Butterfly Game:

The game "Butterfly Effect" is played as follows:
Students stand in a circle. The teacher initiates a movement. The student next to the teacher copies the movement, and the motion continues around the circle like a butterfly effect. Once the last student has completed the movement, the teacher begins a new one. Each movement is imitated in turn, and when it reaches the end, it changes again. It is important that the other students continue the previous movement until the new one reaches them. During the game, it is important to remain quiet and listen to the sound of the game.

Movements:

1. First movement: rubbing both hands together to make a sound.

2. Second movement: snapping fingers.

3. Third movement: clapping hands.

4. Fourth movement: clapping hands and stomping feet at the same time.

Post-game questions:

• How did the game go?

• What emotions did the game bring up for you?

Reflection:
Students are told that a small action, like the movement initiated in the game that affects the whole circle, can have a large impact. The same principle applies to nature — small behaviors can lead to big consequences.

You will find a solubility experiment on the worksheet

Solubility Experiment:
Take clear glasses or plastic cups filled with water and collect a variety of materials: coffee, sand, flour, sugar, cereal, salt, and pasta.

Think about what will happen when you add each material to the water.
Write your assumptions (hypotheses) in the first column of the worksheet — what do you think will happen?

Now add the materials to the water and write in the second column what actually happened.

Were your hypotheses correct?
If not, what do you think was the reason?

Reflection questions:

• Based on this experiment, what can you conclude about different materials and their impact on nature?

• Why are recycling and waste management important?

Making a Cloud

Materials needed:
A glass jar with a lid, ice cubes, hairspray, water, electric kettle.

Instructions:

1. Boil water.

2. Pour the hot water into the glass jar.

3. After pouring the water, spray a small amount of hairspray into the jar.

4. Place the lid on the jar upside down.

5. Put ice cubes on top of the upside-down lid.

6. After a short wait, the water vapor will condense, and a cloud will form inside the jar.

7. When you remove the lid, the cloud escapes as vapor.

Discussion:
Talk about rapidly changing weather conditions, increasing periods of rain, and the rise in extreme weather events.

Monarch Butterflies

Divide into groups and read about monarch butterflies. Older students can read on their own. Each group receives a Cornell notes worksheet. Students write a summary of the news article. Each group is also asked to write four questions about the article on sticky notes. The questions should start with the words: "Why?" or "How?"

Then, students stick their questions on the board, which is divided into two sections — one side for "Why" questions and the other for "How" questions. Together with the teacher, the students find answers to the questions and discuss them. The answers can also be used to create concept maps.

At the end of the discussion, it is noted that news can have a positive or negative impact. It can encourage people to protect the climate or make them indifferent to it. We are all responsible for our behavior. We can contribute to environmental protection or hinder it. Each of us can make the world a better place through everyday actions.

Sea Otter

Students are shown an image of a sea otter. The teacher asks questions: Have you ever seen a sea otter before? Where might it live? In which countries could it live?

A news article about the sea otter is read or listened to. Students are asked: Did you like the article? Why or why not? Did you notice the sea otter’s role in maintaining balance in nature? Every living organism has a role in the ecosystem. It is important to maintain this balance.

Climate-themed Tic-Tac-Toe

Make copies so that one side of the paper has pictures and the other side has a game board with questions.

Students need to think and cross out a horizontal, vertical, or diagonal row based on the pictures. Then, we flip the paper over.

Complete the tasks on the other side that correspond to the row you crossed out.

Answer the questions independently.

Find a partner who crossed out the same row as you and discuss your answers together, making any necessary additions.

Then, discuss all answers as a whole group.

It is important that everyone gets a chance to share their opinion.

Students are given pictures. Each picture should be copied enough times so that the students can later form 4 groups based on the pictures. Then, each group receives the work instructions along with the picture from the same file, and the students begin working.

At the end, a self-reflection sheet is used, where students write down 10 actions they can take to help protect ecosystems in their local area.