Welcome

This project seeks to demistify the phenomenon of climate change and equip teachers and school staff with the tools they need to understand and address the problems related to the climate crisis. Given that combatting climate change is not a core subject in the Elementary curriculum, we have tried to identify key moments in the CCQ and beyond where relevant content can be integrated. Through our efforts, we wish to raise awareness of the current crisis, and empower school communities to get involved.

Quick Access

Find here the main resources available from this project.

Introduction to Environmental Education

This course is an introduction for Quebec elementary and secondary teachers seeking to incorporate sustainability in their teaching practices.

Educational Materials

These lesson plans provide elementary teachers with creative activities designed to help children explore their emotions and expand their knowledge of the components of climate change.

Videos

These videos provide elementary teachers with hands-on activities designed to help students explore concepts related to sustainability through outdoor learning and community-minded projects.

Module Resources

Access the associated resources for each module from the course.

Module 1 – Sustainability

Here, we explore the meaning and implications for education of a concept that has now become a buzzword.

Module 2 – Thinking in Systems

Here, we consider how we may understand our world and our relationship with it through interconnected systems.

Module 3 – Consumerism

Here, we look at how a culture of consumption affects our societies and our educational systems.

Module 4 – From Emotion to Action

Here, we explore how we react emotionally to the climate crisis, how we build hope, and how we turn it into action.

Module 5 – Sources of Vigour

Here, we set you up to seek out and connect with actors and organizations in your community who are involved in the environmental movement.

With Support From:

EduAction Climatique is supported in part by funding from the Social Sciences and Humanities Research Council of Canada.

 Ces travaux ont bénéficié d’un octroi du Fonds de recherche du Québec (https://doi.org/10.69777/344200)

With support from the Ministère de l’Éducation de Québec (MEQ)

With support from the Center for the Study of Learning and Performance (CSLP) at Concordia University.