1. Climate Change: An Interdisciplinary Approach Part 1, 17 th January 2013

2. Having analysed how lifestyle can impact on the environment and Earth's resources, I can make suggestions about how to live in a more sustainable way. TCH 2/3-02a I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally- responsible way. SOC 2 /3-08a Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use. SCN 2/3-04b

3. Climate Change and Learning Arguably the most urgent issue on the planet at present Educators in difficult position – the ‘live’ issue is complex and controversial. Must take a strong Global Citizenship angle: highlights the interconnectedness of environmental, social and economic issues at individual, local, national and global levels. No single subject can address Climate Change - requires interdisciplinary active learning through an enquiry approach.

4. What will we do today? Come to a common understanding of what Climate Change is and what it means to us. Examine enquiry-based learning and different starting points for a Climate Change topic. Try out different practical activities for exploring the ‘what and why’ of Climate Change with pupils.

5. What did the kids say? I’m not sure (x5) Too much fuel getting used Clouds are moving and wind is blowing so the sky is changing colours Polar caps melt and ice will go under land and form hills The world is getting warmer slowly (x4) Polar ice caps are melting and the forest is getting destroyed and set on fire and all the animals will be extinct When the weather changes and using fuel from cars The earth is getting warmer from car exhaust pipes and CO2 and ice caps melt and less polar bears Pollution is destroying the world (x2) Global warming – it’s basically the world slowly but surely getting warmer but not by much (in numerous years the world will be considerably warm) Some places are getting hotter When all the ice melts Bad weather like tornadoes to do with the more energy we use It gets hot and animals die Weather like the beach

6. Issue Tree

7. Key questions – What? What is climate? What is the climate like in different countries? Why does climate differ from place to place? How is the climate changing? How do we know this? What has the climate been like over time? What are the predictions for the future? Why has it changed? What is the greenhouse effect/global warming? How is it measured? Does everyone agree? What are the main sources of CO 2 ? What is a carbon footprint? What is our country’s footprint compared to other countries?

9. Acknowledges the uncertainty behind our ideas. Promotes independent learning and critical thinking. Develops class connectivity and co- operation. Fosters a sense of ownership, personalisation and choice. Invites children to think about what is going on and what they can do. Increases motivation and encourages true participation. Both learner- centred and world-minded. The Enquiry approach 1.What is the issue? 2.Why does it matter? 3.What can we do about it? 4.What have we learned and how? 1.What is the issue? 2.Why does it matter? 3.What can we do about it? 4.What have we learned and how?

10. Thinking through Climate Change Knowledge eg how is the climate changing? Comprehension eg why is it changing? Application eg what is happening as a result? Analysis eg Who wins and who loses? Synthesis eg what action can we take? Evaluation eg are some solutions better than others? Which do I think are the fairest? What is the issue? (causes) Why does it matter? (effects) What can we do about it? (solutions) What have we learned and how? (self-evaluation)

11. What will we do next week? Continue our enquiry approach, exploring the effects and possible solutions to climate change. Identify further CfE Experiences and Outcomes that can be met, looking at examples of planning. Investigate some methods of assessing attitudinal change throughout the topic.