Designed by UPIT SDL content development IO2: CPD Curriculum

2 CONTENTS 1. Introduction to Climate Education Designed by: University of Pitești (UPIT) -------------------------------------------------5 1.1 Welcome and Introduction to the --------------------------------------------------------------------6 module 1.2 Presentation of the learning content and tasks -----------------------------------------------6 1.3 Final Assessment of achieved LOs through the Module ------------------------------------------------------------------17 2. Challenge-Based Learning in the Classroom Designed by: University of Pitești (UPIT) -----------------------------------------------18 2.1 Welcome and Introduction to the ------------------------------------------------------------------19 module 2.2 Presentation of the learning content and tasks ---------------------------------------------19 2.3 Final Assessment of achieved LOs through the Module ------------------------------------------------------------------25 3. Developing Challenge-Based Learning Resources Designed by: University of Pitești (UPIT) ----------------------------------------------26 3.1 Welcome and Introduction to the -----------------------------------------------------------------27 module 3.2 Presentation of the learning content and tasks -------------------------------------------- 27 3.3 Final Assessment of achieved LOs through the Module ------------------------------------------------------------------32


4 The CPD Training Programme for Primary Teachers focuses on building teachers’ knowledge capacity in developing challenge-based learning resources, so that they can integrate this pedagogic methodology into their teaching practice to address a range of primary curriculum subject areas. The training programme will be a total of 50 hours of training: • 21 hours face to face ( January 2022 - LTTE event in Cyprus) • 29 hours self-directed learning (SDL) (Asynchronous learning) As shown above, the self-directed learning content (SDL) should cover a total of 29 hours. These will be distributed as in the table below: For each module, we will provide didactic materials, resources and tasks! Reading + tasks Evaluation Module 1 Introduction to Climate Education 7 hrs 2 hrs Module 2 Challenege -Based Learning in the Classroom 8 hrs 2 hrs Module 3 Developing Challenge-Based Learning Resources 8 hrs 2 hrs 23 hrs 6 hrs TOTAL 29 hrs

5 Module title: Introduction to Climate Education Designed by: University of Pitești (UPIT) Aim of the Module This module will provide some theoretical content to primary school teachers to support them understand some of the main issues affecting our climate, how education can play role in reducing our emissions and addressing climate change and how the WebQuest resources can be used in the classroom to inspire children to take climate action. This module will also address the 6 topics addressed by the WebQuest resources and will provide background information to teachers on these 6 topics to support teachers in using these resources in the classroom. • Introduction to climate change. Discuss the main environmental issues that affect the climate (e.g. Plastic pollution, Deforestation, Air pollution, Melting ice caps, Food waste) • The role of education in addressing climate change and reducing our emissions • The WebQuest resources as a mean to inspire students to take climate action. • Present the 6 topics addressed in the proposal: Make Earth Cool Again, We are What We Breath, Fossil Fools, My Carbon Budget, My Food Miles, Bruised not Broken TOTAL Learning time SDL Assessment 9 hrs of which: 7 hrs 2 hrs LEARNING OUTCOMES OF THE MODULE On successful completion of this Module, trainees (primary teachers) will be able to: 1. Raise awareness about main environmental issues affecting the climate 2. Understand the role of education in addressing climate change 3. Introduce the WebQuest resources as a mean to inspire students to take climate action Knowledge K.1.1. Basic knowledge of the main environmental issues affect the climate K.1.2. Theoretical knowledge of how education can address climate change K.1.3. Basic knowledge of how WebQuest resources can inspire students to take climate action Skills S.1.1. Explain how main environmental issues affect the climate S.1.2. Discuss the role of education in addressing climate change S.1.3. Analyse how WebQuest resources can support students in taking climate action Attitudes A.1.1. Awareness of climate change A.1.2. Value the role of education in combating climate change A1.3. Willingness to employ new pedagogical methodologies to address climate change

6 Module title: : Introduction to Climate Education Welcome and Introduction to the module Welcome at „Introduction to Climate Education” – Module 1 of the CDP Curriculum in GRETA project! The Module is addressed to primary school teachers and has a total duration of 10 hours. In this module you will learn about the following topics: •Introduction to climate change •The role of education in addressing climate change •The WebQuest resources as a mean to inspire students to take climate action. You will see 6 examples of WebQuests developed by project partners. The Learning Objectives envisaged by this module are: •Raise awareness about main environmental issues affecting the climate •Understand the role of education in addressing climate change •Introduce the WebQuest resources as a mean to inspire students to take climate action Presentation of the learning content and tasks 1.Introduction to climate change The Earth’s climate is changing. Rising temperatures are already driving changes in climate around the globe, including changes in precipitation patterns and the frequency or intensity of extreme events such as storms, floods, droughts, and heat waves. The warmer climate has also led to rising sea levels, changes in snow and ice cover, longer growing seasons, and impacts on infrastructure, public health, and ecosystems. Many of these observed changes are linked to the rising levels of carbon dioxide and other greenhouse gases in our atmosphere, caused by human activities. What is climate? Climate refers to average weather conditions over many years. Weather, in contrast, refers to a specific event or condition that happens over a period of hours or days. What is climate change? Climate change involves significant changes, over several decades or longer, in temperature, precipitation, wind patterns, and other aspects of climate. Weather varies naturally from year to year, so one unusually cold or wet year followed by an unusually warm or dry year would n¬ot be considered a sign of climate change. Climate change involves longer-term trends, such as a gradual shift toward warmer, wetter, or drier conditions.

7 Module title: : Introduction to Climate Education “GLOBAL WARMING” VS. “CLIMATE CHANGE” Global warming is just one aspect of climate change. It’s a term used to describe the recent rise in the global average temperature near Earth’s surface, which is caused mostly by increasing concentrations of greenhouse gases (such as carbon dioxide and methane) in the atmosphere. The terms “global warming” and “climate change” are sometimes used interchangeably, but warming is only one of the ways in which climate is affected by rising concentrations of greenhouse gases. THE GREENHOUSE EFFECT Greenhouse gases, such as CO2, methane, and nitrous oxide, act like a blanket around the planet. They trap energy in the atmosphere and cause it to warm. This phenomenon, called the greenhouse effect, is natural and necessary to support life on Earth: without it the Earth’s average temperature would be around -18°C. But scientists agree that the continuing build up of greenhouse gases in the atmosphere— caused mainly by the burning of fossil fuels for energy—will upset the natural energy balance and change Earth’s climate, with potentially dangerous risks to human health, infrastructure, the economy, and ecosystems What is the evidence that shows the climate is changing? Scientists have documented long-term changes around the world in temperature, precipitation, sea level, and the amount of heat stored in the ocean. Especially dramatic changes are underway in the Arctic, whervve warming is amplified by powerful feedbacks. Reductions in sea ice, land-based ice, and snow cover, along with the thawing of permafrost, are having profound impacts in the Arctic and beyond. Rising sea levels, caused mainly by the expansion of seawater as it warms, along with billions of tons of water added to the ocean each year from melting glaciers, ice caps, and ice sheets, are affecting coastal communities in many parts of the world. Changes in the length of growing and pollen seasons, the timing of bird migrations, and range shifts in plants and wildlife provide still more evidence for recent changes in climate. How do we know humans are causing climate change? Climate scientists have concluded that humans are largely responsible for the climate change that has occurred since the 1950s. Human activities— such as burning fossil fuels for energy, cultivating crops, raising livestock, and clearing forests—are releasing greenhouse gases into the atmosphere. These greenhouse gases are being emitted faster than forests and the oceans can remove them, causing them to build up in the atmosphere. The atmospheric concentration of CO2 has increased by more than 40% since pre-industrial times, and the current CO2 level is higher than it has been in at least 800,000 years.

8 Module title: : Introduction to Climate Education We know that human activities are the cause of this increase because the carbon dioxide (CO2) emitted by burning fossil fuels carries a distinct chemical fingerprint that’s detectable in the atmosphere. Scientists have known since the 1800s that greenhouse gases trap heat, preventing it from escaping to space. The warming effect of greenhouse gases is amplified by feedbacks, especially from water vapor (a powerful and plentiful natural greenhouse gas), leading to more warming and changes in climate. Natural influences on climate, such as changes in solar radiation, natural cycles, volcanic eruptions, and the climate’s normal year-to-year variability, can‘t fully explain the current warming trend. The climate changes observed in recent decades follow a number of patterns—such as cooling at high altitudes and more warming at night than during the day—that are consistent with what scientists would expect from an increase in greenhouse gases rather than changes in solar variability or other natural causes. Watch this and reflect! Climate Action Tracker: The state of the climate crisis in 2021 | TED Talk Why is climate change a serious problem? The Earth’s average temperature has risen by 1.5°C over the past century, and climate scientists estimate it will rise another 0.5 to 8.6°C by the end of this century, depending, in part, on future emissions. That may not sound like much to worry about, since most of us experience much greater temperature changes over the course of a day or from season to season. But the global average temperature during the height of the last ice age was only 5 to 9°C cooler than it is today. Relatively small changes in the planet’s average temperature can mean big changes in local and regional climate, creating risks to public health and safety, water resources, agriculture, infrastructure, and ecosystems. Here are some examples: • Increasing heat waves • More extreme weather: In addition to heat waves, changes in precipitation patterns, including extreme precipitation events, storms, and floods, are becoming more common and more severe in many regions, and this is expected to continue. • Intensified droughts: Higher temperatures lead to increased rates of evaporation and can lead to more rapid drying of soils. • Impacts on crops: Over the past 40 years, climate disruptions to agricultural production have increased, and this is expected to continue. • More wildfires • Rising sea levels • Impacts on health: Climate change is increasing our exposure to extreme temperatures, extreme weather events; degraded air quality; diseases transmitted through food, water, and insects; and stresses to mental health and well-being. These threats to human health are expected to increase with continued climate change. Take that quiz! Quiz: Global warming – Climate Change: Vital Signs of the Planet (

9 Module title: : Introduction to Climate Education How does climate change affect my health? Climate change endangers our health by affecting our food and water sources, the air we breathe, the weather we experience, and our interactions with the built and natural environments. As the climate continues to change, the risks to human health continue to grow. How can we reduce the risks we face from climate change? By making choices that reduce greenhouse gas pollution, and preparing for the changes expected in the future, we can reduce risks from climate change. Our decisions today will shape the world we live in and the world we leave to our children and grandchildren. If we fail to make substantial cuts to greenhouse gas emissions, the Earth will keep warming for centuries to come. But it is not too late to address climate change and reduce the risks of impacts in the second half of this century and beyond. Doing so will require substantial cuts in greenhouse emissions. This will require stepping up improvements in energy efficiency, reducing waste, slowing deforestation, and shifting to cleaner energy sources. Communities can also prepare for the changes in the decades ahead by identifying and reducing their vulnerabilities and incorporating consideration of climate change risks into planning and development. What are the benefits of acting on climate change now? Economic studies suggest that the longer we wait to act on climate change, the more expensive it will be. There are many technologies already available, and actions we can take today, that will help us reduce our risks. Many of the actions that we can take to address climate change will have immediate benefits, such as cleaner, healthier air, as well as significant future climate benefits. Watch this! Al Gore: How to make radical climate action the new normal | TED Talk Can I make a difference? Yes – small actions really add up! There are many things that individuals and business can take to reduce their carbon footprint and act on climate change. Simple actions such as using energy-efficient light bulbs, recycling and composting, purchasing green power, using public transit, and bicycling or walking instead of driving can make a difference by reducing your household’s carbon footprint. Take that quiz! Climate change quiz (

10 Module title: : Introduction to Climate Education Where to learn more Resources: What Is Climate Change? | United Nations ClimateScience | ClimateScience How millennials can fight climate change – Debunking the Myth | The Hague Peace Projects 2. The role of education in addressing climate change Introduction Through systematic scientific investigation, we have known the causes of most environmental problems for several decades. Similarly, the effect of increasing levels of greenhouse gases in the atmosphere has been known for years. However, this science-based knowledge has not brought about policy changes, legislation, or wide-spread behaviour changes that are required to adequately address climate change. Solutions to climate change will require engaging the social sciences, in order to develop the societal understandings, cultural keys, and political will that are needed for change to occur. As we look at the history of education, we see a number of examples where natural science education alone fell short of creating desired changes. For example, sex education that only taught the anatomy of human reproduction did not lower the pregnancy rate. Anti-smoking education that focused solely on naming the toxic and carcinogenic components of tobacco s0moke did not reduce smoking. We know from years of experience in environmental education that knowledge and awareness alone do not bring about large-scale societal change. However, education that includes awareness, knowledge, skills, values, and opportunities for participation does bring about in-depth learning and behaviour change. We need to keep this in mind as educational systems around the world define and implement climate-change education. Enabling young people to predict and cope with change is part of a quality education in the new millennium. Climate change education: what to teach? Climate change education has two obvious parts: climate and change. The climate part obviously falls under the umbrella of the natural sciences and has traditionally been taught in geography (e.g., climatology) and earth science (e.g., meteorology). Climate includes atmospheric composition and processes. This part of climate change education can be easily updated in formal education through cyclical revisions of the science curriculum that take place about every seven years. The second part—educating for change—is where the thought-provoking discussions on climate change education need to occur.

11 Module title: : Introduction to Climate Education What does it mean to educate for change? What change is predicted so that we can prepare people to adapt to it? We need to distinguish between educating about change—history courses have done that for years— and educating for change. We posit that educating for change will help people lessen negative changes, adapt to change, and to promote positive change. Educating for change will require engaging social science and humanities teachers, as well as others. We think there are six important components to the change portion of climate change education: • issue analysis, • community and personal decision-making, • political processes, • social justice, • inter-cultural sensitivity and inter-cultural competence, • behaviour change. Integrating climate and change education In climate change education, climate and change are both important and interrelated. It is equally important that the change element is informed by the climate element, and the climate element is taught mindful of the social and economic consequences and complexities of change. These two elements—climate and change—cannot be separated, taught independently, and later woven together at an undetermined time or point in the curriculum. We cannot expect students to make linkages between the climate and change elements. The best framework? We expect that a great deal of effort will be placed on defining climate change education. We think it is best addressed through the Education for Sustainable Development (ESD) framework. ESD has four thrusts: (1) access to and retention in quality basic education, (2) reorienting existing education programs to address sustainability, (3) increasing public awareness and training, and (4) providing training for employees in all sectors of the economy (i.e., public and private). Jack Dangermond: An ever-evolving map of everything on Earth | TED Talk

12 Module title: : Introduction to Climate Education Although many of the current discussions on climate change education revolve around curricular change within the second “reorienting” thrust, climate change will effect far more than curricular issues within educational systems. For example, climate change affects children’s access to and retention in basic education as a result of poverty, migration, disease, and other factors. It will take good governance and policy implementation to deal with these issues within educational systems. In the western world, climate change also will require school boards to consider the carbon footprint of such actions as school construction and renovation, purchasing, transportation, and breakfast and lunch programs. Like ESD, climate change education should be locally relevant and culturally appropriate. Communities around the world will be facing different expressions of climate change. Each community has its own environmental, social, economic and political contexts. As a result, climate change education will look different in each community. One size will not fit all. Teachers in every discipline can contribute to climate change education. Students arrive at school with many different skills and interests and it is the teachers’ responsibility to engage those different learning styles to teach the mandated content. The same is true of climate change education. Some students will learn through science — observing natural phenomenon, recording and analysing data, and learning theory. Others will engage through the arts, such as writing, music, painting, and photography. Yet, others will learn through taking action such as awareness campaigns, raising funds, and volunteering their time to address a societal need or a social justice issue. Accordingly, it is important that many approaches are enlisted. We will only reach a small segment of the population if we teach climate change education from a strictly natural science perspective. Life-long learning Good climate change education programs will focus on life-long learning and not be limited to primary and secondary education. Public awareness and education programs for citizens of all ages are important, as is training of the current workforce. For most of the world’s population, climate change was not included in their school curriculum. Everyone needs to be informed so they can make decisions in their personal and professional lives that will lessen climate change or adapt to it. Effective climate change education will require coordination of various efforts so that people of all ages, not just pupils in primary and secondary schools, gain the knowledge, skills, and values they need to understand and create solutions for the many issues associated with a changing climate. Watch this to see experts ideas! Climate Change Education | Thomas Isaac | TEDxSouthFayetteHS - YouTube

13 Module title: : Introduction to Climate Education More on this subject: Getting_Climate-Ready-Guide_Schools.pdf It is getting hot_ Call for education systems to respond to the climate crisis.pdf resource_guide_on_integrating_cc_in_education_primary_and_secondary_level.pdf 3. The WebQuest resources as a mean to inspire students to take climate action Introduction The organization of the training process with the help of computer networks ensures a satisfactory training only in a higher motivational and interactive context. In the case of online teaching, teachers must prepare materials, make them available on the computer and motivate and guide each student through continuous interaction. For example, in a lesson, the computer can be used to simulate a scientific model or a distributed interactive representation. A group of students can also use the computer to obtain the information needed to complete a task on the Internet, discuss, debate, collect information, and present data found collaboratively. Computer programmed training is an algorithmic method that is a set of principles and pedagogical means promoted by the development of cybernetics, mathematical, logic and modern technical means. The essence of the method consists in distributing the study material in units or “quantities of information” that can be assimilated at once, putting problems in front of the student and asking him for an activity aimed at solving them. Using specific Internet tools (World Wide Web - WWW), the WebQuest technique proposes a new working method, which is based on the constructivist idea of elaborating one’s own knowledge through personal effort, being a viable alternative to traditional learning methods (WebQuest. Org: Home). It is based on a search model in the web space, which also includes elements of cooperative learning. Theoretical background The WebQuest technique was first developed and implemented in 1995 in the U.S.A. by Bernie Dodge and Tom March, professors at San Diego State University. The WebQuest model was adopted by many schools in a very short time. WebQuest is an activity based on problem formulation and investigation, in which some or even all the information that students come in contact with has Internet resources, optionally being supplemented with video conferencing. WebQuest activities are group activities and individual investigations are possible, useful in distance education or in search activities in a library. A WebQuest can be seen as a set of motivational elements around a basic structure, by assigning a role to each student in the group, by creating virtual characters for students to interact with via email and a scenario for them to interact with. WebQuest activities can be created within a single discipline or can be interdisciplinary.

14 Module title: : Introduction to Climate Education There are at least two distinct levels at which a WebQuest can be organized: Short-term WebQuest - aims to acquire and integrate knowledge. At the end of the implementation of such a project in a short period of time, the student accumulates a significant amount of new information and proceeds to understand them in depth. This type lasts for 1-3 hours of the course. Long-term WebQuest - aims to expand and structure knowledge. After completing a long-term WebQuest, the student processes the information accessed in depth, by processing it and transforming it to a certain extent. Finally, the student demonstrates the knowledge of the learned material by creating a product, for which he expects an online or offline reaction from others. This type lasts between a week and a month. Long-term WebQuests follow at least two aspects: what thought process is needed to solve the tasks and what form they will take once they are solved. The stages of elaborating a WebQuest project The elaboration of a WebQuest project (Creating WebQuests) must go through the following steps: introduction, task, information sources, process, evaluation, conclusions (WebQuest). 1. The introduction describes the context of action, the essential information and a motivational support in which the necessary premises are created for the employment and impetus of the students in the learning process. It is often in the form of a scenario, in which it is done: introduction to the topic, motivating readers and the central question. 2. The workload is the essential part of a WebQuest. This provides a purpose and an orientation of the student’s activities, while laying the foundations of the promoter’s curricular intentions. In fact, one of the purposes of the WebQuest technique is for students to complete a task (homework) using the information available on the Internet. There are a number of tasks that can be successfully completed using a WebQuest. The task formally describes what students need to accumulate at the end of the WebQuest and consists of: • solving a problem or a mystery; • formulating and arguing a position; • designing and creating a product; • analysis of the complexity of an aspect of reality; • reflection on the person; • creating summaries, summaries; • creating persuasive messages or advertisements, journalistic products; • creative activity; • any activity whose solution involves the processing and transformation of information accumulated by students.

15 Module title: : Introduction to Climate Education There are several types of tasks in WebQuest, which we exemplify below: • Playback tasks: Sometimes all students are asked to do is go through the information and then show that they understand it. In this case, they can make reports as a result of searches, which in fact provide an easy introduction to using the Web as a source of information. • Compilation tasks: A simple task for students is to take the information from a number of sources and arrange it in a common format. The resulting compilation can be published on the Web or presented in the form of traditional, non-digital products. • Mystery tasks: Sometimes a method of drawing students’ attention to a topic is to present it in the form of a puzzle or to introduce a mystery frame. The method can be applied starting from the level of primary education and can be extended to courses for adults. • Journalistic tasks: One way to implement a WebQuest is to ask students to behave like reporters in presenting a special event. Such a task involves gathering facts and organizing them into a story that can usually fit into the usual genres of the press. In evaluating how to solve it, you will focus on accuracy and not creativity. • Design tasks: The design represents in this case “a plan or a protocol for achieving certain objectives”. A design task involves the creation by students of a product or action plan that fulfils a predetermined purpose and that works taking into account the constraints imposed. The key element in developing such a task is to define the constraints as close to reality as possible. • Creative tasks: Such tasks involve making products with an imposed format (drawings, posters, sketches, games, journals, songs, etc.) but they are much more open and unpredictable than design tasks. • Collaboration tasks: People generally contradict each other because of differences in their value system, beliefs, experiences, and goals. The essence of such tasks is given by the most productive combination of several points of view. • Belief-type tasks: Such a task involves more than a simple rendering of a fact by students. They are forced to develop compelling presentations based on their own knowledge. These tasks are often combined with collaborative tasks, but their goal is for students to develop the ability to convince an audience of a point of view. In fact, such tasks are contrary to the collaboration type, which aims to achieve a consensus between divergent points of view. • Self-knowledge tasks: Sometimes, the purpose of a WebQuest is to provide a better understanding of oneself, knowledge that can be developed through assisted exploration of online and offline resources. A well-defined self-knowledge task causes students to answer questions about themselves, but does not allow them to obtain only short, typical answers.

16 Module title: : Introduction to Climate Education • Analytical tasks: One aspect of knowledge is understanding how things are interdependent and how they refer to each other within a subject. In the case of an analytical task, students are asked to look closely at one or more things, to find similarities and differences, and to emphasize their importance. They can look for cause-effect relationships between these things and discuss their implications and meaning. Such a well-defined task involves more than a simple analysis of the results obtained. • Thinking tasks: Thinking tasks present students with a series of elements, which they must clarify or evaluate, or involve making a decision from a limited number of options. Usually, but not necessarily, students take on various roles in completing such tasks. • Scientific tasks: Scientific methods have led to the creation of technologies that allow the use of a vocabulary specific to the field. Access to science has become common to all members of society and it is very important for a student to know, from the first year of school, how science operates. Sources of information represent a set of resources needed to perform the task (WWW links). These can be: • web documents; • experts (which can be accessed by e-mail or video conferencing); • databases accessible on the Internet; • books or other documents accessible to students in traditional form The process is an essential feature of a WebQuest project and must be divided into a number of well-defined steps. It includes a detailed description of the steps that students must take to complete the task (demonstrations for each step, guidelines for organizing the information gathered by students in the form of: summary tables, flowcharts, concept maps or other structures The evaluation describes the way in which the performances achieved by the students will be appreciated. Appreciations will be both individual and common for group work. The requirements must be: • objectives in relation to the level of preparation of the students; • clearly formulated; • consistent in relation to the studied material; • specific to the activities imposed by the task (clear goals, the concordance of the assessments with the specific tasks and the involvement of the students in the evaluation process). The conclusions summarize students’ achievements as a result of the project. These may also include rhetorical questions or additional links through which students may be suggested the possibility of extending or transferring reasoning to other content than those conveyed in the project.

17 Module title: : Introduction to Climate Education Now, please visit the Greta Project website at: and take a look at the WebQuests More about WebQuests Daniel_Vega_Computer_CLASE_TRES_15_16.pdf 6542-Article Text-19008-1-10-20151119.pdf Final Assessment of achieved LOs through the Module • Module 1: Introduction to Climate Education – final evaluation Design a WebQuest similar to ones from the GRETA “Compendium of Climate Change Challenge WebQuests for Pupils”!

18 Module title: Challenge-Based Learning in the Classroom Designed by: University of Pitești (UPIT) Aim of the Module This module will introduce the didactic theory of challenge-based learning to primary school teachers. This module will also support teachers to integrate the WebQuest resources into their lesson plan. For this, this module will also introduce the Lesson Plan Canvas to Primary Teachers, so that they can complete this planning template to help them to integrate these resources into their teaching practice. The Lesson Plan Canvas is based on the Business Model Canvas, but it has been adapted to be applied to a primary teaching session, and it is an effective tool for integrating technology into the classroom. • Introduction to the Challenge-based learning pedagogical approach • Integrating WebQuests resources into the lesson plans • Introduction to the Lesson Plan Canvas TOTAL Learning time SDL Assessment 10 hrs of which: 8 hrs 2 hrs LEARNING OUTCOMES OF THE MODULE On successful completion of this Module, trainees (primary teachers) will be able to: 1. Introduce the pedagogical approach of Challenge-based learning 2. Integrate the WebQuest resources into a lesson plan Knowledge K.2.1. Practical knowledge of the pedagogical framework of Challenge-based learning K.2.2. Theoretical knowledge how to integrate WebQuest resources into a lesson plan Skills S.2.1. Discuss how the Challenge-based learning can be used in the learning process to teach climate issues S.2.2. Analyse how the Lesson Plan Canvas can be used to integrate WebQuest resources into a lesson plan Attitudes A.2.1. Awareness of new pedagogical methodologies A.2.2. Willingness to employ new pedagogical methodologies to address climate change

19 Module title: : Challenge-Based Learning in the Classroom Welcome and Introduction to the module Welcome at „ Challenge-Based Learning in the Classroom” – Module 2 of the CDP Curriculum in GRETA project! The Module is addressed to primary school teachers and has a total duration of 10 hours. In this module you will learn about the following topics: •Introduction to the Challenge-based learning pedagogical approach •Integrating WebQuests resources into the lesson plans •Introduction to the Lesson Plan Canvas The Learning Objectives envisaged by this module are: 1. Introduce the pedagogical approach of Challenge-based learning 2. Integrate the WebQuest resources into a lesson plan Presentation of the learning content and tasks Introduction to the Challenge-based learning pedagogical approach We are surrounded by Challenges: large, small, local, global, short and long term. Some we choose, some choose us; some we look forward to, some we dread; some we address, some we try to ignore. Ultimately, how we individually and communally respond to Challenges will determine our future. The hectic pace of school, work, family and community life rarely provides time to consider different perspectives and craft thoughtful solutions. When and where do we learn how to address Challenges and create sustainable solutions? Without an effective, easy and efficient framework to think deeply, we repeat mistakes and overlook innovative ideas. As problems become increasingly complex and pressing, the need to develop a generation of engaged Learners equipped to identify Challenges and develop innovative and sustainable Solutions is crucial. Challenge Based Learning is an effective learning framework initiated at Apple, Inc. and used in universities, schools, and institutions around the world. The framework empowers Learners (students, teachers, administrators and community members) to address local and global Challenges while acquiring content knowledge in math, science, social studies, language arts, medicine, technology, engineering, computer science and the arts. Through Challenge Based Learning, students and teachers are making a difference and proving that learning can be deep, engaging, meaningful, and purposeful. Around the world hundreds of millions of people are involved in formal education. For a majority of these Learners, the focus is on acquiring knowledge and skills necessary to move to the next level and eventually enter the world as a productive member of society.

20 Module title: : Challenge-Based Learning in the Classroom Challenge Based Learning provides a framework for participants to accomplish this while building 21st century skills, developing a framework for life-long learning, and making an immediate impact on the world. Imagine millions of empowered Learners focused on creating solutions to local and global Challenges as part of their school work. The world becomes a better place. Take action. Make a difference. Read more here: CBL_Guide2016.pdf Watch the videos for a better understanding! Explained: Challenge-based learning - YouTube Challenge-based learning in practice (CBL) - YouTube Need more information? Click on: About | Challenge Based Learning Challenge Based Science Learning Toolkit - Digital Promise Integrating WebQuests resources into the lesson plans How is technology being used in schools to affect student learning? A stroll through a typical public school may reveal teachers using presentation software to enhance a lecture or students using the computer to publish a research paper using a word processing program. These types of activities, referred to as Type I technology applications by Maddux, Johnson, and Willis (1997), serve to make work easier and more convenient. Rarely are teachers and students using technology to engage in powerful, meaningful learning. VanFossen (2004), when referring the lack of Internet use by teachers, stated that one possible reason for the lack of technology use in the classroom is that „sorting through the vastness of cyberspace is difficult. The process of finding quality information from among the millions of websites available on many topics has been likened to trying to drink from a fire hose. This problem, in turn, makes curriculum development difficult for already time-strapped practitioners”. Simply put, teachers often lack the time to integrate technology effectively. Using technology to foster innovative teaching and learning, or Type II technology applications (Maddux et al., 1997), should be a priority for all educators. Average middle school children today may know as much about technology as their parents do. In fact, some may know much more. Today’s students have grown up in an environment with incredibly easy access to the Internet, email, word processing, and many other innovations. With advances in technology, it is safe to assume that in the near future most jobs will require at least a working knowledge of computers. If technology is so important to the future success of our students, it makes sense that it should also be an important part of our instruction.

21 Module title: : Challenge-Based Learning in the Classroom How, then, do educators ensure that students use technology to construct meaningful knowledge, skills, and, dispositions so that they will be able to work in a technologic ally advanced society? One Internet-based teaching strategy gaining in popularity is the WebQuest, an inquiry-based learning activity. Seeing the benefits of incorporating WebQuests into instruction, hundreds of schools, school districts, and universities have online collections of well-written WebQuests. Many teachers have been using WebQuests in the classroom for several years. But how does the use of WebQuests in the classroom affect student learning? Do students gain needed content and skills as a result of completing WebQuest activities? Why WebQuests? WebQuests promote student motivation and authenticity, develop thinking skills, and encourage cooperative learning, increase student motivation by providing an essential question, real-life resources with which to work, and opportunities to work in cooperative groups. WebQuests, by their very nature, encourage the development of thinking skills. The assigned task requires students to “transform information into something else: a cluster that maps out the major issues, a comparison, a hypothesis, a solution, etc.” Practical Implications Educators must critically examine the benefits of any type of instructional strategy before implementation. WebQuests and other technological innovations should be no exception. Just because a strategy is novel does not mean that it is effective. Any effort to implement this type of technology into the curriculum is certain to be costly and time consuming. More evidenced is needed to justify the use of such technology in the classroom. The empirical evidence is lacking, however, as to whether or not WebQuests are more effective than traditional instructional strategies when teaching for content. They do give teachers and students variety in their teaching and learning. Variety is critical to effective instruction because it ensures that teachers meet the needs of all students.

22 Module title: : Challenge-Based Learning in the Classroom Evaluating WebQuests There are two areas teachers should consider when evaluating a WebQuest. The first area is pedagogy. Pedagogy refers to whether or not the WebQuest is developmentally appropriate for the intended age group. Specific elements to look for included absence of threat, student choice, adequate time to complete tasks, collaboration, and meaningful content, to name a few. The second area is scholarship. Kennedy (2004) defined scholarship as „whether the content is factually accurate and presents different points of view for the young learners to consider”. The WebQuest should be authoritative (hosted by a credible source), objective, accurate, current, helpful, and attractive. Overcoming Barriers to Successful Integration Allowing students, the opportunity to use WebQuests activities to develop inquiry skills, learn content, and build technology skills is an endeavour not without obstacles. Lack of time for teachers to create and use their own WebQuests may be the most difficult obstacle to overcome. One alternative is to use what is already out there. Many Internet sites include collections of teacher-created WebQuests. For those teachers who want to create their own WebQuest catered to the needs of their students, the best advice is to start simple, designing and creating shortterm WebQuests at first and moving toward more complex, longer-termed activities. Using Web page development software may be too time-consuming for some teachers, due to the time needed to become truly comfortable with the software. Web pages can easily be developed using Microsoft Word and Microsoft Power Point, software programs with which many teachers are familiar. It is as simple as saving the document as a Web page. The high-stakes testing trend seems to be gaining momentum, and teacher autonomy is not likely to increase in the near future. It is crucial for teachers, administrators, students, and parents to understand that WebQuests are not designed just because they are “fun.” While engaged in a WebQuest activity, students are not only learning factual information but, they are classifying, evaluating, synthesizing, forming and testing hypotheses, making decisions, forming opinions, and participating in many other higher level thinking activities. State and national standards can and should be incorporated into all technology-based learning activities. The best way to prepare students for success on state mandated tests is to focus learning on the state curriculum through exciting and meaningful instruction. WebQuests do just that. Teachers and students who have never used computers or cooperative learning in the classroom should not expect smooth sailing at first.

23 Module title: : Challenge-Based Learning in the Classroom Students must have the social skills necessary to participate in cooperative grouping. These social skills are acquired only through practice. Teachers should expect confusion and management problems at first but be confident that the students will respond appropriately over time. The classroom must be managed to optimize student engagement and teachers need to set clear boundaries. No one plan will work for all teachers, so teachers should develop their own management techniques. Once familiar with using computers and cooperative learning for learning activities, the task gets much easier. Research on the actual educational benefits of WebQuests is lacking. Although there seems to be an abundance of descriptive writing related to WebQuests, the literature is quite sparse when searching for research. Empirical studies needed to further explore the role that WebQuests play in building critical thinking skills and content. Activity Watch this: Challenge Based Learning: an overview - YouTube Read some articles to have a better understanding! 1-s2.0-S1877042813047290-main.pdf 02-Integrating Online Searches in the Classroom.pdf Reflect on these questions: Are WebQuests more effective for teaching skills than content? How can WebQuests be improved to better meet the needs of students and teachers? Introduction to the Lesson Plan Canvas Canva is a graphic design platform, used to create social media graphics, presentations, posters, documents and other visual content. The app includes templates for users to use. The platform is free to use and offers paid subscriptions such as Canva Pro and Canva for Enterprise for additional functionality. Whether you’re a teacher or student, Canva for Education makes it easy to create, collaborate, and communicate visually in the classroom and beyond. Reach your class goals and objectives with a lesson plan Lesson plans are the roadmap to achieving the educational goals of both teachers and students. Rather than scribbling on any old piece of paper, you can create a beautifully-designed one on Canva.

24 Module title: : Challenge-Based Learning in the Classroom How to make a lesson plan Open Canva Open up Canva and search for “Lesson Plan” to make your own design. Find the right template Find templates for every lesson plan theme you can imagine. Filter your search by colour, style or subject. Just click on the template you like to start designing. Explore features Get creative with millions of images, icons, stickers, shapes, borders, grids and other graphics. Move elements around with the drag-and-drop tool. Use the collaboration tool to design in tandem with others. Customize your design Fill in the text boxes with your lesson details, upload your own images, mix and match fonts and colours from different templates and continue customizing until your design feels finished. Share or print Once you’re happy with your lesson plan, download it as a print-ready PDF and make high-quality prints with Canva Print. You can also share your design directly online in a few clicks. Create a structured lesson plan Creating a lesson plan in Canva can help you to use your class time effectively. Most of the lesson plan templates follow a clear pattern, arranged in easy to edit grids or text groups. This pattern makes it easy for you to identify key activities like your lesson introduction, lesson objectives and guided activities and helps to keep you organized while teaching class. Of course, you can always change things up to suit your own teaching style. Go ahead and rearrange the grids, try looking for other grid patterns that have different size boxes to help you focus on focal points. Play with font styles and design techniques like adding background colours to highlight important activities. See the tutuorials: Canva Tutorial for Teachers | Create a Lesson Plan on Canva | Teach Abroad & Online. - Bing video Creating Lesson Plans in Canvas - YouTube Do more with Canva 10 ways to take your lessons to the next level with Canva How to USE CANVA for free: the ESSENTIALS - YouTube How To Use Canva For BEGINNERS! [FULL Canva Tutorial 2021] - YouTube

25 Module title: : Challenge-Based Learning in the Classroom Final Assessment of achieved LOs through the Module • Module 2: Challenge-Based Learning in the Classroom – final evaluation Create a create a CBL lesson plan for primary education by using Lesson Plan Canvas, for the topic of combating climate change Download Lesson Plan Template from here: Continuing Professional Development Training - Module 2 Lesson Plan Canvas.docx - Google Docs

26 Module title: Developing Challenge-Based Learning Resources Designed by: University of Pitești (UPIT) Aim of the Module This module will provide the theoretical and practical guidance for teachers to develop their own WebQuest resources. Through this module, teachers will also be provided with guidance on using interactive platforms, such as PowToon, Google Forms, KAHOOT, LearningApps etc. to support them to develop engaging, media-rich challenge-based learning resources; as well as an introduction to how these can be applied in a primary school setting. TOTAL Learning time SDL Assessment 10 hrs of which: 8 hrs 2 hrs LEARNING OUTCOMES OF THE MODULE On successful completion of this Module, trainees (primary teachers) will be able to: 1. Develop Challenge-based WebQuest resources integrating interactive online educational tools Knowledge K.2.1. Practical knowledge of how to develop Challenge-based WebQuest resources K.2.2. Practical knowledge of the educational tools and how to integrate them into a lesson plan Skills S.2.1. Develop Challenge-based WebQuest resources integrating interactive online educational tools (PowToon, Google Forms, KAHOOT, LearningApps etc.) Attitudes A.2.1. Willingness to integrate new educational tools into the learning process