C. REQUIREMENTS FOR CONTEST MATERIALS AND EVALUATION CRITERIA 

1.  Integration of the “Climate Box” into School Subjects and Classroom Lessons 

1.1 Requirements for the Contest Entry 

• The contest entry must include the development and implementation of a lesson using the “Climate Box” toolkit; 
• Interdisciplinary lessons integrating materials from the “Climate Box” into multiple subjects are permitted; 
• Participants may submit several lesson plans; however, at least one lesson must be conducted. 

1.2 Formatting Requirements and Structure 

Lesson Plan 

• Submitted as a separate PDF file for each lesson, up to 5 pages (Times New Roman or Arial, font size 12, line spacing 1.15, no more than 2,500 words); 
• The lesson plan must include: 
• Lesson topic and corresponding topic from the “Climate Box”; 
• School subject and lesson theme(s); 
• Target age group (grade levels); 
• Lesson objectives and pedagogical tasks; 
• Required equipment and materials; 
• Lesson structure, including: 
• Introduction and classroom management; 
• Knowledge activation; 
• Main content; 
• Reinforcement of learning; 
• Conclusion and reflection; 
• Additional resources (not included in the page limit, may be attached separately): 
• Presentations, cards, 
• Audio and video materials, 
• Interactive tasks and other supplementary materials. 

Materials from the Conducted Lesson 

• Presented in PowerPoint format (maximum 10 slides). 

The presentation must include: 

• General information: 
• Date of the lesson; 
• Number and age of participants; 
• Involved partners (if applicable); 
• Photos from the lesson; 
• Conclusions and recommendations: 
• Key results and lesson effectiveness; 
• Suggestions for improvement or adaptation for other age groups; 
• Additional information (if applicable). 

Evaluation Criteria 

1. Effective methods of integrating the “Climate Box” into school curricula; 
2. Diversity of methods for engaging students in learning activities; 
3. Opportunities for student self-reflection; 
4. Involvement of internal and external stakeholders and partners; 
5. Promotion of climate-responsible values in children, aimed at reducing greenhouse gas emissions and implementing adaptation measures. 

2. Extracurricular Activity Based on the “Climate Box” 

2.1 Requirements for the Contest Entry 

• The contest entry must include the development and implementation of an extracurricular activity on climate change using “Climate Box” materials, including the supplementary guide “Extracurricular Activities on Climate Change” 
  (https://climate-box.com/wp-content/uploads/2025/07/Guide_extracurricular-activites_eng.pdf); 
• Participants may submit several activities; however, at least one must be conducted. 

2.2. Formatting Requirements and Structure 

Activity Plan 

• Submitted as a single PDF file, up to 7 pages (no more than 3,500 words); 
• Must include: 
• Activity title; 
• Corresponding “Climate Box” topic; 
• Age group and number of participants; 
• Location (school, external venue, etc.); 
• Duration; 
• Objectives and tasks; 
• Required equipment and materials; 
• Activity script, including: 
• Introduction and organizational moment; 
• Main part; 
• Conclusion and summary; 
• Participant reflection. 

Materials from the Conducted Activity 

• Presented in PowerPoint format (maximum 10 slides), including: 
• General information (date, number and age of participants, invited guests and partners); 
• Photos from the activity; 
• Conclusions and recommendations; 
• Additional information (if applicable). 

3. Evaluation Criteria 

1. Alignment with climate change topics and “Climate Box” content; 
2. Original approaches to engaging students and communities in climate action; 
3. Collaboration with partners and interested organizations; 
4. Replicability in other educational institutions and regions; 
5. Ability to assess the positive impact on students’ understanding and adoption of climate-responsible behavior. 

4. Development and Implementation of Youth Climate Projects 

4.1 Requirements for the Contest Entry 

• This nomination is intended for educators mentoring student climate projects implemented using “Climate Box” materials; 
• The contest entry must be based on at least one implemented student project carried out under the guidance of the participating educator; 
• Participants are encouraged to use the guide “From Knowledge to Action: Project-Based Learning on Climate Change” as a methodological reference 
  (https://climate-box.com/wp-content/uploads/2026/01/Project-Based-Education-Guide-ENG.pdf); 
• The entry must demonstrate the educator’s role in planning, implementation, and mentoring throughout the project. 

4.2 Formatting Requirements and Structure 

• Submitted as a single PDF file, up to 7 pages (no more than 3,500 words); 
• Additional materials (photos, student outputs, presentations, links) may be attached; 
• The submission must include: 

Project Overview 

• Project title and corresponding “Climate Box” topic(s); 
• Age group and number of participants; 
• Duration and implementation format. 

Project Implementation and Mentoring 

• Project objectives; 
• Structure and sequence of project activities; 
• Methods and tools used to engage students. 

3. Student Participation and Results 

• Forms of student involvement and teamwork; 
• Examples of student outputs; 
• Observed learning outcomes. 

Reflection 

• Key results and impact on students’ understanding of climate change and climate-responsible behavior; 
• Challenges encountered and solutions applied. 

5. Sustainability and Further Development 

• Opportunities for continuing the project within the same school or community; 
• Possibilities for replicability and adaptation in other classes, schools, or educational contexts; 
• Potential follow-up activities or partnerships supporting long-term climate education. 

Evaluation Criteria 

• Innovation and creativity – originality of approaches, creative solutions, and the use of digital tools; 
• Adaptability and realism – feasibility and potential for application (replicability) in different contexts (schools, cities, countries), taking into account the real capacities of educators and educational institutions; 
• Student engagement in project-based activities – development of independence, critical thinking, and research skills; 
• Fostering climate responsibility – encouraging students to take real actions (implementation of climate projects, volunteering, changes in everyday practices); 
• Individual approach – consideration of students’ levels of preparation, interests, and abilities. 

4.3 Preparation and Implementation of a Climate Quest for Schoolchildren 

Requirements for the Contest Entry 

This nomination involves a practical activity conducted with students in the format of a “Climate Quest.”  Participants are encouraged to review the short methodological guide: 
https://drive.google.com/file/d/1eIPJcxFtHXMSMZITsRghx_FOr5sKkRD6/view 

The Climate Quest includes: 

• A designated location (natural area, school grounds, classrooms, or other spaces); 
• A test-based set of questions linked to “Climate Box” materials (4 answer options, 1 correct), preferably administered online; 
• Physical objects corresponding to each question, placed across the site and numbered accordingly; 
• Teams of 1–5 participants completing tasks and submitting answers online. 

Organizers document the process, review answers with participants, explain correct responses, and summarize results. Certificates, diplomas, and commemorative prizes may be awarded. 

Formatting Requirements and Structure 

• Results must be submitted as a PowerPoint presentation (maximum 30 slides), including: 
• General information (location, date, organizer details, participant numbers and ages); 
• Photos of the quest process (via cloud link); 
• Question list with correct answers and photos of quest objects; 
• Media or social media links confirming implementation; 
• Conclusions and recommendations. 

Evaluation Criteria 

1. Innovation and creativity; 
2. Relevance of questions to climate change and scientific accuracy; 
3. Adaptability and replicability; 
4. Student engagement; 
5. Media coverage and documentation quality.