Literaturnachweis - Detailanzeige
| Autor/in | Christie-Blick, Kottie |
|---|---|
| Titel | Climate Justice: Science for a Better World--Opening Eyes to the Unequal Burden of Our Changing Climate |
| Quelle | In: Science Teacher, 89 (2021) 1, S.20-26 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | Climate; Science Instruction; Pollution; Weather; Ecology; Student Projects; Student Participation; Poverty; At Risk Persons; Social Justice; Secondary School Science |
| Abstract | The climate justice lesson described in this article takes two to four class periods and assumes students have been introduced to the causes and effects of climate change. Using a phenomena-based teaching strategy, students are introduced to some of our most vulnerable communities around the world. They are the ones most defenseless when it comes to extreme weather, changing weather patterns, polluted air, or sea level rise: the poor, sick, young, old, the less educated. Student groups research air pollution (both a cause of climate change with the buildup of greenhouse gases, and an effect of climate change as the warming atmosphere holds the polluted air close to the earth), and other effects of climate change. Students then create audio-visual presentations to share with the rest of the class, cross-pollinating ideas and setting the stage for an in-depth discussion about climate justice. Some teachers may choose to extend this into a project-based lesson by guiding the students to use this information to take climate action or to help a local community adapt to the effects of climate change. (ERIC). |
| Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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