Learning intention: Students determine the potential personal impacts of climate change on things that are important to them.
In the second part of this activity and once familiar with the Climate Change Adaptation Toolbox, students decide on how they want to use the Climate Change Adaptation Toolbox using Step 1: Getting Started.
Part one: Becoming a climate solver
Work through Lesson 14: Becoming a climate solver
Envisaged outcomes for students:
- What is important to you and your whānau?
- How do your values and worldviews influence what’s important to you? You may find module 7 of Climate Change: prepare today, live well tomorrow (NZAEE) on communication and critical thinking useful for this.
- What are some reasons you might want to adapt to climate change?
- What is important in the environment to you?
- What might be personal impacts of climate change for you?
Part two: Getting to know the Climate Change Adaptation toolbox
- Take students through the Climate Change Adaptation Toolbox introductory PowerPoint.
- Check whether anyone has any questions at the end.
- Visit the Climate Change Adaptation Toolbox.
Schools Taskpad
The version of the Climate Change Adaptation Toolbox Taskpad below is tailored for schools - you'll need it to work through in the next steps (we recommend using this version, rather than the one on the Toolbox itself):
Download schools version of Taskpad
Filling in the Taskpad
Optional extra to consider before starting – teacher could start a whole-class Taskpad and record answers according to the majority of the class as each of these activities are worked through.
- Decide on what to use as a focus for the Climate Change Adaptation Toolbox
- Class discussion: a. Try and use something that is familiar to everyone. b. An option might be their school or classroom.
- Divide the class into groups of 2 or 3.
- Each group works through Taskpad Step 1 and Toolbox Step 1: Getting Started. a. In the ‘Who do you want to work with on the Toolbox?, you may want to select people who are easy to get in touch with in real life.
- Class discussion about any questions that arose during Step 1. a. Run through options and get students to put their hands up if they ticked that option. b. See if anyone had any ideas for “other” option.