 Name of School: Marist Brothers High School

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 Name of pupil: Anesu T Dzere
 Level: Form 4
 Project Title: Understanding Our Changing
Climate: A Project to Educate Students on the Effects
of Climate Change
Learning area : Geography
 Syllabus topic:Weather and Climate
 Project 🎯 Objectives:

Enhance students' understanding of the science of

climate change, including its causes, mechanisms,
and projections.
Illustrate the diverse impacts of climate change on
various systems, including ecosystems, human
societies, and economies.
Connect climate change to local and regional
contexts, enabling students to understand its
relevance to their own lives and communities.
Promote critical thinking and problem-solving skills,
empowering students to analyze information, evaluate
arguments, and propose solutions.
Encourage students to become agents of change in
their communities by taking action to mitigate climate
change and adapt to its effects.
Develop students' communication and collaboration
skills through group projects, presentations, and
community outreach activities.
Stage 1: Problem Identification
 Statement of Problem:
o What is the problem? Many students at
Marist Brothers have a limited understanding
of the far-reaching effects of climate change.
This lack of understanding can lead to:
 Misconceptions about the causes and
consequences of climate change
 A sense of disconnect from the issue,
leading to apathy
 Limited knowledge of how they can take
action to mitigate climate change
 Difficulty in critically evaluating
information and arguments related to
climate change
o Who is affected? The students' awareness,
attitudes, and behaviors related to
environmental stewardship are affected,
potentially hindering their ability to make
informed decisions and contribute to a
sustainable future. This issue also impacts the
 broader community as these students grow
into future leaders and decision-makers.
o Where is the problem happening? The
problem is evident in classroom discussions,
student projects, and their general awareness
of local and global environmental issues.
 Statement of Intent:
o To develop and implement a project that will
enhance students' understanding of the
effects of climate change and empower them
to take action. The project will focus on:
 Providing a comprehensive overview of
the science of climate change
 Illustrating the diverse impacts of climate
change on various systems
 Connecting climate change to local and
regional contexts
 Promoting critical thinking and problem-
solving skills
 Encouraging students to become agents
of change in their communities
 Design Specifications:
o The project will involve:
  Developing a series of interactive lessons
and activities focused on the causes,
effects, and potential solutions to climate
change.
 Utilizing multimedia resources, real-world
data, and local examples to enhance
understanding and engagement.
 Providing differentiated instruction and
opportunities for students to explore
specific areas of interest.
 Implementing formative and summative
assessment strategies to evaluate
student learning and the effectiveness of
the project.
 Creating supplementary resources, such
as fact sheets, action plans, and
community outreach materials.
o Materials:
 Computers with internet access
 Presentation software (e.g., PowerPoint,
Google Slides)
 Documentaries and videos on climate
change
 Scientific reports and data from reputable
sources (e.g., IPCC, NASA, NOAA)
  Maps, charts, and graphs illustrating
climate change data
 Local and regional case studies on the
effects of climate change
 Guest speakers from environmental
organizations or research institutions
 Art supplies for creative projects
 Materials for developing action plans
(e.g., poster board, markers)

Stage 2: Investigation of Related Ideas

 How has the problem been solved before?
1. Inquiry-Based Learning (Place: Science
Classrooms): Students investigate specific
aspects of climate change through research
projects and experiments.
 How successful?
(Advantages/Strengths): Promotes
critical thinking and scientific literacy,
allows for in-depth exploration of topics.
 How successful?
(Disadvantages/Weaknesses): Can be
 time-consuming, requires access to
resources and guidance for research.
2. Community Action Projects (Place:
Environmental Clubs): Students participate
in initiatives such as tree planting, recycling
campaigns, or energy conservation programs.
 How successful?
(Advantages/Strengths): Connects
learning to real-world action, fosters a
sense of responsibility and
empowerment.
 How successful?
(Disadvantages/Weaknesses): May
have limited impact on overall
understanding of climate change,
requires coordination and resources.
3. Multimedia Presentations (Place:
Educational Workshops): Experts or
educators deliver presentations using videos,
images, and data visualizations to explain
climate change.
 How successful?
(Advantages/Strengths): Can be
engaging and informative, provides a
broad overview of the topic.
  How successful?
(Disadvantages/Weaknesses): May
not be interactive enough, students may
not retain information effectively.
4. Debates and Discussions (Place: Social
Studies Classes): Students engage in
structured debates to explore different
perspectives on climate change and its
solutions.
 How successful?
(Advantages/Strengths): Develops
critical thinking and communication skills,
encourages students to consider multiple
viewpoints.
 How successful?
(Disadvantages/Weaknesses): Can be
emotionally charged, requires careful
facilitation to ensure respectful dialogue.
Stage 3: Generation of Ideas
Based on the strengths and weaknesses of these
existing approaches, here are some ideas for Marist
Brothers:
1. Local Climate Change Impact Assessment:
Students investigate the specific effects of climate
change on their local community and region,
 including changes in weather patterns,
agriculture, and ecosystems.
o Strengths: Connects climate change to
students' lives, promotes local awareness,
and encourages place-based learning.
o Weaknesses: Requires access to local data
and experts, may reveal challenging realities.
2. Climate Change Solutions Design Project:
Students work in groups to design and propose
solutions to mitigate or adapt to climate change,
such as developing a community garden, creating
a renewable energy plan for the school, or
advocating for sustainable transportation.
o Strengths: Empowers students to take
action, fosters creativity and innovation, and
develops project management skills.
o Weaknesses: Requires careful planning and
resources, may need community partnerships
for implementation.
3. Climate Change Storytelling and Art Project:
Students use storytelling, art, and multimedia to
communicate the effects of climate change and
inspire action, creating projects such as
documentaries, photo exhibits, or theatrical
performances.
 o Strengths: Engages students' emotions and
creativity, makes climate change more
accessible, and promotes communication
skills.
o Weaknesses: May not focus as heavily on
the scientific aspects of climate change,
requires artistic skills and resources.

4. Climate Change Policy Simulation: Students

role-play different stakeholders (e.g., government
officials, industry representatives, activists) and
participate in a simulated climate change policy
negotiation, developing arguments and proposing
solutions.
o Strengths: Develops critical thinking and
negotiation skills, promotes understanding of
the complexities of climate policy, and
encourages civic engagement.
o Weaknesses: Can be complex to organize,
requires careful facilitation to ensure a
balanced and productive discussion.

Stage 4: Development of Selected Ideas

I will select Idea 1 and Idea 2: Local Climate Change
Impact Assessment and Climate Change Solutions
Design Project.
 Why selected solution was chosen: This
combination allows students to connect the global
issue of climate change to their local context and
empowers them to take action by designing and
proposing solutions.
 Materials to be used:
o Computers with internet access
o Local climate data and reports
o Maps and geographic information systems
(GIS) tools
o Materials for conducting interviews and
surveys
o Design software or tools for creating
proposals
o Presentation tools (e.g., PowerPoint, Google
Slides)
o Materials for developing prototypes or models
o Partnerships with local organizations or
experts
 Process involved in the development of the
solution:
1. Local Climate Change Impact
Assessment:
 Guide students in researching and
gathering data on the specific effects of
climate change in their local community
and region. This could include:
 Changes in temperature,
precipitation, and extreme weather
events
 Impacts on local ecosystems,
agriculture, and water resources
 Effects on human health,
infrastructure, and the economy
 Help students analyze the data and
create visualizations, such as graphs,
maps, and charts, to communicate their
findings.
 Encourage students to conduct interviews
with local experts, community members,
and stakeholders to gather firsthand
accounts of how climate change is
affecting their lives.
 Facilitate discussions and activities that
help students connect the local impacts
of climate change to global trends and
processes.
2. Climate Change Solutions Design
Project:
 Organize students into groups and
challenge them to design and propose
solutions to address the local impacts of
climate change they identified in the
assessment phase. These solutions could
include:
 Mitigation strategies, such as
reducing greenhouse gas emissions
through energy efficiency or
renewable energy projects
 Adaptation strategies, such as
developing drought-resistant crops or
building seawalls to protect against
sea-level rise
 Community engagement initiatives,
such as raising awareness about
climate change or advocating for
policy changes
 Provide students with the resources and
guidance they need to develop their
proposals, including:
 Information on relevant technologies,
policies, and best practices
  Templates and tools for organizing
their work and presenting their ideas
 Opportunities to collaborate with
local organizations or experts who
can provide feedback and support
 Encourage students to consider the
feasibility, effectiveness, and social and
environmental impacts of their proposed
solutions.
3. Integration and Implementation:
 Combine the local climate change impact
assessment and the climate change
solutions design project into a cohesive
unit plan.
 Use the assessment to provide a
foundation of knowledge and
understanding, and then have students
apply that knowledge to develop
solutions.
 Incorporate technology, multimedia
resources, and hands-on activities to
enhance instruction and engagement.
 Provide ongoing feedback and support to
students as they work through the
project, and encourage them to share
 their findings and proposals with the
wider school community.

Stage 5: Presentation of Results

Survey Results and Feedback Report
This report summarizes the results and feedback
gathered from a survey conducted at Marist Brothers
High School following the implementation of the
climate change education project. The project
included a Local Climate Change Impact Assessment
and a Climate Change Solutions Design Project.
1. Survey Methodology
 A survey was administered to student participants
upon completion of the project.
 The survey included a combination of multiple-
choice and open-ended questions.
 Multiple-choice questions assessed students'
understanding of climate change concepts.
 Open-ended questions gathered feedback on
students' experiences, perceptions of the project's
effectiveness, and suggestions for improvement.
2. Key Findings
 Increased Understanding: The majority of
students demonstrated a significant improvement
in their understanding of climate change, as
evidenced by the multiple-choice questions.
 Positive Engagement: Students reported high
levels of engagement with the project, particularly
with the hands-on activities and group work.
 Empowerment: Many students expressed a
greater sense of empowerment to take action on
climate change in their personal lives and within
their community.
 Relevance: Students found the local focus of the
project to be highly relevant and impactful.
3. Feedback Highlights
  "I learned so much about how climate change is
affecting our community. It made me want to do
something about it."
 "The project was really interesting and made me
think about things I never had before."
 "I enjoyed working with my group to come up with
a solution. It made me feel like we could actually
make a difference."
 "More time should be allocated to present our
solutions to the community."
4. Conclusion
The survey results and feedback indicate that the
climate change education project was successful in
enhancing students' understanding of climate change,
increasing their engagement, and empowering them
to take action. The local focus of the project was
particularly effective in making the issue relevant to
students.

Stage 6: Evaluation and Recommendations

 Evaluation:
o Problems faced during the execution of
the project:
 Accessing relevant and reliable local
climate change data.
  Connecting with local experts and
organizations.
 Managing the complexity of the projects
and providing adequate support to
students.
 Addressing the emotional and potentially
overwhelming nature of the topic.
o How they were overcome:
 Utilizing a variety of data sources,
including government agencies, research
institutions, and local environmental
groups.
 Establishing partnerships with community
organizations and inviting guest
speakers.
 Breaking down the projects into smaller,
manageable tasks and providing clear
guidelines and support.
 Creating a safe and supportive learning
environment where students can express
their feelings and concerns, and focusing
on solutions and actions they can take.
 Recommendations:
o Other solutions that can be used to
completely solve the problem that the
learner could not use:
 Organizing a school-wide climate change
awareness campaign.
 Establishing a student-led environmental
club.
 Integrating climate change education into
other subjects, such as science, social
studies, and language arts.