Escolar Documentos
Profissional Documentos
Cultura Documentos
Station 1: Causes
Station 2: Effects on ice caps
Station 3: Effects on sea level
Station 4: Effects on water supply
Station 5: Effects on vegetation and animals
Station 6: Effects on weather
Station 7: Effects on health
59
Lesson activities: UNIT 2
Tell them to colour code the sticky note: • Are there any overlaps?
Red = car (This can be replicated by drawing a large compound
Blue = bus histogram on the whiteboard and placing pupil sticky
Green = walk notes at the relevant distances.)
Yellow = cycle.
• Explain that in terms of carbon walking and
Tell pupils that one corner of the classroom cycling are emission free. Buses emit some
represents the school and that the other is the greenhouse gases but because they carry
greatest distance anyone in the room has to travel many passengers the amount per journey per
to school. Ask the pupil with the greatest distance passenger is low. Car journeys are by far the
on their sticky note to stand in the further corner. worst way to get to school in terms of CO2.
Explain to the pupils that there is a continuum line • Q/A: Why don’t more students cycle to school?
between the two corners and they have to find their
correct position relative to everyone else in the class. • Take feedback and categorise the responses
e.g. distance, time, convenience, safety etc.
To do this they have to compare their distances with
• Explain that surveys carried out by sustainable
one peer at a time. Pupils with the same or very
transport charity Sustrans indicate that 45% of
similar numbers should stand side by side at a right
UK pupils say they would rather cycle to school
angle to the main continuum line.
but most don’t.
60
Lesson activities: UNIT 2
61
Lesson activities: UNIT 2
62
Lesson activities: UNIT 3
63
Lesson activities: UNIT 3
Activity 2 Activity 3
Handout Reducing the Handout Design the ideal
energy footprint at home energy efficient citizen
Tell pupils they are going to find out about some The areas of potential solutions are broadened to
of the ways in which individuals can reduce their include transport and holidays in this audience and
energy footprint and ultimately reduce carbon purpose exercise. These may not be wholly under
emissions. Explain that this is on a larger scale pupil control or may not be an option for them yet,
and isn’t just about them but about their families but they should consider their opinions on family
as well. and possible personal future actions.
Use groups of 4–5 pupils to read through the 1. Groups of 3–4 pupils read through the cards.
information on reducing the energy footprint of
the home. Assign sub topics such as design, 2. Groups have to pick a maximum of six attributes
saving energy, garden and shopping. Each group that they think would be most important for a
produces an A3 poster to inform others of the truly energy conscious person to have.
best options for reducing the energy, which they
Attributes on the cards are:
present to the class.
• Turn it off when not in use (lights, television,
DVD player, Hi Fi, computer etc.).
64
Lesson activities: UNIT 3
• Go for a run rather than driving to the gym. 3. Ask groups to justify their choices and explain
how they reached their final decisions.
• Fit energy saving light bulbs.
• Install thermostatic valves on your radiators. 4. Explain that they have some blank cards to add
extra energy saving ideas gleaned from their
• Insulate your hot water tank, your loft and
earlier reading. If they add one extra idea they
your walls.
must explain how it would help the ideal citizen
• Limit your family to one holiday flight per year. reduce their personal footprint.
• 35% of heat generated in the house is lost
5. How might the choices change if energy
through the walls. Installing cavity wall insulation
prices soared?
could save up to £100 per year.
65
Lesson activities: UNIT 4
66
Lesson activities: UNIT 4
A web-based lesson a. Why do the figures for the two sites differ?
A carbon footprint is a convenient way of reflecting b. Which one do you think is the most reliable
upon how much impact each person, family or and why?
business has upon the production of greenhouse Hint: think about the categories of information
gases, measured in units of carbon dioxide. There are you had to supply. Were they just about
many “carbon footprint calculators” which try to sum energy used or the kind of methods in place
up the amount of carbon we create in our homes, to save energy?
schools, workplaces and travel.
4. All estimates can be wrong. Look back to your
They try to take into account a range of things that
predictions at the start. Which aspects of energy
could create CO2 such as the energy we use to heat
usage/carbon emission were left out of the
our homes, run our domestic appliances, the waste
web-based calculators and which should be
we recycle or don’t and the type of car we use to
added to make them more representative of
travel to school or work in. Whilst they don’t all give
your lives and homes?
the same picture they do help us question the way
we live and what we are prepared to do to actively
5. How might people’s attitudes to global warming
reduce our own contributions.
change if they all had to calculate their own
* REMEMBER the average carbon footprint for a carbon emissions?
home in the UK is thought to be between 6 to 9
tonnes of CO2 per year! 6. What if they had to pay additional tax for the
amount of extra carbon their homes and
1. Working in groups ask pupils to write down 10 travel emitted?
ways of using energy and creating carbon that
they think they might be asked to take into
account in the carbon footprint calculators (e.g. Alternative activities
how many air miles/year, house insulation, etc.).
Using a selection of the websites listed ask pupils to
calculate the carbon footprint of:
2. Select one of the carbon calculator sites on page
68 and, using the information collected for their • their last holiday
home energy survey, try to calculate their • their daily journey to school
carbon footprint.
• the daily journeys to school of the whole class.
a. Ask pupils to write down their estimated
carbon footprint in tonnes per year.
67
Lesson activities: UNIT 4
Websites
Global warming/climate change
http://www.bbc.co.uk/climate
http://www.royalsoc.ac.uk/landing.asp?id=1278&gclid=CKKBxdmxoIcCFSNRQgodz0Mx5g
http://www.globalwarming.org/
http://www.koshland-science-museum.org/exhibitgcc/index.jsp
http://www.dar.csiro.au/capegrim/ghgasgraphs.html
Environment
http://www.woodland-trust.org.uk/
Home
http://www.est.org.uk/
http://www.adviceguide.org.uk/index
http://www.carbonfootprint.com/calculator.html
http://www.southampton-sustainability.org/carboncalc.htm
http://www.carbonneutral.com/pages/businesscalc.asp
http://www.climatecare.org
http://www.whatyoucando.co.uk/electricity_reduction_story
Schools
http://www.saferoutestoschools.org.uk/index.php?f=travel_plans.htm
http://www.teachernet.gov.uk/sustainableschools/framework/framework_detail.cfm?id=37
Business
http://www.carbontrust.co.uk/default.ct
http://www.carbonneutral.com/businesshome.asp
http://www.green-works.co.uk
68
Lesson activities: UNIT 5
this means it will reach a point at which 3. Explain that each method may be useful for other
greenhouse gas emissions from Royal companies to employ. They are going to evaluate
each method and rank it in terms of residual
Mail have been assessed, reduced where
positive/negative points (see table below and
possible and the remaining non-reducible evaluation sheet handouts).
emissions offset through high quality
4. Ask pupils to suggest any other method Royal Mail
renewable energy, energy efficiency or might consider, bearing in mind what they have
forestry projects. read elsewhere in the pack or on websites (e.g.
office paper recycling, car pooling systems for
workers, incentives for those who cycle to work,
using liquefied petroleum gas (LPG) vehicles etc.).
Then consider the possible negatives (e.g. Is it likely to be costly, difficult to maintain etc.) and give
it a ‘–’ score on the scale below:
–1 _______ –2 _______ –3 _______ –4 _______ –5
Not too bad Bad Very bad
You might end up with a score that says +3 (it has some real advantages) and -1 (there are few
drawbacks) – so the final score is +3 and -1 = +2
Or
Another proposal might score +3 (it has some real advantages) and –4 (there are some real
drawbacks) – so the final score is +3 and –4 = –1
Give the most positive final score the maximum rank of 1st and then rank the other methods in
order according to the final scores.
69