Climate Protests – What? Where? Who? Why?
Begin by sharing the learning outcomes via the PowerPoint (slide 1).
Show the group slide 2 (photos of the Climate protests). In their groups ask them to discuss:
- What are they photos of?
- Where are they?
- Who is involved?
- Why are they doing it?
Ask each group to select a spokesperson and collect feedback and adding additional information as you go.
What are they photos of? Climate Strikes which began in Autumn 2019. These symbolised a ‘call to action’ for the entire world and were a very important moment in our history.
Where do you think they are? The photos are from across the world. The strikes were global.
Who is involved? The Climate strikes were originally started by school students organised through the #FridaysForFuture platform. However, school strikers kickstarted a global movement and pretty soon everyone got involved, from all walks of life - students, workers, children, adults, community groups, NGO’s, unions and social movements.
Why are they doing it? To show world leaders and businesses (and each other!) the level of concern and urgency that people have about climate change and to demand action on the climate emergency (for example a move away from fossil fuels to renewables energies - that’s just the tip of the iceberg). Past generations have failed to act effectively to address climate change and if we are to keep global temperature rises this century below 1.5 degrees Celsius above pre-industrial levels (as recommended by climate scientists to avoid the most serious impacts of climate change) we need to act decisively and quickly.
Slide 3 - Since then action on climate change has continued to gain momentum. For example, there was the Global Climate Summit in Glasgow at the end of 2021 at which 141 global leaders agreed to halt and reserve deforestation by 2030. As a precursor to this there was COY16 - the youth equivalent of COP26 and these young people also played an active role in COP26. New campaigns groups such as ‘Teach the Future’ have been formed. This campaign is led by students and has the aim of improving education on the climate emergency in the UK. The government are taking notice of what they have to say.
In summary – the world has woken up to the climate challenge and the decisions we make and action we take in the next few years will be pivotal.
Slide 4 – Before we go any further it’s time to check in on the science of climate change!
Why is the climate changing? Ask the class the question and give them time to discuss it. Collect feedback and clarify understanding.
*With many students you may need to review why the climate is changing. This would include an explanation of the greenhouse effect and how an increase in greenhouse gas emissions (mainly Carbon dioxide and methane), due to human activity are enhancing this warming effect resulting in a changing climate. This can be done using a diagram on the board. Use slide 5 to show the sources of these greenhouse gases.
Use the animation on slide 6 to show the changes in global temperature anomalies since 1880.
Higher than normal temperatures are shown in red and lower than normal temperatures are shown in blue. Ask the children what they notice. The trend of warming is clear to see.
Reiterate that this increase in temperatures on a global scale is leading to the impacts that we have been taking about – e.g. sea level rise, flooding, extreme weather, heat waves and so on.