This project (2018-1-SE01-KA201-039098) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Database of Innovative Learning Objects



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TITLE
Climate Action Simulation
LEARNING OBJECT
Role-playing game on global warming
NAME OF PRODUCER
Climate Interactive
TYPE OF PRODUCT
Online course, Downloadable material, Online Game
SUBJECT TAUGHT
Natural Science
LEVEL OF KNOWLEDGE
Medium
TARGET GROUP AGE
14 – 16 years old
TUTORIAL SUPPORT
Yes
DESCRIPTION
The Climate Action Simulation is a highly interactive, role-playing game. It uses the En-ROADS simulation model to engage a wide range of participants in exploring key technology and policy solutions for addressing global warming. The game is conducted as a simulated emergency climate summit organized by the United Nations that convenes global stakeholders to establish a concrete plan that limits warming to Paris Agreement goals. This game is a fun format for large groups to explore climate change solutions and see what it would really take to address this global challenge.
INNOVATIVE LEARNING OBJECT
1. A short theoretic presentation of the basic tool is given by the teacher together with examples.
2. Teacher plays as a facilitator.
3. Teacher divides students into 4 teams that represent different global stakeholders:
- civil society,
- government,
-industries/business,
- centres for climate protection.
4. The game is run in rounds.
5. Teams make their game strategies.
6. Each team is invited to propose a climate solution to be implemented.
7. The teams present their ideas in front of the class. Time for presentation per team: 5 minutes.
8. These actions are analyzed in real-time with the En-ROADS simulator to determine their effects on the climate.
9. Every team evaluates every idea (quantitively and qualitatively) and gives points (min 1- max 10 points) for the presenting team in three directions: (1) Good presentation of the innovative idea; (2) Potential of the innovative idea for success on the market; (3) Level of originality and innovativeness of the idea.
10. Teacher makes a summary of the basic outcomes of the activities and evaluation of the working groups.

Assessment: Peer-to-peer team evaluation, individual self-evaluation and teacher evaluation of the group work

OTHER INNOVATIVE USE
In some European countries, the Ministries of Education have formally recognised the value of
Global Citizen Education; starting from 2020 in Italy, Institutions had to include Citizenship
Education in school programs involving various subjects to draw up a transversal curriculum for
the students. For this reason, teachers are required to develop educational good practices and
methods to reach this goal. As a science teacher I chose to deal with the topic of climate change.
To this end, the class was divided into 5 groups, each representative of a continent. Each group
studied the case situation of the assigned continent on the basis of the materials I provided, and
then discussed it within the group and identified key climate solutions at the technological,
environmental and political level to limit and reduce climate warming in accordance with Paris
Agreement and the 2030 Agenda goals. For this purpose, we have been using as an interactive tool
“Climate Action Simulation”. Students have used the En-ROADS simulation model to determine
the effects of their decisions regarding the climate. The En-ROADS simulator helps building
support for strategies to address climate change via interactive testing. In the end a summit was
organized, a spokesperson for each group explained on the basis of the results obtained with the
CAS simulator, the actions put in place to reduce the human impact on the environment on his
continent. The resulting experience has been hopeful, scientifically-grounded, action-oriented, and
eye-opening. The students were very excited to use En-ROADS simulation model, as it made them
active protagonists in any choices for sustainable development. At the beginning of the
educational path, the students were aware that climate change is a threat, but did not feel the
need to link it to their lifestyle and to the political choices of the countries. Through the use of the
En-ROADS simulation model they have clearly seen how responsible behaviours at the individual
level are extremely important in the sustainable development. They also verified the importance
of people's participation in collective action on climate change in order to put pressure on
governments (e.g. successful campaigns for forest afforestation or reducing energy consumption).
They understood that climate change needs to be addressed at different levels: by individuals, by
groups acting together, and by governments that need to act both individually and collectively
through the United Nations.
EXPERT'S COMMENT
Taking part in the Climate Action Simulation improves participants’ knowledge on the actions needed to address climate change, boosts both personal and emotional engagement with climate issues, and leaves participants feeling empowered to address climate change.

References
Rooney-Varga, J.N., Kapmeier, F., Sterman, J.D., Jones, A.P., Putko, M., Rath, K. 2020. The Climate Action Simulation. Simulation & Gaming 51:114-140.
TEACHER'S COMMENT
This model was used with a first year SPHE group. CAS is a highly interactive role playing game where a UN meeting takes place in the class and stakeholders (groups of students) from technological, industrial and the environmental world are invited to discuss their proposals/solutions to Climate change.

Being the teacher, I chaired the meeting and assigned groups of 5 students as a particular stakeholder group. As each group spoke I was able to display on the projector the EN - roads simulation model to the class. This model displays two graphs entitled Global Sources of Primary Energy and Temperature Change. Beneath these graphs are various factors that contribute to Climate change. These factors are conveyed under Energy supply, Growth, Buildings and Industry, Growth, Land and Industry Emissions and finally Carbon Removal. Each group were able to clearly see how their sector/group contributed positively/adversely to climate change through the ever changing visuals. The game is played until there is a solution of 2 degrees warming achieved.

Before using CAS I found that conversations were rather polarized and no logical, practical suggestions/solutions were really offered by students in relation to the issue of climate change. The Climate Actions Simulations allowed the teacher to supervise as students were encouraged to work cooperatively in groups. Public speaking skills and debating skills were encouraged as the graphas changed with the proposals of each group. The graph changes really empowered the students to challenge themselves to find meaningful solutions.

The students really appreciated the use of CAS as it put them in a position of authority. Thought provoking questions were often teased out that may be overlooked in a general class conversation. Overall the experience was quite meaningful. After much deliberation the class eventually agreed on a proposal that satisfied all parties.