Todos Pelo Clima | Meu Pé de Árvore

ITINERARY

ALL FOR THE CLIMATE

Intended for students in the 9th year of Elementary School and the 3rd year of High School

Here, students will identify degraded areas that impact the local climate, analyze the factors contributing to this degradation, develop and implement environmental restoration plans, and monitor the impacts of these actions on climate and public health.

ABOUT THE ITINERARY

Students will understand and analyze the relationship between environmental impacts and climate change and develop a forest restoration plan for degraded areas in order to mitigate negative effects on the climate and provide ecological recovery.

Through practical activities, students will carry out field research, bibliographic analysis, consult experts and carry out restoration activities.

Scientific Research

Environmental Creativity

Sociocultural Mediation

Environmental Entrepreneurship

RESOURCES
NECESSARY

Computers and tablets for research

Internet access for researching information, academic articles and case studies

Presentation software like PowerPoint or Google Slides

Report writing and presentation creation

Digital mapping tools like Google Earth or ArcGIS

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Communication platforms to interact with experts and groups

METHODOLOGY

Using Problem-Based Learning (PBL), the work aims to integrate environmental education and human, animal and environmental health, highlighting the importance of ecosystem restoration for climate improvement. Assessment is carried out individually and collectively through the following criteria: participation in discussions, creation of experiments and their presentations, attendance, empathy and autonomy, written report, mastery of content, group relationships and development of activities within the established deadlines.

LEADERSHIP

TEAMWORK

SOCIAL RESPONSIBILITY

HOW TO RUN

The completion of this itinerary is divided into four fundamental parts.

Check below how to execute each of them.

INVESTIGATION OF DEGRADED AREAS

Students must be separated into groups of no more than six people to carry out the investigative work.

The first part of this stage is for each group to identify a degraded region within the areas covered by the “Meu Pé de Árvore” startup initiative. To do this, students conduct in-depth field research, using geographic maps and interacting with local residents and environmental authorities. During these interactions, students explore a range of aspects, including the origin of the degradation, the previous state of the area, its impact on animal life, the environmental changes that have occurred, and the incidence of vectors such as mosquitoes. The goal is to obtain a comprehensive understanding of the situation, culminating in a detailed description of the degraded area, which encompasses its precise location, its extent, and the specific characteristics of the affected environment.

See the regions covered by Meu Pé de Árvore on the map below:

After identifying the chosen degraded area, the groups will carry out a detailed investigation into the environmental degradation in the locations. The research should include the following axes:

Microclimate change
Soil changes
Impact on biodiversity
Change in rainfall patterns Emergence/increase in diseases

This process involves conducting bibliographical research, interviews with experts in the fields of biology, ecology and agronomy, and the analysis of historical and contemporary data on the area in question.

By considering the impacts of environmental degradation on the health of all living beings, students are empowered to take a holistic approach in identifying and understanding the underlying causes of environmental degradation, thus preparing them to develop effective and sustainable solutions for the restoration of the ecosystem in question.

PRESENTATION OF CONTENT

In the initial stage, the teacher must comprehensively and dynamically address the interrelationship between degraded areas, climate change and One Health. This process begins with the exploration of two fundamental concepts:

Degraded Areas and Climate Change:

Address the connection between the themes, highlighting how environmental degradation contributes to global warming and its consequences.

One Health:

Demonstrate how imbalance in the components of One Health, which integrates human, animal and environmental health, can have varied and interconnected impacts.

The professor is responsible for leading a participatory discussion on the effects of environmental degradation, highlighting the importance of One Health not only for human beings, but also in the prevention of zoonoses and the relevance of ecological restoration as a fundamental measure to mitigate these impacts.

RESTORATION PLAN

At this stage, the environmental and climate restoration plan for the degraded area is developed. To do this, students consult case studies of successful restoration, draw up a schedule of activities and identify the necessary resources, whether human, material or financial, including an introduction, methodology, action plan and monitoring plan.

The result is a detailed document that encompasses clear objectives, intervention strategies - such as planting native trees, controlling invasive species and restoring soil - and monitoring and evaluation methods to ensure the effectiveness of actions in favor of environmental restoration and improvement.

By the end of the project, students should be able to understand how environmental degradation affects human, animal and environmental health, leading to changes in the local microclimate, which has negative impacts on the global climate.

PLANTING CAMPAIGN

Each group participating in the project will have the opportunity to lead a tree planting campaign together with Meu Pé de Árvore. The partnership with our startup offers students access to specialized resources and tools, facilitating and maximizing the impact of their initiatives.

We provide comprehensive support at every stage of the campaign , from strategic planning to practical execution. This includes mapping suitable areas for planting, providing native tree seedlings, recruiting volunteers and promoting environmental awareness events.

Additionally, we provide our platform that allows groups to monitor the progress of their campaigns, track the growth of planted trees and measure the positive impact on the local environment.

At the end, each group presents its project and the results of the planting campaign to the class, teachers and possible guests (environmental experts, local authorities). Presentations can include slides, models or digital models.

The goal is to receive constructive feedback from peers and experts, refining designs based on discussions.

PROGRAM CONTENT

Flow of matter and energy (food chains and webs)

Systemic balance of the ecosystem (maintenance and impacts)

Solutions for situations that threaten the balance of the ecosystem

Plane and spatial geometry

Ratio, proportion and rule of three

Concept of function and numerical sequences

The relationships between space, society, nature, work and time

Anthropogenic transformations in the physical environment in different societies

Landscape transformation processes in different societies

Urban and rural space: conflicts over land, divergent interests and ambiguities

Cartography techniques and geotechnologies and their use in different spatial phenomena

Scientific research (definition of the problem situation, object of research, justification, elaboration of the hypothesis, literature review, experimentation and simulation, data collection and analysis, accuracy of measurements, elaboration of graphs and tables, argumentative discussion, construction and presentation of conclusions)

Reading and interpretation of topics related to Natural Sciences, using reliable sources

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