth that it needs to be gender responsive and inclusive of the youth and they commit to include the youth in the process.  

· They are working to establish the Presidential Climate Change Commission for all the ministers to report to the president under this area. They are also working with municipalities to establish policies for adaptation and mitigation.  

· The Climate Change Bill should be passed at the end of this year but may be delayed because of COVID-19 to next year.  

· They are working on the link between climate change and biodiversity.  

· They are focusing on holding industries accountable for their air pollution including Eskom and dealing with this problem and how to use ash produced by coal power stations for building materials.  

· For waste management there are new initiatives to treat waste as a resource and how to improve waste collection at household level including recycling. For waste collection they are also working with private sectors to support waste pickers with wages and health schemes.  

· There are programs for education on climate change awareness and looking to include the youth in these programs.  

· There are water source protection strategies such as a program to remove alien vegetation from water sources which a study shows will increase water sources by 6%.  

· Crop variation is also an area they are working on as some areas will no longer be able to produce the same crops they are producing now because of water shortages.  

Although we appreciate hearing the work they are doing, the exciting and important news was the introduction of a new program they are launching in July. One million rand has been earmarked to go to youth led organizations tackling climate change and other issues relating to DEFF. Applications will open in July and August and will be adjudicated in September and October before about ten organizations will be chosen in November (2020) and each given about R100 000.  

The experience of engaging on a national government level regarding the climate change crisis, working with university students and graduates has been a unique and enriching experience for us. We got to interact with people from different socio-economic backgrounds from all parts of South Africa. Going into the meeting we had our own opinions on the climate change crisis but went into the meetings with open minds. After listening to fellow youth activists and government officials who are well into taking action and we have been exposed to so many different dimensions of the climate change crisis. We are inspired by their initiatives and stance. We look forward to speaking out on the climate crisis.  

We look forward to the launch of the new program and seeing the youth’s ideas and solutions have the support and funding to move forward.  

Out of this grew the SOUTH AFRICAN YOUTH STATEMENT ON A JUST TRANSITION AND GREEN RECOVERY, which Almaaz Mudaly, Beatrice Wharton Hood and Rachael Guise Brown participated in drafting, to a large extent.   

--------  

Gauteng Legislature Debate 19 June 2020  

On the 19 June, 3 of the MUN debaters, Beatrice Wharton-Hood, Almaaz Mudaly and Zoya Mothupi-Sarges were part of another MUN debate, this time in the format of a Provincial Gauteng legislature debate. Here is their report:  

Beatrice Wharton-Hood, Almaaz Mudaly and Zoya Mothupi-Sarges had the privilege of participating in the Gauteng Legislature MUN debate, facilitated by the South Africa Institute of International Affairs at Wits University, entitled “Youth voices on life beyond COVID-19”. This is an extremely important topic in our country and province as we begin to emerge from the pandemic. We debated with Parktown Girls, Germiston High School and the University of Pretoria, all with one team each.  

The Gauteng Legislature debates are different to normal MUN debates as you are working with other teams, but focusing on a provincial, not international, context. Rather than schools being allocated countries to advocate for, you instead raise your school and surrounding community’s concerns around the issue. The aim is to create a working document that can be taken to the Gauteng Provincial Legislature (GPL) so that changes can be made within our communities and province.  

The debate was centred around what the youth believes is vital for the future and after COVID-19. Many valid points were raised by the various teams, specifically on the need for a green economy and the focus on bringing economic and social equality in our society through feeding schemes and social grants. Ideas for creating employment while decreasing our emission levels were addressed, the issue of waste management within our communities and education reform with regard to how we should prepare and equip our country should something like this happen again were all discussed. We all shared the same view that youth participation programmes are essential to creating change in our province. We were extremely happy as our working document passed and will in the next few days be taken to the Legislature and the Gauteng Department of Education.  

This was a new experience for us all as it was the first MUN virtually debate in which the three of us had participated. The usual murmurs of the teams and the scramble to hand in our final resolutions were missed by everyone, but we are extremely happy that we can continue to have these imperative discussions with each other. It was definitely a worthwhile experience and we all learnt so much more about how we, as a country should move forward. Discussions like these allow the youth to take an active role in how our province and country is run, allowing us to envision our future. We would like to thank Mrs Brown and SAIIA for allowing us to be part of this worthwhile discussion and to contribute to our future beyond COVID-19.  

A follow up debate ensued on the Future of SA post Covid 19, and Almaaz Mudaly and Maryam Akhalwaya (both LVs) took part in this on the 14th August. They managed to merge their draft resolution with Wendywood High and African Leadership Academy and have it passed. The draft statement will be edited and passed to National Parliament as a Youth Statement.  

Virtual Youth Climate Action Plan for Johannesburg Workshop and EU climate diplomacy week.  

On the 29th August, 4 Roedean MUN debaters, Almaaz Mudaly, Zahraa Ismail, Beatrice Wharton-Hood and Rachael Guise-Brown responded to an invitation by SAIIA to workshop and contribute to the City of Joburg Climate Action Plan, through workshopping and finalising a Youth Climate Action plan,  after workshopping ideas with Wits Professor Coleen Vogel, a Nobel Prize recipient for measuring climate change and director of the Global Change Institute, and the CoJ representatives. Rachael Guise-Brown is part of the small committee drafting the final Youth Statement for the Youth Climate Action Plan for the City of Johannesburg. This statement shows areas and ideas that the youth would like the city to focus on how the youth would like to be included. These areas are intersectionality, systemic change, just transition, leadership and advocacy, innovation, accessibility and sustainability.  

As part of this the same girls were drawn into Climate Diplomacy week with the EU, and Almaaz Mudaly was chosen to speak at the High Level closing of this Climate Diplomacy week, on the 23rd Sept, to many foreign diplomats and national participants. Almaaz and Beatrice were part of the team that drafted the National Youth Dialogue Statement. 

Climate Change Research:  

Zahraa Ismail and Sanjika Senarathne are researching climate change and solar energy solutions for a Wits SAIIA research project, the 2020 Young Researcher's Symposium. They have to focus locally and on an EU case study.   

Climate Action Project Roedean School 

Solutions  

The social responsibility programme shared their solutions with Genesis School in New Delhi India on the 16 October. Three Roedean grade 10 volunteers shared and discussed ideas with grade 4 pupils. 

Making of Eco-bricks/bottle bricks to make benches, tabletops, stools for public spaces.  

In 2016 Roedean volunteers made a bottle bench for a park close to one of the Flying children schools. 

Weekly literacy project using children’s literature that speaks to themes surrounding climate justice.  

Roedean volunteers design worksheets together with a video clip, each week for different chapters/pages of the book for children at Roedean’s community partners. 

Grade 5-7 are using the book entitled Greta’s Story: The schoolgirl who went on strike to save the planet by Valentina Camerini 

Grade 3 and 4 pupils using two books entitle Once upon a raindrop: the story of water by James Carter and the other, A planet full of plastic and how can you help by Neal Layton 

The children at the organisations receive the worksheets and a copy of the books, return the completed worksheets to the Roedean volunteers who make supportive comments on the worksheets after which they are returned to the children. 

Collaboration of Siyakhana (a permaculture food garden in the inner-city) with Roedean’s community partners; Noah, an aftercare facility which provides security for vulnerable children in the afternoons until it is safe for them to return to their places of residence. And Flying children, an early childhood development project which is located in poor informal settlements on the outskirts of the city. Both projects receive weekly vegetable boxes from Siyakhana which the Roedean community donates. 

Recycling Reclaimers are the people who extract discarded items that would normally end up in landfills and the environment and sell these to buy-back centers for recycling. Their work saves municipalities millions in landfill airspace as well as savings in waste removal trucking and fuel. Due to their efforts in the recycling industry South Africa is now on par in the recycling arena with European countries- 80 to 90% of all material recycled in South Africa is entirely due to the forts of these green champions.  

ARO (African Reclaimers Organisation) is collaborating with government and reclaimers to get the already functioning informal waste reclaiming sector aligned. They currently receive no financial support from government. However, recycling reclaimers were included in South Africa’s Solidarity Response Fund to Covid-19; a fund which provided emergency food parcels during the lockdown, as they were no permitted to work. Covid-19 has highlighted the urgency of rapidly moving forward with the integration of reclaimers who form an integral part of the city of Johannesburg’s municipal waste management systems. 

Bottle tops, although recyclable the buy-back centers will not currently pay any money for them, so Roedean collects bottle tops which are donated to The Sweetheart Foundation who then will donate a wheelchair to an individual form one of our community partners.  

Model United Nations debating and policy: 

Our MUN debting team has researched and debated the issues of food security, food waste and Climate action this year. They have also met with the Minister Barbara Creecy ( the Minister of Environment, Forestry and Fisheries) as part of a broader Youth Consultation on Climate change. The Minister acknowledged and thanked both girls for attending , and they were able to ask pertinent questions regarding her policy. Our delegation was part of a Wits University SA Instuitute of International Affairs delegation.  

  On the 16 June, two of our MUN debaters, Almaaz Mudaly and Rachael Guise- Brown, were in a dialogue with DEFF Min Barbara Creecy as part of the SA Institute of International Affairs (SAIIA) at Wits. The two girls and I attended a briefing and brainstorming meeting online with SAIIA, and various youth organisations and NGOs dealing with the issue of climate change. A lot of research had been done, and comments on the draft Bill on Climate Change were drawn up. Here is an excerpt of the report drawn up by Rachael and Almaaz:  

Youth Climate Change Dialogue with Minister Creecy  

16 June 2020  

Almaaz and Rachael were privileged to be a part of the YCAP committee (Youth Climate Action Plan) and contribute to an open discussion with the Minister of Environment, Forestry and Fisheries - Barbra Creecy. In the days before the dialogue with Minister Barbra Creecy, youth from all over South Africa met virtually to collectively speak and express our concerns about South Africa's response to climate change with the backdrop of the COVID-19 crisis. We drafted key points that we as the youth wanted to highlight and present to the minister. These key points culminated in the Youth Climate Action Plan that was to be discussed with the minister. A virtual meeting was set up in a dialogue format on Youth Day with the Minister. During the dialogue, many discussions took place specifically on the topics of waste-management, green recovery, mitigation of climate change and adaptation to climate change objectives in South African society. We were grateful to be afforded the opportunity to put forward our opinion regarding climate change as aspiring youth, and to have been acknowledged by the minister and government officials.  

The meeting was held over teams because of COVID-19 and had roughly 150 participants. For about the first hour and a half a few participants raised important points, gave solutions, and raised areas that needed to be addressed by the government.   

...   

After listening to the points raised the Minister asked her team to answer some of the points and address what they are already doing. In summary, some of responses were:  

· They currently working on updating the NDC and have heard the youth that it needs to be gender responsive and inclusive of the youth and they commit to include the youth in the process.  

· They are working to establish the Presidential Climate Change Commission for all the ministers to report to the president under this area. They are also working with municipalities to establish policies for adaptation and mitigation.  

· The Climate Change Bill should be passed at the end of this year but may be delayed because of COVID-19 to next year.  

· They are working on the link between climate change and biodiversity.  

· They are focusing on holding industries accountable for their air pollution including Eskom and dealing with this problem and how to use ash produced by coal power stations for building materials.  

· For waste management there are new initiatives to treat waste as a resource and how to improve waste collection at household level including recycling. For waste collection they are also working with private sectors to support waste pickers with wages and health schemes.  

· There are programs for education on climate change awareness and looking to include the youth in these programs.  

· There are water source protection strategies such as a program to remove alien vegetation from water sources which a study shows will increase water sources by 6%.  

· Crop variation is also an area they are working on as some areas will no longer be able to produce the same crops they are producing now because of water shortages.  

Although we appreciate hearing the work they are doing, the exciting and important news was the introduction of a new program they are launching in July. One million rand has been earmarked to go to youth led organizations tackling climate change and other issues relating to DEFF. Applications will open in July and August and will be adjudicated in September and October before about ten organizations will be chosen in November (2020) and each given about R100 000.  

The experience of engaging on a national government level regarding the climate change crisis, working with university students and graduates has been a unique and enriching experience for us. We got to interact with people from different socio-economic backgrounds from all parts of South Africa. Going into the meeting we had our own opinions on the climate change crisis but went into the meetings with open minds. After listening to fellow youth activists and government officials who are well into taking action and we have been exposed to so many different dimensions of the climate change crisis. We are inspired by their initiatives and stance. We look forward to speaking out on the climate crisis.  

We look forward to the launch of the new program and seeing the youth’s ideas and solutions have the support and funding to move forward.  

Out of this grew the SOUTH AFRICAN YOUTH STATEMENT ON A JUST TRANSITION AND GREEN RECOVERY, which Almaaz Mudaly, Beatrice Wharton Hood and Rachael Guise Brown participated in drafting, to a large extent.   

--------  

Gauteng Legislature Debate 19 June 2020  

On the 19 June, 3 of the MUN debaters, Beatrice Wharton-Hood, Almaaz Mudaly and Zoya Mothupi-Sarges were part of another MUN debate, this time in the format of a Provincial Gauteng legislature debate. Here is their report:  

Beatrice Wharton-Hood, Almaaz Mudaly and Zoya Mothupi-Sarges had the privilege of participating in the Gauteng Legislature MUN debate, facilitated by the South Africa Institute of International Affairs at Wits University, entitled “Youth voices on life beyond COVID-19”. This is an extremely important topic in our country and province as we begin to emerge from the pandemic. We debated with Parktown Girls, Germiston High School and the University of Pretoria, all with one team each.  

The Gauteng Legislature debates are different to normal MUN debates as you are working with other teams, but focusing on a provincial, not international, context. Rather than schools being allocated countries to advocate for, you instead raise your school and surrounding community’s concerns around the issue. The aim is to create a working document that can be taken to the Gauteng Provincial Legislature (GPL) so that changes can be made within our communities and province.  

The debate was centred around what the youth believes is vital for the future and after COVID-19. Many valid points were raised by the various teams, specifically on the need for a green economy and the focus on bringing economic and social equality in our society through feeding schemes and social grants. Ideas for creating employment while decreasing our emission levels were addressed, the issue of waste management within our communities and education reform with regard to how we should prepare and equip our country should something like this happen again were all discussed. We all shared the same view that youth participation programmes are essential to creating change in our province. We were extremely happy as our working document passed and will in the next few days be taken to the Legislature and the Gauteng Department of Education.  

This was a new experience for us all as it was the first MUN virtually debate in which the three of us had participated. The usual murmurs of the teams and the scramble to hand in our final resolutions were missed by everyone, but we are extremely happy that we can continue to have these imperative discussions with each other. It was definitely a worthwhile experience and we all learnt so much more about how we, as a country should move forward. Discussions like these allow the youth to take an active role in how our province and country is run, allowing us to envision our future. We would like to thank Mrs Brown and SAIIA for allowing us to be part of this worthwhile discussion and to contribute to our future beyond COVID-19.  

A follow up debate ensued on the Future of SA post Covid 19, and Almaaz Mudaly and Maryam Akhalwaya (both LVs) took part in this on the 14th August. They managed to merge their draft resolution with Wendywood High and African Leadership Academy and have it passed. The draft statement will be edited and passed to National Parliament as a Youth Statement.  

Virtual Youth Climate Action Plan for Johannesburg Workshop and EU climate diplomacy week.  

On the 29th August, 4 Roedean MUN debaters, Almaaz Mudaly, Zahraa Ismail, Beatrice Wharton-Hood and Rachael Guise-Brown responded to an invitation by SAIIA to workshop and contribute to the City of Joburg Climate Action Plan, through workshopping and finalising a Youth Climate Action plan,  after workshopping ideas with Wits Professor Coleen Vogel, a Nobel Prize recipient for measuring climate change and director of the Global Change Institute, and the CoJ representatives. Rachael Guise-Brown is part of the small committee drafting the final Youth Statement for the Youth Climate Action Plan for the City of Johannesburg. This statement shows areas and ideas that the youth would like the city to focus on how the youth would like to be included. These areas are intersectionality, systemic change, just transition, leadership and advocacy, innovation, accessibility and sustainability.  

As part of this the same girls were drawn into Climate Diplomacy week with the EU, and Almaaz Mudaly was chosen to speak at the High Level closing of this Climate Diplomacy week, on the 23rd Sept, to many foreign diplomats and national participants. Almaaz and Beatrice were part of the team that drafted the National Youth Dialogue Statement. 

Climate Change Research:  

Zahraa Ismail and Sanjika Senarathne are researching climate change and solar energy solutions for a Wits SAIIA research project, the 2020 Young Researcher's Symposium. They have to focus locally and on an EU case study.   

Sway presenting the work of Ali Ennouri prep school

Animals are our best friend. This week we have prepared bird feeders with them. We fed the street cats.

Participants have summed up their leaning, knowledge and experiences to get ready for a project 

Solutions

Students in the class created a set of questions to ask older generation

Students focused on action for climate change at individual, community and government levels. They gained knowledge about certain things they can do and strted working towards achieving them.

Students took one realistic pledge to address the issues contributing to climate change

Students of Aspee Nutan Academy came up with amazing solutions 

https://drive.google.com/file/d/11i31fiXhgaCyJforBpW-3oqHyUrSmsKh/view?u...

potential solution

7A 2020 - CNM School

Students manage waste by creatively making articles out of it

In week 4, the children continued with the collaboration with international and local schools, exchanging their ideas.

Students brainstormed on Individual solutins and as an Organization the steps to be taken.

Climate change is one of the most challenging problems that humanity has ever faced. At stake are hundreds of millions of lives, innumerable species and ecosystems, the health and viability of the economy, and the future habitability of this planet.

1. cut emissions

2. remove carbon dioxide

3. prepare and adapt

4.act wisely

5.renewable energy

6.invest in energy efficient appliances

7.reduce water waste

8.go vegan

9.fuel efficient vehicle

STS WORLD SCHOOL,RAJGOMAL 

 Student name: Simranjit kaur

1. Renewable energies

Changing our main energy sources to clean and renewable energy. Solar, Wind, Geothermal and biomass could be the solution.

2. Sustainable transportation

Our transport methods must be aligned with environmental requirements and reduce their carbon footprint. It is essential to rethink our transport methods from the design stage towards eco-friendly transportation.

3. Air pollution prevention

Many methods exist to prevent, control and reduce air pollution, in particular by reducing the consumption of fossil fuels, and limiting industry emissions and waste.

4. Waste Management & recycling

The simplest solution to reduce waste is to adapt our production methods to our consumption patterns. The recycling process must also be taken into account in our consumption habits.

5. Sea and Ocean preservation

Oceans and seas are the largest storage of greenhouse gases and are an exceptional support system for life on this planet. Limiting overfishing, unsustainable development activities in coastal areas and the consumption of environmentally friendly products is now essential.

6. Circular economy

Use the 3 r's of circular economy (Reduce, Reuse and Recycle) to significantly reduce our waste and avoid unnecessary production of n

Students of grade 4, 5 and 6 made a climate action Bingo which is inclusive of creative slogans, jargons, vocabulary and pictures related to Climate Action

Learners of Genesis Global School, Grade 4D, took action to protect their environment.

Individual and collective actions

‘We believe that individual actions matter. Our actions can create ripple effects that inspire and motivate collective actions, moving us towards the change we need to tackle an issue like climate change.’  

These are some of the student thoughts with their justifications.

Eshan Swarup Verma 

I think that action that I take can inspire and motivate collective action in my family, in my school, my condominium, among my friends, in my city and across the world 

I can make promises to use less energy and to consume less, buy fewer things and to recycle.  

I will make sure that we use light efficient bulbs like LED bulbs, more energy efficient appliances and where-ever possible, I will walk or cycle for short distances such as going to my society club. I will try to convince my friends that we use a car-pool or use public transport. I will convince my parents to buy an e-car  

Once I have tried all these things, I can go and tell people that it is not difficult and try to convince them to also try it. Each person that I can convince will tell other people and it will go on growing until thousands of people are doing it and spreading the message.  

We can then make sure that our Government also does things to reduce global warming.

Anvee Arora

I think when an individual does something that motivates other people, they also want try it and they also share the idea with others. That is like a ripple effect. It happens because we are all connected. Example- I separate my trash into different trash cans, so this motivates my friends and they share the idea with others too. 

Akshita Oberoi

If you don’t start a change why would others and if u want to make a change u should take the first step and who knows maybe it can turn into something big. 

Shaurya Singh

If our individual actions can change the world, they can harm us as well. 

As long as our actions are for a good cause, it is fine to do them and with our individual actions, we can tackle climate change completely and keep Earth fine. 

Jaiveer Narula

If we don’t work as an individual or together towards the climate change then the environment will not be to clear, clean and effective for all the plants, animals and humans to live . As an individual, we can consciously use energy resources like coal, petroleum, natural gas and keep our environment clean to tackle the issue of global warming and pollution. We can even inspire others to keep the environment clean and to use cleaner fuels which don’t pollute our environment. 

Atria Agarwal

Individual actions matter if we don’t look forward to car pooling and using less technology we wont be able to motivate other people to do the same thing. Those animals are suffering in hot weather and we are sitting under the A-C. What we don’t realize is that the animals are getting affected by that. 

Vihaan Kharbanda

We cause climate change such as global warming because the atmosphere can handle few gasses but sometimes because of us a lot of heat gets trapped and the Earth becomes hot. We can also do few things to save climate change such as not polluting the environment. We can also tell our friends and family about climate change so that we all can change the world.   

Learners saw a video on how planting trees have got down the temperature in Singapore. Also how impactful is planting trees can be to combact climate change.

Students, enthusiastically participated in week-4 activity (PAPER BAG MAKING). They took the initiative to spread the awareness and came up with the solutions to combat the issue of Climate Change.They insisted on to 'SAY NO TO PLASTIC' and follow the three 'R's i.e. REDUCE ,REUSE AND RECYCLE.

Students discuss solutions. 

Students have discussed about potential solutions with the peers and students of other countries.

Students of grade 11 came up with possible solutions for climate change while answering the following question:

What can individuals  organizations/governments  do to address the climate crisis?

Subsequently they prepared a video encapsulating these details.

PPT an dprototype on solution for climate change 

Addressing climate change will require many solutions—there's no magic bullet. Yet nearly all of these solutions exist today, and many of them hinge on humans changing the way we behave. We can start with following 3R's-Reduce, Recycle and Reuse. By planting more trees we can reduce the level of greenhouses gases in the atmosphere.

Our school, Pathways World School, hosted International Virtual Collaborative Exchange Programme on 20th October 2020 on Climate Action Project 2020. There were students and Teachers from Ukraine, Argentina, Portugal, Colombia and India.

We discussed and shared all the work done as part of the Climate Action Project.

There were Breakout room discussions to come up with viable solutions and a Reflection Session.

Students of class 5A of Navrachana School, Sama, Vadodara, India have planted plants and are nurturing them. Each one has planted two plants. Students have understood the importace of trees. Now they have started campaining against deforestation and are giving messages of promoting afforestation to the people at large.

Week 3 and 4

The students could forsee the potential problems and also could give the soluttions to the problems they  could suggest sloutions for the same in their little way.

 Children seek about how to bring change about Climate

The students researched about the cause and the what they can do as an individual to prevent climate change. They came up with some doable suggestions and ideas for the same.

Students of Lodha World School, Thane  (Class I - B) have put forth their solutions in three parts-

1. Individual level

2. Organisational level

3. Government level

Students will make a project/model/activity to save the environment from climate change. Students will make the model and share their video on solutions to climate change.

By Miran Bakshi

Students of DAV Public School, Sector 49, Gurugram enthusiastically carried out  week 4 activity by making projects, models, activities on finding out the solutions to climate change. They made their videos explaining how their model contributes in providing solutions to the problem of climate change.

SOLUTIONS FOR CLIMATE CHANGE

The students have proposed various solutions on the padlet wall- link mentioned below.

We discussed the impacts of climate change

SOLUTION TO CLIMATE CHANGE

Students+ Teacher plan tree and Sapling Plantation for restricting impact of Climate change

 This is the weekl 4 PowerPoint Presentation on Solutions for the causes of Climate change froom Billabong high International School, Andheri. India.

A google slide presentation was shared with students with some burning issues of climate and they were asked to solutions on it. Students have come up with various solutions. 

Students came up with many solutions that can be taken up at all levels - individual, NGO and governmental. Students also went ahead to plant trees/plants in order to take one small step at their level.

Our presentation of week 3 and 4 covers the same topics. Hence, attatched the presentation for both weeks here

Save climate save life

Students have given ppt on potential solutios one of the solution suggested was strict laws and afforestation.

Students saw a video on UN sloutions to global climate change. They had a discussion on it and the deviced their own actions and solutions to protect the environment. 

padlet work

This week my pupils have suggested solutions for climate change.

CNM SCHOOL

STD 9 F

MUMBAI 

The role individuals, organisations/communities and governments can play to tackle the issue of climate change.

Individual and collective action to comabt climate change

Students of grade 7, CNM School, Mumbai, India present thier research work on solutions for climate change.

Individual and collective action to comabt climate change

Climate change issues

Effects and solution of  climate  change

Students took various actions at home to reduce Climate change and shared their pics. 

Students brainstormed and came to a conclusion on how they can combat climate change at individual/organization /government level.

Potential solutions to climate change. Students created the 'longest list of solutions'.

The week 4 activities are presented here! Students expressed their thoughts in the form of poems!

Climate Change is Real and every individual needs to make a change.

In 4th week students gathered all the information and reflected upon each aspect like....Their individual role, Role of government,Role of policy maker ,Role of an oganization.The groups were divided to think and discusss over each question depth .Their findings are compiled at the end .They discussed and shared their conclusion the ppt attached below.

WASTE DISPOSAL IS A SOLUTION THAT WE HAVE IMPLEMENTED IN OUR COMMUNITY TO COMBAT CLIMATE CHANGE.IN OUR VIDEO WE HAVE SHOWCASED HOW WE IMPLEMENTED OUR PLAN OF ACTION.

My Students understand that they should not wait for others to take steps to save our environment. They have themselves adopted some small measures which  they call baby steps

entire-class came up with solutions

We cannot just speak about the problem. Time has come to find quick solutions that can stop this change in climate. 

Air pollution prevention

Many methods exist to prevent, control and reduce air pollution, in particular by reducing the consumption of fossil fuels, and limiting industry emissions and waste.

Waste Management & recycling

The simplest solution to reduce waste is to adapt our production methods to our consumption patterns. The recycling process must also be taken into account in our consumption habits.

Sea and Ocean preservation

Oceans and seas are the largest storage of greenhouse gases and are an exceptional support system for life on this planet. Limiting overfishing, unsustainable development activities in coastal areas and the consumption of environmentally friendly products is now essential.

Circular economy

Use the 3 r's of circular economy (Reduce, Reuse and Recycle) to significantly reduce our waste and avoid unnecessary production of new items.

Renewable energies

Changing our main energy sources to clean and renewable energy. Solar, Wind, Geothermal and biomass could be the solution.

Mitigation – reducing climate change – involves reducing the flow of heat-trapping greenhouse gases into the atmosphere, either by reducing sources of these gases (for example, the burning of fossil fuels for electricity, heat or transport) or enhancing the “sinks” that accumulate and store these gases

Students discussed the climate change causes locally and how we can work towards the solutions. 

Children created paper gift bags and Seed Bombs for the Occasion of Diwali. 

Diwali is a festival of lights, to make it pollution free and green Diwali they gifted their loved ones with seed bombs in hand made paper bags.

They made seed bombs of there own to spread awareness on "No Crackers this Diwali".

Our students from DAV PUBLIC SCHOOL, SECTOR-49 has made their list of solutions to save environment from climate change 

RECYCLED PLANTER CLIMATE ACTION PROJECT - WEEK 4

"He who plants a tree plants a hope." ~Lucy Larcom

In Week- 4, Students of Grade 1 have examined some of the potential solutions for climate change or specific environmental issues that are affecting our planet. To mitigate this cause and to save our mother earth at the individual level, they have prepared recycled planter and have written a thankyou letter to their plants. They learned about how we can ultimately lead to a better climate worth living.

"Trees provide us with many benefits necessary for survival, including clean air, filtered water, shade, and food. They also give us hope and insight, and courage to persevere – even in the harshest conditions. Trees teach us to stay rooted while soaring to great heights." Keeping these thoughts in mind students pledged to plant a tree on their birthday every year.

VIRTUAL INTERACTION between MWS Faridabad-MARSEILLES ELEMENTARY SCHOOL, ILLINIOS, and AMERICAN INTERNATIONAL SCHOOL, COSTA RICA.

"We do not inherit the earth from our ancestors, we borrow it from our children." -- Native American Proverb

This is true in every aspect as we are not immortal. We are mortal beings and this planet was not handed over to us as inheritance, but we are living on Earth as tenants. In our own greed, we are exploiting the resources that we are supposed to conserve for our children. It is us, who will have to take action towards the same, take initiative to save the planet from burning up in the avarice of humans to meet their ends.

This initiative is taken by the World Wide Fund by introducing The Climate Action Project 2020 all across the globe where all the students of all the schools are participating in the project by showing that they care. And this initiative is being taken forward by the Millennium World School, Faridabad.

We, at Millennium World School are facilitating the students by bringing their own ideas and motives forward to a safe and cleaner environment for the future of the planet, as they are the ones to carry forward our legacy of what we call our home, the Earth.

The students are taking regular sessions with the teachers, to contemplate the situation around us and are coming up with ways to tackle it. Not only that, we are taking interaction sessions with the schools of different countries as well.

On 20th October 2020, little millennium-ites of Millennium World School, Faridabad, under the guidance of our Principal ma’am Ms Sangeeta Dhamija participated in a Virtual Interaction Session on Zoom with the students of AMERICAN INTERNATIONAL SCHOOL, Costa Rica and Marseilles ELEMENTARY SCHOOL, Illinois. The students pondered upon various conditions faced in their respective countries/states and came up with ideas and ways to solve the problems faced.

It was a great session and the students got exposure to various solutions that can be taken up individually as well as nationally. The session ended on a note to carry the discussion forward as we all know the situation is far worse than it is anticipated and we are all coming together to bring out the best solutions. After all, we all have to live on the same planet.

Students start brainstorming the final product. Review the resources shared by CAP team.

The students in this week wrote a letter to the plant in order to express their feelings and thoughts they own towards plants. They expressed their views about how they feel plants are really important for living beings and also how they are the main factor for existance. They depicted how these plants give us oxygen and other vauable things which make our environment sustainable.

The fourth week of Climate Action Project was aimed at discussing the solutions for making our planet, Earth a better place to live. The students of Class 2 were made to understand the various ways which we all should follow and can be taken up unitedly by all of us to deal with climate change. The concept of 3R's was explained to students and then they were told to re-use the newspaper and make their own paper bags in their own creative ways.

    It's time to rethink! We need to find viable solutions to combat climate change. It would be great if we could rejuvenate the lost forest cover on our planet, find alternate refrigeration and cooling materials, protect native lands, educate more people, switch to sustainable and above all - love nature. We need to get connected to nature. We cannot take action to save the environment if we do not know and care about what it is that we are protecting. Let us spread the word all around and bring in the much-needed change.

Students have compiled a video of the individual actions that can go a long way in combating climate change. 

The students created Minecraft to develop a model based on a sustainable city. 

Students have made models of the solutions of climate change like working solar cooker, eco-friendly cities etc. A student has also composed a poem on the solutions to combat the effects of climate change. A student has made a video on a city that is completely working on eco-friendly mediums. Students have also made a video on air filtering bus and solar cooker. A student has made an E-magazine on the solutions of climate change. Some students have also made powerpoint presentations in order to showcase the creative solutions.

In Week- 4, Students of Grade 1 have examined some of the potential solutions for climate change or specific environmental issues that are affecting our planet. To mitigate this cause and to save our mother earth at the individual level, they have prepared recycled planter and have written a thankyou letter to their plants. They learnt about how we can ultimately lead to a better climate worth living."Trees provide us with many benefits necessary for survival, including clean air, filtered water, shade, and food. They also give us hope and insight, and courage to persevere – even in the harshest conditions. Trees teach us to stay rooted while soaring to great heights." Keeping these thoughts in mind students pledged to plant a tree on their birthday every year.

This week we focused on looking for solutions and their implementations for climate change on individual, local, and global levels.

Solutions

Students recapped their understanding of the effects of climate change and watched the trailer of 'Life on our planet'. They then created a list of solutions to combat climate change. They made individual lists, and then broadened to steps that can taken by school, the state of Haryana and then the country as a whole. They also chose one solution and created a poster to create awareness about it. It was a fruitful exercise done on Padlet. 

Students researched, discussed and came up with their own list of solutions.

WATCHING YOUNG MINDS DISCUSSING THE CAUSES, EFFECTS AND COMEUP WITH SOLUTION IS A WONDERFUL EXPERIENCE. THIS GENERATION IS MORE AWARE AND ENTHUSIASTIC TO MAKE THIS EARTH A BETTER PLACE TO LIVE. AMAZING TO SEE THE STUDENTS WITH SOLUTIONS, PLEDGE NOT TO FIRE CRACKERS ON THIS DIWALI TO REDUCE THE POLLUTION.

“We do not need magic to change the world; we carry all the power we need inside ourselves already: we have the power to imagine better.” - J.K. Rowling

Small hands can change the world with this thought in mind tiny tots made seed bombs and the gift bags. They will give these seed bombs as Diwali gift to their dear ones and also encourage their family members to do so.

Please find a video created by one of our gems in Gems Modern Academy to spread awareness and to bring about a change in his own little way!! Thank you :)

Students identified potential solutions for climate changes which can be done locally at their own houses. 

1.Biowaste recycling and using it for developing an aquatic ecosystem

2.Hydroponics

3.Drip irrigation

Week 4

1. Webcast 
   1. Plastic Series
      1. Workshop for cosmetics
      2. Ervis
      3. Plastic collector Boat extension
      4. PLAR
2. To stop the use of boric powder on grains to get rid of insects
3. Tree Maps
4. Awareness/ Ideas
   1. Climate change session
   2. A full diagram of efficient electric car charging stations
   3. A full design of solar panels in our school 
   4. Song Writing Competition 
5. Looking at other schools work

 Students of our school interacted with students locally and globally and discussed about the solutions they created a padlet to share their ideas and also conducted a survey to find out what best solutions can be taken locally. 

The students of C.N.M.S SCHOOL from Mumbai (India) have listed various solution to contro climate change - GRADE II 

Climate Action Project

Interaction with Belgium Leonardo College

Environmental Crisis is a global problem

Only Global action will resolve it

• Barry Commoner

The Climate Action Project has shrunk the world and this has led to virtual gathering in the period of social distancing.  To address the pivotal issue of Climate change, Sanjivani Junior College had a computerized meeting with Leonardo College from Belgium as a part of their journey of Climate Action project. Many constructive steps were discussed and were put forth by both the schools. The school from Belgium practices the use of renewable form of energy that is solar energy in their college. They also advocate reduced use of plastics. The issue related to pollution in Ganges River in India was a part of the interaction. In this way various steps and actions taken by both the schools were discussed. To make the session a little lighter, students from Sanjivani Junior College performed a mask dance to profess the need for a Climate action plan. The various activities done by the Sanjivanites to combat the growing climate change were interestingly demonstrated by the children. In this way there was an absorbing and insightful give and take of ideas, plans, suggestions and recommendations between the two schools. This kind of alliance between the young torch bearers for the global call was extremely worthwhile and efficacious.

•  An overview the causes and effects of climate change
• Recap of the Global Map of climate change
• Understanding the impact of individual and collective behavioral changes on climate   

  The above points were discussed with the Std. VII students. They researched and prepared videos on the same.

Effects causes and solutions for climate changes 

Recycling helps reduce greenhouse gas emissions by reducing energy consumption. Using recycled materials to make new products reduces the need for virgin materials. The students have tried creating new materials from waste which created a sense of responsibility among them to use the given resources wisely to save environment.

Solutions ot Climate Change uploaded work -  One Drive video , PPT

Class -6 students focussed on some of the industry and find out the solution for the climate change.

Class 3 shared their solutions to combat Climate Change

Zoe Gala of grade 2 talking about potential solutions for climate change

The speech is based on what Arctic will look like by 2050 .

Climate Action Project Week 4

Topic: Climate Change Solutions

Questions for the week were discussed:

- How can I build on prior learning to connect to new ideas?

- What are actions individuals can take to address the climate crisis?

- What are actions organizations and governments can take to address the climate crisis?

Brief Discription about Indo-Brazilain Virtual Meet:

In week 4 a meeting was conducted with the students on Monday 19.10.2020. Discussion was done regarding the meeting with the students of Brazil. We decided on discussing the topics like Floods, Heat Wave and the effect on marine life due to climate change. Teams were formed. Each team was given a particular topic. They had to discuss about the causes, effects and solutions and actions. 

 The interaction with the students of Brazil was done on Tuesday, 20.10.2020 Introduction regarding India and our school was shown through a Power Point Presentation. The children of Brazil were very excited and amazed. to know about India. They were very eager to visit India. Our students shared the views on the above mentioned topics. The Students of Brazil shared their problems and solutions on topics like Forest Fire in the Amazon Basin. 

              Solutions provided by the students were: Use Public transport, walk short distances, do not cut trees and plant more trees. After sharing their views they were more eager to know about the Public transport, subways and the largest forest in India. A small Quiz was conducted by our students based on climate change and the Brazilian students enjoyed it very much. 29 students from PPSD were present in this Meet. Teachers from both the countries appreciated the efforts taken by the students.

My students have found out some exciting solutions for climate crisis.

CLIMATE CHANGE -SOLUTIONS-AADVIKA  KANANIKUNNATHIL-STD-2F-CNM SCHOOL

1. Sustainable development goals - Through folk tales 

2. Collaboration 

3. Alternative sources for sustainable living 

Children of Grades 4, 5 and 6 have written slogans and jargons related to Climate Action. It is displayed in the form of Flash cards, use of new vocabulary and pictures.

Students of grade 4, 5 and 6 made a climate action Bingo which is inclusive of creative slogans, jargons, vocabulary and pictures related to Climate Action.

This video talks about the solutions created by children .

STS World School, Rajgomal

Live simple life

In the 4th week of climate action project students guided about the solutions to change the climate by day to day efforts and which role they can play.

Save Earth

Eight Simple Things You Can Do to Help Protect the Earth

1. Reduce, reuse, and recycle. Cut down on what you throw away. ...
2. Volunteer. Volunteer for cleanups in your community. ...
3. Educate. ...
4. Conserve water. ...
5. Choose sustainable. ...
6. Shop wisely. ...
7. Use long-lasting light bulbs. ...
8. Plant a tree.

Improvements to energy efficiency and vehicle fuel economy,

Increases in wind and solar power

 Biofuels from organic waste,

Setting a price on carbon, and protecting forests are all potent ways to reduce the amount of carbon dioxide and other gases trapping heat on the planet

https://sway.office.com/xihgT3GEPIgLQCzy?ref=Link&loc=play

Every one should be encouraged and taught the importance of protecting environment

10th B grade , Students of STS World school, actively participated in climate action week 4th activities. They made videos , ppts and sways related to global effects and causes of climate change and its impact .

Plantation of trees and motivate others to do the same is the best solution of effects of climate change Globally.

Climate Change Week 4

STS world school Rajgomal students participate in this project Prabhpreet , nimrat kaur . Teacher name jeevanjot Kaur

Students at BirlaPublic School  shared their insights about the Climate Change and discussed the potential solutions to save our planet Earth.

Ms Anat the Israel teacher Helped us to translate the content of work with their children. Our Israel partner made us aware of the problem that they are facing their country related to climate issues

Through discussions the students came up wih solutions for climate change individually and as a community.

Students inquired and suggested ways and step sthat they will tak eto reduce the effect of climate change.

Students collaborated and brainstormed on various possible solutions to address climate change. They talked about actions which they will take individually and also proposed actions that various organisations and governments can take to prevent the harmful effects of climate change. 

Students gathered information for solutions and actions which an individual and the community,government can take . They reflected on their learning by doing different climate change based activities like the ecological handprint, ranking the causes from the greatest to the least and how they can be an energy saver. 

Class 8 students have done Climate Action Project 2020 for week 4, in which lot of work has been shown  by students to explain the solutions for changes in  climate locally as well as globally. They worked on ppt, poster, model making, and created cross word  puzzle also. Students learnt  about  solutions of changes in climate  happened.

Maglev trains: Maglev trains are trains that run on magnetic force and have a greater speed as compared to the normal Indian trains, they are also called bullet train… These trains are environment friendly if used with the help of solar or hydro electricity and won’t even harm our nature… Maglev (derived from magnetic levitation) is a system of train transportation that uses two sets of magnets: one set to repel and push the train up off the track, and another set to move the elevated train ahead, taking advantage of the lack of friction. Along certain "medium-range" routes (usually 320 to 640 km [200 to 400 mi]), maglev can compete favourably with highspeed rail and airplanes. In Maglev, superconducting magnets suspend a train car above a U-shaped concrete guideway. Like ordinary magnets, these magnets repel one another when matching poles face each other. Here, both magnetic attraction and repulsion are used to move the train car along the guideway

Students are asked to make a letter to the Earth.

We made a homemade Bioplastic.

A project on Climate Change Solutions

Tanish Mahendra Mhase and Mehlam Joyab Ali Smart Indian School, Kuwait - Grade 10 Aries

Students submitted their ideas regarding solution for climate changes. They did presentation for the topic' solution for climate change'

such as: reforestation, recycling, plants more trees, eat a vegan diet and so on. Students share their ideas for their climate change project due to the current pandemic problem (face mask). They decided to recycle the face mask to create a flower pot. 

let's recycle to help climate change

Students found out that we have been using tissue rolls excessively especially in schools. Hence, we have decided to collect tissue rolls as well as newspapers to convert/make them into plant pots. 

SSTPSR Solar Oven System

This PPT has the details about the solution of the Effects of the Changes.

CAP works to raise the awareness of young people towards the vital rule of trees and plants in keeping life on earth so students work on that express their attitudes towards trees. They imagine that the tree could speak and explain that significant role and how people destroying the planet of the earth by mistreating trees.  

تخفيف حدة التلوث و زراعة اشجار

حث الطالبات على الزراعة في المنزل 

حث الطالبات على الزراعة في المنزل 

توصلنا الى حل وهو زيادة نسبة التشجير 

في مدينة الملك عبد العزيز للعلوم والتقنية 

ساعدونا بهذا الحل بارسال شجيرات نزرعها 

The logging issue - and its implications for climate destruction through the elimination of green spaces

قامت الطالبة جولي فرج بتصميم مشروع غلى منصة cospaces عرضت من حلول أسباب تغير واقحتحت

Küresel iklim değişikliğini yaşça büyük kişilere sorduk, elde ettiğimiz verileri yorumladık ve çözüm önerilerimizi konuştuk.

Öğrencilerin hazırladığı drama etkinliği ile iklim sorunu ve çözüm önerileri- The climate problem and solution suggestions with the drama activity prepared by the students

Students researched the solutions of climate change and then developed their own project to stop climate change which is "Eco-friendly week!".

https://youtu.be/3jkFXOi1uD8

89/5000

To explain the importance of protecting the environment. We designed bags from old t-shirts with our students.

Our students designed the environment they want to live in.
 

Some of the most promising ways to mitigate climate change are what we call “natural climate solutions”: the conservation, restoration, and improved management of land, in order to increase carbon storage or avoid greenhouse-gas emissions in landscapes worldwide. Reforestation is another important natural solution

Our students designed toys from waste materials.
 

My students wrote a story. And they drew pictures of this story. I made our story into a book.We did volcano experiment with our students.

Our students made feeders for the birds.
 

WE SHARE CLIMATE ACTION PROJECT WITH DIFFERENT COUNTRIES AND SCHOOLS.

Our students said the situations that cause environmental pollution and what should be done.

Solve for climate

We are recycling volunteers as a class. In this context, we said zero waste. And we designed clothes out of plastic bags. We invited parents and environmental schools. We presented them a fashion show. We created awareness.

https://www.youtube.com/watch?v=RNQZNwCGFbQ&t=1s

https://www.youtube.com/watch?v=NPCeaWak1Ng

We worked on some alternative solution for the climate change and pollution in the world and we conducted some experiments.

It was given some informations about solving of climate change on this presentation video.

hanging our main energy sources to clean and renewable energy. Solar, Wind, Geothermal and biomass could be the solution. Our transport methods must be aligned with environmental requirements and reduce their carbon footprint.

Students are able to define climate change effects, and how can we help to recolve it. What's the importance of climate action project? 

This is the output of The Philippine Global School Students.

Students had a collaboration on the solution showcasing the schools initiative. 

Pristine Private School has been part of Climate Action project for 3 years now. The video is a compilation of 4 weeks research campaign at Pristine Private School, where students of Years 9 and 10 took responsibility of creating awareness about Climate change. Climate Action Project was mapped with the learning outcomes of UAE's Moral Education Program which is about society, Community, cohesive living, ethical enquiry and solutions. 

Conceptual Development:

Brief About myself: My name is Fasahat, I have recently joined two months back in Shining Star International School. I was previously working in Gulf International Private academy (American curriculum). My detailed profile link.

Brief of my work: WK4 - Environmental Studies (Project Climate Change):
Lesson -  How We Move Around & Good Manners and Habits

I am currently a homeroom teacher for primary, mainly for Grade 1A. The age group I worked with for this project is about 5 - 7 years old. I blended the learning in my Environmental Studies Lessons PowerPoint presentations. In my lessons, I have implemented thinking routes within my PPTs so that my students can develop their thinking process on Climate Change.

Teaching Methodology: Last Saturday, I have created the weekly activity and information on Flipgrid for my students and then asked them to upload their understanding by the end of the week in two seperate Flipgrids, Flipgrid 1 Flipgrid 2. Other than the Lesson PowerPoint Presentations, I have helped them to develop a Pictionary about their responsibilities for the earth as their home. 

Solutions by students in Chilinh high school

TH Hoa Lac, Hanoi - Global Perspectives Class 10.1 Group 3 Climate Change solutions video

Climate change is one of the most challenging problems that humanity has ever faced. At stake are hundreds of millions of lives, innumerable species and ecosystems, the health and viability of the economy, and the future habitability of this planet.

Fortunately, climate change is solvable. We have the technologies. We have the science. We now need the leadership—and the courage to change course.

Students have collaborated together, exchanged thoughts and ideas!

Ways how to reduce these risks.

 Animals that live in the Arctic have adapted to living in one of the harshest climates on the planet. The extremely cold weather makes survival a challenge. On this project the pupils will realize a list of interesting facts about arctic animals, written for kids and adults. Before listing the animals that live in the arctic and their various adaptations we list here some facts about where the arctic is and the conditions that exist there

Do nit let  anyone  kill your  file

Do nit let  anyone  kill your  file

Despite being a bit late to the party, we decided to join the project and discuss the causes, effects and solutions for climate change in the remaining three weeks! So here's our presentation for week 4, telling you all about the causes of climate change. Prepared by the students of the Belarusian State University: Olga Grinko, Pavel Zhuk, Alexey Kendys, Nikita Bulyga and Maxim Zhidovich, with the help of their teacher Elena Shevaldysheva. We worked really hard on it, so hope you'll enjoy it!!

The students invented a shopping cart that produces electricity while you shop. The produced green energy can be used to charge a mobile device from the customer or for the needs of the store - lighting, door operator and others.

Екип от ученици-Валерия Чанова и Милко Патазов и г-н Атанас Атанасов-училищен психолог участваха в събирането на пластмасови капачки в ПГ"Петър Парчевич", с цел принос в опазване на околната среда. Кампанията "Съпричастен бъди, капачка донеси" е организирана от Център за обществена подкрепа "Светулка"-град Раковски. Участниците ни получиха благодарствено писмо от организаторите, а наградата са: слънчевите усмивки за нашите ученици!

The students invented a shopping cart that produces electricity while you shop. The produced green energy can be used to charge a mobile device from the customer or for the needs of the store - lighting, door operator and others.

Students collect and recycle paper at school, turning it into beautiful art objects and STEM aids for young students.

The students grade 4 draw alternative sources of energy

Eco- club- Primary school Retfala found some eco challanges in ther locan enviroment.  We found out thet there are many infrastructure challanges in our neighborhood. Pupils recognized problem, deliberate about it and wanted to found out some solves. It was very usefull for all member of Eco- team. This action is a result of Ljiljana Mandurić workinfg process with pupilf from 7. grade.

Students made a poster about solutions to climate change.

1.Renewable energies

2. Sustainable transportation

3. Air pollutions

4. Waste Management & recycling

5. Sea and Ocean preservation

6. Circular economy

Finding a solution

1.Renewable energies
2. Sustainable transportation
3. Air pollutions
4. Waste Management & recycling
5. Sea and Ocean preservation
6. Circular economy

Reducing plastic waste helps create a future without plastics!!

Climate Change Solutions

During the past weeks of this project, we have addressed the issues of the existence of climate change, causes and its effects. This week we are writing about the solutions to this huge problem. Few of the problems can be solved by only individual efforts. So, the main role in solving this problem is on large organizations and governments, and new inventive designs countering this issue.

First, let’s talk about in which ways an individual may reduce the impact of climate change. Individuals can change their impact contributing to climate change by reducing their carbon footprint. Carbon footprint, the amount of greenhouse gases produced by someone or something, can be reduced by an individual in many small changes in their daily lives. 

The first way to reduce the carbon footprint is to lessen the use of transportation, especially planes and boats. For one passenger, planes produce 0.32kg CO2 per km, ferry boats produce 0.115kg CO2 per km and an express boat produces 0.53kg CO2 per km. Compared to other forms of transport like electric cars and trolleys, which produce 0.043kg CO2 per km and 0.042kg CO2 per km respectively, these numbers are astounding. For reducing the amount of carbon produced it is key to use more means of transport like bikes, which don’t produce any carbon emissions, but if there is no other choice it is better to be using electric cars and trolleys, than planes and boats or regular cars (0.133kg CO2 per km.) Governments and other organizations should encourage citizens to buy electric cars, take public transport or take walks instead of traveling by car. For all of these to happen, it is necessary to have the appropriate infrastructure - safe places for people to walk and public transport which is comfortable for everyone.

The next way to reduce the carbon footprint of an individual is to reduce the amount of meat one eats. According to D. Tilman’s and M. Clark’s, "Global Diets Link Environmental Sustainability and Human Health," globally 14.5% of greenhouse gas pollution comes from livestock. An Oxford University study found out that almost 50% of all carbon emissions would be cut down if all people on earth went vegan. It is not necessary to specifically go vegan to cut down the carbon emissions, but it is important to reduce the amount of meat a person eats, even if it's eating meat only twice a week instead of eating it every day. It is also better to eat food products that are in season because the fruits and vegetables unavailable in a particular season have to be imported by planes and large trucks, which naturally increase carbon emissions.

Another way to lessen the carbon footprint is to buy second-hand clothes. Annually the fashion industry produces 1.2 billion tonnes of CO2 equivalent per year. The new customers that regularly buy clothing are encouraging these industries to increase their production and at the same time their emissions. Even statistically speaking, fashion consumption has increased by 400% in the last 20 years. So buying less new clothing and more secondhand products will dramatically decrease the 36kg of CO2 per person in America, which comes from people throwing away their old clothes.

The use of plastic is one of the biggest problems as well. Some people throw plastic into the oceans or directly in the streets and nature. It takes 1000 years for plastic to decompose. Also, Leaving plastic in the wild is extremely dangerous because sunlight and heat cause the plastic to release powerful greenhouse gases.  So, governments need to build places where they would recycle plastic. This is common practice in many countries, for example, Germany, Switzerland, Austria, etc. 

The use of air conditioners should be reduced. Air conditioners have a high impact on the climate, both because of the energy and refrigerants they use — they produce greenhouse gases called hydrofluorocarbons. HFCs are short-lived pollutants, but they have an impact on global warming. Unfortunately, as the weather is getting hotter, the demand for air conditioners increases, so it will be relatively hard to encourage people to reduce the use of air conditioners.

Statistics show that a third of the food that we buy goes to waste. This is a lot of waste, especially if we consider produced greenhouse gases at every stage of food production. As individuals, we should try to buy only as much food as we need to avoid waste.

Of course, it is extremely important to use renewable sources of energy like sun, wind, waves. As the newest statistics show, with the development of technologies implementing renewable sources of energy is getting cheaper and cheaper.

Another solution for climate change is stopping cutting down the trees, deforestation. Every year 33 million acres of trees are cut down. When farmers cut down trees, the carbon which is stored in them is released into the atmosphere as carbon dioxide. According to the World Bank Group, between 1990 and 2016 502 000 square miles, 1.3 million kilometers of the forest was lost. Since humans have started cutting trees 46 % of trees fell.

It is extremely important to increase public awareness about climate change: governments should make educational campaigns to raise awareness. They may use flyers, schools, advertisements, public speaking etc. They should spread information about individual efforts that have impact on climate change, for example, effective use of water, buying proper amounts of food, information about proper diet, buying second-hand clothing and etc..

Climate Change is a global problem, which needs to be solved. Of course, it is important for us, as individuals, to make changes in our daily life; like reducing the use of plastic, water, and food waste, etc.  but unfortunately, this problem is too big to be solved only by individual efforts, it requires collective effort to be solved in as much effective way as it is possible. The process of climate change cannot be directly stopped, but it can be slowed down and restricted at certain points 

Bibliography:

https://www.theguardian.com/commentisfree/2019/jul/10/individuals-climate-crisis-government-planet-priority

https://www.washingtonpost.com/news/opinions/wp/2019/01/02/feature/opinion-here-are-11-climate-change-policies-to-fight-for-in-2019/

https://www.rainforest-alliance.org/articles/5-critical-climate-actions-you-can-take-right-now

https://www.bbc.com/future/article/20181102-what-can-i-do-about-climate-change

https://davidsuzuki.org/what-you-can-do/top-10-ways-can-stop-climate-change/

https://www.ucsusa.org/resources/tropical-deforestation-and-global-warming#:~:text=When%20trees%20are%20cut%20down,degradation%20contribute%20to%20global%20warming.

https://www.wwf.org.au/news/blogs/plastic-waste-and-climate-change-whats-the-connection#:~:text=As%20it%20does%2C%20sunlight%20and,and%20so%20perpetuating%20the%20cycle.

https://www.nytimes.com/guides/year-of-living-better/how-to-reduce-your-carbon-footprint

https://www.wired.co.uk/article/reduce-carbon-footprint

https://www.co2nnect.org/help_sheets/?op_id=602&opt_id=98

http://large.stanford.edu/courses/2015/ph240/verso1/

https://www.cbsnews.com/news/earth-day-2019-fashion-industrys-carbon-impact-is-bigger-than-airline-industrys/

https://www.wbur.org/hereandnow/2019/12/03/fast-fashion-devastates-environment

https://www.cbsnews.com/news/earth-day-2019-fashion-industrys-carbon-impact-is-bigger-than-airline-industrys/

https://mytomra.com/en/the-effects-of-fast-fashion#:~:text=FAST%20FASHION%20%2D%20THE%20FIGURES&text=That's%20equivalent%20to%20over%2036,of%20garbage%20already%20in%20landfills.

The students of Arsakeio Primary School with help from their teacher wrote a story about climate change. In the story they propose their solutions.

A5 pupil present that we should not waste food to save our environment

Our pupils interacted and worked out possible solutions for climate change 

Reflections and discussions about individual and global Actions to take care of our sick planet... the most important thing is to be protagonists of change. Activism and responsible citizenship!

-exchange partner from India (Intelli Pollocks)virtual meeting ,interview and power-point presentation

-week 4:lessons scaffold

-students'video:the 8 most impactful climate change solutions

-reading: solutions to local problems

-On 24th October 2020 WE celebrate UN75anniversary by  Taking Climate Action

- List of requests to  World Leaders 

-video for week 4

The dialogue written, translated into English and performed by our students is a free adaptation of the work of Giacomo Leopardi "Dialogue between an Icelander and Nature", 

taken from The Operette Morali.  

It is about Nature destroyed by Man and some guys who become aware of their responsibilities and make some commitments to make her happy again.

Students in groups prepared FlipGrid videos about their personal solutions to climate changes on various parts of the environment

This is the link:

Climate Change Solutions

This short video suggests some simple everyday actions we can do to help protect our planet.

the students developed more or less realistic and reproducible solutions on fire prevention and rapid extinguishing to avoid massive damage

Roby 's creation

I have never realized the situation was so bad.

Iam a girl 10 years old and just now I realized how important is to know this problem and fight for the climate change

In the fourth week of the project, after the students detected the main causes of climate change, we talked about solutions to them. Students then came up with solutions to overcome climate change. You can see their solutions in the video that was submitted.

For the 4th week of the project, the students had the task to present the reasons and offer solutions against pollution. They worked on presentations, drawings, wrote their views.

Our school made a video showing and discussing some solutions to prevent climate changes.

With my students, talked about saving energy and why it is important for all of us. They already have prior knowledge of energy sources and what they can be. But what we put the main emphasis on is energy saving. We are discussing why it is important to plant at least one tree. So far we have planted one, but our plan is to plant more trees.

https://wakelet.com/wake/DSrkmQhro3Ry24RYve7PK

Climate change is any long-term alteration in average weather patterns, either globally or regionally. As this broad definition suggests, climate change has occurred many times in Earth's history, and for many reasons. The changes in global temperature and weather patterns seen today, however, are caused by human activity. And they're happening much faster than the natural climate variations of the past. 

1.Lucrări din carton, prototipuri și invenții efectuate de elevi. Utilizarea materialeler reciclabile de către elevi.    

In this week our students has claimed some issues about climate changes

This week we could meet with Poland and find out many new things for us. We had fun and we enjoyed the activities

Students identified potential solutions to climate change.

This well we have spread the word about climate awareness and we collaborated with local media and we managed to have an article published. Climate Action Article in Republic of Moldova

This week we have included all the solutions that can be performed by us as students, and even more as groups interacting with each other, in our opinion, these solutions could improve the climate situation created on the territory of the Republic of Moldova.

Because of the Covid -19 we were not able to organize some activities or contests with students so this week we decided to inform all students of our school about the ecological situation in our country and in the world and also to give some tips how to be eco -friendly. 

Also some of the students of our team took part in planting trees  organized by the mayor of our city to see how to do it properly, because in a week we are going to plant trees in the school yard.

For a climate stable planet we have gathered solutions that best would fight this problem and help stop the destruction of our planet. 

Identifying solutions to stop Climate Changes. 

we had a virtual contact with peers from Portugal, we discussed about local environmental issues and we also wrote down some solutions for  them...We wil keep them in a safty place!

This week, together with the students, we offer solutions related to the climate crisis. Students from the Center of Excellence in Energy and Electronics, which is with a technical profile, made a device for measuring air quality

At the meeting with the students from Colegio en la ciudad de Bogata, he discussed my countries, the most beautiful places.  We have exchanged, such as climate change for us and for them.  We discussed how climate effects take place, how to recycle waste.

We throw away less food

• We drive electric cars

• We use energy saving light bulbs

• We choose refrigerators based on ammonium or propane, not HFC

• We recycle household waste

• We save water

In this Week the students are beginning to offer solutions to address the climate crisis. Because students learn a technical specialty in the institution Center of Excellence in Energetics and Electronics, we considered the possibility of switching to energy efficient lighting bulbs. 

We created our solar light: that could use light refraction during the day to light houses while storing energy to a battery to be used at night.

We are inspired by Ines Rodrigues "Create your solar light".

This week was impressive due to the webinar with the participation of WWF specialists! the students enjoyed a lot, they got a lot of new information about the real environmental issues like oceans, forests, poles extinct animals, financial role, etc. The students expressed their solutions by writing a genuine poem, essays, drawing posters!

What are the potential solutions for climate change?

https://youtu.be/2DkbPRwGYD4

We think and offer solutions

The students also talked to high school students and tried to propose measures to reduce the impact on climate change: recycling, lower consumption, planting trees ...

Students work on climate change solutions in their country.
They talk, identify problems, make posters, flyers, ...

After discussing the causes and the effects of climate change, we came to a point when we finally had a clear idea of what ordinary people can do to fight climate change. In groups we made posters presenting our solutions and then we also created a short Sway presentation gathering all of our ideas.

Would like to know  what solutions have been taken in Krakow to fight climate change ? What actions are taken by individuals ? Watch the video made by my students !

In the fourth week of the project, the students of our school talked and looked for solutions on how to prevent climate change. After the brainstorms, the students prepared presentations in class 8b, posters in class 7a and slogans in class 4b. In class 7c there were also conducted experiments "How to create your own simple water distiller" How to do it? Nothing simpler.

What will you need:

-A cup of 100 ml drinking water

-Some salt

-Transparent bowl

-Plastic foil

-Small stone

Instruction:

1. Wash the cup and clean the bowl (you will drink from them)

2. Mix the water with salt and pour it into a bowl (not more than 100 ml)

3. Place the cup in the bowl (remember that the cup should be slightly smaller than the cup)

4. Cover the bowl with foil and press it against the edge

5. Place a small stone in the center of the plastic wrap above the cup

6. Find a sunny place and leave the distiller for about 15 minutes

7. Reveal the plastic wrap and take a sip of the water from the cup.

Enjoy the clean water :)

This week we had an amazing meeting with students and teachers from The Aga Khan Academy in Hyderabad, India. We talked about the course of work in the project. We got to know the problems related to climate change of our partners in India and told about the changes we see in Poland. We talked about the effects and causes of changes and our ideas how to change this situation. Children have very practical ideas and notice what is disturbing around them. Thanks to the meeting at the zoom, we had the opportunity to learn about problems that also affect other continents. It's amazing how much information you can get through video conferencing. You can see some pictures from our meeting:

https://en.calameo.com/read/0019013306bda8bc450d2

My students came up with different  inventions in the 4th week: an autonomous one-person battery free solar vehicle. 2nd a soil hydration pot which shows the level of soil dydration with appropriate emoticons for well hydrated soil and poorly hydrated soil.The 3rd group - a music clip of Michael Jackson's 'Earth Song', using the images from the Climate Action Project and their own ideas. 

I only asked them to prepare a poster....and they (students aged 15) offered to create a webpage and contain there some of the things they have done so far in the project. Awesome students!!!!

This week, students debated and discussed possible solutions for the causes they had already identified. They also had a class together with a school in India and another one in Israel, which presented their own solutions. After their debate, they created the longest list of solutions and made a video.

Soluções para travar as alterações climáticas.

While students raise awareness to the environmental problems they try to figure out solutions. The ozone layer is being destroyed due to the gases emissions.

They focus on the use of renewable energies as part of the solution.

In this week students reflected on causes and effects of climate changes and offered solutions for the climate crisis.

Students had a webinar with Carla Matos, a Portuguese artist who specialised in upcycling and uses industrial matter in her work to create jewellery pieces that are exhibited in MoMA (New York and Tokyo). In the end, students asked questions.

They started thinking about what they could do to help the environment and came up with the idea of using Covid-19 masks and upcycle them.

28th October - we connect Singapura, to speak with an intern partner. The student's shared their solutions to the Climate Change Problems.

Os alunos realizaram um PP com as suas ideias sobre como resolver o problema das alterações climáticas.

This vide show how our students make something to help Earth.

After a debate of ideas the students made a video with some suggestions.

Para ajudar a combater as emissões de dióxido de carbono na atmosfera os alunos propõem-se a:

- cultivar espécies vegetais adaptadas ao clima mediterrâneo na escola;

- reciclar tudo o que for possível

- utilizar mais os transportes públicos;

- consciencializar e pressionar as autoridades para a construção de ciclovias na freguesias da área de influência da escola.

- 

Video made by the Eco-Club students of Ovar Sul School (Portugal) as part of the Erasmus+ Project «Eco-Herit@ge Matters»