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For Educators

WELCOME TO OUR EDUCATORS’ PAGE!

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The above is a general guide on the structure of our modules, but there are many ways to adapt our content to suit different students and subjects! Here you will find ideas and guidelines on how to adapt Bite-Size Climate Action modules into your classes.

Each module is designed to be STANDALONE, which means that your students do not have to complete all six modules to improve their understanding about global warming and climate action. When planning your teaching content, look out for topics which can relate, even indirectly, to any of our modules. For example, one of your topics may touch on HEALTHY EATING. This would be the perfect opportunity to include some of our FOOD MODULE’s content into that topic.

However, it is important that we do not forget that effectively limiting the extent of climate change will require significant ACTION in all areas (i.e. related to all modules). So if you sample from a smaller number of modules we do encourage you to remind your students of this wider context. You could say, for example, “even though we are only going to focus on food today, to live in an era of climate change, we will need to change our habits in transport, electricity use, what paper we buy, what rubbish we throw away and so on”.

Each module draws attention to the cumulative impact of individuals' bite-size climate actions, and is designed to expand learners' capacities to think on a whole society level.  The CHANGE MODULE, which offers a summative overview of the collective power of youth to affect climate change further strengthens learners' capacities to communicate climate action at a societal level. 

 

Please scroll down to the CATEGORY of your students to get started.

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If you (the teacher) need a refresher on global warming, please check out our BASICS (CLIMATE SCIENCE 101) section. If the following modules are selected, prepare these items for the in-class activity:

  1. ELECTRICITY: If there is a refrigerator at school, arrange for permission to use it for your class. Ask each student to bring an RM1 note to class. 

  2. FORESTS: Look for items around your home with the FSC label. Hide them around the class in advance. Some of these may be ‘hidden’ in plain sight, like a tissue box! ​

  3. TRASH: Secretly ‘plant’ several recyclable items in the class dustbin in advance, like aluminium cans, plastic bottles, and old cardboard.

When you are covering a topic related to one of our modules, start with a brief explanation linking that topic to their everyday actions. Then, show your students our VIDEO and/or TIKTOKS for that module, depending on their level of understanding*. This can be followed by a discussion about how they can include bite-size climate actions into their everyday lives. You can then move on to a hands-on ACTIVITY:

  1. ELECTRICITY: If there’s a fridge in school, try the ringgit note test. If not, explain it in class and ask your students to try it out at home!

  2. TRANSPORT: Ask each student to describe their very first time going on a train, monorail, LRT etc. Focus on how fun the experience was!

  3. FOOD: Check your lunchbox, or your friend’s lunchbox. Try to guess the origin of each item - which were produced or grown locally?

  4. FORESTS: Have a treasure hunt around the class for paper products with FSC labels. 

  5. TRASH: Check the dustbin in your class. Is there anything in there that should be recycled? Bring these items to the recycling corner in your school and sort them accordingly. 

  6. CHANGE: Ask each student to pledge one thing which they will do differently for the planet, and one person who they will encourage to do it along with them. 

*For Primary 1 and 2 students, if you do not think any of our Videos and TikToks are suitable, you can replace them with this VIDEO: Climate Change (According to a Kid) by Rappler. 

For primary level students, we recommend that you focus on our visual content and hands-on activities. 

 

Suggested subjects: Physical and Health Education (Pendidikan Jasmani dan Kesihatan), Science

During Class

Before Class

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Before Class

When you are covering a related topic, you can assign the “For Climate Action Newbies” READING of that module in advance of your class.

During Class

You can go through the VIDEO, INFOGRAPHICS, and TIKTOKS, followed by a discussion about how they can include bite-size climate actions into their everyday lives. To bring out their competitive spirit, you can break your students into groups to compete against each other using our POST-MODULE QUIZ!

Secondary level students should be able to appreciate most of the module contents. 

 

Suggested subjects: Science, Geography, Biology, Physics, Chemistry, Economics, Physical and Health Education, Business

After Class

The PODCASTS may be assigned as homework. You can also recommend our BASICS (CLIMATE SCIENCE 101) section to those who are especially interested. 

Reflection

In their own time, encourage them to do a short REFLECTION VIDEO on what they can do on a personal level for the climate, to be shared on social media. This is one of the best ways for them to internalise climate action and influence others to also act for the climate. Students can refer to our CALCULATOR to get a better sense of where they have most opportunity to reduce their emissions. Don’t forget to use our hashtag (#bitesizeclimateaction)! 

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Before Class

You can ask your students to watch the VIDEOS and view the INFOGRAPHICS in the BASICS (CLIMATE SCIENCE 101) section and complete the “For Climate Action Newbies” READING of the related module in advance. 

During Class

You can go through the selected module’s VIDEO, INFOGRAPHICS, PODCAST, and TIKTOKS, followed by a discussion about how they can include bite-size climate actions into their everyday lives. To bring out their competitive spirit, you can break your students into groups to compete against each other using our POST-MODULE QUIZ!

After Class

You may assign the “For Climate Action Enthusiasts” READING of that module as homework. Additionally, you can break them up into groups and assign each group an Enterprise, Local NGOs, or Community Organization listed in our RESOURCES section for them to check out and report back to class later.

Non-science-based university students may need a short briefing on the basics of global warming.

Reflection

In their own time, encourage them to do a short REFLECTION VIDEO on what they can do on a personal level for the climate, to be shared on social media. This is one of the best ways for them to internalise climate action and influence others to also act for the climate. Students can refer to our CALCULATOR to get a better sense of where they have most opportunity to reduce their emissions. Don’t forget to use our hashtag (#bitesizeclimateaction)! 

Before Class

You can assign the “For Climate Action Newbies” and “For Climate Action Enthusiasts” READINGS and the PODCAST for the selected module to be done before class.

During Class

You can start out with the PRE-MODULE QUIZ. Break your students into groups to compete against each other for a fun start to the lesson! Then, you can go through the VIDEO, INFOGRAPHICS, and TIKTOKS of that module. If the selected module is not the CHANGE MODULE, you can also show them the VIDEO and TIKTOKS for the CHANGE module. This can be followed by a discussion about how they can include bite-size climate actions into their everyday lives, and how they can influence others within their sphere of influence to act for the climate too.

After Class

As homework, you can assign the rest of the CHANGE MODULE (if not yet completed) and the “For Climate Action Experts” READING for that module. Additionally, you can break them up into groups and assign each group an Enterprise, Local NGOs, or Community Organization listed in our RESOURCES section for them to check out and report back to class later.

Another homework option, ask all students to use our CALCULATOR to quantify their emissions. They could enter their data in a shared spreadsheet. Analysing these data could inform further class discussion and debate on possible personal climate actions, and on which types of emissions it might be harder for individuals to reduce within our current societal system. Please note the ethos as explained on the CALCULATOR page – the calculations are not intended to induce feelings of blame or guilt over our emissions.

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Science-based university students should have a better grasp of the science behind global warming, so we can focus more on climate action and influencing others.

Reflection

In their own time, encourage them to do a short REFLECTION VIDEO on what they can do on a personal level for the climate, to be shared on social media. This is one of the best ways for them to internalise climate action and influence others to also act for the climate. Students can refer to our CALCULATOR to get a better sense of where they have most opportunity to reduce their emissions. Don’t forget to use our hashtag (#bitesizeclimateaction)! 

Have you used our modules in your classes? If you have, drop us a message. We will feature you here!

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If you need to brush up on your basics, check out our CLIMATE SCIENCE 101 section!

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