Climate Refugees
Working Group:Early Inquiry, Low Achievers in ScienceCountry:CyprusLanguages:English, GreekAge of students (target group/s):13-14, 15-18Contact person information:Cyprus Center for Environmental Research and Education
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Consisted of learning material regarding the carbon cycle which is organized in 3 stages: scenario, inquiry, decision-making

Stage 1 : Scenario
Extreme weather phenomena are being observed across the globe. Catastrophic typhoon in Philippines..., extreme drought in Africa...., Cyclone Cleopatra hits Sardinia…, Deadly storm hits Rhodes…
More than 30 million people throughout the world became climate refugees last year because of environmental destruction and extreme weather phenomena. Predictions for the future look even worse. According to IPCC, by the year 2050, more than 200 million climate refugees will search for a new place to live, because their homeland will be totally covered by water, or simply because living around those areas will no longer be possible. Today, most climate refugees come from Asia or Africa.
What has changed on our planet that caused all these extreme phenomena? Scientists believe that carbon dioxide and global warming play an important role in climate change and environmental destruction.
Upon learning about climate refugees, Herodotos and Nepheli were wondering if their classmate Ali who comes from Somalia is a victim of climate change and a climate refugee himself. They wanted to know the exact reasons that made Ali and his family becomes climate refugees. They became troubled by the fact that Cyprus could also be affected by the extreme weather phenomena that are being observed around the globe and that Cypriots could become climate refugees ourselves. Is it possible that a new tragedy, a new environmental crisis could force us to become refugees once again? But this time climate refugees? Is there a way we can prevent a possible environmental crisis?
You are asked to help Herodotos and Nepheli answer these troubling questions. Give a factual answer on the general topic: Cypriot climate refugees: distant scenario or a soon-to-be reality?

Stage 2: Inquiry
At the first part of inquiry, students examine a variety of sources (short texts, tables, graphics, videos) in order to collect information regarding the phenomena being examined. For example: what is carbon, where it can be found, how it circulates on earth and why there is more carbon dioxide in our atmosphere now than ever.
By studying these sources, students are able to gather all the information needed in order to understand the carbon cycle.
At the second part of questioning, students collect data in order to understand how human activities can disturb the natural cycle of carbon and increase its emissions, which is directly related to the phenomenon of global warming and climate change.

Stage 3: Decision-making
At the decision making stage, students are asked to compile all the data they have collected as well as the information given to them regarding climate change in Cyprus, which they will present in an original interview with researchers of the Cyprus Institute in order to:
- validate if Cypriots could become climate refugees in the near future
- suggest ways of preventing a possible environmental crisis that will force us to become climate refugees.Strong points and opportunities:• Activates the motives of students
• Raises the interest and participation of low-achieving students.
• Short time duration (3 x 80')
• Utilizes structured work sheets and complimentary electronic material consisting of videos, animation etc.
• Relates to the everyday life of students
• Relates to current events of everyday life.
• It contains differentiated activities which the educator can adjust according to the academic level of students.
• No important previous knowledge is necessary.
• Raises the self-confidence of students.
• Cooperative learning.Limitations:• Structured inquiry
The structured inquiry is considered that it has a level of weakness because it limits the degree of self-acting and ownership of students and teachers. However structured inquiry is considered the optimum educational approach if the teachers and students are not fully prepared to implement an open inquiry.Added value with regards to the 3 topics of the MASS project:• Activates the motives of students
• Raises the interest and participation of low-achieving students
• Utilizes technology and can address digital learnersAny prerequisites needed:• No prerequisites needed for its application.