Session 2: who is responsible?

Transcription

1 Oxfam Educatin Sessin 2: wh is respnsible? Age range: years Outline Learners will list sme human causes f climate change. They will identify climate change cntributrs alng a supply chain frm field t supermarket. Finally, learners will investigate the carbn ftprints f peple living in different cuntries arund the wrld. Learning bjectives T identify sme human activities cntributing t climate change. T understand what a carbn ftprint is. T recgnise that everybdy in the wrld has a carbn ftprint but sme peple and cuntries are respnsible fr mre CO 2 emissins than thers. Learning utcmes Learners will list sme human activities which are cntributing t climate change. Learners will identify and srt sme f the prcesses invlved in prducing a laf f bread and getting it t smene s hme, and cnsider which f these prcesses use fssil fuels. Learners will investigate CO 2 emissins per persn in different cuntries arund the wrld. Key questins What human activities are cntributing twards climate change? What prcesses are invlved in prducing a laf f bread? What is a carbn ftprint? Wh is respnsible fr climate change? Wh are the biggest cntributrs? Resurces Climate challenge A slideshw: slides Resurce sheet: Life histry f an aluminium can. Activity sheets: The jurney f a laf f bread. Wh is respnsible fr climate change? England KS3 Science Bilgy: Interactins and interdependencies - Relatinships in an ecsystem Pupils shuld be taught abut hw rganisms affect, and are affected by, their envirnment, including the accumulatin f txic materials. Chemistry: Earth and atmsphere - Pupils shuld be taught abut the prductin f carbn dixide by human activity and the impact n the climate. KS3 Gegraphy Human and physical gegraphy - Pupils shuld be taught t understand hw human and physical prcesses interact t influence, and change landscapes, envirnments and the climate; and hw human activity relies n effective functining f natural systems. Wales Curriculum links KS3 Science Interdependence f rganisms - Hw human activity affects the glbal envirnment, e.g. acid rain, greenhuse effect, and the measures taken t minimise any negative effects and mnitr them, e.g. by Earth bservatin satellites. KS3 Gegraphy Understanding places, envirnments and prcesses - Explain the causes and effects f physical and human prcesses and hw the prcesses interrelate, e.g. causes and cnsequences f tectnic activity, impacts f migratin in Eurpe. - Explain hw and why places and envirnments change and identify trends and future implicatins, e.g. ppulatin increase, climate change, glbalisatin. ESDGC: Climate Change, Chices and Decisins Sctland Sciences Thrugh explring the carbn cycle, I can describe the prcesses invlved in maintaining the balance f gases in the air, cnsidering causes and implicatins f changes in the balance. SCN 4-05b Thrugh investigatin, I can explain the frmatin and use f fssil fuels and cntribute t discussins n the respnsible use and cnservatin f finite resurces. SCN 4-04b Scial Studies I can identify the pssible cnsequences f an envirnmental issue and make infrmed suggestins abut ways t manage the impact. SOC 3-08a

2 Activity 2.1: What cntributes t climate change? (20 min) Oxfam Educatin Shw slide 10. Remind learners that burning fssil fuels such as cal, gas and il has increased the amunts f greenhuse gases, such as carbn dixide, in the Earth s atmsphere. Ask learners t think f human activities which invlve burning these kinds f fuels (and therefre lead t increased carbn dixide emissins). Think: ask learners t think n their wn fr a cuple f minutes and nte dwn their ideas. Pair: give learners a cuple f minutes t cmpare their answers. Share: spend a few minutes sharing sme f the learners answers as a whle grup. Individually r in pairs, give each learner a plain sheet f paper and ask them t fld it in half. On the left-hand side, they shuld write a list f everything they d n a nrmal day such as getting up, having a shwer r eating breakfast. On the right-hand side they shuld place a tick by any f these activities which they think use fssil fuel energy. Remind them that fssil fuels are used in many ways such as transprt, heating and electricity. Plastics are als made frm fssil fuels. Apprximately 85% f the UK s energy cnsumptin cmes frm fssil fuels (cal, il, petrleum and natural gas prducts). 1 1 Wrld Bank Data, 2012: After they have cmpleted their lists, ask fr vlunteers t share them. Did the rest f the class ntice any activities that use fssil fuels which they had missed? Alternatively, ask vlunteers t read ut their lists f activities and ask the rest f the class t put their hands up when they think an activity uses fssil fuels. Ask smene with their hand up t explain hw the activity uses fssil fuels, fr example a shwer uses ht water which is heated by gas r electricity. Activity 2.2: Fd, drink and climate change (45 min) Shw slide 11. Ask learners what they knw abut hw an aluminium can is made. Where des it cme frm? What prcesses are invlved in making it? Shw learners the Life histry f an aluminium can. Talk thrugh the prcess that it shws. Explain that bauxite is a rck frm which aluminium is made. It has t be dug up frm the grund using big, il-pwered machines. Pint ut that this is just abut the can it des nt include all the ingredients that g int the drink inside it, r the inks that are used t print the pictures n the utside. Organise learners int grups f three r fur and shw slide 12. If pssible give each grup the empty packaging frm a laf f bread. Ask learners t think abut what prcesses were invlved in getting that laf f bread t smene s hme. What ingredients are used? What prcesses are invlved in making the laf f bread and getting it t smene s hme? Think abut where the ingredients cme frm, hw the laf f bread is made and hw it is transprted.

3 Oxfam Educatin What is the packaging made frm and hw is it made? Hw might the supermarket use fssil fuels, fr example fr their lighting and heating? Ask each grup t draw a flw-chart shwing all the prcesses they think went int making the laf f bread and getting it t smene s hme. They shuld cnsider all the stages necessary fr gathering the ingredients, making the packaging, and cmbining and cking the ingredients t make the bread. Learners might like t make a rugh cpy first as it is likely t lk quite messy. Next, ask learners t chse tw r three f the prcesses t illustrate, such as a cmbine harvester harvesting the wheat, machines packing the bread r the bread baking in an ven and draw a picture f each prcess n a small piece f paper. Ask learners t then cut ut and sequence their pictures n a large piece f paper arund a picture f a laf f bread in the middle. They shuld stick dwn their pictures and add arrws shwing hw the different parts f the prcess cnnect. Finally, ask learners t use a bright clur pen t mark all the stages which wuld have used fssil fuels and therefre cntributed t climate change. Display all the flwcharts and allw time fr learners t circulate and lk at the flw charts f ther grups. If time, ask each grup t present and explain their flwchart t the rest f the class. Differentiatin Make it easier: Prvide grups with a cpy f The jurney f a laf f bread. Explain that the pictures and text shw sme f the prcesses invlved in getting a laf f bread t smene s hme. Ask learners t cut ut the bxes and arrange them int a flw chart t shw the rder in which these stages will happen. Learners shuld stick the bxes nt a blank piece f paper and add arrws t shw hw the different prcesses cnnect. Encurage learners t then add n pictures and text t their flwchart t shw ther prcesses invlved. Finally, ask them t highlight parts f the prcess which require fssil fuels and therefre cntribute t climate change. Activity 2.3: Wh is respnsible fr climate change? (20 mins) Shw slide 13. Explain that a carbn ftprint is used t describe the amunt f carbn dixide released int the atmsphere as a result f activities by an individual persn, an rganisatin, a cmmunity, a cuntry r an event. Explain that every persn n ur planet has a carbn ftprint. Hwever sme peple and sme cuntries have larger carbn ftprints than thers. Ask learners why they think this is. Is this fair? Organise learners int grups f three r fur. Give each grup a cpy f Wh is respnsible fr climate change? Ask learners t cut ut the bxes and rder the cuntries accrding t what they think are their CO 2 emissins per persn each year. The cuntry with the biggest emissins shuld be at the tp and the cuntry with the smallest at the bttm.

4 Oxfam Educatin Allw time fr grups t share their ideas. Encurage learners t give reasns fr their decisins. Shw slide 14 t share the crrect cuntry rder (als prvided belw). Discuss learners respnses. Ask if they are surprised by any f the results. Nte that Activity 2.4 gives learners the pprtunity t discuss why they think CO 2 emissins per persn are greater in sme cuntries than in thers. Cuntry CO 2 emissins per persn in 2012 (tco 2 ): Wrld ranking accrding t CO 2 emissins per persn in 2012 (tco 2 ): United Arab Emirates USA Australia UK Suth Africa China Brazil India Malawi Please nte that the abve data relate t cnsumptin based CO 2 emissins. They include emissins bth frm thse within the cuntry and thse caused by the prductin f the cuntry s imprts). Surce: The Glbal Carbn Atlas: Activity 2.4: Investigating the Glbal Carbn Atlas (30 min) Ask students hw they wuld investigate the fllwing questin: Which cuntries have the wrst CO 2 emissins? Discuss their ideas: What des the wrst mean? Which CO 2 emitting activities wuld yu measure? Hw wuld yu measure it? Shw slide 15. Explain that this wrld map shws the amunt f carbn dixide prduced n average per persn (CO 2 emissins per capita) fr each cuntry in Data isn t available fr sme f the cuntries. Alternatively yu might like t use the interactive versin f the map:

5 Oxfam Educatin Under Emissins Type, yu can select either Territrial r Cnsumptin. Cnsumptin includes thse emissins bth frm within the cuntry and thse caused by the prductin f the cuntry s imprts. Territrial nly includes the CO 2 emissins prduced within the cuntry. The map shwn n slide 15 is cnsumptin-based. Under Emissins Units, select tco 2 /persn. The default settings fr Cuntries is All, hwever yu may wish t change this t fcus n particular regins r ther grupings. If using the cnsumptin-based map yu will need t click 2012 n the timeline (n data is available fr 2013). Yu can then use the cursr t explre the map. Mve ver a cuntry t display its name, wrld ranking, CO 2 emissin per capita and ttal ppulatin. Discuss with learners what they can see n the wrld map. Ask them which cuntries and cntinents they can identify. They may need t refer t a reference wrld map r atlas fr help. Ask learners questins abut the map: Which cntinents emit the mst carbn dixide per persn? Which parts f the wrld prduce the least carbn dixide per persn? Why d yu think sme cuntries emit mre (r less) carbn dixide per persn than thers? Is this fair? If using the interactive versin f the map, ask learners t use it t find ut the CO 2 emissins per persn fr specific cuntries. Learners culd investigate the difference between territrial and cnsumptin emissins fr particular cuntries. Fr example: Cuntry Territrial-based CO 2 emissins per persn in 2012 Cnsumptin CO 2 emissins per persn in 2012 UK China Ask learners why they think the UK s cnsumptin figure fr CO 2 emissins per persn is greater than its territrial-based emissins, whereas China s cnsumptin CO 2 emissins per persn is less than its territrial-based emissins. Explain that many f the things we cnsume in the UK are imprted frm ther cuntries. Hwever China exprts many f the things it prduces t ther cuntries. Ask learners which measure they think is fairer and wh they think shuld be respnsible fr the CO 2 emissins f these prducts the cuntry where the prducts were prduced r the cuntry where the prducts were cnsumed? Explain that peple smetimes lk at data fr CO 2 emissins per cuntry rather than per persn. Shw slide 16 and say that this is a wrld map shwing ttal CO 2 emissins fr each cuntry. Ask learners questins abut this map and what differences they ntice between this map and the wrld map shwing CO 2 emissins per persn.

6 Oxfam Educatin Which cuntry has the highest ttal CO 2 emissins? Answer: China. India is ranked third in the wrld accrding t ttal CO 2 emissins hwever it is in 79 th place fr CO 2 emissins per persn. Why is this? Which map d yu think is mre useful and why? Further idea Learners culd write a stry describing what their daily lives wuld be like if they tried t halve their use f fssil fuels. Ask fr vlunteers t read their stries alud. Hw did they feel abut living in this way? What were the gd things abut it? What were the things they wuld find mst difficult? Terms f use Cpyright Oxfam GB Yu may use these phtgraphs and assciated infrmatin fr the educatinal purpses at yur educatinal institutin. With each use, yu must credit the phtgrapher named fr that image and Oxfam. Yu may nt use images and assciated infrmatin fr cmmercial purpses r utside yur educatinal institutin. All infrmatin assciated with these images relates t the date and time that prject wrk tk place.

7 Oxfam Educatin Life histry f an aluminium can Surce: The Aluminium Can wrksheet, written by Gillian Symns and Prue Pultn and appearing in Refuse, reuse and recycle (1993). Reprduced with permissin frm EcActive:

8 Oxfam Educatin The jurney f a laf f bread The bxes belw shw sme f the prcesses invlved in getting a laf f bread t yur hme. Cut ut the bxes and try t arrange them int a flw chart t shw the rder in which these stages will happen. Which f these prcesses d yu think will use fssil fuels? Custmer driving t and frm the shp. Milling the flur. Baking the laf f bread. Packing the laf f bread int its plastic packaging. Irrigating (watering) the wheat. Transprting the wheat t the mill. Mixing the ingredients tgether by machine. Planting the wheat. Transprting the flur t the bread factry. Harvesting the wheat. Transprting the laf f bread t the supermarket. Spraying the wheat with pesticides.

9 Oxfam Educatin Wh is respnsible fr climate change? Cut ut the bxes belw. Put the cuntries in rder accrding t what yu think are their CO 2 emissins per persn each year. The cuntry with the biggest emissins shuld be at the tp and the cuntry with the smallest at the bttm. USA China India Malawi Suth Africa UK Brazil United Arab Emirates Australia