Teaching Materials for Key Stage 3 (age 11-14)

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1 Teaching Materials for Key Stage 3 (age 11-14) These teaching materials are designed to support the use of the Carbon Detectives website. They provide a foundation for understanding how energy use, travel and food can impact on climate change and suggest ways for reducing such impact by reducing the school s carbon footprint. They are mainly targeted at young people but as with all curriculum materials teachers will have to determine how best to use the resources in relation to the age and ability of their students. Contents SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5 SECTION 6 Weather & Climate Climate Change Energy & Energy Conservation Ways out of the Climate Crisis Travel Food & Nutrition Intelligent Energy Europe Carbon Detectives is supported by the Intelligent Energy Europe Programme and is active across Europe. The sole responsibility for the content of this publication lies with the authors. It does not necessarily reflect the opinion of the European Communities. The European Commission is not responsible for any use that may be made of the information contained therein.

2 Story - A version in play format has been provided at the end of this section for you to use in role playing activities. Peter and Viktoria are now engaged in a full-scale argument. They are squabbling about who can do something to slow down the impact of climate change. Really do something to make a difference... Peter maintains that it is up to every individual. You can t change anything except your own life, he says. You never run out of brilliant ideas, do you? Viktoria replies. Should every single one of 60 million people in the UK draw up their own climate protection plan? Peter snaps back: Why not? Well I think the government should take some responsibility too, claims Viktoria, triumphantly. But that wasn t what Tom meant. The experts must think of something, he says, The scientists. That makes Feli laugh. What are they going to do, then? she asks. Industry must make the difference. Big businesses. They re the ones that belch out most of the filth into the air. Peter is smiling his superior smile again. But he says nothing. Yet. First of all Viktoria explodes at Feli, And my dear, who do you think is going to force big businesses to belch a little less? The government of course, she sums up, and stares round jubilantly. Peter waits until her gaze settles on him, and says, Businesses operate in lots of different countries nowadays. Worldwide. Globally. And the filth doesn t stop at national borders. What can any one country do? Hold on, interjects Tom. A minute ago you wanted to make every individual responsible and now you re saying that not even individual states can do anything. Is that a problem? Peter defends himself. Individuals can get together, say as NGOs. As what? Viktoria asks. NGOs, Viktoria non-governmental organisations. Silence reigns. After a little while Feli says, But don t all these people have some sort of influence over climate change? Each group is responsible for a bit. But Viktoria is not going to compromise on this one. And if somebody doesn t know what to do, they can always set up a working group? Or they can organise an international climate conference, says Peter, and yet again has the last word.

3 Activity: Who do you think can do something for the climate? 1)Who are the key players who can help protect the climate? Is it only politicians and scientists? Draw up a list and write your suggestions on the board or on a flip chart. 2)Explain your choices and write brief definitions of your understanding of each player! 3)How do your ideas compare with those of other students? See if you can agree a common set of people who can make a difference. a) Ways out of the Climate Crisis: I-you-we Activity: Actions for reducing CO 2 1.As a class: List all the actions you can think of for reducing CO 2 emissions. Use different colours to mark those actions which individuals can accomplish alone and those which require a collective effort. 2.Write a letter to yourself: Pledge to implement several actions (from 3 to 5) which can be easily accomplished in your daily life by you as an individual and write these in a letter to yourself. Place the letter in an envelope and ask someone to look after it for you (teacher, friend or parent). Three months later ask for the envelope back. When you receive the letter, determine if you have actually practiced what you pledged to do. As a class, discuss what actions were easy to implement, and also what didn t go so well and why. How might you do better? 3.As a class: Discuss the things on your list which can be reasonably accomplished together and develop a mutual action plan. To do so: First exchange arguments and ideas Then collectively agree which actions should be implemented, to include a few actions which may require some extra effort Agree on the length of a test period and make a corresponding time schedule Also plan a class council meeting for a later date to discuss problems and general experiences during the test phase This lets you make improvements to your action plan, upon which you should attempt to make the actions a regular habit. A task-sharing plan can serve to document responsibilities and to remind everyone. Share your action plan with the whole school. You could also share your carbon saving action plan with a school in another country. 4.Try the same thing at home with your family, in a club or society, or in your local community. You can use the action planning tool on the Carbon Detectives website: Activity: Start Your own Carbon Detectives Team Are you interested in doing more? Maybe you wish to more actively support the climate by tracking down CO 2 sources and showing how to avoid them? If so, you can start your own detective group or detective duo to look for as yet unidentified CO 2 sources in your school and think of potential alternatives. Sometimes this task may not be easy, so you will likely need help from fellow students, teachers or even the school s head teacher. Read through the following recommendations and decide which approaches your team would like to pursue, or use your own ideas for being good carbon detectives. Look for hidden devices which consume energy in your school building. The following clue may help: Heat is generated wherever electricity is used. Thus, if a device is appreciably warmer than the ambient environment you can be sure that it is consuming a significant amount of electrical energy.

4 Important: A large device heats up more slowly than a small one. So, just because a large device appears to be running at low heat does not automatically mean that it is using only a small amount of electricity! Look for well concealed power vampires. This term refers to electrical devices which consume electricity even in the stand-by mode, when they are of no use to anyone. They can often be identified by a small LED lamp which lights up even when the device TV, stereo, computer, etc. is not completely switched off. Power supplies, too, can be power vampires. Hint: Look for those which give off heat even when they aren t actively supplying power to an operating device. Activity: Monitoring energy use From the outcomes of the Energy Checklist and your detective work you should be able to identify where energy is being wasted in the school. Develop a set of recommendations to reduce the energy wastage and present to school managers. Obtain agreement to implement some of the measures and review your checklist and investigations at a later date. But how will you know if the actions have had any effect? It is important for your school to regularly record its energy use in order to keep an eye on trends and assess the impact of the energy saving activities. Check if the school energy meters are read regularly (this may be done by the caretaker, school business manager, or other member of staff) and, if so, ask can you see the records. If energy meters are not read in the school seek to set up a system for recording consumption data. If the meters are easily accessible you could volunteer to read the meters on a monthly basis. Where this is not possible ask an adult to read the meters. Keep records of the meter readings - you could use a computer spreadsheet for storing and charting the data. Review the data over a period of time and see if the energy saving activities are proving successful. If so, share the achievements with the whole school and encourage an expansion of the energy saving activities. Set a target and see how far you can go! b) Ways out of the Climate Crisis: Politics Climate Change is a Global Problem countries. Additionally, many corrective measures will only be helpful if a large number of people implement them or if national governments create the proper framework for large-scale implementation. For this reason, no country will be able to find a solution on its own. Instead, national governments around the world need to cooperate closely to find a mutual way out of the climate crisis. What are the EU and international political bodies doing? The Intergovernmental Panel on Climate Change (IPPC) was established in 1988 as the result of a UN conference in Toronto. Based on an agreement signed by many nations, the IPPC serves as the scientific cornerstone for international climate politics. One of its key functions is to regularly evaluate research results from diverse disciplines and publicise the findings in an assessment report, which it does approximately every five years. The fourth such progress report was released in After several key environmental conferences, the UN adopted the Kyoto Protocol in The protocol is one of the most important steps worldwide for combating climate change. Importantly, it shows the international community s commitment to actively work together to find solutions to climate change. By signing the protocol, most of the world s countries have committed to reducing their annual emissions of greenhouse gases. It is thus the most comprehensive climate protection agreement ever passed, coming into force in 2005 after 8 years of negotiations. The EU member states have committed to reducing their total greenhouse gas emissions. Most of the resulting targets call for a 5-8% reduction in greenhouse gas emissions from 1990 levels, to be achieved by In 2009, the UK government announced ambitious plans to cut emissions by 34% on 1990 levels by According to figures from the government, emissions have already fallen by 22% from Activity: Research & Interviews Split into groups and decide which group will research and conduct the interviews suggested below. Decide on the questions that you will ask. (e.g. What is actively being done for climate protection? What measures are planned? How can we get involved?) Although climate and weather are very different throughout the world, they are indeed part of a closely interrelated system. Unfortunately, climate change does not stop to respect international borders! As a result, when something changes in the Earth s overall climate system it affects all individual subsystems. For example, countries that do not use coal-burning power plants as a source of energy still suffer consequences if coal-burning plants are used in neighbouring

5 What is your country and national government doing? Find out what the UK Government and regional development agencies are doing to reduce carbon emissions and prevent climate change. Use the internet and the press to find articles about activities that target climate change. What initiatives already exist? Which politicians have taken a stand for climate protection? Interview your local MP to find out their views and involvement. What are your town and local community doing on climate change? Search local newspapers for information and interview your local councillor or someone who works for the local authority who has a responsibility for energy and climate issues (e.g. sustainable development officer, carbon reduction officer). Activity: Editorial Cartoons on Climate Protection Collect editorial cartoons and discuss them in class. What is the message of each? Is the cartoonist being ironic, optimistic or pessimistic? Is the primary intent to motivate readers to actively help protect the climate? Or is it to encourage reflection and increase awareness, and thus to change ways of thinking? Which cartoons do you find most effective? Which ones are your personal favourites? Explain why you liked them the best? Now think of your own cartoons and draw several. Show them in a class exhibition, display them around the school, have them printed in the school newspaper and put them on your school website, hand out copies to friends, family, etc. or submit them to a public competition in your area! What are non-governmental organisations (NGOs) doing? Find out which NGOs are involved in climate change activities. What are they doing? Interview officials from an NGO that deals with climate change issues! Find out how you and your school can get involved. How are industry and the research community involved? Identify a company in your area and try to interview one of the senior managers. Identify a research facility and interview one or more researchers!

6 c) Ways out of the Climate CrisIs: Visions The smiling face of the Earth Carbon Detectives will be running a competition. Check out the website to get your school involved. Activity: The Two Faces of the Future Think about the negative effects that climate change is already having. In small groups or as a class, discuss what would happen to the Earth if the worst climate fears were to come true. What would our planet s environment look like and what would be the impact on the Earth s inhabitants? Either alone, with a partner or as a team, creatively express your dreams for a liveable future on Earth one in which all of your hopes and visions for a future worth living have come true. Choose your favourite form of expression and have fun with the exercise (possibilities: collages, paintings, sculptures/models, a theatre or pantomime piece, collecting songs and lyrics to sing or writing your own, poems, stories, fairy tales, news reports, a video documentary, etc.). In class, show each other the positive visions you have created. Perhaps one of the performances or artworks, or even a combination of one or more, can be developed further and entered into the Carbon Detectives Competition (Link to CD-Competition)? Contact a class from a different school (via its website) and set up an exchange of visions. Perhaps you d like to do so with young people living in another country? In this case choose a school located in a country which your class knows little about, or maybe one which is of special interest to the class. Conduct a brainstorming: What can we do to ensure that our visions become reality?

7 Role play: Peter and Viktoria are now engaged in a full-scale argument. They are squabbling about who can do something to slow down the impact of climate change. Really do something to make a difference... Peter maintains that it is up to every individual. You can t change anything except your own life. You never run out of brilliant ideas, do you? Should every single one of 60 million people in the UK draw up their own climate protection plan? Peter snaps back. Why not? Well I think the government should take some responsibility too. But that wasn t what Tom meant. The experts must think of something. The scientists. That makes Feli laugh. Feli: What are they going to do, then? Industry must make the difference. Big businesses. They re the ones that belch out most of the filth into the air. Peter is smiling his superior smile again. But he says nothing. Yet. First of all Viktoria explodes at Feli. And my dear, who do you think is going to force big businesses to belch a little less? The government of course. She sums up, and stares round jubilantly. Peter waits until her gaze settles on him.

8 Tom: Businesses operate in lots of different countries nowadays. Worldwide. Globally. And the filth doesn t stop at national borders. What can any one country do? Hold on, a minute ago you wanted to make every individual responsible and now you re saying that not even individual states can do anything. Is that a problem? Individuals can get together, say as NGOs. As what? NGOs, Viktoria non-governmental organisations. Silence reigns. Feli: But don t all these people have some sort of influence over climate change? Each group is responsible for a bit. But Viktoria is not going to compromise on this one. And if somebody doesn t know what to do, they can always set up a working group? Or they can organise an international climate conference. Yet again Peter has the last word.

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