Rainbow-colored umbrella

CLARITYs verktøykasse

Barn og unge kan ofte føle seg overveldet av nyheter om klima før de har verktøyene de trenger for å takle det.

CLARITY-verktøykassen hjelper lærere med å støtte emosjonell resiliens, fantasi, samhørighet og påvirkningskraft hos elevene. Les mer i introduksjonen:

Introduksjon til verktøykassen

Introduksjon til verktøykassen

Klimaundervisning for barn og unge står ved et vendepunkt. Elevene ser ofte diagrammer over økende CO₂-utslipp og hører historier om tap og skader lenge før de mestrer ferdighetene til å regulere følelsene sine eller se for seg en regenerativ framtid. Dette fører til økende klimaangst og en følelse av hjelpeløshet. 

CLARITY-prosjektet – Transformative Climate Resiliens Education for Children and Youth: From Climate Anxiety to Resilience, Creativity, Connection & Regeneration – ble opprettet for å tette dette gapet ved å sette emosjonell trivsel, fantasi og kollektiv handlekraft i sentrum for læringen.

Denne verktøykassen er CLARITYs praktiske svar. Med utgangspunkt i CLARITYs kompetanserammeverk for transformativ klimaresiliens i utdanning for barn og unge, tilbyr CLARITY verktøy og undervisningsopplegg som integrerer ulike fagområder som psykologi, kunst og naturvitenskap, og som hjelper lærere med å fremme emosjonell resiliens sammen med transformativ kunnskap og ferdigheter.

Hvert verktøy er et frø: en kompakt, tilpasningsdyktig idé som er klar til å spire i ulike miljøer – byskoler, ungdomsklubber, universiteter, skogklasserom og skolefritidsordninger. Lærere inviteres til å plante, pleie og krysspollinere disse frøene, og tilpasse dem til sin lokale kontekst.

Hvorfor bruke denne verktøykassen?

  • Som klimakompass: Holder alle fag – som naturfag, språk, kunst eller utendørs læring – rettet mot fire konkrete mål: Fellesskap, kreativitet, resiliens og regenerasjon.
  • Hode-hjerte-hånd-tilnærming: Kombinerer økologisk kunnskap, kreative uttrykk og emosjonelle ferdigheter slik at elevenes tanker, følelser og handlinger forsterker hverandre.
  • Traumebevisst og regenerasjonsdrevet: Hjelper elevene med å navigere i klimaresiliens og traumer, samtidig som de fremmer resiliens og regenerativ tenkning gjennom kollektiv handling.
  • Klar når du er det: Kortene kan brukes til alt fra 10-minutters gnister til flere leksjoner eller lengre prosjekter; noen krever ingen forberedelser, mens andre krever betydelig forarbeid takket være bakgrunnsressurser for dypere dykk.

Slik bruker du verktøykassen: Bygge kompetanse over tid

Denne verktøykassen er utviklet for å støtte forandring i undervisningen om klimaresiliens – men det handler ikke om å krysse av aktiviteter. For å virkelig bygge kompetanse som empati, systemtenkning eller emosjonell kompetanse, må vi gå dypere.

 Én aktivitet ≠ én kompetanse

Enkeltstående aktiviteter er gode innfallsporter. En takknemlighetsjournal kan sette i gang selvinnsikt. Et framtidsspill kan sette i gang fantasien. Men disse engangsøyeblikkene bygger ikke kompetanse aleine. Kompetanse – som evnen til å samarbeide, ta vare på økosystem eller regulere klimafølelser – utvikles gjennom gjentatte, lagdelte erfaringer over tid.

Kompetanse bygges opp over tid og med ulike verktøy

Kompetanse bygges ikke opp på ett enkelt øyeblikk. I stedet utvikles de gjennom flere aktiviteter, verktøy og refleksjoner, noen ganger over uker, måneder og år. Tenk på hver aktivitet som en byggekloss.

Noen verktøy kan (og bør!) brukes mer enn én gang. For eksempel kan «Inner Climate Journaling» eller «Sit Spot»-øvelser gjentas ukentlig eller sesongvis. Gjentagelsen hjelper elevene til å legge merke til endringer, utdype refleksjonen og følge med på sin personlige vekst. Hver gang de vender tilbake, får de ny innsikt. Nøkkelen er å vende tilbake til kjerneøvelsene, utvide dem og knytte dem til elevenes virkelige liv, verdier og følelser.

Tenk over rekkefølgen av verktøyene

TVerktøykassen fungerer best når verktøyene er sammenhenger i meningsfulle sekvenser. Du kan for eksempel starte med kontakt med naturen (kompetanseområde 2.4), gå over til utforskning av verdier (kompetanseområde 3.5), åpne opp for framtidsvisjoner (kompetanseområde 4.1) og deretter handle (kompetanseområde 5.2), samtidig som du skaper rom for emosjonell kompetanse og regulering av følelser (kompetanseområde 1.2 og 1.5) med jevne mellomrom. Sekvensering i læringsstier skaper sammenheng og støtter dypere læring.

Noen eksempler på læringsstier gjennom CLARITY-verktøykassen: 

Eksempel A:

  1. Hjulet med klimafølelser (1.1.1) avdekker følelser før du starter.
  2. Langsom spasertur i naturen (2.4.1) vekker sanselig undring.
  3. Takknemlighetsjournal (2.1.2) forankrer positiv oppmerksomhet etter hver tur.
  4. Gi plantene en stemme (3.1.2) øker empatien ved å personifisere den lokale floraen.
  5. Kunst laget av søppel (5.4.1) gjør søppel om til et kollektivt kunstverk som hyller naturen.

Eksempel B: 

  1. Klimakafé (1.3.1) bygger tillit og anerkjenner felles bekymringer.
  2. Aktiv lytting (3.3.1) praktiserer respektfull dialog.
  3. Se for seg den vakreste framtiden (4.2.1) åpner for kollektiv fantasi.
  4. Lokale kartografier (5.2.2) kartlegger lokalsamfunnets ressurser og risikoer.
  5. Støtte til lokale tiltak for klimaresiliens (5.2.3) utformer og implementerer en liten intervensjon.
  6. Refleksjonssirkel med indre klimadagbok (2.1.1) knytter følelser sammen med resultater.

Eksempel C: 

  • Aktiv lytting (3.3.1) for å introdusere elevene til lyttepraksis 
  • Dyp lytting med en partner (3.3.2) for å dykke dypere inn i forandring av lyttepraksis 
  • Lytte til innspilte historier fortalt av urfolk (3.2.1) for å øve ytterligere på lytteferdigheter og samtidig utforske ulike verdisystem 
  • Utforske urfolks kunst- eller kulturarv (3.2.3) for å dykke dypere inn i kosmologien og/eller de systemiske skadene som urfolk opplever når de beskytter og regenererer naturen. 

NB: Gjennom hele læringsreisen, enten i løpet av aktivitetene eller mellom trinnene, er det viktig å introdusere verktøy og aktiviteter som støtter elevenes emosjonelle regulering (1.2., 1.3., 1.4.). På forhånd må lærerne også lære hvordan de kan skape et traumebevisst læringsrom (5.1.), blant annet ved å etablere en kultur preget av omsorg og trygghet (5.1.1) blant elevene. 

Reflektere og gå tilbake

For å støtte kompetanseutviklingen bør du oppmuntre elevene til å reflektere regelmessig, for eksempel gjennom dagbokskriving, gruppesirkler eller kreative uttrykk. Bruk refleksjon til å skape fellesskap mellom tidligere erfaringer og nye. Kompetanser som emosjonell kompetanse, aktivt håp eller regenerativ tenkning blir synlige når elevene kan navngi, anvende og tilpasse dem i nye sammenhenger.

En åpen invitasjon

Utdanning kan enten forsterke fortvilelse eller gi grobunn for regenerasjon. Ved å bruke og dele disse verktøyene blir du en del av et voksende fellesskap av lærere som hjelper unge mennesker med å gå fra å oppleve klimaangst til å skape en klimaresilient, kreativ og regenerativ framtid. La oss sammen skape de læringsrommene som en blomstrende planet så sårt trenger.

The structure of the toolbox

Verktøykassens struktur

Last ned hele verktøykassen som PDF. Dette dokumentet inkluderer introduksjonen til verktøykassen og alle aktivitetene. (Engelsk)
Learners greeting a horse, inviting the horse to voluntarily come over to them. Photo: Marte Maurabakken/Climate Creativity.
Learners greeting a horse, inviting the horse to voluntarily come over to them. Photo: Marte Maurabakken/Climate Creativity.

CLARITYs verktøykasse

Filtrer aktivitetene

Søk

Age range

Duration

Location

Group size

Level of difficulty

Curriculum linkage

Competences built

  • En kultur preget av trygghet og omsorg

    En kultur preget av trygghet og omsorg

    Dette verktøyet er for lærere. Det er en forutsetning og en grunnleggende aktivitet for at alle andre aktiviteter knyttet til klimafølelser skal være effektive, virkningsfulle og ikke føre til flere…

    Verktøy:

    1.1.1

  • Raske selvreguleringsteknikker for lærere

    Raske selvreguleringsteknikker for lærere

    Dette verktøyet hjelper deg, læreren, med å regulere ditt eget nervesystem, slik at du best mulig kan støtte elevene dine når de føler seg engstelige eller opplever dysregulering. Selvreguleringsteknikkene kan…

    Verktøy:

    1.1.2

  • Tool 1.2. Offering climate emotions checks

    Tool 1.2. Offering climate emotions checks

    This tool enables each student to start growing their emotional literacy as well as emotional regulation skills, so as to limit and better cope with climate emotions, including climate anxiety.…

    Verktøy:

    1.2

  • Hjulet med klimafølelser

    Hjulet med klimafølelser

    Ved å bli kjent med de ulike følelsene som presenteres på hjulet med klimafølelser, kan elever og lærere få hjelp til å sette ord på følelsene som kommer til uttrykk…

    Verktøy:

    1.2.1

  • Emotions checks

    Emotions checks

    Daily emotional check-ins provide consistency, helping teachers establish a routine and integrate emotional literacy, fluency and care into everyday practice. This practice can be challenging at first, if you are…

    Verktøy:

    1.2.2

  • Climate emotions symbols

    Climate emotions symbols

    This artistic practice helps explore climate emotions by drawing symbols of our emotions related to climate change on a piece of paper or on the back of a fellow learner,…

    Verktøy:

    1.2.3

  • Climate emotions embodiments

    Climate emotions embodiments

    This group practice consists in embodying emotions associated with climate change through a posture and/or a movement. This practice can help express the emotions for which we have no words,…

    Verktøy:

    1.2.4

  • Tool 1.3. Moving to reduce climate anxiety

    Tool 1.3. Moving to reduce climate anxiety

    This tool can provide practical ways to address overwhelm, stress and anxiety for an individual or a group, either preemptively or when they arise. Most of the suggested activities will…

    Verktøy:

    1.3

  • Breathing

    Breathing

    Practices such as mindful breathing, eating, or walking, are most helpful as part of a daily or weekly routine for self-care to nurture emotional and mental health and wellbeing. All…

    Verktøy:

    1.3.1

  • Soothing body movements

    Soothing body movements

    A series of simple movements that can be made by learners when they feel anxiety, distress or overwhelm because of climate change.

    Verktøy:

    1.3.2

  • Contemplative practices

    Contemplative practices

    This tool can provide practical ways to address overwhelm, stress and anxiety for an individual or a group, either preemptively or when they arise. Most of the suggested activities will…

    Verktøy:

    1.3.3

  • Tool 1.4. Acknowledging climate emotions

    Tool 1.4. Acknowledging climate emotions

    This tool enables learners to become familiar with different methods that they can mobilize, either individually or with others, including in small groups, to engage with their climate emotions at…

    Verktøy:

    1.4

  • Climate circles/cafes

    Climate circles/cafes

    A climate circle or climate cafe is an opportunity for people to come together and share about the emotions they feel in relation to climate change, in a supportive setting…

    Verktøy:

    1.4.1

  • Creative practices

    Creative practices

    Creative practices can help express, explore and dive deeper into climate emotions. Such creative practices include writing short poems like Haikus or Cinquains, drawing, painting or using clay. They can…

    Verktøy:

    1.4.2

  • Grief practices

    Grief practices

    This activity consists in researching, exploring and possibly engaging in local (ancient) grief practices to deal with the grief associated with the impacts of climate change and environmental degradation. This…

    Verktøy:

    1.4.3

  • Tool 2.1. Inner Climate Journalling

    Tool 2.1. Inner Climate Journalling

    Journalling on our inner climates or on the gratitude we experience helps open up to the emotions we feel, keep track of our health and wellbeing, reflect on relationships to…

    Verktøy:

    2.1

  • Journalling on how we are

    Journalling on how we are

    Accepting our feelings is linked to better psychological health, improved moods and reduced anxiety. Actively inhibiting negative emotions takes a considerable effort, stressing the body and mind. Confronting emotions can…

    Verktøy:

    2.1.1

  • Gratitude journal

    Gratitude journal

    Gratitude journalling both regulates the sympathetic nervous system that activates our anxiety responses at the neurobiological level, and conditions the brain towards more positive thoughts at the psychological level. Therefore,…

    Verktøy:

    2.1.2

  • Tool 2.2. Sharing Connection Stories

    Tool 2.2. Sharing Connection Stories

    Storytelling allows us to understand ourselves and the world by using both emotions or bodily sensations, and rationality or logic. As such, storytelling helps us see the bigger picture and…

    Verktøy:

    2.2

  • Listening to stories from older generations

    Listening to stories from older generations

    Learners ask parents, grandparents and/or other community members how they first connected to nature as children and how they connect with nature today. This activity can strengthen the social bonds…

    Verktøy:

    2.2.1

  • Tell your climate connection story

    Tell your climate connection story

    This activity will help learners write a personal story of connection to nature and to climate change. In their personal story, learners can include elements such as their memories, sensations,…

    Verktøy:

    2.2.2

  • Tool 2.3. Connecting with the animal

    Tool 2.3. Connecting with the animal

    This tool can help explore animal behaviours, needs and habitats, while reflecting on coexistence. By connecting with the animal, we can better observe, reflect upon and empathize with other species,…

    Verktøy:

    2.3

  • Observe and research animals

    Observe and research animals

    Overview Basic Info Curriculum linkage Competences built Prep Steps in the activity Step 1: Find, choose and observe a species/group of animals Step 2: Describing the animals’ movements and trying…

    Verktøy:

    2.3.1

  • Move and feel like an animal

    Move and feel like an animal

    Explore emotions and perspectives through moving like different animals. Humans have been imitating animals for thousands of years for many different reasons. This includes to understand the animal they are…

    Verktøy:

    2.3.2

  • Walk and talk with animals

    Walk and talk with animals

    How can we be authentic while communicating and establishing trust together with another animal? This activity is designed for 1-2 learners per animal, and requires friendly, safe and ethically trained…

    Verktøy:

    2.3.3

  • Tool 2.4. Giving nature time

    Tool 2.4. Giving nature time

    The «Give Nature Time» tool is designed to encourage individuals and groups to deepen their connection with the natural world through immersive and mindful experiences. This tool is an invitation…

    Verktøy:

    2.4

  • Slow walk in nature

    Slow walk in nature

    This activity invites learners to walk slowly and mindfully through a natural space, focusing on their breath and sensory awareness. By moving at a gentle pace and tuning into their…

    Verktøy:

    2.4.1

  • Sit spot practice

    Sit spot practice

    The Sit Spot practice is a powerful tool for fostering connection to nature in learners. It involves spending quiet, intentional time in nature, observing the environment, and reflecting on the…

    Verktøy:

    2.4.2

  • Nature adventures

    Nature adventures

    «Nature Adventures» is a flexible outdoor activity that invites learners to explore, observe, and connect with nature through various guided or self-directed experiences. Whether it is a hike through the…

    Verktøy:

    2.4.3

  • Flying kites

    Flying kites

    Make a sustainable kite as a way to explore sustainable materials, incorporate movement and fun, reflect on how wind patterns are impacted by climate change, and learn practical skills involving…

    Verktøy:

    2.4.4

  • Nature-based art

    Nature-based art

    This activity focuses on using natural material and landscapes as mediums for artistic expression, connecting people with the environment through creative endeavors. Examples of nature-based art include creating a nature-based…

    Verktøy:

    2.4.5

  • Tool 3.1. Belonging to nature

    Tool 3.1. Belonging to nature

    This tool can help learners feel one with nature and take responsibility towards individual, collective and planetary health and wellbeing. Healthy ecosystems are critical to limit the effects of climate…

    Verktøy:

    3.1

  • Council of all beings

    Council of all beings

    The Council of All Beings serves as a powerful tool for environmental education, personal transformation, and community building. It helps people recognize their interconnectedness with nature and fosters a sense…

    Verktøy:

    3.1.1

  • Giving a voice to plants

    Giving a voice to plants

    Each learner brings a plant or a mushroom with them when discussing certain topics with the group. The learner can speak in the name of the plant or mushroom, as…

    Verktøy:

    3.1.2

  • Tool 3.2. Learning from Indigenous Peoples

    Tool 3.2. Learning from Indigenous Peoples

    This tool is meant to support reflection on the historical and ongoing injustices that Indigenous Peoples face, and to encourage respectful engagement with Indigenous Peoples’ knowledge systems and practices when…

    Verktøy:

    3.2

  • Listening to recorded stories narrated by Indigenous Peoples

    Listening to recorded stories narrated by Indigenous Peoples

    This activity involves listening to life stories narrated by Indigenous Peoples. Those could be stories of daily practices of taking care of the Earth, accounts of their history and or…

    Verktøy:

    3.2.1

  • Taking part in a conversation with an Indigenous person

    Taking part in a conversation with an Indigenous person

    If the conversation is facilitated in ethical ways based on free, prior and informed consent, a direct dialogue can help better understand Indigenous knowledge systems and practices, and build some…

    Verktøy:

    3.2.2

  • Learning through arts or cultural heritage

    Learning through arts or cultural heritage

    Exploring the arts or cultural heritage of Indigenous Peoples can help better understand the variety of relationships to oneself, others and nature among different Indigenous Peoples, and tie them to…

    Verktøy:

    3.2.3

  • Listening to the Land: Exploring your own roots

    Listening to the Land: Exploring your own roots

    This activity invites learners of all ages to engage with and learn from Sámi perspectives on land, time, and identity through storytelling expressed in art and music. Through this experience,…

    Verktøy:

    3.2.4

  • Tool 3.3. Listening

    Tool 3.3. Listening

    In order to embrace and embody new values that sustain the lives of all living beings, a key skill is that of listening without judging, in a spirit of empathy…

    Verktøy:

    3.3

  • Active listening

    Active listening

    Active Listening is a basic skill that can be used in any kind of situation and especially to help learners appreciate different perspectives, and to talk fearlessly about facts, beliefs,…

    Verktøy:

    3.3.1

  • Deep listening with others

    Deep listening with others

    Listening deeply to others is a skill that can help older learners, and teachers, to access empathy and deep levels of intuition, for instance in order to clarify questions, nourish…

    Verktøy:

    3.3.2

  • Deep listening to oneself

    Deep listening to oneself

    Listening deeply to others is a skill that can help older learners, and teachers, to access empathy and deep levels of intuition, for instance in order to clarify questions, nourish…

    Verktøy:

    3.3.3

  • Tool 3.4. Exploring the Iceberg

    Tool 3.4. Exploring the Iceberg

    The Iceberg Model helps to understand the root causes of what we “see” in the world. For instance, it helps us move from the various sustainability issues and crises we…

    Verktøy:

    3.4

  • Exploring the iceberg

    Exploring the iceberg

    The iceberg model helps to understand i) our patterns of behaviour, ii) systems and structures, and iii) the inner and cultural dimensions that underlie a given situation, such as the…

    Verktøy:

    3.4.1

  • Tool 3.5. Finding what sustains your life

    Tool 3.5. Finding what sustains your life

    This tool fosters inner enquiries, with a view to helping find the drive to embrace and embody values that sustain the lives of all living beings. It helps learners identify…

    Verktøy:

    3.5

  • Everyday superhero – practicing your signature strength

    Everyday superhero – practicing your signature strength

    In this uplifting activity, learners explore and celebrate their personal strengths by becoming everyday superheroes. Through creative reflection, peer encouragement, and simple daily actions, they identify and practice their signature…

    Verktøy:

    3.5.1

  • Exploring  your values

    Exploring  your values

    Our individual and collective values are connected, and our values impact how we perceive and respond to climate change. This tool consists in looking into shared humanity, espoused values, culture…

    Verktøy:

    3.5.2

  • Finding your ikigai

    Finding your ikigai

    Ikigai is a Japanese concept, generally interpreted as what gives your life meaning or life purpose, a methodology that has become very popular in the West over the last five…

    Verktøy:

    3.5.3

  • Tool 4.1. Exploring futures through art

    Tool 4.1. Exploring futures through art

    Much of the world we live in today first existed in the imagination. The cities we live in, the smartphones we hold in our hands, the eco-villages we created… were…

    Verktøy:

    4.1

  • Solarpunk art explorations

    Solarpunk art explorations

    Solarpunk is an artistic and literary movement envisioning and working towards actualizing a sustainable future interconnected with nature and community. By exploring images or texts from the Solarpunk movement, learners…

    Verktøy:

    4.1.1

  • A photograph of the future

    A photograph of the future

    In this activity learners are invited to reflect on the changes they hope to see in their community, using photography to symbolize these changes. This exercise can help learners have…

    Verktøy:

    4.1.2

  • Exploring parallel worlds

    Exploring parallel worlds

    In this activity, learners are invited to explore how a parallel climate-resilient world might look and function. Learners will have the opportunity to experience, describe, and engage in storytelling about…

    Verktøy:

    4.1.3

  • Tool 4.2. Growing Futures Literacy

    Tool 4.2. Growing Futures Literacy

    Futures Literacy and future thinking are rarely taught in schools and teacher training, although it is critical to discussing climate change, sustainability, resilience, regeneration, and transformation. Futures Literacy provides critical…

    Verktøy:

    4.2

  • Envisioning the most beautiful future

    Envisioning the most beautiful future

    A simple exercise can be to imagine the most beautiful climate-resilient and regenerative future individually, and represent it (e.g. text, collage, drawing) before sharing it and reflecting with a group.…

    Verktøy:

    4.2.1

  • Futures Literacy Labs (FLL)

    Futures Literacy Labs (FLL)

    Futures Literacy Labs (FLLs) are based on a method developed by UNESCO following a 4-step process: making desirable and probable futures explicit, re-imagining/reframing the future, asking new questions about the…

    Verktøy:

    4.2.2

  • Tool 4.3. Experience emergence

    Tool 4.3. Experience emergence

    Games and improvisations create spaces where learners experience not-knowing and a widening of possibilities of what may come next. They build competences to operate in situations of volatility, uncertainty, complexity…

    Verktøy:

    4.3

  • Futures Games

    Futures Games

    Different card decks or creative prompts can be used with learners of various ages (see the Resources section for more details). They introduce various scenarios of the future to play…

    Verktøy:

    4.3.1

  • Improvisational storytelling

    Improvisational storytelling

    Learners collaboratively write a story about a multitude of futures, through a theatre based approach based on the 826 model. The learners start the story collectively while the teacher and…

    Verktøy:

    4.3.2

  • Tool 4.4. Designing for resilience and regeneration

    Tool 4.4. Designing for resilience and regeneration

    This tool helps learners engage with the design of solutions to address climate change impacts on themselves, their communities and their ecosystems. It invites the group to go beyond the…

    Verktøy:

    4.4

  • Investigating projects contributing to resilience and regeneration

    Investigating projects contributing to resilience and regeneration

    This activity consists in researching and learning about various projects that take place locally and around the world to foster climate adaptation and resilience. Particular attention should be given to…

    Verktøy:

    4.4.1

  • Drafting a guide book or manifesto

    Drafting a guide book or manifesto

    This activity builds upon new regenerative narratives (e.g. becoming a good ancestor, more-than-human politics) that are emerging in the climate change and environmental work field today. It consists in working…

    Verktøy:

    4.4.2

  • Tool 5.1. Regenerating soils

    Tool 5.1. Regenerating soils

    Healthy ecosystems require healthy soils. The latter contribute to sequestering carbon, and absorbing water which limits risks of flooding and helps refill aquifers. Soil biodiversity also helps sustain the biodiversity…

    Verktøy:

    5.1

  • Creating a school compost

    Creating a school compost

    Creating a school compost is a hands-on activity that teaches learners the importance of regenerating soil health and reducing waste. Composting turns organic waste into nutrient-rich soil, which can be…

    Verktøy:

    5.1.1

  • Creating and maintaining a permaculture garden

    Creating and maintaining a permaculture garden

    A class or a group of learners comes together to create a permaculture garden on the school premises/campus or in the locality, so that learners can learn about the benefits…

    Verktøy:

    5.1.2

  • Tool 5.2. Taking local action for climate-resilience

    Tool 5.2. Taking local action for climate-resilience

    This tool introduces activities that can help actively build the climate resilience of the local community and local ecosystems now and in the long run. They contribute to re-building a…

    Verktøy:

    5.2

  • Explore and support ecosystems

    Explore and support ecosystems

    This activity contributes to getting to know a specific ecosystem in the local area, and supports the taking of collective action to support/nurture that ecosystem. Knowing the local ecosystem is…

    Verktøy:

    5.2.1

  • Local cartography

    Local cartography

    Cartography can help understand and visualize the climate risks inherent to a specific ecosystem and community, as well as the resources (e.g. local knowledge and expertise, as well as possible…

    Verktøy:

    5.2.2

  • Supporting local climate resilience action

    Supporting local climate resilience action

    This activity can be taken up by young adults on campuses or in private/public areas with proper authorisations. They enable learners to put into practice what they have learnt about…

    Verktøy:

    5.2.3

  • Tool 5.3. Fostering solidarity and repair

    Tool 5.3. Fostering solidarity and repair

    Climate Change has been disproportionately affecting certain localities, regions, countries, population groups and communities already. This fosters a need for solidarity and repair that takes into account the various manifestations…

    Verktøy:

    5.3

  • Creating an intergenerational garment

    Creating an intergenerational garment

    The learners are made aware of the problematic sides of fast fashion. They then approach the problem with creativity and connection by designing and sewing an intergenerational garment. The learners…

    Verktøy:

    5.3.1

  • Creating learning exchanges between schools

    Creating learning exchanges between schools

    Learning exchanges can take place between schools in urban/rural areas, city centre/periphery, Global North/Global South. They can take the form of sharing personal stories, the progress of school projects to…

    Verktøy:

    5.3.2

  • Tool 5.4. Mobilizing through art and dialogue

    Tool 5.4. Mobilizing through art and dialogue

    This tool is about communicating about climate change and climate resilience, as well as engaging with a diverse audience, in ways that feel exciting, fulfilling and enriching for all parties…

    Verktøy:

    5.4

  • Art made of trash

    Art made of trash

    This activity is about cleaning a beach while having fun, tuning into the coastal environment, and reflecting on collective change. It consists in using the plastic trash you remove from…

    Verktøy:

    5.4.1

  • Engaging in non-violent communication

    Engaging in non-violent communication

    This activity has been crafted to introduce learners to the concept of nonviolent communication. Nonviolent communication (NVC) is a technique that can help you and your learners discuss difficult situations…

    Verktøy:

    5.4.2

  • Communicating with empathy

    Communicating with empathy

    This activity has been crafted to introduce learners to the concept of empathy, and how they can communicate with each other in an empathetic way. As part of this activity,…

    Verktøy:

    5.4.3

  • The dilemma game

    The dilemma game

    When debating climate action, we are often faced with dilemmas where there are only finite resources available to achieve desired goals, and each option has far-reaching consequences. Therefore, in this…

    Verktøy:

    5.4.4