Previously, we reflected on our own praxis as a teacher within classroom in addressing climate issues. We will now zoom out and see the praxis embedded within the larger system of the curriculum.
In groups, we will start looking at the BC curriculum (or a piece of it) and hack it from the climate change lens. Each group will take a different part of the curriculum and then present their findings to the rest of the class. Guiding questions:
- What does the curriculum say currently about the climate change?
- Where in the curriculum is this visible? Where is it not? Why?
- Are the topics implicit or explicit?
- Others
Step 1: Mind Mapping – Based on your hacking exercise, you will share your findings through a mind map. Using words and phrases, put down your findings on a chart/through a poster.
Step 2: Cross-curricular Inquiry – To take a step further into the hacking, your group will start exploring possibilities of what/where climate conversations can be incorporated in different parts of the curriculum. (For example, if your group has chosen to look at Math curriculum, identify how/where you see climate as a conversation coming up)
Step 3: Gallery Walk
Groups will choose a representative who will stay with their chart/poster while the rest of the groups will move around to visit other posters.
As you engage with other poster, ask questions, share your own findings that resonate with other groups and have conversations about what you notice in your hacking activity.
Post the gallery walk, engage in a large group sharing of what we are noticing with the BC curriculum currently with regards to addressing climate change.