Age: 13 years and above
Download –Let’s Inspire Climate Action
Duration: 20 minutes
Information: Bakteen
What will we talk about in this lesson?
In this lesson, we will learn how climate change and environmental degradation affect our lives. We will discuss issues such as extreme heat, floods, droughts, landslides, deforestation, loss of biodiversity and plastic pollution in simple terms.
We will also discuss that protecting the environment is not only the responsibility of children or individuals. Schools, communities, businesses and the government also have a responsibility to take action. Students will have the opportunity to identify things they can do together within their school and community.
Learning Objectives
- Gain a basic understanding of climate change and environmental degradation.
- Identify environmental problems that we can observe in Sri Lanka.
- Understand how environmental problems affect people’s health and lives.
- Understand the difference between individual actions and collective actions.
- Identify environmental actions that can be taken within the school and community.
Let’s Prepare Before the Lesson
Read the Bakteens article and complete its Quiz. Identify two or three environmental problems occurring in your local area. Examples include floods, water shortages, extreme heat, plastic waste, deforestation or loss of wildlife habitats.
Avoid blaming students as individuals for environmental destruction. Explain that environmental problems are influenced not only by individual behaviours, but also by large businesses, policies and the way resources are used.
Materials needed: The Bakteens article, either displayed on a screen or printed; small cards or pieces of paper; a board and pens.
Key Words
- Environment
- Climate
- Climate change
- Climate emergency
- Biodiversity
- Deforestation
- Pollution
- Climate justice
For Teachers
Weather refers to changes in conditions such as rainfall, temperature and wind over a short period of time. Climate refers to the average pattern of weather in a particular area over a long period of time.
The release of greenhouse gases into the atmosphere, mainly as a result of using fossil fuels such as coal, oil and gas, is a major driver of climate change. Deforestation and damage to ecosystems also make this crisis more severe.
The climate crisis does not affect everyone in the same way. Low-income families, farming and fishing communities, persons with disabilities, women, girls and people who have limited access to healthcare may face greater risks.
1. Let’s Start a Conversation – 2 minutes
Write the following on the board:
“How can you see that the environment in our area has changed?”
Ask for two or three responses from the students. Encourage them to think about the following examples:
- Higher temperatures than before
- Changes in rainfall patterns
- Floods, droughts or landslides
- Fewer trees and forests
- Increasing plastic and waste
- Loss of animal habitats
Then say:
“These changes we see around us are connected to one another. They affect our health, food, water, education and future.”
2. From the Problem to Action – 5 minutes
Divide the board into three sections:
Environmental problem → Impact on us → What we can do
Divide the students into small groups and give each group one of the following problems:
- Plastic pollution
- Deforestation
- Extreme heat
- Floods or droughts
- Water pollution
Ask each group to identify one impact that the problem has on people, animals or the environment, and one collective action that can be taken in response.
Example:
Plastic pollution → Blocked waterways and harm to animals → Reduce single-use plastic at school
Write the groups’ answers on the board. Then ask:
“Is it enough for individuals to act alone to solve these problems? What should schools, businesses and the government do?”
3. True or False? – 4 minutes
Read each statement aloud and ask the students:
“Is this true or a misconception? Why?”
“There is no climate change because it is raining today.”
Misconception. The weather on a single day cannot determine long-term changes in climate.
“Planting trees alone is enough to protect the environment.”
Misconception. Planting trees is important. However, protecting existing forests, reducing the use of fossil fuels, controlling pollution and changing policies that harm the environment are also necessary.
“The climate crisis affects our health.”
True. Extreme heat, air pollution, unsafe water, food shortages and the spread of diseases can affect both physical and mental health.
“Protecting the environment is only the responsibility of children and ordinary people.”
Misconception. Individual actions are important, but governments, local authorities, schools and businesses also need to take responsibility and make significant changes.
At the end, explain:
“Addressing the climate crisis requires individual actions, collective actions and policy changes.”
4. Let’s Read the Bakteens Article – 3 minutes
Show the sections of the article that cover:
- What is climate change?
- The impacts on Sri Lanka
- How the climate crisis affects our health
- What young people can do
- What we should ask adults, businesses and the government to do
Read a section of the article and then ask:
“What is one thing you can do on your own and one thing you can do together with your school?”
If necessary, guide students towards the following answer:
“You can reduce unnecessary plastic use on your own. Together with your school, you can start a waste-separation system or a school environmental campaign.”
5. Now Let’s Do the Quiz – 4 minutes
Select questions relevant to this lesson from the Quiz in the Bakteens article and complete them as a class.
After each answer, ask:
“Why did you choose that answer?”
Then ask two short verbal questions:
What is the difference between weather and climate?
Answer: Weather refers to short-term conditions. Climate refers to the average pattern of weather over a long period of time.
What is one collective action that can be taken to protect the environment at school?
Answers: Separating waste, reducing single-use plastic, avoiding the waste of water and electricity, planting native plants, or organizing an environmental awareness campaign.
6. Final Message – 2 minutes
Ask the students:
“What is one thing our class can do together this week to protect the environment?”
Listen to several responses and conclude with:
“The climate crisis is not something that will happen only in the future. It is already affecting our water, food, health and lives today. Small individual actions are important. But to create meaningful change, we need to act together as a school, a community and a country. Everyone has the right to live in a healthy environment.”
A Small Reminder for Teachers
Question → Identify the problem and its impact → Discuss misconceptions → Article → Quiz
When discussing the climate crisis, do not create only fear or a sense of helplessness among children. While explaining the seriousness of the problem, also show them ways they can take action together.
Do not place the entire responsibility for environmental destruction on children’s individual behaviours. Also discuss, in simple terms, the role of large businesses, government policies, energy use and resource distribution.
After the lesson, students can organize one of the following activities:
- A simple survey on single-use plastic used at school
- A waste-separation programme
- An “Our School’s Climate Action” poster campaign
- Identifying places where water or electricity is being wasted at school and proposing solutions
- Planting locally appropriate native trees and plants and taking long-term responsibility for caring for them
- Preparing a letter from students to the school administration with environmental requests
A Student Letter to the School Administration with Environmental Requests
- Do not limit tree planting to a one-day photo opportunity. Assign responsibilities for watering and protecting the plants and for monitoring their growth over time.
Let’s Create a Safe Classroom
- Do not pressure children who have experienced floods, landslides, droughts or other disasters to share their experiences.
- Do not blame students because of their family lifestyles, income or occupations.
- Recognize that environmentally friendly alternatives may not be equally accessible to every family.
- Do not make fun of students’ ideas. Instead, support them in turning their ideas into practical actions.
- If a child says that they feel afraid or deeply worried about the climate crisis, do not dismiss their feelings. Listen calmly and provide support.
This resource has been developed based on the Age-Appropriate Sexuality Education, Communication Guideline for Sri Lanka.
Key Concept 7: Sexuality and Reproductive Health
