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Specific name of the learning unit
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Global Climate change
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Age of the target users
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| Requirements for the learner |
Basic knowledge of Science
Access to AR-compatible devices (smartphones, tablets, or AR glasses) |
| Description of the learning unit |
This unit introduces teachers and students to Climate change and global challenges that Europe need to face in the next years while incorporating Augmented Reality (AR) for a more immersive and interactive experience. |
| Subject: Parties involved |
Science, chemistry |
| Keywords |
Climate change, greenhouse gases, CO₂ emissions, renewable energy, mitigation strategies, sustainability, biomimicry, SDGs, adaptation, global warming, augmented reality, environmental impact, climate equity. |
| Key qualifications, skills and knowledge that can be acquired |
- Scientific Literacy: Understanding the causes and effects of climate change through the carbon cycle, greenhouse effect, and human impact.
- Critical Thinking: Evaluating various climate solutions and their feasibility, effectiveness, and ethical implications.
- Digital Competence: Using AR tools to visualize data, simulate environments, and build interactive models.
- Collaboration and Communication: Working in teams to design solutions and present arguments or strategies using multimedia and AR-enhanced visuals.
- Systems Thinking: Connecting climate topics with the UN Sustainable Development Goals, recognizing their interdependence.
- Innovation: Applying bio-inspired and technological strategies (e.g., biomimicry) to solve real-world climate challenges creatively.
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| Resources and didactic aids used |
- Digital Tools:Augmented Reality apps
- Climate simulators and dashboards (e.g., NASA Climate, Global Carbon Atlas)
- Multimedia Content: Educational videos
- Infographics on SDGs and carbon emissions trends
- Printable Materials: Wedge worksheets for climate mitigation strategies
- Reflection journals or design briefs
- Physical Aids: Gameboards for carbon wedge selection
- 3D-printed models (optional, if available)
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| Assessment criteria and evaluation |
- The student clearly explains the causes, effects and consequences of climate change, demonstrating accurate scientific understanding.
- Application of AR tools The student effectively uses augmented reality to explore, illustrate or manipulate climate systems, biomimetic models or sustainable solutions.
- Link to SDGs The student links climate issues to the United Nations Sustainable Development Goals (in particular SDG 13), demonstrating systemic thinking.
- Creativity and innovation The student designs an original or adapted climate solution (e.g., a bio-inspired technology), clearly explaining the scientific and design rationale.
- Collaboration and communication The student actively participates in group work, presents ideas clearly, and uses augmented reality to enhance explanation and engagement in the presentation.
- Critical thinking The student critically evaluates the feasibility and impact of different strategies, identifying trade-offs and stakeholder perspectives.
- Reflective thinking The student reflects on their own learning process, the challenges of combating climate change and the implications of the proposed solution.
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