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Total time60 minsAge range8-14 yearsEarth: It’s Everybody’s HomeA Look at How Young People AreProtecting Our PlanetIn partnership with1Earth: It’s Everybody’s HomeSupported byWith thanks to
Learning outcomes The learner is able to understand what a Climate Activist is and learn about ways they are supporting Global Goal 13 The learner is able to communicate the changes they see happening to their hometown/city The learner is beginning to understand which human activities are having an impact on the climate crisisNote to EducatorsIf your students are new to learning about the Global Goals check out this great short video introduced by MalalaYousafzai: vimeo.com/138852758You can also find a 30-minute introduction to the Global Goals lesson plan 07/1 Introducing 30 Lesson Plan-copy.pdfResources Internet access with Google Chrome or the mobile Google Earth App Climate Activists Tutorial on Google Earth for Web Google Earth Engine TimelapseKey words: Activist, weather, climate, climate change, environmental pollution, climate action,citizenship, global citizenActivity Overview1. Students will explore what it means to be an activist & watch a short film featuring different youth climate activists2. Using a Google Earth tutorial, students will learn more about the climate activists and the work they are doing tostand up for our natural world3. Students will explore how the environment of their own community has changed over the past 30 years4. Students will discuss different actions they can take to tackle climate changeIn partnership with2Earth: It’s Everybody’s HomeSupported byWith thanks to
10Step 1 Learning About Youth Climate ActivistsminsAsk students to spend some time thinking about answers for the question “What do you care about?”You may want to go first to share examples; e.g your students, your school, your family etcAsk students to feedback ideas. Next share the word Activist with students. Do they know what this means?Have they heard it before?Explain that an Activist is someone who cares about specific issues and campaigns to highlight the issueor make more people aware of it. Can students think of any activist they may know?Explain to students that in this session we will be learning about some different Youth Climate Activistswho are all campaigning to protect our natural world.Next, play the short film from different climate activists:Call to Learning Climate Activist Film: vimeo.com/435752851Ask students – what’s the message from the climate activists?15Step 2 Google Earth TutorialminsOpen up the Youth Climate Activist Tutorial on Google Earth for Web. Explain that students will now have theopportunity to learn more about the climate activists and the work they are doing to support Global Goal 13.Global Youth Climate Activists Google Earth StoryAfter students have spent some time exploring, ask them to think about the following questions: What are some of the different ways the activists help teach others about climate change? What have you learnt from the climate activists? Have they sparked any ideas for you on how you might be able to take action for Global Goal 13 Climate Change?15Step 3 Exploring How Earth is ChangingminsNext, students are going to spend some time exploring the changes that are happening to our planet.Many people around the world are noticing that climate change is impacting where they live.Have students noticed any impacts of climate change on their communities?Pull up Google Earth Engine time-lapse for the class: earthengine.google.com/timelapse/ Look at the ColumbiaGlacier Retreat time-lapse together as a class. What do students notice? Why might this be happening?Allow time for discussion and then students to do independent work choosing 3 other time lapses to explore.Ask the class to explore the Dubai Coastal Expansion time-lapse together: earthengine.google.com/timelapse/What changes can they see happening here? How might this affect the Global Goals? What positive changesmight be happening e.g job creations, better transport links alongside the negative impacts this growth mightbe having on the environment? E.g using the earth’s resources, less green space, pollution of the oceans inthe construction of the islands.In partnership with3Earth: It’s Everybody’s HomeSupported byWith thanks to
15Step 4 Using Google Earth to Understand How My Home Has ChangedminsNext ask students to type in the name of their city and or town in the search bar. Watch the time-lapse.What changes do you notice? Why might these changes be happening? Students complete Appendix 2independently or in groups.10Step 5 Turning to ActionminsNow that students have spent some time learning about what it is to be an activist, would students describethemselves as one? What actions might they be able to take to support Global Goal 13 Climate Action? Reviewsome of the work the activists looked at during the lesson and see if students want to replicate any of their actions.*Is there another action students might want to take based on what change they have seen where they live?Note: In light of COVID-19, some actions might not be suitable for your students to replicate. Please discussthese with your students and follow the government health guidance for your area.Ideas on how to extend learning1. Students can explore how climate change may impacts their rights as children using Appendix 32. Students can create their own Google Earth Tutorial about different climate activists they have researchedand discovered. Use the guide in Appendix 1 to support student learning3. Students can explore the natural world and the reasons why we must protect it through furtherVoyager Stories. We recommend:a. I am Amazon - https://g.co/iamamazonb. Helping people and animals co-exist - https://earth.app.goo.gl/U717c. Polar sea ice coverage - https://goo.gle/31UKStjd. Protecting the Earth’s last wild places - https://earth.app.goo.gl/YZgGXHe. See climate change’s impacts - https://earth.app.goo.gl/sbyogQIn partnership with4Earth: It’s Everybody’s HomeSupported byWith thanks to
Appendix 1 How to Guide: Google Earth & VoyagerAbout Google Earth g.co/earthGoogle Earth is an interactive 3D globe available on Chrome, Android, iOS, and Desktop. This detailed representationof the planet includes worldwide satellite imagery, 3D buildings and terrain for hundreds of cities, and Street View.Google Earth Versions with VoyagerComplete list of Earth versions: https://www.google.com/earth/versions Earth for Web: Earth is available on Chrome browser at https://earth.google.com/web/ Earth for Android: Search in the Google Play store or go to goo.gle/earth-android Earth for iOS: Search in the App Store or go to goo.gle/earth-ios Earth for Desktop: Free for users with advanced feature needs, including GIS data import and export, and historicalimagery. Available on PC, Mac, or Linux. Download the app at: goo.gle/download-earthproProduct Features - Earth for Web, Android, iOS Knowledge Cards: Find rich information about places you search for. Feeling Lucky: Click the dice icon and fly to a random, awesome place on the globe. Measure Tool: Find out the length of an upcoming hike, the distance between Tokyo and Timbuktu,or the size of your neighborhood park. Orbit the world in 3D: Use the 3D button or tilt and rotate the map with two fingers to see locations from every angle.About Voyager g.co/earth/voyagerGoogle Earth’s marquee feature, Voyager is a curated collection of guided tours, geography quizzes, and rich datavisualizations by some of the world’s leading storytellers, scientists, and nonprofits. Visit Voyager monthly for new features,and opt-in to receive a weekly push notification about new stories to explore.How to access VoyagerOpen Google Earth on Chrome, Android and iOS, and click the wheel icon in the menu. On the Voyager homepage,you’ll find new content under Editor’s Picks and categories, such as Games, Nature, and Culture.Intro video to Creation ToolsEasy to use and access for students and teachers alike: www.youtube.com/watch?v 5KtwMRedAbcIn partnership with5Earth: It’s Everybody’s HomeSupported byWith thanks to
Appendix 2 How to Guide: Google Earth & Voyager Use earthengine.google.com/timelapse/ to understand how your local city has changed from 1984 until 2018. Type in the name of your nearest city to the search bar. If Time-lapse isn’t available for this,type in the capital city of your country: Watch the Time-lapse to see how your city has changed. Use this as a guide to answer the following questions:1. How has the environmental landscape of the city changed since 1984?2. Why might these changes have happened?3. Do you see any problems occurring if your city continues to change in this way?4. Do you see any benefits to your city having changed since 1984?5. Is there more or less green space in your city in 2018 compared to 1984?6. Has your home city taken any preventions to tackle climate change, that you can see?E.g. cycle lanes to reduce car pollution, recycling centre, outdoor parksIn partnership with6Earth: It’s Everybody’s HomeSupported byWith thanks to
Appendix 3 Child Rights IconsIn partnership with7Earth: It’s Everybody’s HomeSupported byWith thanks to
Appendix 3 Child Rights IconsA child is any personunder the age of 18.All children have allthese rights, no matterwho they are, wherethey live, what language theyspeak, what their religion is,what they think, what theylook like, if they are a boy orgirl, if they have a disability,if they are rich or poor, andno matter who their parentsor families are or what theirparents or families believe ordo. No child should be treatedunfairly for any reason.When adults makedecisions, they shouldthink about how theirdecisions will affect children.All adults should do what isbest for children. Governmentsshould make sure children areprotected and looked afterby their parents, or by otherpeople when this is needed.Governments should makesure that people and placesresponsible for looking afterchildren are doing a good job.Governments must doall they can to makesure that every child intheir countries can enjoy allthe rights in this Convention.Governments shouldlet families andcommunities guidetheir children so that,as they grow up, they learnto use their rights in thebest way. The more childrengrow, the less guidancethey will need.Every child has theright to be alive.Governments mustmake sure that childrensurvive and develop in thebest possible way.Children must beregistered whenthey are born andgiven a name which isofficially recognized by thegovernment. Children musthave a nationality (belongto a country). Wheneverpossible, children shouldknow their parents and belooked after by them.Children havethe right to theirown identity – anofficial record of who theyare which includes theirname, nationality andfamily relations. No oneshould take this away fromthem, but if this happens,governments must helpchildren to quickly get theiridentity back.Children should notbe separated fromtheir parents unlessthey are not being properlylooked after – for example,if a parent hurts or doesnot take care of a child.Children whose parentsdon’t live together shouldstay in contact with bothparents unless this mightharm the child.If a child lives in adifferent countrythan their parents,governments must let thechild and parents travelso that they can stay incontact and be together.Governments muststop children beingtaken out of thecountry when this is againstthe law – for example, beingkidnapped by someone orheld abroad by a parentwhen the other parent doesnot agree.Children have theright to give theiropinions freely onissues that affect them.Adults should listen and takechildren seriously.Children have theright to share freelywith others what theylearn, think and feel, bytalking, drawing,writing or in any otherway unless it harmsother people.Children can choosetheir own thoughts,opinions and religion,but this should not stopother people from enjoyingtheir rights. Parents canguide children so that asthey grow up, they learn toproperly use this right.Children can joinor set up groups ororganisations,and they can meet withothers, as long as this doesnot harm other people.Every child has theright to privacy.The law mustprotect children’sprivacy, family, home,communications andreputation (or good name)from any attack.Children havethe right to getinformationfrom the Internet, radio,television, newspapers,books and other sources.Adults should make sure theinformation they are gettingis not harmful. Governmentsshould encourage the mediato share information fromlots of different sources,in languages that all childrencan understand.Parents are the mainpeople responsiblefor bringing up achild. When the child does nothave any parents, another adultwill have this responsibility andthey are called a “guardian”.Parents and guardians shouldalways consider what is bestfor that child. Governmentsshould help them. Where achild has both parents, both ofthem should be responsible forbringing up the child.Governments mustprotect childrenfrom violence,abuse and being neglectedby anyone who looksafter them.Every child whocannot be lookedafter by their ownfamily has the right to belooked after properly bypeople who respect thechild’s religion, culture,language and other aspectsof their life.When children areadopted, the mostimportant thing isto do what is best for them.If a child cannot be properlylooked after in their owncountry – for example byliving with another family –then they might be adoptedin another country.Children who movefrom their homecountry to anothercountry as refugees(because it was not safefor them to stay there)should get help andprotection and have thesame rights as childrenborn in that country.Every child witha disability shouldenjoy the bestpossible life in society.Governments should removeall obstacles for childrenwith disabilities to becomeindependent and toparticipate actively inthe community.Children havethe right to thebest health carepossible, clean water todrink, healthy food and aclean and safe environmentto live in. All adults andchildren should haveinformation about how tostay safe and healthy.Every child whohas been placedsomewhere awayfrom home - for their care,protection or health – shouldhave their situation checkedregularly to see if everythingis going well and if this isstill the best place for thechild to be.Governmentsshould providemoney or othersupport to help childrenfrom poor families.Children havethe right to food,clothing and a safeplace to live so they candevelop in the best possibleway. The governmentshould help families andchildren who cannotafford this.Every child hasthe right toan education.Primary education shouldbe free. Secondary andhigher education shouldbe available to everychild. Children shouldbe encouraged to go toschool to the highestlevel possible. Disciplinein schools should respectchildren’s rights and neveruse violence.Children’s educationshould help themfully develop theirpersonalities, talents andabilities. It should teach themto understand their ownrights, and to respect otherpeople’s rights, cultures anddifferences. It should helpthem to live peacefully andprotect the environment.Children have theright to use theirown language,culture and religion - evenif these are not shared bymost people in the countrywhere they live.Every child has theright to rest, relax,play and to takepart in cultural and creativeactivities.Children havethe right to beprotected fromdoing work that is dangerousor bad for their education,health or development.If children work, they havethe right to be safe andpaid fairly.Governmentsmust protectchildren fromtaking, making, carrying orselling harmful drugs.The governmentshould protectchildren from sexualexploitation (being takenadvantage of) and sexualabuse, including by peopleforcing children to havesex for money, or makingsexual pictures or filmsof them.Governmentsmust make surethat children are notkidnapped or sold, or takento other countries or placesto be exploited (takenadvantage of).Children havethe right to beprotected from allother kinds of exploitation(being taken advantageof), even if these are notspecifically mentioned inthis Convention.Children who areaccused of breakingthe law should notbe killed, tortured, treatedcruelly, put in prison forever,or put in prison with adults.Prison should always bethe last choice and only forthe shortest possible time.Children in prison shouldhave legal help and be ableto stay in contact withtheir family.Children havethe right to beprotected duringwar. No child under 15 canjoin the army or take partin war.Children have theright to get helpif they have beenhurt, neglected, treatedbadly or affected by war,so they can get back theirhealth and dignity.Children accusedof breaking thelaw have theright to legal help and fairtreatment. There shouldbe lots of solutions to helpthese children becomegood members of theircommunities. Prison shouldonly be the last choice.If the laws of acountry protectchildren’s rightsbetter than this Convention,then those laws shouldbe used.Governmentsshould actively tellchildren and adultsabout this Convention sothat everyone knows aboutchildren’s rights.Thesearticlesexplainhow governments,the United Nations –including the Committeeon the Rights of Childand UNICEF - and otherorganisations work to makesure all children enjoy alltheir rights.THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD– THE CHILDREN’S VERSIONThe United Nations Convention on the Rights of the Child is an important agreement by countries who have promisedto protect children’s rights.The Convention on the Rights of the Child explains who children are, all their rights, and the responsibilities ofgovernments. All the rights are connected, they are all equally important and they cannot be taken away from children.This text is supportedby the Committee onthe Rights of the Child.child rights connectIn partnership with8Earth: It’s Everybody’s HomeSupported byWith thanks to
Google Earth is an interactive 3D globe available on Chrome, Android, iOS, and Desktop. This detailed representation of the planet includes worldwide satellite imagery, 3D buildings and terrain for hundreds of cities, and Street
