Objectives (5 - 10 minutes)

1. Understanding the concept of Global Climate Change: The students will define and describe the phenomenon of global climate change, including its causes, effects, and the role of human activities in this process.

2. Gaining Awareness of the Impact on the Environment and Society: Students will explore and discuss the potential negative impacts of global climate change on the environment and human societies, including but not limited to increased frequency of extreme weather events, sea-level rise, and biodiversity loss.

3. Developing Skills for Mitigation and Adaptation: The students will learn about the strategies and technologies that can be employed to mitigate and adapt to global climate change, such as renewable energy, conservation, and sustainable agriculture.

Secondary Objectives:

1. Enhancing Critical Thinking: The students will engage in discussions and activities that promote critical thinking about the complex issues surrounding global climate change, including its scientific, social, and economic dimensions.

2. Promoting Collaboration: Through group activities and discussions, the students will develop collaborative skills necessary for addressing global climate change, a problem that requires collective action and cooperation.

Introduction (10 - 15 minutes)

1. Recap of Previous Knowledge: The teacher reminds students of previously learned concepts in environmental science that are relevant to the current topic. This could include the greenhouse effect, the carbon cycle, and the impact of human activities on the environment. The teacher also asks the students to recall any recent news or events related to climate change that they might have come across, such as severe weather events or policy decisions.

2. Problem Situations: The teacher presents two hypothetical scenarios related to climate change. The first scenario could involve a coastal city that is at risk of being submerged due to rising sea levels. The second scenario could be about a farmer whose crops are failing due to changing weather patterns. The teacher asks the students to think about the potential causes of these situations and what can be done to prevent or mitigate them.

3. Real-World Applications: The teacher explains the importance of understanding global climate change by highlighting its real-world implications. This could include the impact on food production, the spread of diseases, and the displacement of human populations. The teacher also mentions the opportunities that exist in addressing climate change, such as the development of renewable energy technologies and the promotion of sustainable lifestyles.

4. Topic Introduction: The teacher introduces the topic of global climate change, explaining that it is a long-term shift in global weather patterns, primarily due to human activities. The teacher shows a few engaging and thought-provoking images or short videos related to climate change to grab the students' attention. These could include before-and-after pictures of glaciers, satellite images of deforestation, or animations showing the increase in global temperatures over time.

5. Curiosities and Stories: The teacher shares some interesting facts or stories related to climate change to pique the students' curiosity. For example, the teacher could mention that the first scientist to propose the idea of global warming was a Swedish chemist named Svante Arrhenius in 1896. The teacher could also share a story about a country like Bhutan that measures its progress not by GDP, but by Gross National Happiness, which includes factors like environmental sustainability.

6. Importance of the Subject: The teacher emphasizes that understanding global climate change is not only crucial for their studies but also for making informed decisions as global citizens. The teacher explains that the knowledge they gain in this lesson can help them be part of the solution to this global challenge.

By the end of the introduction, the students should have a clear understanding of what global climate change is, why it is important, and what they can expect to learn in the rest of the lesson. They should also be curious and engaged, ready to delve deeper into the topic.

Development (20 - 25 minutes)

Activity 1: "The Climate Change Experiment" (10 - 15 minutes)

1. Introduction and Goal: The teacher introduces the activity, explaining that students will simulate the greenhouse effect to understand how it contributes to global warming and climate change. The goal is for students to make the connection between this scientific principle and real-world implications.

2. Materials and Setup: The teacher provides each group with a clear plastic container, some soil, a small plant, and a thermometer. The groups are instructed to create a mini "greenhouse" by placing the plant in the container, closing it, and placing the setup in direct sunlight. The thermometer is to be placed inside the container to measure the temperature.

3. Procedure: Students should carry out the following steps in their groups:

   a. Plant the small plant in the soil within the clear plastic container.

   b. Close the container, ensuring it is sealed tightly.

   c. Place the setup in direct sunlight for a few minutes.

   d. Use the thermometer to record the temperature inside the container.

4. Observation and Discussion: After recording the temperature, students should observe that the temperature inside the container is higher than the outside temperature. The teacher uses this observation as a basis for discussion on how the greenhouse effect works. Students should be encouraged to connect this understanding to the concept of global warming.

5. Reflection: Students are asked to reflect on the activity and discuss the implications of the greenhouse effect on a global scale. Questions such as "What do you think would happen if the Earth's atmosphere trapped more heat like the greenhouse you created?" and "How might this impact our climate and the environment?" can be used to guide the discussion.

Activity 2: "Climate Change Debate" (10 - 15 minutes)

1. Introduction and Goal: The teacher proposes a debate on whether human activities are the primary cause of global climate change. The goal is to encourage critical thinking, research skills, and respectful arguments.

2. Setup: The class is divided into two groups: one group arguing that human activities are the primary cause of climate change, and the other group arguing against this position. Each group is given time to research their position using provided resources or their own devices.

3. Debate: Once the research time is over, the debate begins. Each group is given a few minutes to present their arguments. The teacher acts as a moderator to ensure respectful and fair debate.

4. Reflection and Discussion: After the debate, the teacher guides a reflection and discussion session. Students are asked to share their thoughts on the debate topic and what they have learned from each side's arguments. The teacher emphasizes the complexity of the issue and the importance of considering multiple perspectives.

By the end of the development phase, students should have a deeper understanding of the causes and implications of global climate change. They should also have improved their critical thinking, collaboration, and research skills.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher facilitates a group discussion, allowing each group to share the conclusions they reached during the activities. Each group should have up to 3 minutes to present their findings and discuss their thoughts on the solutions or outcomes of the activities. The teacher should encourage students to ask questions and engage in a dialogue about the different perspectives presented.

2. Connecting Theory, Practice, and Applications: After the group discussions, the teacher should summarize the key points from the activities and connect them back to the theory and applications of global climate change. The teacher should highlight how the activities help students understand the real-world implications of the greenhouse effect and the role of human activities in climate change. The teacher should also discuss how the debate activity fostered critical thinking and collaborative skills, which are essential for addressing complex problems like climate change.

3. Reflection: The teacher asks the students to take a moment to reflect on the day's lesson. The students should consider the following questions:

   a. What was the most important concept you learned today?

   b. What questions do you still have about global climate change?

   c. How can the knowledge and skills you gained today be applied in real life?

4. Individual Sharing: After the reflection, the teacher invites a few students to share their thoughts with the class. This can include their answers to the reflection questions, any insights they gained from the lesson, or any remaining questions they have. The teacher should encourage an open and respectful dialogue during this sharing session.

5. Summarizing the Lesson: To conclude the feedback session, the teacher summarizes the main points of the lesson, including the definition and causes of global climate change, its impacts on the environment and society, and the strategies for mitigating and adapting to it. The teacher also reiterates the importance of understanding and addressing global climate change as responsible global citizens.

6. Homework Assignment: To reinforce the day's lesson, the teacher assigns homework that requires students to further research a specific aspect of global climate change. This could be a particular climate change-related issue, a mitigation strategy, or a case study of a community affected by climate change. Students should be asked to prepare a short report or presentation on their chosen topic for the next class. The assignment should help students deepen their understanding of global climate change and its implications and foster independent research and critical thinking skills.

By the end of the feedback session, students should have a solid understanding of the day's lesson, be aware of their learning progress, and have a clear direction for their continued learning on global climate change.

Conclusion (5 - 10 minutes)

1. Summary and Recap: The teacher begins the conclusion by summarizing the main points of the lesson. This includes the definition and causes of global climate change, its effects on the environment and society, and the strategies for mitigating and adapting to it. The teacher emphasizes the role of human activities, particularly the release of greenhouse gases, in driving climate change. The teacher also reviews the key insights from the students' group activities and the debate, highlighting how these practical exercises helped deepen the students' understanding of the topic.

2. Connection of Theory, Practice, and Applications: The teacher then explains how the lesson connected theory, practice, and applications. The teacher points out that the theoretical understanding of the greenhouse effect was brought to life through the "Climate Change Experiment" activity. Similarly, the debate exercise allowed students to apply their theoretical knowledge in a practical and engaging way. The teacher underscores that these activities not only helped students better understand the science of climate change, but also its real-world implications and the strategies for addressing it.

3. Additional Materials: The teacher suggests additional resources for students who wish to explore the topic further. This could include documentaries on climate change, websites of reputable scientific organizations like NASA or NOAA, and books or articles on climate science and policy. The teacher should ensure that the suggested materials are age-appropriate and accessible to all students. The teacher also encourages students to follow relevant news and developments on climate change, emphasizing the importance of staying informed about this critical global issue.

4. Relevance to Everyday Life: Finally, the teacher discusses the importance of the topic for everyday life. The teacher explains that global climate change is not just an abstract scientific concept, but a phenomenon that is already affecting our lives and will continue to do so in the future. The teacher points out that the knowledge and skills the students gained in this lesson can help them make informed decisions in their personal lives, such as choosing sustainable products and practices. The teacher also highlights that understanding global climate change is crucial for addressing the challenge at a societal level, and the students, as future leaders and citizens, have a role to play in this effort.

By the end of the conclusion, the students should feel confident in their understanding of global climate change, motivated to continue learning about the topic, and aware of their responsibility to act as stewards of the environment.