Download Using the toolkit in Science

CARBON FOOTPRINT TOOLKIT:
Using the toolkit in Science
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Pick and mix from these themed ideas for starter, main and plenary activities
Use them to support an extended project based on the audit spreadsheet, and to make the most of the
Interactive school carbon calculator
Curriculum links are in the teachers’ section in the Toolkit.
Each factsheet highlights key vocabulary, which is explained in the glossary. Students can also use these as key
words for Internet searches and within an extended project. Search tips and web links to further sources of
information are in the Useful links section of the Toolkit. Each task is a PowerPoint presentation, and includes
more detailed teaching ideas on the first slide.
Deliver themes in Science
The carbon cycle
Factsheets 2, 3
Science Tasks 1, 6
Starter ideas
Quiz: Use Science Task 6 to identify carbon. Can students explain a link between carbon
and climate change?
Main activity ideas
A physical metaphor for carbon flows: Use Factsheet 2 to build this model step-by-step.
Identify carbon stores (exclude fossil fuels for now – see below). Use a lab table or
labelled sheets of paper to represent each one. Students use counters to ‘transfer’
carbon from one store to another and identify each process.
A visual model for carbon flows: Use Factsheet 2 to explore the carbon cycle diagram.
Follow carbon around each part of the cycle.
Human effects on the carbon cycle: Use Factsheet 3 to explore fossil fuel formation and
combustion within the model for the cycle. Use tables and counters to add this process
to the model. Emphasise that the atmosphere stores the extra carbon released by
burning these fuels.
Plenary ideas
Key question: What have we changed? Students identify the parts of the carbon cycle
that have changed because humankind uses fossil fuels for energy (stores: fossil fuels,
atmosphere; processes: combustion).
Quiz: Science Task 1.
Differentiation ideas
Easier: Trace a carbon atom moving around the cycle.
Harder: Create a carbon cycle diagram that shows how the energy and food used by a
human being causes carbon to be moved between stores.
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CARBON FOOTPRINT TOOLKIT:
Using the toolkit in Science
Deliver themes in Science
The greenhouse effect
Factsheet 4
Starter ideas
Main activity ideas
Plenary ideas
Differentiation ideas
Science Task 4
Key question: What is it like in a greenhouse? Identify that energy can get in, but less
can get out, making the inside warmer than the surroundings. Explain that a similar
(and beneficial) process keeps the Earth warm.
Sorting/ordering: Use Factsheet 4 and Science Task 4 to build up a step-by-step
understanding of the greenhouse effect. Establish that this is natural and beneficial to life.
Visual explanations: Students draw their own diagram using different colours for the
types of radiation reaching the Earth’s surface (infrared, visible and ultra-violet) and
re-emitted by it (infrared only).
Easier: Use the ‘blanket’ analogy for the greenhouse effect.
Harder: Explore climate change over long time periods, e.g. early volcanic activity (which
added carbon dioxide to the atmosphere), and simple plant life (which removed it).
How did these events change the Earth’s climate?
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CARBON FOOTPRINT TOOLKIT:
Using the toolkit in Science
Deliver themes in Science
Climate change and global warming
Factsheets 2, 3, 4, 6, 7
Starter ideas
Main activity ideas
Plenary ideas
Differentiation ideas
Science Task 4
Geography Task 5
Gallery
Stimulus discussion: What do we mean by ‘global warming’? Use the Gallery as
stimulus. Note students’ ideas for causes and effects.
Review: The greenhouse effect. Use Factsheet 4 and Science Task 4
Key question: What is humankind’s effect? Use Factsheet 3 to identify humankind’s
key activity: burning fossil fuels for energy. Establish that this adds carbon dioxide to
the atmosphere.
Using models to explain: Students use Factsheet 2 to explain this in the context of the
carbon cycle – a new carbon flow that increases the carbon stored in the atmosphere.
Establish that this enhanced greenhouse effect, due to our energy use, is contributing
to global warming.
Small group brainstorm: the effects of climate change. Use Factsheet 6 and the Gallery.
Each group spends 5 mins brainstorming one effect (e.g. more/less rainfall) and its
local/global effects. Groups present back to class.
Establish the idea that climate change is a global problem: the emissions from each
country enter the atmosphere and affect everyone.
Discussion: Interdependence. Use Factsheet 7 to explore global agreements to counter
the problems of climate change.
List building: Students summarise the risks and discuss their reactions.
Discussion: Impacts of climate change. Use Geography Task 5 (suitable for Science).
Brainstorm ideas for action.
Easier: Use a simple sketch to show how emissions from each country all enter the
atmosphere, to then affect all countries.
Harder: Students can research and explore emissions. Use the IPCC web link in
the Useful Links section of the Toolkit to download the report and research effects
in each region.
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www.bp.com/bpes/cft2009
CARBON FOOTPRINT TOOLKIT:
Using the toolkit in Science
Deliver themes in Science
Emissions, carbon footprints and how to reduce them
Factsheets 5, 8
Interactive school carbon calculator (Ideas on using this can be found below)
Starter ideas
Main activity ideas
Plenary ideas
Differentiation ideas
Gather prior knowledge: Elicit students’ ideas of what a carbon footprint describes.
Why is it useful? Where have they heard of them in the media?
Animation/brainstorm: How do we cause emissions? Watch the opening animation in
the Interactive school carbon calculator. Brainstorm what students do or use at school,
and which may contribute carbon emissions. Where are things made? Does that cause
further emissions? Do these affect the class?
Interactive: How big is your school’s carbon footprint? Explore Factsheet 5 then
complete the Interactive school carbon calculator, following the on-screen instructions.
Visual metaphor: Show that emissions add up using cups of water or counters for each
student: pour into one container to represent the class carbon footprint.
Key question: Why are carbon footprints useful? Use your results to identify where
savings could be made.
Animation: Watch the final animation in the Interactive school carbon calculator.
Take action: Explore the Hints and tips section in the animation. Discuss Factsheet 8
and create an action list for the class.
Exploring scale: Relate your ideas to the approximately 30,000 schools in the UK.
What difference could all schools make, together?
Easier: Use ready-made data from one of the case study schools. Explore the metaphor:
a footprint shows the load that we place on the Earth.
Harder: Students gather school data for the Interactive school carbon calculator.
Research carbon footprints for people in different countries, using the Internet.
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CARBON FOOTPRINT TOOLKIT:
Using the toolkit in Science
Deliver themes in Science
Alternative energy
Factsheets 3, 5, 9, 10–15
Science Tasks 2, 5
Geography Task 2
Energy animations
Starter ideas
Main activity ideas
Plenary ideas
Differentiation ideas
Brainstorm: How do we use energy? Student groups explore a school day. Where does
the energy come from? (fossil fuels). Identify that fossil fuels are a finite resource and
have harmful effects. Use Factsheets 3, 5 and 9.
Animations/classifying: Use Factsheets 9–15 to classify/sort energies as
renewable/non-renewable.
Animations/energy chains: Where does renewable energy come from? Watch the Energy
animations and use the diagrams in Science Task 2 to explore wind and solar energy.
Key question: What are the problems with fossil fuels? Use Factsheet 3, 9 and 10–15.
How does each type of alternative energy address each of the two problems
(finite/cause emissions)?
Sorting: Place and scale. Sort energies into ‘always available’ and ‘sometimes available’
for your country and community. Use a map like GoogleMaps/GoogleEarth to help your
decisions.
Group work: Energy for the future. Use Factsheets 9–15. Groups discuss and choose
the four most important energy sources for the UK in the next 50 years. Groups present
their plans in an ‘energy seminar’. Consider which sources can respond to changes in
demand, and ideas of ‘energy security’.
Quiz: Use Science Task 5.
Stimulus discussion: Use Geography Task 2 (suitable for Science).
Easier: Focus on a single energy chain, for example starting with a wind farm and ending
with a specific electrical item. What energy transformations take place? Could you use
the item if there was no wind? How could you get around this?
Harder: Explore biofuels and hydrogen fuel cells using Factsheets 12 and 13, bp.com
and the Internet.
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www.bp.com/bpes/cft2009
CARBON FOOTPRINT TOOLKIT:
Using the toolkit in Science
Make the most of the Interactive school carbon calculator
The theme above on emissions, carbon footprints, and how to reduce them provides ideas on how to integrate
this into a lesson. Use data from your school, or from one of three case study schools.
1 Review the data that students will need – there is a list at the start of the calculator. Students can gather this as a
prior activity or as homework.
2 Explore the opening animation as a whole class using an interactive whiteboard.
3 Students can work through the calculator in small groups or as a whole class.
4 Explore the results and the final animation as a whole class, and discuss the ideas and issues that this raises
about your school.
5 Stress interdependence, and the idea that many small actions will add up to a meaningful difference to the future.
6 Remember to use the Hints and tips at the end of the calculator and take action in your school.
Use the School carbon footprint audit spreadsheet to support an extended project
Quick approach: Modify case-study data (one or two lessons).
Extended approach: Students gather and estimate data (around four lessons). Start by reading the Instructions tab
on the School carbon footprint audit spreadsheet. These instructions detail the data required.
1. Set the scene
Introduce the topic. ‘Employ’ students as energy consultants for a role play, or deliver
as a peer-led project.
2. Assign tasks
Explore the spreadsheet using the tabs at the bottom to move between worksheets.
Assign teams different parts of the audit (this supports differentiation), or work as a
whole class.
3. Explore your
classroom
Use as a whole class to set the scene further and explore how the spreadsheet works.
4. Survey your school
5. Calculate your
carbon footprint
6. Explore reductions
7. Take action
Students survey the school in teams. See Instructions tab for help. Students enter data
into the spreadsheet, sharing data if required.
Teams complete their surveys. Students enter data into the spreadsheet. Class compares
and discusses results.
Give the whole class a budget, or use different values and work in teams to complete
the Reduction plan assistant in the spreadsheet. Discuss the range of ideas that emerge
– which are most workable?
Use the Reduction plan summary and your results and ideas. Students could:
• present their findings and ideas in an assembly
• create a report for the school management team and governors
• form an eco team to get everyone saving energy.
Suggested timings:
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Deliver a cross-curricular project through Geography
and Science
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Steps 1–3: one lesson in total; steps 4–6: one lesson each if each team attempts
all sections, or two lessons in total if teams complete a single section and share
data; step 7: at your discretion.
A cross-curricular dimension to carbon footprints can bring the topic to life and
help students to fully appreciate its relevance at global and personal scales.
Use this guide, and the guide for Using the toolkit in Geography, as starting
points for planning a cross-curricular project. This allows you to make the most
of specialist expertise, while at the same time building on opportunities to
explore the same theme through different perspectives.
www.bp.com/bpes/cft2009