Teaching Materials for Key Stage 3 (age 11-14)
Teaching Materials for Key Stage 3 (age 11-14)
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 are mainly targeted at young people but as with all curriculum materials
teachers will have to determine how best to use the resources in relation to the age
and ability of their students.
Contents
SECTION 1
Weather & Climate
SECTION 2
Climate Change
SECTION 3
Energy & Energy Conservation
SECTION 4
Ways out of the Climate Crisis
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 3 (age 11-14)
Story - A version in play format has been provided at the end of this section for you to use in role playing activities.
F
inally! I can’t believe the sun is shining again,” Viktoria exclaims happily as she steps out of the school building and into the
schoolyard. “And it’s so warm. Almost like a summer day.”
Peter is also excited about seeing the sun come out. “It’s about time,” he says, “after so many cold, grey days!”
Feli, the new exchange student from Brazil, doesn’t share in the excitement. “It’s amazing how people talk so much about the weather
here. Isn’t there anything else to talk about? At home, no one ever mentions the weather.”
A bit stunned, Viktoria replies, “But the weather influences our daily lives. How we dress, whether I ride my bike or need to take the bus...”
“That’s right! And whether or not we can finally have our barbecue,” Peter interjects with added emphasis.
Feli realises she may have stepped on some toes. “OK. I can see how the weather might be a bigger deal to you. After all, you do have different
seasons. Where I come from, it’s nice and warm all year round. I suppose the only real difference is that it rains more during certain months, especially
from April to August. And I do admit that we have a totally different climate – subtropical.”
Peter seizes the opportunity: “Oh, and I suppose people in Brazil don’t talk about the climate either?”
Feli doesn’t like Peter’s tone and feels she must defend herself. “Of course the climate is an issue in my country, too! Lots of people at home worry
about climate change, and it affects us all, doesn’t it? The sea levels are rising all over the world, and some places are getting more rain while others are
drying out. Believe me, I know what’s happening, and that we are all suffering the consequences!”
Viktoria, now in a more contemplative mood, chips in with, “I just think it’s unfair that people in poor countries often suffer the most. They already live a
very modest lifestyle, so they don’t cause nearly the amount of damaging greenhouse emissions that rich, industrial countries do.”
Feli is on the same wavelength as Viktoria now. “Exactly! And that’s why the rich countries should agree to reduce their CO2 emissions, even if it does
cost them something!”
Peter, sporting a triumphant grin, gets in the last word. “You see, Feli, talking about the weather can lead to interesting discussions.”
What do “weather” and “climate” mean?
“
We talk about the weather all the time. And little wonder, since the weather influences our mood and how we dress on a daily basis. In summer, it also determines whether or not we can enjoy a swim outdoors,
just as it does whether or not we can go skiing in winter. On the other hand, everyone is increasingly talking about the climate these days. Importantly, “climate” does not mean the same thing as “weather.”
That’s because climate refers to the “average weather” in a given region as observed and measured over a long period of time.
Teaching Materials for Key Stage 3 (age 11-14)
Activity: Make a flip book for forecasting the
weather
Activity: Make a map of the world showing the
Earth’s climate zones
Instructions:
Either print out or colour a world map and draw in the Earth’s climate zones. In which climate
zone is the UK located? Describe this climate zone, then either design a poster or prepare a
presentation with the data – this can be done as a group activity.
1)Follow the national or local weather report for a period of two weeks and either print out the
daily weather map or draw it on a piece of paper.(Tip: label the maps to avoid mixing up their
order!)
2)Glue each map onto sufficiently sturdy paper (stable enough to support flipping!)
3)Cut out the maps carefully, making sure each is the same size
4)Place the maps on top of each other in date order
5)Staple the maps together (approx. 5 mm from the left hand edge)
After stapling the maps on top of each other, flip through them (using your thumb) to observe the
moving air and weather streams. The finished flip book can be used to observe changes in the
weather during the two-week period. Try the activity again over two weeks during the change
of the seasons – spring to summer, autumn to winter – did you find the changes in the weather
more extreme?
Climate & Climate Zones
One look out the window is enough to determine the weather. In contrast, climate needs to be
calculated over time. To do so, scientists regularly observe and measure the weather in various
locations. Using this data, they then calculate average values for temperature, precipitation,
wind, sunshine duration, humidity, etc.
The world is divided into five major climate zones or regions:
•
•
•
•
•
The polar zone
The cool temperature zone
The warm temperature zone
The dry and desert zone
The tropical rainy zone
We live in the warm temperature zone, which is characterized by cold winters and warm
summers. A special feature of this climate zone is that it has four distinctive seasons.
Optionally, indicate recent climate changes as part of the project.
http://www.pearsonpublishing.co.uk/education/samples/S_492110.pdf
(the website describes the Earth’s climate zones)
Activity: Join research groups on the internet to
see how seasons may be changing
In the UK, an exchange of nature observations is helping identify changes in the seasons. The
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
Teaching Materials for Key Stage 3 (age 11-14)
How do human beings influence the climate?
The climate plays a vital role in supporting life on Earth, yet it is also a very delicate system.
If we wish to continue enjoying today’s high quality of life in the future, all of us will need
to challenge certain assumptions. Most importantly, we will also need to use and consume
environmental goods carefully – and with keen awareness for the impact which this might have.
An intact climate depends on a large number of issues, including:
•
•
•
•
•
how we use our energy resources
how much energy we consume
how and where we choose to live
what kinds of foods we eat
what means of transportation we use
Of course, we must also decide what products we truly need, which ones to buy and how we are
going to dispose of them when they become waste.
Activity: Climate Change & Climate Protection in
the Media
Collect different newspaper articles from broadsheets and tabloids including headlines and
photos which have to do with the topics of climate change and climate protection.
Group them together according to the categories:
•
•
•
negative/positive news
climate protection
actions for the future
Now make them into a collage
What conclusions can you draw from the collage?
Where there any differences in the way the broadsheets and tabloids reported on climate
change?
Teaching Materials for Key Stage 3 (age 11-14)
Role play:
Viktoria:
Finally! I can’t believe the sun is shining again
Viktoria exclaims happily as she steps out of the school building and into the schoolyard.
Viktoria:
And it’s so warm. Almost like a summer day.
Peter is also excited about seeing the sun come out.
Peter: It’s about time. After so many cold, grey days!
Feli, the new exchange student from Brazil, doesn’t share in the excitement.
Feli:
It’s amazing how people talk so much about the weather here. Isn’t there anything else to talk about? At home, no one ever
mentions the weather.
A bit stunned, Viktoria replies:
Viktoria:
But the weather influences our daily lives. How we dress, whether I ride my bike or need to take the bus...
Peter: That’s right! And whether or not we can finally have our barbecue.
Peter interjects with added emphasis.
Feli realises she may have stepped on some toes.
Feli:
OK. I can see how the weather might be a bigger deal to you. After all, you do have different seasons. Where I come from, it’s nice
and warm all year round. I suppose the only real difference is that it rains more during certain months, especially from April to
August. And I do admit that we have a totally different climate – subtropical.
Teaching Materials for Key Stage 3 (age 11-14)
Peter seizes the opportunity:
Peter:
Oh, and I suppose people in Brazil don’t talk about the climate either?
Feli doesn’t like Peter’s tone and feels she must defend herself.
Feli:
Of course the climate is an issue in my country, too! Lots of people at home worry about climate change, and it affects us all,
doesn’t it? The sea levels are rising all over the world, and some places are getting more rain while others are drying out. Believe
me, I know what’s happening, and that we are all suffering the consequences!
Viktoria, now in a more contemplative mood, chips in with:
Viktoria:
I just think it’s unfair that people in poor countries often suffer the most. They already live a very modest lifestyle, so they don’t
cause nearly the amount of damaging greenhouse emissions that rich, industrial countries do.
Feli is on the same wavelength as Viktoria now.
Feli:
Exactly! And that’s why the rich countries should agree to reduce their CO2 emissions, even if it does cost them something!
Peter, sporting a triumphant grin, gets in the last word.
Peter:
You see, Feli, talking about the weather can lead to interesting discussions.