To teach or not to teach climate change education – the perceptions of sixth-graders in northern Israel

Figures & data

Figure 1. Distribution (%) of Teaching Pedagogy in the CCE Program.

Figure 2. The winning logo in the democratic elections held at the school. Logo slogan: The earth is hot and there is no time to slow down.

Figure 3. Distribution of personal activist projects designed to lead to behavioral change at the individual level.

Figure 4. A mobile book library based on a wooden cart built by the students at the school.

Figure 5. The beginning of a green wall built by the students.

Figure 6. A sad face as a way of symbolizing the feeling toward climate change.

Figure 7. A face that represents the earth and the feeling of heat emitted from it as a result of the sun heating it.

Figure 8. The earth is divided. To the right there are trees, shrubs and happy children (in green colors) and next to it is written, ‘What could have happened’. On the left there are buildings and factories (in black) and a bonfire (in yellow) with the text, ‘What is going to happen’.

Figure 9. An example of a drawing that exemplifies the students’ feelings toward climate change (at the end of the year).

Table

Stage	Name of the stage	Details	Comments	Recommended hours
1	Preliminary questionnaire	A quantitative questionnaire that will be distributed to the students before the activity begins	Internet questionnaire based on Google Forum	1
	Brainstorming	What is climate change? And what is environmental activism - a creative performance by the children (drawing, song, collage, dance) and class discussion	It is recommended to allow the children to present their products to the class	6
	Lecture	What is climate change?	Teacher's lecture	6
	Environmental activists	A presentation of diverse environmental / social activists	It is recommended to let students use computers to guess who the characters are in the pictures, then explain each character	2
	Meeting with a role model	A meeting with a representative of a youth protest for climate change		2
	Brainstorm ideas for environmental activism on a personal level	A list of issues in which students can work to reduce climate change in their personal circle for two weeks, defining measurable goals, feelings, challenges, equipment, how the issue is related to climate change	It is recommended to prepare a clear page for the students which they will have to fill out later and include details of the students about the activity as well as make a joint list of ideas for activist activities that they will write on the board	4
	Report at the end of the first week to experience personal environmental activism	Creative report (song, play, drawing, collage) at the end of the first week on progress in the task + filling in a reflection	It is recommended that all children present	4
	Report at the end of the second week to experience personal environmental activism	Creative report (song, play, drawing, collage) at the end of the first week on progress in the task + filling in a reflection	It is recommended that all children present	4
	Preparation of an explanatory presentation for parents about the personal process	Each child builds a presentation explaining the process he went through, feelings, successes, challenges, help from the parents	The explanation to the parents will be done as homework, the child must prepare a short video describing his explanation to the parents and immediate family	6
	Brainstorm ideas for environmental activism on an intergenerational level	A list of issues in which students can work to reduce climate change in their intergenerational circle for two weeks, defining measurable goals, feelings, challenges, equipment, how the issue is related to climate change	It is recommended to prepare a clear page for the students which they will have to fill out later and include details of the students about the activity as well as make a joint list of ideas for activist activities that they will write on the board	4
	Report at the end of the first week to experience of intergeneration environmental activism	Creative report (song, play, drawing, collage) at the end of the first week on progress in the task + filling in a reflection	It is recommended that all children present	4
	Report at the end of the second week to experience of intergenerational environmental activism	Creative report (song, play, drawing, collage) at the end of the first week on progress in the task + filling in a reflection	It is recommended that all children present	4
	Brainstorming	What is climate change? A creative performance by the children (drawing, song, collage, dance) and a class discussion	It is recommended to allow the children to present their products	6
	Post questionnaire	A quantitative questionnaire that will be distributed to the students at the end of the beginning of the activity	Internet questionnaire based on Google Forum	1
	Questionnaire for parents	A quantitative questionnaire that will be distributed to parents of the students	Internet questionnaire based on Google Forum