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Climate Change classes 1
UQ 3 May 07 Cars and ozone
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Climate change 2007 IPCC special
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Special: Oct. 2006 Communication
R: Warm words
A: Activities
I: Information for teachers
Nr 10 Sept. 2006 Africa's emissions
Nr 9 July 06 Air traffic
Special: June 06 Climate summit
Nr 8 April 2006 Ozone & N2 cycle
Nr 7 March 2006 Climate modeling
Nr 6 Feb. 2006 acid rain
Nr 5 Jan. 2006 oceanic sulfur
Special: Nov 05 Ozzy Ozone
Nr 4 Oct. 2005 light/satellites
Special: Sept 05 Cyclones
Nr 3 Sept. 2005 methane/energy
Special: July 05 Greenhouse Earth
Nr 2 June 2005 forest/aerosols
No 1 May 2005 vegetation/CO2
     
Information

Information for teachers


Material:

Download material is offered in the ACCENT material corner for this edition.

Context and application

English and social sience:

This special edition of the ACCENT Global Change Magazine is designed for classroom use related to media education. This means teaching about media. Climate change and sustainability are topics we come to know nowadays in school education but afterwards primarily via mass media. The way the information is transported has an influence on how the citizens will behave in the future.
This edition discusses, based on a study, different approaches of how information is spread in the climate debate. It discusses also relations between the how people are addressed and potential impacts on their action.

What will the students learn?

  1. Students will understand how mass media such as TV, film, radio and journals give meaning in the climate debate, how they stimulate action and how to read and interpret them in a reasonable way.
  2. Students will also think about how media contributions can be designed in a way so that they stimulate positive reactions in terms of sustainability.
  3. They will become active and write texts or design ads themselves. They take the role of the information provider or advertisers. In this way the understanding of the role of sales promoters is more deeply understood.
  4. The borders between information, motivation and manipulation will be discussed.

Further ideas

Pupils should experience media by themselves. 2 3 weeks before the topic is discussed in classes, you may ask the students to gather newspaper articles and to make notes about impressions from radio and TV concerning the environmental discussion.

As a teacher you may gather some newspaper articles yourself and discuss with the students how the content is presented. Discuss also how the content may change if adopted to other media.

Flow chart for application in classes:

Media education is recommended to be taught in English classes at Key Stage 4 since English is both a subject and a medium of instruction for other subjects. However, we strongly encourage English teachers to also contact other colleagues and to try to teach media in particular with this material in a cross-curricular approach.
 

curricular context

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last updated 22.10.2006 | © ACCENT - Atmospheric Composition Change 2013