Strand 2: Just One Earth

 

Learning outcomes

Students should be able to…
JOE  1 Illustrate, using data and/or visuals, human dependence upon the environment and the existence of ‘planetary boundaries’ for climate change, biodiversity loss, ocean acidification and nitrogen use.
JOE 2 Create art/music/film/animation or other educational resources which explore the science, ethics and politics of climate change, biodiversity loss and at least one other sustainability issue.
JOE  3 Observe interdependence and regeneration in the natural and built environment.
JOE  4 Evaluate and apply scientific data (including tables and graphs) to support or challenge opinions, and evaluate media-based arguments concerning sustainability.
JOE  5 Analyse critically ideas, assumptions and reliability of sources in order to differentiate between effective and superficial solutions to climate injustice and/or biodiversity loss.
JOE  6 Develop a proposal for a solution to one sustainability issue, based on critical thinking, systems thinking, global justice and the need to keep humanity within known environmental limits.
JOE  7 Identify my interconnectedness with the living and non-living environment, with my community and with others around the world.

 

Key concepts

Planetary boundaries, environmental limits, climate change, biodiversity, Sustainable Development Goals, biodiversity loss, mass extinction, climate injustice, climate justice, interdependence, regeneration, ecosystem, reliable source, policy, effective solutions, superficial solutions, green-washing, critical thinking, systems thinking and interconnected.

Example activities

  • Use tables and graphs to compare the ecological footprint of different industries or companies using the latest data from a referenced, reliable source or sources.
  • Students create visuals (storyboards) to explain to peers one planetary boundary we have exceeded, including identifying an existing solution which aims to stop or mitigate future damage
  • Create a short film that examines what and how species in Ireland are at risk from plastic pollution, exploring the root causes of the pollution and the effects in has on a local and global level. Contact local and national organisations for up-to-date information.
  • Create, using consensus decision making, an energy decent plan for your school. Use comparative analysis to create a list of the most carbon neutral building materials and solutions and from this design a sustainable school or classroom.
  • Research and compare different proposals to address climate change, selecting one as being most effective. Pitch, using data to justify your decisions, your proposal to other students who role play decision-makers for a global climate fund.
  • Use data to script and perform a sustainability news bulletin for peers, including one misleading or inaccurate headline, which other teams use the data to identify.

Suggested resources

www.trocaire.org/creating-futures

Learning about the Sustainable Development Goals

http://worldslargestlesson.globalgoals.org/#the-goals
https://www.getupandgoals.eu

  • Environmental education resources

http://www.ecounesco.ie/eco-unesco-resources/publications

  • Sustainable Food

https://foodture.ie/food-matters/

  • 80:20 Educating and Acting for a Better World

https://8020.ie/

Suggested organizations

  • Irish ENGOs in the Irish Environmental Network – https://ien.ie/our-members/
    • Ecounesco
    • Friends of the Earth
    • An Taisce,
    • Birdwatch Ireland,
    • Coastwatch,
  • WorldWise Global Schools
  • Green Schools

Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Illustrate, using data and/or visuals, human dependence upon the environment and the existence of ‘planetary boundaries’ for climate change, biodiversity loss, ocean acidification and nitrogen use.