Kids On Climate Change

Parkland High School

Forsyth County By Julia Knowles
Winston Salem
 Introduction
S Hypot
How does the knowledge c level on climate change of Juniors and Seniors hesisdo not have a firm
i
juniors and seniors correlate with the power to create grasp on the topic of climate change, so
change?
e they are unable to take action.
n
ti Purp
fi ose
It is very important cfor the youth of this generation to be informed of issues and to act to protect
the environment because this world will soon be theirs as years pass by.
Q
u
With the data the researcher gets from this experiment they will know what students know about
climate change, and what it will take to create a catalyst to inspire them to action.
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 Background
Studies show that surveys should be at most 10 questions and shouldn’t take more than 10
Information
minutes to complete. 86 students answered the researchers survey which shows that the number of
questions was reasonable.
A Yale university study on American teens thoughts about global warming and climate change
compared to adults followed a similar methodology to the researchers survey.
They discovered that In some areas teens are more informed than adults about the causes of
global warming. Many teens lack the knowledge needed to make informed decisions regarding climate
change, in the present and future.
United Nations Secretary-General, Antonio Guterres said that “My generation has largely failed
until now to preserve both justices in the world and to preserve the planet. It is your generation that must
make us accountable to make sure that we don't betray the future of humankind. “
The UN secretary general states yet another important view on the role of youth in climate
change and why it's so important that they be informed on this matter of importance.
Governments should focus on informing and engaging the youth of our nation because they do
have the power to influence the alleviating of climate change. According to this article, some things the
government can do is:
1. Engage and harness their skills
2. Invest in youth-led solutions
3. Give young people a seat at the table
 Independent Variable: Control:
Questionnaire The type and amount of questions asked
Dependent Variable: to each student
Student Response to questionnaire The grade level of students Seniors and
Juniors
Procedur
1. e form using a public survey as a reference
Make the google
2. Write down 9 questions on the google form for students to answer
3. Create a QR code using the link of google doc
Procedure
4. Go up to random
Make the google
1. students, bysurvey
form using a public flipping
as a reference a coin when deciding between areas of the cafeteria for senior lunch
Write down 9 questions on the google form for students to answer
time, startingCreatefrom
a QR codethe daylink ofof 10/20/2022 10:39:38 all the way to 10/28/2022 14:16:02 and ask them what
2.

3. using the google doc

Go up to random students, by flipping a coin when deciding between areas of the cafeteria for senior lunch time, starting from the day of 10/20/2022 10:39:38 all the way to 10/28/2022 14:16:02 and ask them
grade they are intheyand are inif
and they would likeinto participate in a myclimate change survey by scanning my QR code.
4.

what grade if they would like to participate a climate change survey by scanning QR code.
After getting all the data the researcher copied the graphs from the yes and no questions onto a google doc to show my data.
5.

5. After getting Then all the data the researcher copied the graphs from the yes and no questions onto a google doc to
the
6. researcher read over the written response questions and sorted the similar answers together.
The researcher then counted the number of students who answered in a similar way and added them together.
7.

show my data. The researcher then divided the number of students who answered in a similar way by the total number of students who participated in the survey which was 86, to get the percentage of students who responded
8.

to each question.
6. Then the researcher read over the written response questions and sorted the similar answers together.
Finally, the researcher measured the consistency of the survey multiple choice through the Cronbach scale: Cronbach’s Alpha: 0.77344
9.

7. The researcher then counted the number of students who answered in a similar way and added them
together.
8. The researcher then divided the number of students who answered in a similar way by the total number of
students who participated in the survey which was 86, to get the percentage of students who responded to
each question.
9. Finally, the researcher measured the consistency of the survey multiple choice through the Cronbach scale:
Cronbach’s Alpha: 0.77344
What are things you can do to prevent climate change?
1. 45% of Juniors and Seniors think that climate change can be prevented through carpooling, reducing energy and
other things, Reusing plastic, clothes, etc, and recycling.
2. 1.2% of Juniors and Seniors think that climate change can be prevented by being eco-friendly.
3. 17.4% of Juniors and Seniors don't know how climate change can be prevented.
4. 6% of Juniors and Seniors think that climate change can be prevented by stopping pollution.
5. 2.3% of Juniors and Seniors think that climate change can be prevented through being informed and informing
others.
6. 4.7% of Juniors and Seniors think that climate change can be prevented through Clean, don't litter.
7. 8.1% of Juniors and Seniors think that climate change can be prevented through Solar panels and renewable energy.
8. 1.2% of Juniors and Seniors think that climate change can be prevented by using less technology.
9. 10.5% of Juniors and Seniors think that climate change can be prevented If everyone helps reduce fossil fuels.
10. 1.2% of Juniors and Seniors think that climate change can be prevented by staying inside.

11. 1.2% of Juniors and Seniors think that climate change can be prevented by eating fewer animal products and using

fewer fast fashion clothing items.

12. 1.2% of Juniors and Seniors think that climate change can be prevented by removing certain government officials.
Have you done anything to decrease your carbon footprint? If not, why? If yes, what?
65% of Juniors and Seniors say they haven't. Some reasons they have listed for not doing this would be:

1. I don’t know how

2. Having a carbon footprint is inevitable when living life.
3. I haven’t really thought about it
4. It doesn’t matter
5. Can’t afford big changes such as solar panels
6. One person reducing a footprint won’t do anything if 10 other people aren’t reducing their footprint.
Half of the Juniors and Seniors who say they haven’t done anything to reduce their carbon footprint, are willing to
learn and think that they should reduce climate change.
The other half are uninterested or don’t prioritize climate change at the moment.
35% of the Juniors and Seniors say they have. Some things they have done are:
7. Recycle 6. Walk
8. Reuse
9. Conserve energy 7. Park clean-ups
10. Carpool

11. Use public transportation

What is climate change? And what causes it?
1. 45.3% of the Juniors and Seniors surveyed believe that climate
change is the change in weather or temperature because of
humans.
2. About 2.3% believe that climate change is heating the earth's
atmosphere.
3. 10.5% don’t know what climate change is
4. 9.3% of Juniors and Seniors believe that climate change is when
the earth gets hot or cold
5. 12.8% of Juniors and Seniors believe that climate change is when
Greenhouse gasses such as CO2 make the planet warmer and
cause icebergs to melt.
6. 11.6% of Juniors and Seniors believe that climate change is when
the climate changes because of pollution
7. 1.2% of Juniors and Seniors believe that climate change is when
the earth is dying
8. 7% of Juniors and Seniors believe that climate change is a
change in the earth.
All of these students believe except the 10.5% who don't
know what climate change is believe that it is caused by
humans to some degree.
Use charts to explain your ideas

White Gray Black

In two or three columns

Yellow Blue Red

Is the color of Is the colour of Is the color of
gold, butter the clear sky blood, and
and ripe and the deep because of
lemons. In the sea. It is this it has
spectrum of located historically
visible light, between violet been
yellow is found and green on associated
between green the optical with sacrifice,
and orange. spectrum. danger and
courage.
A picture is worth a thousand words

A complex idea can be conveyed with just a single

still image, namely making it possible to absorb
large amounts of data quickly.
Want big impact? Use big image.