In 2016, 97% of climate scientists agreed that the current climate change is mainly caused by human actions. Still in 2016, the average temperature on earth was 1.1°C, in Europe 1.3°C, and in Belgium 2.3°C higher than before the industrial revolution (source: www.klimaat.be). That may not seem like much, yet this warming is already causing huge changes in global weather patterns and biodiversity, and is causing the polar ice and glaciers to melt, for example.
At the Paris climate conference (12/12/15), 195 countries worldwide agreed to keep the global temperature rise well below 2°C and to aim for a maximum rise of 1.5°C. Europe (and also Flanders) is working to reduce its CO2-emissions by at least 40% by 2030 and by 80-95% by 2050, compared to 1990. To achieve these goals, a strong and sustainable commitment is required from everyone. On the one hand by drastically reducing greenhouse gases (mitigation), on the other hand by adapting (adaptation) to the changing circumstances (e.g. floods, heat …).
Are we ignoring the climate change and carrying on as we are, or are we going for sustainable change?
This MOS activity sheet invites your pupils to investigate the climate problem closely and take action. It is not yet too late, but we urgently need to adapt. Will you join us?
>> Climate change: causes effects and solutions (mindmap and text)
The pupils examine (according to their level) the causes and effects of global warming and the climate change that comes with it. The following questions (non-limitative!) can stimulate the pupils in this process.
About the weather
- Who has already experienced a storm/heavy rain? Where was that? How did that feel to you?
- How (and where) do storms form?
- How is rain formed? And what is snow?
- Does it rain/snow/storm (equally) everywhere in the world? Why is that?
- Was it like that before or has it changed? Why is that?
- You can give the assignment to ask their parents, grandparents and possibly great-grandparents
About the climate
- What is the difference between the weather and the climate?
- In what way has our climate changed in recent years? Can you give/look up some examples?
- What is the greenhouse effect? Illustrate this with a closed off greenhouse.
- What is the difference between the greenhouse effect and the hole in the ozone layer?
- Was there a greenhouse effect before? How long ago? How did that happen?
- What makes this situation so different, then?
- What is the link between the greenhouse effect and climate change?
About global warming and climate change
- What increases the greenhouse effect and causes the earth to warm up more quickly?
- What types of greenhouse gases exist and where do they come from?
- What role does humanity play in this?
- By how many degrees has the earth warmed up on average already? In comparison to when?
- Why is global warming so bad?
- What effects of climate change are we already being confronted with in Belgium?
- What measures are the different authorities (municipality, province, government, etc.) taking to reduce the effects and/or protect the population from them?
- Are the effects of climate change the same worldwide? Can you find examples of countries where it is less bad or maybe worse than in Belgium? What does this mean for the people living there?
- What will happen if we do nothing and continue to live as we do now?
- Can we adapt to the changing climate conditions and if so, how?
- What can we do ourselves to limit further warming and its effects as much as possible?
The school becomes a climate crew that joins the battle against greenhouse gases. Everyone participates! The fifth year acts as the leading class and sensibilizes everyone (pupils, management, teachers, parents, neighbourhood, community, municipality, etc.) to get involved. Every little bit helps, of course, but the climate crew dares to emphasise the right things and goes for a maximum CO2 reduction. Energy, mobility and food are the biggest CO2-guzzlers that need to be tackled!
Golden tip!
The following MOS action sheets can help you save CO2 in and around the school:
- For all ages, we start from the self. Depending on the pupils’ age, the focus is on the environment (class, school, home, neighbourhood, municipality, etc.). Everyone helps!
- Within the school context, energy is the theme where, apart from the school building, CO2 benefits can be realised. Simply by a change in behaviour (lights, standby power, heating,...) you can count on a CO2 reduction of 5-10%. The school team and the pupils are key players in reducing the school's CO2 emissions.
- Most pupils in primary education live within walking or cycling distance from the school. Yet 75-85% of children are brought to school by car. This is not only bad for the climate, but it also teaches children that it is normal to take the car even for a short distance. (Grand)parents therefore play the second most important role in making actions about sustainable mobility a success. Involve parents in the plans from the beginning, give them a say and let them help determine the goals.
- Quite a large portion of our food has a lot of hidden CO2 emissions. Not only the transport from faraway countries, but also the consumption of mostly beef and mutton is harmful to our planet (methane gas, inefficient land use, hidden food miles,...). Negotiate with the school caterer(s)/supplier(s). Ask for meals with less meat, local and seasonal vegetables and fruit. Turn your healthy breakfast into a sustainable one and choose local products.
- Some cities organise climate crews in cooperation with MOS and the schools on their domain. Across different networks, schools work together on a common goal by using a narrative design (see link below). Contact the municipal environmental service and ask whether a climate crew can also be set up in your municipality, or join an existing one. Not possible? Then set up a new climate crew with the schools in your school group/community.
- Formulate a specific, measurable and achievable (SMART) goal (e.g. “We are going for X% less CO2 by X!”). Communicate this at the start of the project through all channels, evaluate actions regularly and adjust if necessary.
- A (class) puppet and/or play is always useful to introduce the theme in a fun way.
- The CO2 calculator for primary schools (www.scholenvoorminderco2.be) is the perfect tool for mapping and monitoring your school's CO2 emissions. Create a free account and enter the data monthly with your pupils (from the 5th year onwards), follow up whether you are on track to achieve the set targets and share the results with the management, parents, municipality, etc.
- Let the pupils explain their research, conclusions and proposals for action to the school management and/or the school board. Dare to ask for clear commitment (e.g. purchase of LED lights, thermostatic taps).
- Make your plans, progress and results known within the school group (and/or other schools you are in contact with). Exchange experiences.
- Organise a moment at which you announce the plans and goals to the parents, the school population, etc. in an entertaining way. Prepare yourself (or the pupils) well and substantiate with arguments.
- Connect the pupils’ research results to a showcase moment (an exhibition, a play...) during e.g. the school’s open house, the school festival...
Golden tip!
- At www.mosvlaanderen.be (Getting started) you will find beautiful kaMOShibai stories that you can download for free. Especially 'Terra is ill' (global warming), 'Giant Colossus is really upset' (energy waste, renewable energy), and 'Pineapple Ship' (food miles) fit perfectly into the climate theme.
- Have the pupils from the 5th and 6th year read these stories to the younger children to involve them in the climate issue and your climate actions. Moreover, this is also a good language practice lesson on expressive reading.
It is expected that Belgium will experience more extreme weather in the future. This means that there will be more periods of heavy rain and dry spells and more summery and tropical days. Besides measures to reduce global CO2-emissions, our society will have to adapt to the changing situation (adaptation). Maximum focus on making the public and private space more green can help with that. More green, for example, ensures better processing of rainwater and therefore less pressure on the capacity of the sewer system. More green also ensures better regulation of temperature and humidity. Moreover, trees and plants take in CO2 and fine dust. Making the school property more green can therefore contribute significantly in the battle against climate change.
Although climate change is far from a good news show and it is important that the pupils are well informed, it should not be the intention to traumatise them. Offer the perspective of a hopeful future by working together on actions that fight further global warming.
- www.scholenvoorminderco2.be: Always wanted to calculate how much CO2 your school emits and how much you can save? This is now possible with the free online CO2 calculator from MOS! With this web application, pupils from the 5th grade and upwards can chart the CO2 emissions of their school. A must have! -
- storylinegent.be: a narrative design as a leitmotiv to combat greenhouse gases in a fun way together with the students
- www.mosvlaanderen.be/kamoshibaiverhalen: MOS developed the kaMOShibai stories especially for pre-schoolers and younger children. 'Leon' and 'Reus Gommaar is boos' connect to the theme energy. 'Terra is sick' can be seen as a cover story around the theme of climate change
- klimaat.be: Belgian website with solid and objective information on the climate problem, so that, as a teacher, you have a foundation for introducing the topic to the pupils. Highly recommended!
- dikketruiendag.be: All the ingredients you need to turn Dikketruiendag (warm sweater day) into Dikketruienjaar (warm sweater year)! What are you waiting for?
Did you know that…
the effects of our current lifestyle only manifest themselves after about 30 years? This means the climate change we are experiencing right now is the effect of the lifestyle of the 1980s.