🔬 Graasp Climate: Simulations to Teach the Physics and Chemistry of Global Warming
This section focuses on the scientific and technological core of the learning.
- Graasp Climate: This is an established project and platform that uses interactive online simulations and numerical activities to teach complex concepts related to climate change.1 It is designed for middle and high school students and focuses on an inquiry-based learning model.
- The Content: The simulations allow students to actively explore the physical and chemical principles behind global warming, which typically includes:
- Physics: Understanding electromagnetic radiation (UV, Visible, IR), thermal radiation, and the planetary energy balance.2
- Chemistry: Investigating the molecular structure of greenhouse gases (3$\text{CO}_2$, 4$\text{CH}_4$) and how they interact with Infrared radiation.5
- Modeling: Using a Global Model simulation that incorporates radiative balance, greenhouse gases, and clouds to predict climate scenarios.6
- Ocean Acidification: Simulating the diffusion of $\text{CO}_2$ into the ocean and the resulting chemical reactions.
This approach aligns with the STEM and Digital focus of the “Evolving Ecosystem” roadmap, ensuring students have a fundamental, evidence-based understanding of the climate crisis.
🌲 Nature Visit and Art Piece: Connecting Science to Place
This element shifts the learning from the abstract digital simulation to a place-based, emotional, and cultural context.
- Nature Visit to Old Forest: This is a core component of Place-Based Education (PBE) and Education for Sustainable Development (ESD). It transforms the local ecosystem—the “Old Forest”—into a living laboratory. Students observe real-world ecological systems, reinforcing the lessons from the digital simulations and fostering a deeper connection and sense of stewardship.
- IĂ„I – Artpiece: The inclusion of an art installation (IĂ„I, likely an artistic or acronym for a specific project) is crucial for cross-curricular learning. It brings in the Humanities (Art, Culture, Emotion) to complement the Science. The art piece serves as a medium for:
- Reflection: Encouraging students to process their scientific understanding through a creative and emotional lens.
- Communication: Representing the climate crisis and the forest’s value in a way that is accessible and impactful to a broader audience.
🗣️ Discussion: Climate Crisis and Media Literacy
The final component addresses the essential civic and critical thinking skills required of a modern citizen.
- Media Literacy: This session focuses on the need for students to critically evaluate information about the climate crisis they encounter in the news, on social media, and in political discourse.
- Key Skills Addressed:
- Identifying Misinformation/Disinformation: Analyzing sources and rhetoric used to deny or downplay the science they just simulated.
- Understanding Framing: Discussing how the media chooses to present climate issues (e.g., as a political battle, an economic burden, or a moral imperative).
- Constructing Effective Narratives: Using their combined scientific knowledge and creative inspiration to effectively communicate the reality of the crisis and viable solutions.
This final discussion completes the holistic approach by preparing students not just to know the science, but to act as informed, critical, and engaged citizens within the complex climate ecosystem.