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Oxfam Education www.oxfam.org.nz/education Climate Chaos Day 3 Morning session: Our contribution to climate change Key focus: Understanding our contribution to climate change as individuals and societies Activity 1: The fossil fuel energy in our day Time required: 45 minutes You will need • Writing paper, pencils and rulers • Interactive whiteboard, computer and internet connection (optional) Aim To increase awareness that many of our daily activities release carbon dioxide and contribute to climate change. What to do Recap on fossil fuels and how they contribute to climate change: • Carbon is a key chemical component to all life, including plants and animals. • Fossil fuels such as coal, oil and gas are made from plants and animals that died millions of years ago. They contain carbon. • When we burn fossil fuels, the carbon reacts with oxygen in the air to make carbon dioxide. (If the class has previously studied respiration and photosynthesis, remind them that we breathe out carbon dioxide and that plants use it for photosynthesis.) • Carbon dioxide is a greenhouse gas, which helps to keep the Earth warm enough for life to exist. However, since the Industrial Revolution 200 years ago, people have been burning more and more fossil fuels and this is affecting the Earth’s climate. If you have easy internet access, show the class the graph on the site Climate Choices –Children’s Voices (you will need to scroll down the page to find it), which clearly shows how levels of carbon dioxide and temperatures have risen together in the last 150 years. http://www.climatechoices.org.uk/pages/cchange3.htm You could also show the short PowerPoint presentation ‘How cars make carbon dioxide’ (at the bottom of the page). http://www.climatechoices.org.uk/pages/cchange4.htm. Pupils could each read a sentence from the presentation. Ask the pupils to divide a sheet of paper in half. One the left-hand side, they should write a list of everything they do on a normal day (getting up, having a shower or wash, eating breakfast, etc.). They might need two pieces of paper to list everything! On the right-hand side they should write any of these activities that use fossil fuel energy. Remind them that fossil fuels are used for petrol and diesel vehicles (including public transport), as well as activities using gas or electricity. Pupils might like to work in pairs to do the second half of the activity. After they have completed their lists, ask for volunteers to share them. Did the rest of the class notice any activities that use fossil fuels, which they had missed? An alternative way of doing this would be to ask the volunteers to read out the list of things they do and ask the rest of the class to put their hands up when an activity uses fossil fuel. Ask someone with their hand up Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 1 Oxfam Education www.oxfam.org.nz/education to explain how the activity uses fossil fuel (e.g. a shower uses hot water which is heated by gas or electricity). Activity 2: The fossil fuel energy in our food and drink Time needed: 1 hour 15 minutes You will need • Worksheet: ‘Life History of an Aluminium Can’ either projected onto a whiteboard or enough copies for the pupils to look at, e.g. one between two (below). • Breakfast cereal boxes – enough for one per group of 4 –5 children • Large and small sheets of paper • Pencils and coloured pencils Aim To increase awareness of the ‘hidden energy’ in all the material goods we use and consume. What to do Show the class the Life History of an Aluminium Can. Talk through the process that it shows. 1) Bauxite is a rock from which aluminium is made. It has to be dug up from the ground using big, oilpowered machines. 2) It is transported by fossil-fuel powered trucks to a processing plant. 3) Bauxite is made in to aluminium at the processing plant, which uses energy. 4) It is transported to the can factory (more fossil-fuel use). 5) At the can factory the aluminium is made in to cans, using machines powered by fossil-fuels. 6) The cans are transported to the food/drink factory (more fossil-fuel use). 7) The cans are filled on a conveyor belt using machines run by fossil-fuels. 8) The filled cans are transported to the shop (more fossil fuel use). 9) The cans are purchased and transported to your home. 10) The empty can is thrown away and collected by rubbish collectors (more fossil fuel use). 11) The can is disposed of in landfill or recycled. Both use energy but recycling is good as then the aluminium is used again and less bauxite needs to be dug up (link to beginning, ask pupils if any of them recycle at home). Point out that this is just about the can – it does not include all the ingredients that go into the drink inside it, or the inks that are used to print the pictures on the outside. Ask the children to form groups of 4–5 and give each group a cereal box. Ask them to write the name of their breakfast cereal in the middle of a sheet of paper and draft a flow-chart showing all the processes that went into making that box of cereals. They should consider all the stages the box itself has been through (from cutting down the trees, to reaching someone’s home) and the ingredients that went into the cereal (e.g. wheat, sugar, raisins – they can look at the list of ingredients on the box) and the journey they may have gone through before they got into the box. They should make a rough copy first (it is likely to look quite messy!). Then each child should choose two or three of the processes to illustrate (e.g. a combine harvester harvesting the wheat; machines folding the boxes; filling the boxes on a conveyor belt, etc.) and draw a picture of each process on a small piece of paper. They should then cut out and sequence their pictures on a large piece of paper that has a picture of the box of cereals in the middle. They should stick down their pictures and add arrows showing how the different parts of the process connect. Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 2 Oxfam Education www.oxfam.org.nz/education Lastly, they should write on in red felt tip all the places where fossil fuel energy was used. Display all the flowcharts and, if time, ask the groups to explain theirs to the rest of the class. The ‘Life History of an Aluminium Can’ worksheet is written by Gillian Symons and Prue Poulton, appearing in ‘Refure, reuse, recycle’ (1993) and is reproduced with permission from Ecoactive (www.ecoactive.org.uk). Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 3 Oxfam Education www.oxfam.org.nz/education Life History of an Aluminium Can Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 4 Oxfam Education www.oxfam.org.nz/education Activity 3: Can we produce less carbon dioxide? Time required: 30 minutes You will need • Flipchart paper • Different coloured pens Aim To begin to consider ways in which carbon dioxide emissions could be reduced, thus reducing our contribution to climate change. What to do Recap that: • Burning fossil fuels is a key part of all our lives • We will have to find ways of reducing our use of fossil fuels if we are to slow down climate change. Ask the class to brainstorm all the ways they can think of that we could use less fossil fuel. Use coloured pens to categorise the list into: • Using less energy • Using different sources of energy. Then: • Things which individuals can do • Things those businesses or governments can do. You may find that the brainstorm does not contain many ideas in one of the categories, in which case, focus on that one and see if the children can think of some more ways. Save the flipchart paper for future reference. Day 3 Afternoon session: Climate–friendly lifestyles Key focus: The connection between climate change and lifestyle choices Activity 1: Climate change quiz Time required: 30 minutes You will need • Copies of the climate change quiz – either one per pupil, one per group or one for the whole class (below) • A copy of the answer sheet for yourself (below) Aim To further raise awareness about causes and effects of climate change. What to do Ask the children to do the quiz, either individually, in groups, or as a whole class. Go through the answers together. Explain any that they do not understand. • Which answers surprised them most? • Has it given them more ideas of ways we could use less fossil fuels? Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 5 Oxfam Education www.oxfam.org.nz/education Climate Chaos Climate change quiz 1. Up to _____ of energy in homes is wasted by keeping equipment on standby. 3% / 13% / 23% 2. Recycling one aluminium can uses 50% less energy than making one can from bauxite rock. True or false? 3. Energy-efficient light bulbs last 10 times longer than a standard bulb and use a third of the electricity. True or false? 4. People are using much more energy than they used to. Energy use per person has doubled since 1960. True or false? 5. Road travel makes up _____ of greenhouse gas emissions in New Zealand. 14% / 24% / 44% 6. Bottled water uses around _____ times more energy than tap water (mainly for packaging and transport). 20 / 100 / 300 7. Growing, processing, transporting and throwing away food makes up 20% of our greenhouse gas emissions. True or false? 8. Plastic bags are made from fossil fuels. Every year, New Zealanders use _____ plastic bags, which end up in landfill. 1 thousand (10,000) / 1 million (1,000,000) / 1 billion (1,000,000,000) 9. Recycling plastic instead of sending it to landfill uses 70% less energy. True or false? 10. My personal lifestyle choices impact ______. Only me / other people in New Zealand / other people around the world. Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 6 Oxfam Education www.oxfam.org.nz/education Climate Chaos Clime Change Quiz - ANSWERS 1. Up to 13% of energy in homes is wasted by keeping equipment on standby. 2. FALSE. Recycling one aluminium can uses (an incredible) 95% less energy than making one can from bauxite rock. (Before giving the answer, ask pupils of those that said false, how many thought recycling saved MORE energy, and how many thought it saved LESS energy.) 3. TRUE. Energy-efficient light bulbs last 10 times longer than a standard bulb and use a third of the electricity. 4. FALSE. Energy use per person has almost QUADRUPLED (increased 4 times) since 1960. 5. Road travel makes up 44% of greenhouse gas emissions in New Zealand. (It might be interesting to point out to pupils that this is nearly half of our emissions.) 6. Bottled water uses around 300 times more energy than tap water. 7. FALSE. Growing, processing, transporting and throwing away food makes up approximately 65% of our greenhouse gas emissions. 8. Plastic bags are made from fossil fuels. Every year, New Zealanders use 1 billion plastic bags, which end up in landfill. 9. TRUE. Recycling plastic instead of sending it to landfill uses 70% less energy. 10. My personal lifestyle choices impact other people around the world. (Ask pupils to give examples of how their actions affect others with regard to climate change.) Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 7 Oxfam Education www.oxfam.org.nz/education Activity 2: My climate-friendly lifestyle Time required: 40 minutes You will need • Writing paper and pencils Aim To begin to think about what life in the future might be like if we all use less fossil fuel. What to do Tell the class that the New Zealand government has made a commitment to reduce carbon dioxide emissions by 50 per cent by 2050 from 1990 levels. Ask the pupils to write a story describing what their daily lives would be like if they tried to halve their use of fossil fuels, using as many of the ideas as possible from the brainstorming activity (from the morning session). Ask them to think about what laws and rules might need to change to make this possible, and how these would alter the way they lived their lives. Display the flipchart with the brainstorm to help them. Ask for volunteers to read their stories aloud. • How did they feel about living in this way? • What were the good things about it? • What were the things they would find most difficult? Try to draw out the positives of using less fossil fuel energy (e.g. saving money by insulating your home and wearing a jumper instead of turning up the heating; keeping fit and having fun cycling to places instead of driving in a car; home-grown or locally grown vegetables tasting better and being healthier than vegetables that have been flown from the other side of the world). Activity 3: Needs and wants Time required: 30 minutes Aim To raise awareness about what really makes people happy. What to do To follow on from the activity above, have a discussion or brainstorm (in groups or as a class) about what people need for survival and then what the children think they need to make them happy. Draw out that, once essential needs like shelter, food and safe drinking water are met, what human beings all need are things like love and friendship, and open spaces/nature rather than ‘stuff’, and those don’t need to cost money or contribute to climate change! An alternative, extended version of this activity is titled ‘What do you need?’ and can be downloaded from the Centre for Alternative Technology’s website http://learning.cat.org.uk/en/resources (scroll down almost to end). Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 8 Oxfam Education www.oxfam.org.nz/education Activity 4: Interview follow-up Time required: 30 minutes Aim To follow up from the Day 2 activity ‘Has climate change affected people I know?’ What to do If pupils carried out interviews based on the activity, ‘Has climate change affected people I know?’, time will be needed to follow up from the interviews. Ask for volunteers among the pupils who carried out interviews to feed back what they found out to the rest of the class. Then discuss as a class: • Are there any patterns emerging? • Did the older people feel that the climate was warmer, colder, wetter, drier, windier, or more predictable when they were young? • Did everybody say the same? • How reliable was this evidence? • Was anyone interviewed who grew up in a different country? • If so, had the climate changed there? • Had it changed in the same way or in a different way from New Zealand? You could ask the pupils to write up what they had learnt from their interviews, or, if a standardised interview was used, graphs could be produced of the results. Copyright © Oxfam NZ. You may reproduce this document for educational purposes only. Climate Chaos Day One – page 9