COLLECTIVE ACTION FOR CLIMATE CHANGE

This activity explores the meaning of collective action, how that differs from individual action and asks students to examine which has more impact when trying to take positive action for climate change.

Students will:

  • Understands the term collective action

  • Understands what their role could be in collective action for climate change

  • Demonstrate support for climate friendly activities

Learning outcomes •

The learner understands the term Collective Action

• The learner understands the difference between Individual and Collective Actions

• The learner understands what their role could be in Collective Action for climate change

• The learner is able to support climate friendly activities

Key questions

How can Collective Action help tackle climate change?

What is the difference between Collective Action and Individual Action

Key vocabulary

Collective Action, Individual Action, active citizenship, Global Goals, impact

Step 1 Stories of Action for the Goals (10 mins)




  • Watch World’s Largest Lesson Part 2 with students.

  • Ask them to note down any examples of action that are included.

  • Review the actions together.

  • Then ask students to work in small groups to brainstorm as many different actions as possible for the Goals.

  • Set a time challenge of 5 minutes.

  • Ask groups to share ideas.

Step 2 Introducing the Concept of Collective Action 10 mins

Next put the words Collective Action and Individual Actions on the board. Ask students what these words might mean.

Collective Action: When a group of people comes together to achieve a common goal/objective.

Check for student understanding of these concepts. Ask students to create a simple table under the headings of Individual and Collective Action.

Ask student groups to sort their actions from Step 1 under the following headings:

Is it easier to generate ideas for Individual or Collective Actions?

Why might that be?

Do students have examples of Collective Action to share?


Note to educator: Students often find it easier to generate ideas for Individual Actions as opposed to Collective Action. Have a look at Appendix 1 for different examples of Collective Action for the Goals.

Next, ask students – how does it make you feel to take an Individual Action like planting a tree, telling someone about the Global Goals, using a reusable water bottle. E.g energised, hopeful, optimistic, defeated, pessimistic, lonely.

Sometimes it can be hard to stay motivated if it feels like you are doing an action on your own. How might it feel if you did the action with other people?

Step 3 Turning to Collective Climate Action 10 mins

Explain to students that we will now be focusing on Global Goal 13 – Climate Action.

Do students know of any examples of Collective Action for Global Goal 13?

Review previous notes or allow time for student research. Students may want to look at examples in Appendix 2.

How have these Collective Actions made an impact? Have they achieved more than an Individual Action?

Are there any learnings students can take from these examples?

Step 4 Circles of Influence 10 mins

Next ask students, what if 100 children in our area all agreed to work on one project? What impact might that have?

If you could get everyone to join together to focus on one improvement for the Earth, what would it be?

Allow time for student discussion.

Explain to students that everyone one of them is an Influencer because they come into contact with people who they have the opportunity to speak to and share their ideas with.

Demonstrate this by showing Appendix 3 on the board. Explain that you as an individual are in the middle of the circle. The wider circles show different spheres of influence. Who might be in the wider circles? How can we work together with the people in our spheres of influence to create a Collective Action for Climate Change?

Step 5 Linking Active Listening to Child Rights 20 mins

After identifying their spheres of influence, students can work together in small groups to create a Collective Action Plan for Climate Change.

Use Appendix 4 as an aid to help student brainstorming and thinking. Ask students to share ideas throughout. Once finished, allow time for different groups to share their ideas with one another for feedback.

What works well with their Collective Climate Action Plan?

What is one question students might want to ask about it?

What is one way that it might be improved?