Explain to the students that a Board Race is a fun, competitive activity where they must work together in teams to write down as many ideas as possible related to the given topic, Climate Change, on a board or piece of paper.

Organize the students into equal groups of four to six members.

1. • Each group will have a piece of paper or a section of the whiteboard with the topic “Climate Change” written at the top

   • The first person in each group will run to the board/paper, write down something related to Climate Change, and then run back to hand the pen to the next person in line.

   • The next person must then add something new—they cannot repeat anything that has already been written by their teammates.

   • The race continues like this until time runs out, with each team trying to write as many different things as possible in the time allotted.

   • The team with the most unique ideas (that are not repeated) at the end of the game wins.

   • Give them 5 minutes to write down as many ideas as possible.

   • After the Board Race is finished, give each team a Climate Change Vocabulary Worksheet.

   • Ask them to review their list of ideas and match relevant vocabulary from the worksheet with the ideas they wrote on the board or paper.

   • If the idea on their board relates to a vocabulary word, they should highlight or underline it with the correct term from the worksheet.
     
     

Example:

1. • Climate Change: "Rising sea levels"

   • Vocabulary Worksheet: "Global warming", "Melting glaciers", "Greenhouse effect"

Arrange the students into their teams of 4-6.

Make sure each team has a piece of paper or a designated section of the whiteboard and a pen or pencil.Write “Climate Change” at the top of each board/paper.

1. When you say “Go!”, the first person in each team runs to the board and writes their idea about Climate Change.
   As soon as they finish, they run back and hand the pen to the next person in line.
   The next person adds a new idea. No repeats!

2. Keep track of the 5 minutes.
   When time is up, tell the teams to stop writing.

3. Give each team the vocabulary worksheet.
   Ask them to match the vocabulary words with the ideas on their board. You can then discuss the correct answers and see how well they remember the vocabulary

What do you understand about climate change? 

•  Draw an outline of the Earth on a large piece of paper and write ‘Climate change’ in the middle. Learners could write anything they have found out about climate change or words related to climate change inside the Earth. Display the Earth in a prominent place in the classroom and encourage learners to add to this ‘working wall’ as they go through their climate change learning journey. 

•  Any questions that learners have about climate change could be written outside the Earth. Discuss how learners might find out the answers to these questions. 

After the game, you can have a brief discussion about the vocabulary and ideas they wrote down. This is a great opportunity to clarify any misconceptions about climate change and help learners better understand the relationship between key terms and their real-world impact. 

Atmosphere: The layer of gases surrounding the Earth, made up of oxygen, nitrogen, carbon dioxide, and other gases. It protects us from harmful solar radiation and helps keep the Earth warm.

Carbon Dioxide (CO₂): A colorless gas that is released when burning fossil fuels (like coal, oil, or gas) and is a key contributor to global warming. Plants absorb it during photosynthesis.

Climate Change: Long-term changes in temperature, weather patterns, and other aspects of Earth’s climate, mostly due to human activities like burning fossil fuels, deforestation, and industrial processes.

Climate: The usual weather conditions in a particular region over a long period of time, typically over 30 years. It includes temperature, rainfall, and wind patterns.

Electricity: A form of energy created by the movement of charged particles, like electrons. It powers many of our devices, homes, and industries.

Drought: A prolonged period of very low rainfall, leading to water shortages, crop failures, and a lack of water for drinking and irrigation.

Energy: The ability to do work. It comes in various forms, like heat, light, electricity, and kinetic energy, and is essential for everything from powering our homes to running machines.

Evaporation: The process where water changes from a liquid to a gas (water vapor) when it is heated by the sun.
Fossil Fuel: Natural energy sources like coal, oil, and natural gas, formed from the remains of ancient plants and animals. They are burned to produce energy but release harmful pollutants and greenhouse gases.
Fuel: Any material that can be burned to release energy, such as coal, gas, or wood. Fossil fuels are the most common type of fuel.
Global Warming: The gradual increase in Earth’s average temperature, mainly due to the buildup of greenhouse gases (like CO₂) in the atmosphere. This leads to more extreme weather events.
Greenhouse Effect: The process where certain gases (like CO₂ and methane) trap heat in the Earth’s atmosphere, preventing it from escaping into space. While it’s necessary for life on Earth, too much of these gases leads to global warming.
Hurricane: A powerful tropical storm with strong winds and heavy rain. Hurricanes form over warm ocean waters and can cause severe damage when they make landfall.
Methane (CH₄): A potent greenhouse gas released during the production of coal, oil, and natural gas, as well as from livestock and other natural sources. It’s even more effective than CO₂ at trapping heat in the atmosphere.
Non-renewable Energy: Energy sources that cannot be replaced in a short period of time, such as coal, oil, and natural gas. Once they are used up, they are gone.
Renewable Energy: Energy from sources that can naturally replenish themselves, like sunlight (solar energy), wind, water (hydropower), and geothermal heat. These sources are cleaner and more sustainable.
Solar Energy: Energy from the sun that is captured using solar panels and converted into electricity or heat. It's a renewable, clean energy source.

"Concept Match" Game

This is a fun and simple game to help reinforce the concepts you’ve learned. You can play it either by yourself or with others.

How to play:

1. Concept cards – Write one concept (e.g., "global warming", "electricity", etc.) on each card.

2. Definition cards – Write the definition of each concept on another set of cards (e.g., "the process that leads to the increase in temperature globally").

3. Mix the cards – Shuffle both sets of cards together.

4. Start the game – Lay all the cards out, so each player has a set of the same cards. The goal is to quickly match each concept

5. with its correct definition.

6. Finding pairs – When a player matches a concept with its definition, they get to keep the pair and pick a new card.

Example:

• Concept: Global Warming
  Definition: The process in which Earth's temperature rises due to human activity.

Materials:

• Cardboard boxes (for building city structures)

• Recyclable materials (like paper, plastic bottles, bottle caps, tin cans, old magazines)

• Markers, colored pencils, or paint (for designing)

• Glue, scissors, tape

• LED lights (to simulate renewable energy sources like solar panels)

• String or yarn (to represent roads or paths)

• Small toy cars or figurines (to act as people or vehicles in the city)

• Plant seeds (to represent green spaces or urban gardens)

• Baking soda and vinegar (optional for demonstrating sustainable energy)

Start by discussing climate change with the students: What is climate change? Why is it important? How do we help the planet?
Explain how cities can impact the environment (e.g., pollution, waste, energy consumption) and how sustainable cities focus on using renewable energy, reducing waste, and protecting nature.

Brainstorming In small groups, ask the students to think about and brainstorm ideas for their sustainable city:

• How can we reduce pollution? (e.g., use of solar panels, wind turbines, electric vehicles)

• How can we conserve water? (e.g., rainwater harvesting, water-efficient buildings)

• How can we plant more trees or grow food? (e.g., community gardens, rooftop gardens)
  What kind of buildings would be energy-efficient? (e.g., green roofs, solar windows)

City Building : Let the students start building their city models with the materials provided.

Start with the base: Lay down cardboard or create a large “city map” on the table.

Design the key parts of the city:

• Residential areas: Use recycled materials to create houses and buildings. Emphasize the importance of energy-efficient design.

• Green spaces: Use plant seeds to create small “parks” or community gardens.

• Energy sources: Place small LED lights or solar panel models to represent renewable energy.

• Transportation: Create eco-friendly transportation systems, like electric buses or bicycles.

• Water systems: Design small rainwater harvesting systems or water-saving devices (e.g., water-efficient toilets).

Encourage students to be creative and think about how their city can be both beautiful and sustainable.

If possible, demonstrate how sustainable energy works:

• Use baking soda and vinegar to create a small reaction

• that mimics an eco-friendly energy process (like a simple volcano, which could represent geothermal energy).

• Alternatively, show how solar panels work by using small solar-powered toys or LED lights to demonstrate how renewable energy can power homes and vehicles.

Once the cities are complete, each group presents their sustainable city model to the class.

• What makes their city sustainable?

• How do their designs help fight climate change?

• What challenges did they face while designing their city?

Begin by explaining the environmental benefits of walking or biking instead of using cars for short trips. Highlight walking and cycling. Reduce air pollution around school areas. Decrease carbon emissions which are contributing to climate change. Improve health by getting exercise and fresh air.

Remind students that even small changes, like walking to school or biking instead of driving short distances, can make a big difference to the planet’s health and their own.

Arrange a biking session where students will meet at school and ride their bikes to the park. If possible, walk the students through safety precautions (helmet use, checking tire pressure, etc.).If students don't have bikes, suggest alternatives such as walking or ask parents to help with bike arrangements.

Travel Route: Plan a safe route from the school to the park. Ensure the route is easy to follow and not too far. Encourage students to stay in a group to ensure safety and offer guidance.
Divide the class into smaller groups for the ride, with an adult or teacher leading each group.

Optional Challenge:During the ride, encourage students to count how many cars they see on the way to the park and how many people they see walking or cycling. Discuss how reducing car usage could lead to less traffic and cleaner air.

In the Park:Once at the park, students can participate in a fun, interactive environmental activity, such as:

• A nature walk around the park to observe local wildlife and plants.

• A discussion on how air quality and carbon emissions affect our health and the environment.
  A group game or exercise session to encourage physical activity.

After the biking session, gather the students together and have a reflection session. Ask them questions like:

• How did it feel to walk or bike instead of using a car?

• Did they notice less traffic or air pollution on the way to the park?

• What other changes could they make to help reduce their environmental footprint?

Talk about how small daily actions, like walking or biking to school, can significantly reduce pollution and carbon emissions.

Students will learn firsthand how reducing car use helps reduce air pollution and carbon emissions. Walking or cycling is great exercise, helping students stay active and healthy. This activity will encourage students to make sustainable transportation choices in their daily lives.
The activity raises awareness about the effects of car emissions on the environment, especially near schools, and empowers students to make a change.

Start by explaining the importance of the 3 Rs – Reduce, Re-use, Recycle. Emphasize how these actions can save money, help the planet, and reduce the harmful impact of single-use plastics. Give examples, like remembering to bring your own shopping bags, using small tubs for fruits and vegetables, or taking your own containers when ordering takeaways. Explain to the students that they will be working in groups to create products from scrap materials or items that can be reused. These items can include old cardboard, fabric scraps, plastic bottles, cans, newspapers, or anything that would otherwise be thrown away.

Fashion Show: Students can design and create costumes from reused materials. Organize a fun fashion show where each group presents their recycled creations.

Poster Challenge: Have students create posters that raise awareness about the importance of reducing waste and recycling, using reused materials like old magazines or newspapers.
Exhibition: Students can create a variety of items such as sculptures, furniture, or decorations from recycled materials, and then set up an exhibition to showcase their creations.

Divide the class into small groups (3-5 students per group).

Provide scrap materials like cardboard, fabric, plastic bottles, cans, etc., or have students bring in items from home.Give each group a set amount of time (e.g., 1 hour) to create their project.Once the creations are ready, organize an exhibition where all the items are displayed.Invite parents and other classes to attend the exhibition.

Materials:

• Computer or tablet with internet access

• Free website builder tool (such as Google Sites, Wix, or Weebly)

• Research materials (websites, articles, videos on climate change)

• Images or graphics (for website design; students can use free image sources like Unsplash or Pexels)

• Written content (students will write their own content about climate change)

Explain the goal: The students will create a website to raise awareness about climate change, how it affects the planet, and actions we can take to help the environment. Discuss the power of digital tools: Emphasize how the internet and digital platforms can be used to spread awareness, share knowledge, and encourage people to take action for climate change.

Research: Ask students to gather information about climate change, focusing on:

• What is climate change?

• What causes climate change? (e.g., greenhouse gases, deforestation, pollution)

• The impact of climate change on the planet (rising sea levels, extreme weather events, biodiversity loss)

• Actions we can take to combat climate change (reducing carbon footprint, using renewable energy, protecting forests, sustainable transportation, etc.)

Provide students with reliable websites or videos for research (such as NASA Climate Change, WWF, or UN Environment Programme).

3. Website Creation:

Provide instructions on how to use a website builder like Google Sites (which is easy for beginners). Guide them through:

• Choosing a template: Select a clean, simple design for their site.

• Adding pages: Create sections like:

  • Home Page (Introduction to Climate Change)

  • What is Climate Change?

  • Impacts on the Earth

  • Solutions and Actions

  • How You Can Help

Incorporating content: Students will add the information they researched on each page.
Inserting images: Encourage students to find free, climate-related images (such as pictures of melting glaciers, clean energy, nature, etc.).
Design elements: Students can personalize their websites with colors, fonts, and layouts that fit the theme of their topic.

 Presentation : Presenting the websites: Each group or individual will have the opportunity to present their website to the class. They will explain:

• The main sections of their website.

• The key facts about climate change they included.

• How their website educates visitors and encourages action.

After the presentations, classmates can ask questions and provide feedback on the website designs and content.
Ask students how they felt about creating a website to raise climate change awareness. Questions for reflection could include:

• What digital skills did you learn during this project?

• How did creating the website help you understand climate change better?
  Why is it important to use digital tools to spread awareness about global issues like climate change?

Encourage students to continue promoting climate change awareness through digital platforms and consider using their websites to share with family and friends. 

• Warmer oceans can give hurricanes more energy, making them stronger and more dangerous. This means we might see more big storms in places where hurricanes are common.

• The Arctic is warming faster than anywhere else on Earth. If we don’t act now, the Arctic could be completely ice-free during the summer by 2040, affecting animals like seals and walruses.

• As temperatures rise, some animals are moving to colder places. For example, fish are swimming to cooler waters, and some birds are flying further north to escape the heat.

• You may notice more extreme weather events, like stronger thunderstorms, longer droughts, or super hot summers. Climate change is making weather patterns less predictable and more extreme.

• Climate change is making it harder for farmers to grow food. Droughts and extreme temperatures can damage crops, and this means we might see higher prices for food like fruits and vegetables.

• Small island nations in places like the Pacific Ocean are at risk of sinking because of rising sea levels. These places might eventually be underwater if we don’t take action to fight climate change.

• Coral reefs are sensitive to temperature changes. When the water gets too warm, corals expel the algae that live inside them, causing coral bleaching. The Great Barrier Reef in Australia has lost half of its corals in the past 30 years due to climate change.

• The Bornean orangutan, found in the rainforests of Malaysia and Indonesia, is highly endangered. Climate change is causing more intense droughts and forest fires, destroying their habitats and food sources.

• Snow leopards, found in the mountain regions of Central Asia, are struggling with rising temperatures. Climate change is causing their mountain habitats to shrink, leaving them with fewer places to hunt and more human-wildlife conflicts.