The two most commonly used approaches to tackle global warming and climate change are:

• Mitigating climate change by taking action to reduce or prevent the further release of greenhouse gases into the atmosphere. Such actions may include: improving energy efficiency, using energy-efficient appliances, reducing waste generation; transition to more sustainable models of production and consumption, etc. – Learn more,
• Adaptation to climate changes that have already occurred. That includes diverse measures, targeting different components of the environment, human health and economic activities – Learn more.

The worrying consequences of the climate change on Earth have forced the international community to take actions for addressing the climate change effects.

Preliminary preparation:

Divide the class into 5 groups (or choose 5 volunteers) who will get acquainted with the information related to the professions:

• Creative Artist
• Journalist
• Teacher
• Civil Servant
• Merchant/Seller

You could increase the number of groups (volunteers) if you add some more of the professions listed below:

• Physician
• Farmer
• Worker
• Cook
• Builder
• Driver
• IT/Communication Specialist
• Environmentalist

In class:

Organize a 7-10 minute presentation of each of the chosen professions. Have the groups/volunteers highlight their impact on the environment and climate, as well as the ways in which this impact can be mitigated or neutralized. Encourage students to be ingenious, creative and artistic in presenting the listed professions.

Explain to the students that:

• Human population has adapted to the natural environment throughout history by developing practices, cultures and livelihoods suited to local conditions. With the current rapid pace of climate change such as extreme temperatures, catastrophic rainfall and flooding, hurricane storms, etc., it is possible that societies will face challenges that they have not encountered and are not prepared for.
• Adaptation means anticipating the adverse effects of climate change and taking appropriate actions to prevent or minimise the damage they can cause, or taking advantage of the opportunities that may arise.
• Adaptation measures can be both large-scale (such as infrastructural changes in roads, coastal zones) and conducted at individual level or within a single household.

Brainstorm sequentially generating and recording ideas for adaptive measures related to:

• Water (Rainwater collection; water storage and preservation techniques; water re-use; desalination; economical water use and irrigation efficiency);
• Biodiversity (Creation of dedicated land corridors to help species migrate);
• Agriculture (Adjustment of planting dates and crop varieties; crop relocation in other regions; development of drought-sustainable crops; improved land management, such as erosion control and soil protection by tree-planting);
• Human health (Heat protection action plans development; provision of emergency medical services; improved climate-sensitive disease surveillance and control; provision of clean water and improved sanitation);
• Tourism (Diversification of tourist attractions; relocation of ski tracks to higher altitudes and glaciers; artificial snow usage);
• Transport (Prioritisation and reorganisation of transport types and usage of alternative eco transport; introduction of new standards and planning for roads, rail and other infrastructure to cope with warming and floods);
• Energy – Strengthening of overhead transmission and distribution infrastructure; underground cabling for utilities; improvement of energy efficiency; use of renewable sources; reduced dependence on single sources of energy.
• Construction (Adaptation of building regulations to future climate conditions and extreme weather events);
• Ethics (Promotion of lifestyles tailored to increased sustainability and resilience to climate change).

The measures in parentheses are intended to support students work during brainstorming and are by no means exhaustive of the possibilities for other ideas.

Write on the board (or quote to the class) Kevin Kruse statement (former Deputy Attorney General of the United States): "Life isn’t about getting and having, it’s about giving and being.

Encourage students to share how they understand and appreciate this concept, giving examples related to their everyday lives.

Explain that according to the German psychoanalyst and philosopher Erich Fromm (1900-1980), the attitude of "having" orients a person toward material possessions and power and is linked to greed, envy, and aggression, while the attitude of "being" is directed toward the pleasure of shared experience and creative activity and is motivated by justice and humanism.

Make the transition from these philosophical generalizations to the realities of environmental protection and the threat of climate change. Remind students of the different levels of responsibility and action on climate change:

• At international level – compliance with international legislation and agreements such as:
  • The Framework Convention (UNFCCC),
  • Kyoto Protocol,
  • The Paris Agreement on Climate Change,
  • EU Climate Change Policy,
  • The United Nations Climate Action Program.
• At national level – implementation of:
  • implementation of the legislative norms enshrined in the Climate Change Limitation Act.
• At regional level – organization and control of technological activities in:
  • economic sectors,
  • protection and restoration of the environment and natural resources ,
  • taking timely measures to deal with extreme natural phenomena,
  • provision of effective health care and favorable environment in populated areas.
• On personal level – awareness of the need and implementation of good practices related to improving energy efficiency, use of renewable energy sources, sustainable consumption, responsible attitude to waste, etc.

Explain that only united and focused efforts at all levels can produce the desired results to combat climate change. These results are extremely dependent on the actions of each one of us.

Challenge the students to decide for themselves which position they would choose regarding the climate: To have and receive (goods, money) or To give and be (an active and useful inhabitant of planet Earth).

To celebrate the World Climate Change Day (15 May), organize a campaign including:

• cleaning, afforestation and other eco activities;
• conducting a video week with the presentation of films dedicated to climate change and ways to limit it. Invite viewers of different ages and parents;
• creation of information wall (or periodic electronic edition) with information materials on environmental and climate issues.

Make a comprehensive assessment of the environmental condition of the school in terms of energy efficiency and plan its gradual improvement. Look for partners such as institutions, companies and non-governmental organizations to implement activities to improve energy efficiency.