IPCC teaching activities for Primary and Secondary to tackle Global Warming The Intergovernmental Panel on Climate Change (IPCC) is the United Nations body for assessing the science related to climate change. It was created to provide policymakers (governments) with regular scientific updates about climate change; highlight the impact climat... Read more »

Prior Learning

Prior learning activities enable students to value what they already know about a topic. While they establish what students already know, they also help the teacher to identify some of their misconceptions. Prior learning activities can be used as the start of the assessment process.

  1. Imagining our Climate Future – Assessment Task – English – Years 6 & 7
    Imagining our Climate Future – Assessment Task – English – Years 6 & 7
  2. Imagining our Climate Future – Assessment task – Science – Years 6 & 7
    Imagining our Climate Future – Assessment task – Science – Years 6 & 7

Tuning in

A tuning in activity helps students to define and focus on the issues they will be dealing with in the unit of work.

  1. Everything you need to know about energy – Years 6 & 7
    Everything you need to know about energy – Years 6 & 7
  2. What is a global citizen? – Civics and Citizenship – Year 9
    What is a global citizen? – Civics and Citizenship – Year 9
  3. Amy’s Balancing Act – Books on climate change – Years 3 & 4 – English
    Amy’s Balancing Act – Books on climate change – Years 3 & 4 – English
  4. Can nature and urbanisation co-exist? – Geography – Year 8
    Can nature and urbanisation co-exist? – Geography – Year 8

Finding Out

Students will need to obtain more information about the issues they are going to investigate. They can identify questions of interest and research these either in small groups or on their own. Once information is gathered, it can be shared using chosen communication methods e.g. short presentations. Students can continue finding out by completing a range of investigations, including gathering data. They use appropriate methods to present and communicate what they have found out.

  1. Amy’s Balancing Act – Books about climate change – Parents
    Amy’s Balancing Act – Books about climate change – Parents
  2. How does climate change affect food production? – Geography – Year 9
    How does climate change affect food production? – Geography – Year 9
  3. Blue Carbon – Mathematics – Year 7
    Blue Carbon – Mathematics – Year 7
  4. Are carbon sequestration technologies the answer to carbon emissions? – English – Years 5, 6, 7, 8, 9, 10
    Are carbon sequestration technologies the answer to carbon emissions? – English – Years 5, 6, 7, 8, 9, 10
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  9. C02 Scrubbers – Science – Years 8, 9 & 10
    C02 Scrubbers – Science – Years 8, 9 & 10
  10. How do electric cars work? – Science – Years 6 & 7
    How do electric cars work? – Science – Years 6 & 7

Drawing Conclusions

Students are provided with activities that help them further develop their ideas and opinions. T hey describe issues from different perspectives. They identify, examine and justify different points of view.

  1. Amy’s Balancing Act – Books on climate change – Years 5 & 6 – English
    Amy’s Balancing Act – Books on climate change – Years 5 & 6 – English
  2. Does the government legally have to protect young people from climate change? – Civics and Citizenship – Year 8
    Does the government legally have to protect young people from climate change? – Civics and Citizenship – Year 8
  3. Who doesn’t want us to switch to renewables? – English – Years 6 & 7
    Who doesn’t want us to switch to renewables? – English – Years 6 & 7

Considering Social Action

Students are given opportunities to apply their learning in real world situations, in the classroom, school, home or the local community.

  1. Persuasive advertising about climate change – English – Year 7
    Persuasive advertising about climate change – English – Year 7
  2. Should we switch to electric cars? – English – Years 6 & 7
    Should we switch to electric cars? – English – Years 6 & 7
  3. Should we stop eating meat? – Geography – Year 9
    Should we stop eating meat? – Geography – Year 9
  4. Do we need a Universal Declaration of Human Responsibilities? – Civics and Citizenship – Year 7
    Do we need a Universal Declaration of Human Responsibilities? – Civics and Citizenship – Year 7
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  9. Degrowth and minimalism to combat climate change – Economics and Business – Year 10
    Degrowth and minimalism to combat climate change – Economics and Business – Year 10

Assessment and Reflection

Reflection time provides students with an opportunity to value what they have learnt and the learning processes in which they have been involved. Evaluation or assessment tasks during the unit of work will need to conclude.

  1. Imagining our Climate Future – Assessment Task – English – Years 6 & 7
    Imagining our Climate Future – Assessment Task – English – Years 6 & 7
  2. Imagining our Climate Future – Assessment task – Science – Years 6 & 7
    Imagining our Climate Future – Assessment task – Science – Years 6 & 7