1. What kind of interaction would the video require from your students? Does it force them to respond in some way(inherent)？

The video requires students to analyze causal relationships and have a certain level of knowledge about climate change (such as greenhouse gases → rising sea levels). Painful images can trigger instinctive reactions and require emotional processing in order to evoke empathy. When they watch, they must deal with scientific concepts (such as greenhouse gas effects) and images of climate impacts such as extreme weather or ecosystem loss. These images will trigger critical reflection on the reasons and moral responsibilities, such as comparing past and current carbon emissions, which will make students question social norms and generate emotional reactions.

2.In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic(earner-generated)?

Students may jot down key terms through video playback and pause the video to study unfamiliar concepts if they encounter something they don’t understand. Many people may reflect local influences or document issues related to solutions through personalized content. Students may draw diagrams of climate processes or share some major issues on social media to turn concerns into propaganda. These behaviors reveal their ability to process information and connect global issues with life experiences.

3.What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After watching, students will participate in a “prize winning Q&A” activity and design a local initiative (such as a renewable energy petition). Proficient in using slides or videos to explain the benefits and drawbacks of climate change, and creating a proposal outlining environmental and social benefits. Complete the proposal by analyzing interdependence relationships. Using persuasive communication skills to cultivate civic literacy and peer feedback to cultivate collaborative skills to develop systems thinking.

4.How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

To ensure accessibility, videos can be uploaded to YouTube, which offers video formats including multilingual subtitles, audio description versions, and text transcription with alt text, making it more convenient for students from all over the world to watch these videos. Reduce cognitive load by segmenting content into shorter topic segments and embedding them into a vocabulary list (such as inserting small text boxes in videos to help students understand difficult vocabulary). Secondly, by avoiding high bandwidth requirements and emphasizing fair solutions, priority should be given to socio-economic inclusiveness. By featuring video clips featuring young activists and indigenous knowledge holders, integrating different perspectives, learners are ensured to see their own reflections in the climate narrative.