In this part of the simulation, gifted students take on the role of MEPs and critically engage with their peers’ wildfire prevention proposals. Using guided question, they challenge ideas. This activity strengthens critical thinking, diplomacy, and their understanding of EU-level decision-making.

Ss will be able to evaluate current EU mechanisms for wildfire prevention, justify student-led solutions with logical reasoning and evidence, present persuasive arguments using formal public speaking skills.

Preparation (at home)

• Ss elaborate on the campaign idea from their infographic from : Fighting Wildfires, Protecting Our Future lesson (https://edutorij.carnet.hr/materijali/4450149 ) into a short, structured pitch (2–3 minutes). • Ss prepare a presentation that includes: o Campaign title and logo o Target audience o Main prevention strategies o One EU initiative they would connect their campaign with (e.g. RescEU) o How their idea supports one or more SDGs (esp. 13 & 15) o How it promotes cooperation across Europe o Ss prepare visual aids (slides, posters, props) or a short video.

Simulation Setup (at school)

• Classroom setup: semi-circle or round table to simulate the EU Parliament; EU logos and flags • Roles: gifted students play the role of youth delegates presenting their campaigns, other students play the role of MEPs from different EU countries, 1 student plays the role of a moderator

Opening Session

S moderator introduces the event: presenting solutions for wildfire prevention in the Mediterranean, reminds MEPs of their role to listen critically, take notes, and ask questions during the session.

Pitching the Campaigns

Each student or pair of gifted students presents their wildfire prevention campaign, based on their infographic. The presentation (2–3 minutes) should include: • Campaign title and slogan or logo • The problem: Why are wildfires increasing in the Mediterranean? • The solution: What specific actions does the campaign propose? • Who it's for: Target audience (e.g. schools, local communities, policymakers) • How it connects to the EU: Link to a relevant EU initiative (RescEU, EU Civil Protection Mechanism) • How it supports SDGs: At least one SDG addressed • Student action: How young people can get involved Students may use visual aids (slides, posters, props), or share a short video, poster, or digital element they’ve created.

Questions and Answers

After all pitches, Ss acting as MEPs ask follow-up questions (e.g. How would you fund this campaign? How does your idea work in both urban and rural settings? How can this be scaled across multiple EU countries? What challenges do you anticipate?) T prepares a list of possible questions. Ss youth delegates must respond spontaneously, defending their ideas.

Parliamentary Vote

Using Mentimeter, Ss MEPs vote for: • Most actionable idea – realistic and ready to implement • Most innovative solution – original and creative approach • Most EU-aligned campaign – strongly tied to EU values or mechanisms

Reflection

Whole-class discussion on the proposals, climate change, the role of EU and their (students’) role.