Download Teaching material - Climate Change

Teaching Materials for Key Stage 2 (age 8-11)
Teaching Materials for Key Stage 2 (age 8-11)
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 have been designed to be used by teachers who will be able to differentiate
each activity in accordance with the age and ability of their pupils.
Contents
SECTION 1
Weather & Climate
SECTION 2
Climate Change
SECTION 3
Energy
SECTION 4
Energy Conservation
SECTION 5
Travel
SECTION 6
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.
Teaching Materials for Key Stage 2 (age 8-11)
Story
- A version in play format has been provided at the end of this section for you to use in role playing activities.
L
ena and Jakob are reading through a student magazine when they suddenly notice a peculiar article. The headline reads: ‘The Earth
has a Fever!’ “What is that supposed to mean?” Jakob asks, “I guess she needs some bed rest.” “Ha, ha, ha. That’s pretty funny,”
Lena replies. After taking a closer look at the article, Jakob suddenly realises something. “Oh, I see. It says something about global
warming, so I bet it has to do with the greenhouse effect. Do you remember when Steffi gave that presentation on polar bears and how
they’re in danger because of global warming. I suppose it’s getting too warm for them after all.”
Now remembering the presentation herself, Lena adds, “That’s right! Polar bears soon might not have anywhere to live if the ice keeps
melting. The greenhouse effect is making Earth warmer and that’s why the polar ice caps are melting…and the oceans are rising…and lots of other
things…” Jakob thinks for a moment, then he has an idea. “It’s true, but Steffi also said that lots of people on the planet are already thinking about climate
protection, and that everyone can help by doing their share. That means we can, too!”
What do we mean by the greenhouse effect?
“
If you’ve ever been inside a greenhouse (also called a glasshouse or hothouse), you probably noticed that it’s a lot warmer inside even
without a heater. It’s like on a sunny day in summer when you sit inside a car with the air conditioning turned off! Like a greenhouse, it gets
so warm inside the car because the Sun’s rays are able to penetrate through the windows but not all of them can escape. Even during the
colder part of the year, it’s warm enough inside a greenhouse to grow plants and vegetables that won’t grow outdoors. That’s why we call it
a greenhouse and the greenhouse effect.
The Earth as a whole also experiences a greenhouse effect. Our planet is surrounded by a protective layer of gases and some of them –
the best known is carbon dioxide (CO2), but water vapour is another – act just like the glass of a greenhouse. They allow the Sun’s rays to
penetrate through to Earth but not all the sun’s rays are able to escape back into outer space. This natural greenhouse effect is a very good
thing, because without it the temperature on Earth would be as low as minus 18°C and that would make life on the planet impossible!
But human beings are also intensifying the natural greenhouse effect. That’s because more and more CO2 has been entering the atmosphere ever since we started operating factories and using cars, and of
course also using more energy. As a result the protective gas layer is getting “denser,” which means less sun rays are able to escape back to space and our planet is getting warmer.
Teaching Materials for Key Stage 2 (age 8-11)
Activity: Build a Mini-Greenhouse
Activity: Join research groups in the internet
In pairs, ask the children to carry out this experiment.
In some countries, an exchange of nature observations is taking place to help identify changes
in the seasons.
Each pair will need:
•
•
•
•
Two water glasses of equal size
A thermometer
Cling film
A rubber band
Give out these instructions
Fill the two glasses with the same amount of water. Cover one of the glasses with cling film and
tighten a rubber band around the top. Place both glasses in direct sunlight (e.g., on a window
ledge). After two hours, measure the water temperature in each glass.
Ask the children to explain any differences. Also discuss with the class why the water is warmer
in one glass than in the other.
As a homework activity, explain that there is a greenhouse effect in the atmosphere of the Earth
too. What causes it? Ask the children to research books and look on the internet to find the
answers.
For an extension activity, ask the children to consider this question:
Why is the natural greenhouse effect important for life on earth? What would happen if it didn’t
exist?
The Effects of Climate Change on Animals and Plants
Many animals and plants are also facing problems due to the greenhouse effect. To escape from
warmer areas they need to move (migrate) to cooler regions. As a result, the entire ecological
system is in disarray: for example, some animals can’t find enough food in their new homes
while others are making it difficult for animals which already live there to find enough food. Of
course, many animals aren’t able to move at all because they would need more time to adapt.
See www.wwf.org.uk for more information and activities on the impacts of climate change on
animal and plants species.
The Nature’s Calendar
As a school, join the Nature’s Calendar. Pupils could get involved as a class, as a whole school,
as an after school environment club or as a member of an Eco Group.
Nature’s Calendar is the home for thousands of volunteers who record the signs of the seasons
where they live.
It could mean noting the first ladybird or swallow seen in your garden in spring, or the first
blackberry in your local wood in autumn.
You don’t have to be an expert to take part and lots of help is given, including a nature
identification booklet that you receive when you register.
This kind of recording has moved from being a harmless hobby to a crucial source of evidence
as to how our wildlife is responding to climate change.
http://www.naturescalendar.org.uk/home.htm
Pupils could also take part in the RSPB Big Garden BirdWatch www.rspb.org.uk and use the
society’s results to identify changes in bird life in the UK over a given period of time.
What is CO2?
CO2 is the abbreviation for carbon dioxide, a gas that is invisible and which has no smell. All
human beings breathe out CO2 and it is a natural part of the air around us. Nevertheless, too
much CO2 is a danger because it intensifies the greenhouse effect. Also too much CO2 can
accumulate inside a classroom, too, and that can lead to drowsiness and headaches. The best
way to combat this is to open all windows for a good airing out! Airing the room for five minutes
once per hour is a great way for pupils and staff to stay alert the whole day through!
Teaching Materials for Key Stage 2 (age 8-11)
Who or what contributes CO2?
CO2 is created by the burning of fossil fuels, such as coal, oil and natural gas. We burn a lot
of oil and gas for such uses as operating cars and factories and for heating our homes and
schools. Of course, we also use a lot of electricity in our daily lives and that, too, causes CO2 to
be released (emitted) to the atmosphere, depending on how the electricity is produced. Human
beings and animals furthermore produce CO2 when they breathe. Plants (roots) do, too, but
green plants ultimately absorb more CO2 than they emit.
3) As a result, the CO2 gas is now back in the atmosphere.
4) Plants again absorb the carbon doxide gas, and the cycle is thus complete.
This means that renewable energy carriers (like wood and biogas) also form a cycle
(see section 3).
That’s why our forests are so important, as they absorb part of the excess CO2 that human
beings produce.
Activity: Demonstrating how CO2 warms up of
our planet
You will need:
•
Four Blankets
Introduce the topic of climate change by informing everyone that we burn coal, oil and natural
gas in our power stations to make electricity to run our TVs and play stations, and when we do
this we are putting carbon dioxide into the atmosphere and “putting a blanket” around our World.
Our World under this blanket then warms up.
Ask four children to come out to the front of the class. Tell everyone that these four children
represent our World. Ask everyone what things they did today that used energy. For each
item or appliance mentioned, place a blanket over the heads of the four children at the front to
represent the carbon dioxide released when burning fossil fuels! After four blankets are placed
on their head, ask the children representing our World what it feels like being under the blanket
– “Hot” and “Stifling” will usually be mentioned!
The CO2 Cycle
1) Plants absorb carbon dioxide (CO2) from the atmosphere. With the help of sunlight and water,
they convert the CO2 into biomass (e.g. wood).
2) When the wood is burned, it releases CO2 to the atmosphere. The same happens when wood
rots.
Activity: Your School’s CO2 Emissions
Determine the amount of CO2 emitted by your school using the CO2 calculator on the Carbon
http://www.carbondetectives.org.uk
Teaching Materials for Key Stage 2 (age 8-11)
Activity: Plant a Tree
With the children, plant a tree in the school grounds or nearby. Five trees absorb approximately
one tonne of CO2 during their lifetime.
The BBC’s Breathing Spaces website has useful tips on planting trees.
http://www.bbc.co.uk/breathingplaces
Role play:
Lena and Jakob are reading through a student magazine when they suddenly notice a peculiar article. The headline reads: ‘The Earth has a Fever!’
Jakob & Lena
What is that supposed to mean?
Jakob:
I guess she needs some bed rest.
Lena:
Ha, ha, ha. That’s pretty funny
After taking a closer look at the article, Jakob suddenly realises something.
Jakob:
Oh, I see. It says something about global warming, so I bet it has to do with the greenhouse effect. Do you remember when
Steffi gave that presentation on polar bears and how they’re in danger because of global warming. I suppose it’s getting too
warm for them after all.
Now remembering the presentation herself, Lena adds:
Lena: That’s right! Polar bears soon might not have anywhere to live if the ice keeps melting. The greenhouse effect is making
Earth warmer and that’s why the polar ice caps are melting…and the oceans are rising…and lots of other things…
Jakob thinks for a moment, then he has an idea.
Jakob:
It’s true, but Steffi also said that lots of people on the planet are already thinking about climate protection, and that
everyone can help by doing their share. That means we can, too!