- Review Process
- Take Action
- A project of
In this lesson plan, the students learn the difference between individual action and collective action through a variety of activities that range from videos to small group work.
In the first activity the students watch a 5 minute video that takes them around the world visiting other young people who have taken individual actions to fight climate change. From India to Jordan, the students see that individual actions can make a difference while the narrator encourages them to fix things where they live. The message of the video is to invent, collaborate or campaign to make improvements where you live. After watching the video, the students will brainstorm a list of possible actions that could fight climate change.
In the second activity, the students will learn the difference between collective action and individual action. They will sort their ideas from activity #1 into individual or collective actions.
In the third activity, the students will use materials provided in the resource to look at specific examples of collective action that have been taken the world.
In the fourth activity, the students will learn about their spheres of influence and how they can be used to help create change.
In the final activity, the students will create a collective action plan in small groups and share their ideas with the class.
The goal of this resource is to raise awareness in the students in order for them to take action against climate change. It does not explicitly teach skills in order to achieve this.
This resource would be a great initiative for a classroom to tackle as a community project. It could be used as an introduction to the idea of a collective action. The students could then choose one of the presentations as an action project to work towards the Global Goals in their community.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
The students explore actions from around the world that have been taken by other youth in order to fight climate change. They then begin the process of finding their own collective action plan in order to fight climate change in their own manner.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Students work together in small groups to create a Collective Action Plan for Climate Change.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
The students are given the opportunity to choose a direction for their action plan. This would be based on their own beliefs and values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
This concept is not directly addressed but could become a focus depending on the action plans created by the students.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The students are encouraged to take action in their own area and "to fix things where they live"
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Appendix 4 provides some direction and questions to guide them while preparing their collection action plan.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
This resource does not provide any assessment tools to help evaluate the students' performance.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
The resource suggests students to share ideas throughout and allow time for different groups to share their ideas with one another for feedback.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
We can consider the video highlighting the different actions taken around the world and the included resources to be case studies. This does allow the students to explore real life situations where youth are making a difference.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
The final activity in the resource does allow the students freedom of choice in terms of their plan and chosen target of their actions.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|