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CARBON FOOTPRINT TOOLKIT: Using the toolkit in Science • • • 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. O N FOO T PR RB CA O INT T OLKIT www.bp.com/bpes/cft2009 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? O N FOO T PR RB CA O INT T OLKIT www.bp.com/bpes/cft2009 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. O N FOO T PR RB CA O INT T OLKIT 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. O N FOO T PR RB CA O INT T OLKIT www.bp.com/bpes/cft2009 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. O N FOO T PR RB CA O INT T OLKIT 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: O N FOO T O INT T OLKIT Deliver a cross-curricular project through Geography and Science RB CA PR 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