CC5. How is climate change putting Cayman's future at risk?

Gallery walk: 

• Using the 18 provided risk posters, place them on the walls or counters around the room. 
• Provide each student with a pad of 4 post-it notes. Instruct them to walk around the room, reading each poster. 
• As they do, they should write one question inspired by each poster - these could be “Why, or How or When or What type questions OR a response to another student's question. 
• Once they have read each poster - ask the students to return to each of the top 4 risks they are concerned about - placing a post-it note on each with a brief explanation of why that particular risk concerns them.

Reflection: 

• After the gallery walk, have students return to their seats. Look for the risks with the most post-it notes. 
• Discuss the top 5 risks based on responses. 
• Read some of the post-its out loud and allow time to discuss. 
• If time allows, teachers can also address some of the questions written on the posters. 

Group Work: Divide students into small groups. Provide each group with a set of smaller cards, each detailing one of the 18 risks. 

Sorting Task: Ask each group to sort the cards into the four Compass categories (Nature, Economic, Social, Wellbeing) based on where they think each risk fits best. They should discuss and come to a consensus within their group. If needed, cards can be placed in 2 sections, but groups need to be able to defend the decision. 

1. Nature: This category focuses on the natural environment and its components, including ecosystems, wildlife, and habitats. It encompasses the direct impacts of climate change on flora and fauna, from individual species to entire ecosystems. Changes in this category can lead to loss of biodiversity, disruption of ecological balances, and alteration of natural landscapes. 

2. Economics: This category delves into the financial and business-related consequences of climate change. It includes impacts on industries, trade, jobs, and the overall economy. Factors such as damage to infrastructure, disruption in supply chains, and changes in tourism patterns fall under this category. Economic impacts can lead to job losses, increased costs, and shifts in market dynamics. 

3. Social: This category addresses the societal implications of climate change. It looks at how communities, cultures, and populations are affected. This can range from displacement due to rising sea levels to changes in social dynamics because of resource scarcity. Social impacts can lead to migration, cultural loss, and changes in community structures. 

4. Wellbeing: This category centers on the health and overall well-being of individuals and communities. It considers both physical and mental health implications. This can include direct health impacts like heat-related illnesses or the spread of vector-borne diseases, as well as indirect effects like stress or anxiety related to climate change events or uncertainties. Wellbeing impacts can lead to increased health care costs, reduced quality of life, and broader societal health challenges. 

When they have sorted the risks into each of the 4 categories, they should glue them onto the poster. 

• For each category students should write a summary statement based on the risks within that category. The statement should explain how life in Cayman (in each category) might be impacted by the risks. 
• Mitigation: For each category students should look at the various risks and suggest 1 mitigation strategy. 

Class Discussion: Reconvene as a class. Ask each group to share how they categorized the risks and the reasons behind their choices. Discuss any differences in opinion and the reasons behind them.

• Reflect on the concerns raised by students during the gallery walk and the sorting activity. 
• Emphasize the importance of understanding and addressing these risks, especially in vulnerable regions like the Cayman Islands. 
• Encourage students to continue thinking about how they can play a role in combating climate change and its effects on their community using the Compass Approach as a guide. 
• Address openly the idea of priorities and that there might be some things that have more importance than others. Allow the students to disagree too