Educator Pack for Engagement Practitioners, Teachers, and Young People Working for a Clean Air and Net Zero Carbon Future

Educator pack For engagement practitioners, teachers, and young people working for a clean air and net zero carbon future www.claircity.eu

EDUCATOR HOW OLD ARE THE DECISION AUDIENCE? HELPER 4-10 11-14 15+ Use our nifty decision tree to navigate this pack

How long How long How long have you have you have you got? got? got?

A FEW I'M A FEW I'M 1 HOUR A FEW I'M 1 HOUR 1 HOUR LESSONS FLEXIBLE LESSONS FLEXIBLE LESSONS FLEXIBLE

Head to Head to Head to Ask them to deliver Head to Head to some lessons to pages 10-15 page 2 pages page 2 page younger people, using 17-30 34 resources in this pack

For a clean air and net zero Develop a themed curriculum carbon future (page 2) or take part in the clean air future competition (page 17) Foreword Children are the future How do you want to live, work, Engaging young people on these issues is critical - they are future voters, after all. Many young people want to be and travel in your city of the future? heard and it is the responsibility of older people to give That’s the question we asked citizens across Europe in them a platform to voice their opinion. this four-year long research project. ClairCity was an EU Throughout the ClairCity process young people were research project which aimed to raise awareness about involved. In fact, 1000s of young people across Europe air pollution and carbon emissions in our cities, looking got involved through our various schools activities and at how we all contribute to the problems and how they public events. And 447 of those young people took part in affect the air we breathe. Uniquely, the project put the our schools competition: My City, My School, My Home! power in the hands of residents to determine the best local solutions. The resources contained within this pack are the result of

Carbon emissions and air pollution: two sides of the the collective effort of our partner organisations in same coin Amsterdam, Aviero region, Bristol, Ljubljana, Liguria While the effects of poor air quality are felt worldwide, region and Sosnowiec, and the many young people that the sources are usually local. Every day, air pollution and tried and tested them. While they are aimed primarily at carbon emissions are produced by our commutes to work, professional educators and UK schools, anyone from by heating our homes, or through our daily lifestyles. across Europe who wishes to work with young people can Understanding how we live - and the restrictions we face benefit from the materials. Teachers value lesson in those choices – is key to improving air quality. support and delivery from civil society organisation so Solutions at a local level can this pack is also aimed at organisations wishing to make a big difference. partner with educators on these pressing issues.

The activities polluting our air are also the same ones We hope these resources will go on to benefit many more producing carbon emissions – the major cause of climate 1000s of young people, empowering them to lead the way change. Reducing carbon emissions in cities is critical to towards a clean air and zero carbon future! achieve major cuts in carbon globally, so reducing climate risks. The EU now has a target of reaching net zero carbon emissions by 2050, with action urgently needed to improve the health of citizens and the environment.

www.claircity.eu Content Working with young people Set clearly defined expectations Do you or your organisation wish to talk What can you realistically offer and Page 2 Themed curriculum to young people but perhaps don't know deliver? And what are the expectations of Page 3 Global shockers how? Maybe you're a young person the partner organisation? Start small, and Page 4 The facts on air pollution, yourself, hoping to inspire peers to act. over time, once relationships have built, carbon emissions and our health increase your offering. Page 8 LP: Pollution solution Working with young people is challenging Page 9 LP: Travel Survey yet rewarding. There are different Seek out opportunities to engage Page 11 LP: Clean Air Top Trumps learning styles and needs to attend to, If you wish to go somewhere other than Page 13 LP: Persuasive writing and you'll have to consider the curriculum schools, find events where you can or learning objectives of the group(s) you Page 17 LP: Schools competition engage broadly with a lot of people wish to engage. Page 22 LP: Citizens Assembly (school fetes, holiday clubs, kid-friendly festivals, assemblies) and more intimate Page 23 LP: Air pollution masks First step, partner with schools, youth events where you can engage deeply with Page 26 Air pollution chatterbox groups or community organisations fewer people (e.g. youth groups, Page 27 The Top 5 game Reach out to organisations who work with workshops). Page 29 What's the evidence? young people that you would like to Page 32 Youth Voice in Aveiro engage. Think about places that may be Test out resources Page 33 Solving Bristol's air pollution the most impacted by these issues and go We have provided a suite of resources in Page 33 Actions we can take together there! this pack to help you when engaging Page 35 Air pollution and climate change young people. They include curriculum infographic Let them know you have lots of resources links and subject themes that will be and you can adapt to the needs of the useful when approaching teachers. Most LP = lesson plan! school. Some may specialise in oratory have been tried and tested, however you skills, others in digital technologies or may need to adapt for your context - so if leadership. Be willing to be flexible! Take possible, test with a few children first. time building these relationships and Perhaps a friend's kids? Ask for their meet face-to-face where possible. feedback and refine as required.

1 www.claircity.eu Themed curriculum

We have produced resources for primary and secondary schools that can be used as standalone sessions or as part of a themed curriculum. The materials cover a broad range of subjects, from art, science, information technology, Personal, Social, Ages 4-10 Health and Economic (PSHE) education to Air Pollution Solution science experiment P age 8 citizenship, and allow students to step out of Traffic survey Page 9 the classroom and into real world decision- Clean Air Top Trumps decision-making game Page 11 making about issues that matter to and Persuasive letter writing Page 13 affect them. Ages 11-14 A themed curriculum allows students to Clean Air Top Trumps decision-making game Page 11 contextualise learning and gain a deeper My City, My School, My Home competition Page 17 understanding of the issues. Citizens' Assembly Page 22

Begin with the Air Pollution Assembly that Designing impactful air pollution masks Page 23 accompanies this pack to introduce students to the broad issues and use our FACT SHEET Wet play/extra curricula activities: on page 4 to support the discussion. Air Pollution chatterbox Page 26 The Top 5 Game Page 27 Now that they understand the basics of the What's the evidence Page 29 topic, children can be involved in the development of the theme. The resources in this pack can be chosen by the students or selected by the educator to help spark curiosity and support the children's learning.

2 www.claircity.eu FACT SHEET Air pollution affects plant and tree Why is it worse in some areas? Air pollution, carbon growth. Nitrogen dioxide is linked to acid rain which damages plants, trees and Air pollution is caused by a combination emissions and our health buildings. Buildings in polluted areas can of factors. The first is how much air also end up with more black soot on them, pollution is being emitted: the number of What is it? meaning we have to clean our windows vehicles on the road, or number of fires more often. nearby, etc. However, the level of air Air pollution includes gases and solid pollution can also depend on how much particles in the air. The air pollution that What causes air pollution? the air is circulated or where the wind most affects our health in Europe is carries it. So higher, windier places will nitrogen dioxide (NOx) and Particulate Across Europe, traffic is a major cause of tend to have less pollution, but low-lying Matter (called PM2.5 and PM10). air pollution, especially NOx. This comes places, or narrow roads with very tall from diesel and petrol engines, with buildings may have worse pollution. As a Why is it a problem? diesels being worse. Even though bigger rule of thumb, if you can see lots of vehicles (e.g. buses and lorries) produce vehicles then the air inside the cars and Air pollution leads to many health slightly more of the gas, when you have on the pavement is probably not great. problems and is linked to 4.2 million lots of cars on the road this can cause a premature deaths each year. It affects bigger proportion of the air pollution. Is it In Europe, we only rarely have extremely three core areas of the body: lungs, better to have 76 cars driving to the high levels of air pollution, but this is heart, and brain. Lower birth rates, shops, or one bus? The bus is definitely common in other countries especially in strokes, and heart failure are among the not producing 76 times more pollution! China and India. However, we are not health impacts of air pollution. perfect either. Even though our levels Particulate matter is also emitted by might not get as high as levels in some Children can suffer from reduced lung traffic – some coming out of the engine, cities, we have chronic low level pollution development if they live or go to school in but also from the friction of tyres on the in many European cities and towns which areas with higher air pollution. Air road and from braking. can lead to long term health impacts, pollution is also linked to reduced brain causing people to have more illnesses development in small children. Some of Pollutants also come from home heating, and die earlier. Currently, most cities in the same health problems will be felt by including wood burning stoves and Europe are breaking the law because we animals like our pets too. fireplaces and some types of industry. pollute too much.

3 www.claircity.eu FACT SHEET Get talking pollution, particularly in cities, through Spread awareness of the issue. Speak to the production of short-lived NOx and Air pollution, carbon children and young people, politicians, PM10, such as black carbon, or soot. emissions and our health neighbours, parents, businesses... we can all play our part in tackling this problem Despite being short-lived, black carbon is together so no one is left behind. the second highest contributor to global

How can we protect ourselves? heating, after CO₂. Diesel transport (along Hang on, what about carbon with household wood burners) is one of Here are just a few ideas. Ask your emissions? the world’s major sources of black carbon.

students to come up with their own For many people living in European cities, suggestions. Both issues interrelate. Ground-level climate change doesn't appear to impact ozone pollution, produced when fossil Reduce the causes them. They might think our house isn't fuel pollutants react with ultraviolet light, How can we use cars less? Can we walk, burning yet. is on the rise and will worsen as cycle, bus or scoot around and play in places nearby so we don’t need to use cars Carbon Dioxide (CO₂) is the most common temperatures rise with climate change. as much? Could your school run a “No greenhouse gas, so called as they trap Idling” campaign for drop-off times? heat in the planet, warming it like a As air pollution is localised and immediate greenhouse! This heating is leading to it overcomes the disconnect people may biodiversity decline, sea level rise and Avoid busy roads feel towards climate change. as it is local extreme weather, like droughts and Walking on smaller, quieter roads or and immediate. Thus, focusing campaigns heatwaves, that cause crops to fail and through parks will significantly reduce the on air pollution reduction could do more amount of pollutants you breathe in. increase the likelihood of forest fires. to tackle climate change than climate

change campaigning in and of itself. Stop idling and drive carefully Air pollution differs from greenhouse gas Even inside a car, you are still breathing in emissions in that it consists of short-term pollutants that persist for just a few polluted air. In other words, you are no weeks. However, its sources are the same. less protected than if you were walking or For example, the transport sector is the cycling. By switching off the engine when fastest growing contributor to emissions possible and avoiding strong acceleration and accounts for almost ¼ of all CO₂ See back of pack for actions schools can and braking, you are reducing the amount emissions (a long-lived pollutant). It is take! of air pollution you are creating. also a significant contributor to air

4 www.claircity.eu Did you know... air pollution contributes to respiratory tract infections that resulted in 543,000 deaths globally in children under 5 years in 2016.

*www.who.int/ceh/publications/air-pollution-child-health/en/ Ages 4-10 Lesson plan: By visualising this big problem, students Resources required Pollution solution can begin thinking about what they can do about it. This experiment will help you Bicarbonate of soda dissolved in water Objective: make air pollution discover how we can test for air pollution. (“pollution”) visible and take action Red grape juice (“reagent”) Duration: 60m Main activity Droppers/spoons Theme: Transport, environment, society Sticky labels

Paper Subject focus: Science 1.Hand out two containers of water to Pen or pencil for recording ideas Age: 4-10 each table. One labelled ‘Busy road’ Learning outcomes and one labelled ‘Park' 2.Ask students to make a hypothesis Before the class about whether a busy road or a park MUST: Visualise air pollution, debate the would be more likely to be polluted issues and come up with sollutions Make 2 samples in litre bottles: (A) 3.Use a teaspoon/pipette to add 10 drops SHOULD: Understand how to conduct a neutral (just water) and (B) polluted (2- of ‘reagent’ to each container scientific experiment 4 tsp of bicarbonate of soda). 4.Watch for a reaction when reagent is COULD: Create an additional bottle for the Label (A) ‘Park’ and (B) as ‘Busy road’. added to the sample school or somewhere of their choosing 5.Ask class: Which bottle is polluted and Curriculum links which is not? Why do you think this? Was your hypothesis correct? Asking relevant questions and using Starter different types of scientific enquiries to answer them

Plenary Setting up simple practical enquiries, When we look around, we do not comparative and fair tests usually see the ‘air’ so it is easy to Ask: What do you think are the biggest Reporting on findings assume that our air is clean. In reality, Using results to draw simple conclusions causes of air pollution in our area? Are the the air and the pollution in it are made Using straightforward scientific evidence causes of carbon emissions the same? up of mostly invisible gases. Pollution to answer questions or to support findings Can you think of any solutions? What particles are so small that we cannot see would our city/region look like if we them. This means that it is hard to know if Downloads: eliminated the source of emissions? the air we breathe is clean or polluted. bit.ly/BSAPrimary2019

8 www.claircity.eu Lesson plan: Resources required Traffic survey Main activity Google Earth (if possible) Objective: organise, represent Clipboards Prior to the visit, agree duration of visit Camera (if possible) and interpret data and how data will be recorded. Will it only Stopwatches Duration: 60m be traffic or pedestrians too? Could some Air Pollution data log for each Theme: Transport, environment, society groups focus on a specific direction, child/team (overleaf) Subject focus: science collect photo and video evidence, Adult supervision near roads Age: 4-10 interview passers-by about how they feel about the local traffic issues? Prepare Learning outcomes tally sheets or use pre-prepared booklet.

MUST: Use a tally to locate data On return to the classroom, support the SHOULD: Use collated data to review children to record their findings in findings and answer key questions table/graph form as required. COULD: Compare two locations or times of

day and draw conclusions If the children need a reminder about data handling techniques consider using: Starter bbc.co.uk/education/topics/z7rcwmn Curriculum links

Recap: Where does air pollution come Interpret and construct simple pictograms, from/what causes air pollution? Plenary tally charts, block diagrams and tables Encourage children to link the issue to Ask and answer simple questions by traffic and make the link that the busier Study findings: What were the most counting the number of objects in each category and sorting by quantity the road the greater the amount of common type of vehicle? Was there anything we didn't see? When do you Ask and answer questions about totalling pollution. As a class, decide which road(s) and comparing categorical data think the road is busiest? What did the to study; consider visiting the same road Interpret and present discrete and twice at different times or two different people you spoke with say? continuous data using appropriate roads for a comparison. graphical methods Solve comparison, sum and difference problems using information presented

9 www.claircity.eu STOP AND THINK Air pollution data log If 7 cars pass in 10 minutes, how many cars might pass in one hour?

Travel type Frequency Do you think the same number of cars pass every day of the week? What about at different times of the day? Car

Bus

Lorry What I see... Van

Motorbike

Bicycle How this feels to Pedestrian me....

Describing our data....

10 www.claircity.eu Lesson plan:

Clean Air Top Trumps causes air pollution and carbon Hand out completed packs (see overleaf) emissions? Each city has different so together each pair has 10 cards to play challenges (e.g transport, heating). with. Play the game! If you lose all your Objective: act for clean air and cards, and there is time, create another. fewer carbon emissions So, what can we do? Share a few ideas as a Duration: 60m class: what could we build to help us Plenary Theme: Transport, environment, society travel? What could we change in our lives?

Subject focus: PSHE, Citizenship What could we teach? Encourage class to Which was a winner? Ask pairs to vote on Age: 7-10, 11-15 consider to be as creative as possible. In their favourite by sticking a dot against pairs, jot down at least three travel ideas their preferred option on the flipchart. Learning outcomes as either sketches or in note form. Hold a class discussion about the winning MUST: Play Top Trumps and vote solution. Discuss trade-offs - what would SHOULD: Create four additional cards you have to give up? What would you illustrating potential travel solutions Main activity gain? Is there a perfect solution for all?

Now to make use of these ideas. Ask: Does Starter anyone know the game Top Trumps? What Resources required do we need for Top Trumps? (cards and We have a BIG problem to solve - scores). Make cards to play “Clean Air Top Top Trump cards (blank and complete) designing a future with clean air and Trumps.” Initially score one card together. Flipchart with numbers to represent fewer carbon emissions. Air pollution is Get pairs to do the same. Do this three cards, plus paper, pens and sticky dots linked to 4.6 million deaths each year. more times, emphasising the scale is a Curriculum links Carbon emissions could change our way maximum of 10 (1 is low, 10 high). of life forever through global heating. Making informed choices about health Difficulty: how hard it is to do this – what and wellbeing matters Your mission is to think about and skills do you need? What equipment? Understanding how citizens can work compare a range of different solutions, Cost: how expensive is it? together to improve their area voting on priorities for change. Think Speed: how fast will journeys be? quietly about: What is air pollution? Environmental: how much harm will this Downloads: Where do emissions come from? What cause? http://bit.ly/BSASecondary2020

11 www.claircity.eu u e . y t i c r i a l c . w w w

12 Take the bus to school, for shopping and hobbies

Easy 3 Cheap 5 Fast 5 Environment 7 u e . y t i c r i a l c . w w w

Easy Easy Easy Cheap Cheap Cheap Fast Fast Fast Environment Environment Environment Lesson plan: Begin by watching: Plenary Persuasive letter writing www.bbc.co.uk/education/clips/zqy3qty

1.Celebrate success: share favourite Ask: is the language appropriate for Objective: recognise and adopt a sentences, phrases or quotes. Would someone like, for example, the Mayor? range of persuasive devices these letters persuade you? Create a toolkit together to highlight the Duration: 90m 2.Post the letters! key elements of a successful persuasive Theme: Waste, Transport text. Explore the phrasing and decide on Subject focus: persuasive writing more appropriate language choices. Extension tasks Age: 7-10

Consider exploring some written Design and make persuasive posters to Learning outcomes examples, such as the deforestation text display on community noticeboards, in from www.literacywagoll.com/ the school newsletter or lampposts. MUST: Contribute ideas to a group letter persuasive.html. Annotate to draw out Adapt the letter for different and support peers to use more formal key structure and phrases the children audiences and send multiple copies phrasing would like to use. SHOULD: Produce a persuasive letter outlining key points, well balanced fact Resources required and opinion and a supporting quote. Main activity Pre-prepared letter structure (see Starter Draft and then write the persuasive letter. postcard overleaf) Work in pairs to encourage peer review. Example text (see starter) Remind the children to refer regularly to Having completed one of the previous Whiteboard to create visible toolkit for the toolkit and to be prepared to redraft lessons, children can now use their reference throughout lesson sections a number of times. expertise to make a real difference? Ask: Staff to support less confident writers

Have you read or written a persuasive Optional word bank of phrases Consider a mini plenary where some letter before? children are invited to read a paragraph

they are proud of, allowing others to learn Together decide the best audience for a Curriculum links from their ideas. persuasive letter (the Mayor? Local MP?). Plan, draft and write text and evaluate and edit objectives 14 www.claircity.eu Wish you were here? Dear ...... ,

We are in class...... at ...... school. Today we have been exploring air pollution and carbon emissions and the problems they cause.

We are writing to tell you that......

We learnt that......

We would like if you could......

Yours sincerely,

Ages 11-14 and 15+ My City, My School, My Home

Schools competition Working in teams, young people complete a short questionnaire (example on page 19) about the look of their neighbourhood (e.g housing type, energy usage, green space). They may need some additional support to answer these questions, e.g using web searches or printed materials about the local context.

Each team then uses this information to produce a 2030 cityscape, using the 'citizens at the centre' scenario on page 22 for inspiration. Teams can choose to draw, collage, act or write their future scenario. Young people can adopt the personas of a group of people that may be influencing that kind of future (e.g. businesses, politicians, citizens). This will help with creativity and they can remain in character when presenting their future scenario to the class.

When presenting their future scenario, they must talk about the policy measures that were taken to get to this future. Some example measures are available on page 20.

After presenting, they will be scored for climate, air pollution and health (a panel of pupils or teacher could do this). By how much were the groups able to improve their city for the better? Above: A still from the digital version of My City, My School, My Home. Interesting conversations can be sparked from these scores. Play online here: www.claIrcity.eu/take-action/schools. Teams can discuss what future they want and put forward their Produced by Peter Szuppinger and Eva Csobod, Regional argument along with the winning scenario to compete with other Environmental Center, Hungary, Progressive Software Company (www. progressive.hu), Hungary year groups, schools or cities.

18 www.claircity.eu My City, My School, My Health (Optional) students adopt the persona of a group that may be Lesson plan overview responsible for influencing this future (e.g. developers, citizens) Lesson 1 Lesson 5 Introduce the issues (climate change, air pollution, health) and the competition Teams present their 2030 scenario, justifying their policy Divide the young people into teams (ideally 5-7 people); come up selection. An 'expert panel' scores each team out of 10 for the with team names improvements they have made to the climate, air pollution and Discuss any questions the pupils may have health (1 (low) - 10 (high)) From all the presentations, class agrees on the future they want Lesson 2 and put forward their argument why this should be the winner Discuss the activity with the whole class - Did you enjoy the Young people to investigate the local context relevant to the activity? Were you surprised by anything? What were the issues and fill out the questionnaire tradeoffs? What can we do to influence this future? Conclude with how these discussions are relevant today Lesson 3 Competition element Introduce the idea of policies and their use in shaping the future. Explore in the context of the four possible scenarios on page 22 Classes can compete for the overall winner, or different schools Discuss what policy measures might be beneficial and which may could compete. Teachers gather the submissions from each be harmful to health, the air and the climate, and which might class/year group and decide upon the winner based on a) score lead us towards these different scenarios from the panel, b) imagination and c) class justification as to why this is the best case scenario. Prizes could include cinema tickets or Lesson 4 a small present donated from a local business, plus a certificate.

Teams are told they need to sketch, collage, write, act (etc) what For non-school audiences they think the best case scenario (citizens at the centre) will look like in 2030 in their city/region, writing down policies that they Repeat as suggested, or take a morning to complete the activities. choose to implement and reject from the list on page 21. Allow 3-4 hours for young people to complete all tasks.

19 www.claircity.eu Example list of questions

a Poorly insulated apartment building a Old, made with concrete What type of housing is the most b Poorly insulated family house What type of building is your b Renovated, made with concrete and external common in your neighbourhood (in c Well insulated family house school? (If the school has more thermal insulation the area you live in)? d Well insulated apartment building than one building/parts, you can c Non-refusrbished brick, constructed before 2000 d Brick, built/renovated after 2000 a Gas or coal refer to the most relevant part.) b Wood How are the buildings mostly a Above 24°C c Renewable-based district heating or heat pump How warm is your school during the b Between 21 and 24°C heated in the area you live? d Electricity winter? c Between 18 and 20°C d Below 18°C a Less than 10 kWh/m² a No How much electricity is consumed b Between 10-20 kWh/m² Does your school separate waste b Yes, for one type of waste by an average household in the area c Between 20-30 kWh/m² into different bins? c Yes for two-three types you live in kWh/m² per year? d More than 30 kWh/m² d Yes, we even have a compost bin!

How much electricity is consumed a More than 30 kWh/m² a Car b Between 20 and 30 kWh/m² b Public transport/school bus How do the majority of children in each year on average in your school c Between 10 and 20 kWh/m² c Cycle/scooter in kWh/m2? d Less than 10 kWh/m² your school get to school? d Walk How much energy is used to heat a More than 400 kWh/m² a Above 600 b Between 300-400 kWh/m² the school building each year in c Between 200-300 kWh/m² What is the number of cars per 1000 b Between 450 and 600 c Between 300 and 450 kWh/m2? d Less than 200 kWh/m² inhabitants in your city? d Below 300 a Rarely b Sometimes a Very rarely/never How often is your school ventilated? c Often b A few Do you see electric cars running in d There is automated ventilation in school c More than before your city? d Quite often a Very bad What would you consider the b Poor a Very bad quality of the ambient air around c Okay What would you consider the b Poor your school? d Good c Okay ambient air quality to be like where a No d Good you live? Do you currently monitor quality at b Yes, for some pollutants c Yes, for most things a No your school? d Yes, students do the monitoring! b Yes, for weather Is the ambient air quality regularly c Yes, for weather and some pollutants a No data monitored where you live? d Yes, for weather and pollutants, What is the rate of inhabitants with b Less than 2% including particulate matter diagnosed asthma in your city? c Between 2 and 5% d Above 5%

a Gas or coal a No b Wood Do you think your city has a good b It's okay How is your school heated? c. Renewable-based district heating or heat pump public transport system? c It's getting better d Electricity d It's great

20 www.claircity.eu Example list of measures for change

Create or enlarge the area in the city where Increase the price of fossil fuels and/or Impose a compulsory rate of renewable the most polluting vehicles are not allowed increase road tolls to encourage people to energy sources for domestic heating and to enter. drive less. The increased income will be used electricity (e.g. solar panels, wind turbines to subsidise public transport. and heat pumps) for new houses and Introduce a congestion charging scheme in refurbishments. the city centre. In parallel create park & ride Reduce road capacity. Increase the efficiency of lighting in spaces at train/bus stations at the city Develop new/better apps and software to households, official buildings and outdoors. borders. help journey planning. Support the accelerated uptake of vehicles Organise a campaign to introduce people to Insulate the walls and roofs of buildings. running on alternative fuels (hydrogen and the concept of fuel-efficient driving electric) and support the establishment of techniques. Increase green spaces, imposing a provision the necessary infrastructure. of at least m2 per capita in cities. Make the night-time delivery of goods Replace old vehicles with modern ones, compulsory in cities. Ensure urban planning prioritises air including regulations for buses. Or pollution and greenhouse gas emissions. introduce a total ban on diesel engines. Make non-electric car driving inconvenient, e.g. only allowing the use of cars on Increase the frequency of street cleaning Motivate people to commute to alternate days or limiting the number of (sweeping and washing roads). work/school in shared vehicles. kilometres per person that is permitted to Improve public transport services to drive using cars run on fossil fuels. Make green infrastructure such as green attract car drivers. walls and roofs compulsory in new Reduce car size (and the corresponding buildings. Provide tax benefits for employers who fuel consumption) by law. encourage their employees to commute by Campaign a healthy lifestyle campaign, Provide continuous and credible public transport, bicycle or on foot. promoting walking and cycling in particular. communication about air pollution and its health impacts in cities, and develop Require schools to calculate the CO2 Restrict the use of solid fuels for domestic supporting apps. emissions of the journey to school of heating. teachers and pupils. Increase the efficiency of window Expand and modernise district heating insulation, replacing single/double Reduce the speed limit in all residential networks. glazing with triple glazing. areas to 30 km/h.

21 www.claircity.eu 22 www.claircity.eu Lesson plan: Citizens' Assembly Plenary

future. Ask: What could we do now? E.g. Objective: take an active role in 1. Announce winning policies spread awareness like Greta Thunberg, citizen decision-making 2.Discuss whether pupils think these are attend a protest (e.g. the Climate Strikes) happening today Duration: 90m or write a letter to your MP or local Conclude with a discussion on what we Theme: Waste, Transport businesses. can do together to make these policies a Subject focus: Citizenship reality. You could present some of the Age: 7-10 Main activity other lessons in this pack (e.g. persuasive letter writing, schools competition, Learning outcomes pollution masks to raise awareness) 1.Prepare a short presentation on air MUST: Contribute to group discussion, quality and carbon emissions (see the understand more about policy making and fact sheet at the start of this pack to vote on their priorities help you) Extension tasks SHOULD: Debate different policy 2.Present children with some potential measures and discuss trade-offs policies for the future in the form or Complete some of the other lessons in Top Trumps (see page 11). Get them to this pack, e.g. asking pupils to write play the cards or come up with their their own letter Starter own policies for a clean air future. Form a class action group and work out 3.What would be the trade-offs? Would how their school or their local 1 in 8 deaths are due to air pollution - and everyone benefit? What could be some neighbourhood could do more to yet human and planetary health are not at negative consequences? How would address these issues the heart of political decision-making. We we pay for them? all have a part to play in shaping future 4.As a class choose their favourite Resources required decision-making. policies: Shortlist ten policies and then ask pupils to vote on their preferred Explain to pupils that as adults they will choice. Encourage pupils to justify Top Trump cards vote on their elected politicians but they their choices. Factsheet (page 4) can also do things now to influence the Flipchart for voting

23 www.claircity.eu Lesson plan: Main activity Conclude with a discussion on the Designing impactful air limitations of masks to open up wider

pollution masks Lesson 1: Come up with a design debate on larger changes required to Research mask design and air pollution tackle these issues. Objective: design a mask that art for inspiration Use this information to create a quick can raise awareness of air Extension tasks mood board pollution health impacts Create a repeat pattern (like the one Duration: 120m Get pupils to think about other forms of overleaf), slogan, or similar that can be Theme: Transport, environment, society art they could use. What would have the replicated across your masks, or come Subject focus: Art, Textiles biggest impact in terms of engagement up with several pieces of a collection Age: age 14+ and positive outcomes for citizens. Plan out who these masks are for and how they would be used, sold, or Starter marketed Before the class Lesson 2: Create the masks

In cities, people walk and cycle past Mock-up designs and work out If you are shortening the class: prepare polluting traffic every day. In some cities, dimensions. Use the template provided paper masks for the pupils. You can to protect against air pollution (and air- for support, or create your own find templates online borne diseases) citizens are resorting to Produce one or several masks to show Brush up on your air pollution and wearing masks. Masks are even becoming the class climate change knowledge fashionable.

Art can be used as a political statement. Plenary That is why we are encouraging you in this activity to design air pollution masks. Each team presents their mask and explains a) their reasoning for choosing After a short discussion on these issues the design and b) how it will be Curriculum links and the pros and cons of using art used/sold/marketed (e.g. protest, by the politically, introduce the main tasks. government in a polluted city). Identify and solve design problems Develop specifications Develop and communicate design

24 www.claircity.eu Only have an hour?

Make a paper template for pupils to colour in and ask them to discuss how the Pollution mask masks might be used and marketed to raise template awareness. Discuss the (not to s cale) limitations of pollution masks to open up wider debate on larger changes required to tackle issues.

Teenagers and adults 2 1 - 7

e g A

Small kids (3-6)

25 www.claircity.eu Wet Play activities Air pollution

to Ta p tra k ap n in chatterbox th to p sp g p al u o or u e yo an llu t bl h e c t ti re ic A great one for wet play or end of term, e a ag u o c on du s r Yo es a ( c U ou e! ri rs co es this activity makes use of a well-known nc or lo ca ), a m ai e m ca l! h tc nd pa r lk ee el om h u y re children's game called chatterbox. Follow a s w e p ou d w en as w on c ft t fri or y an the instructions below to create your g o rn en k o n u d or ur i l b s c c l e o h C chatterbox using a sheet of paper and then c n a a a v g r t u y a o to r c r n u y i s s d i t n e d t i s e o a either use our air pollution suggestions or t r . u a n o o m e o r n v l f e a o o t c o e A r t write your own. g l h ie y a t a l . f n i h n c u o o r i e s y , e c e y q u f p t a w m o x c b r r c o i . a o e w o j it l a o n a s o l l c e s k i u in You can print out this page if you would h io e u e S r c s d t p s t a t e r i u a u n a . o l t I l o o e r f n like to use our template. u r r y t o o p r n o i f a

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27 www.claircity.eu The Top 5 game

Which of the following risks cause the most premature deaths per year in the EU: obesity, road traffic accidents, smoking, drinking, or air pollution?

Game rules:

Challenge the audience to rank 1-5 (1 being the most): How many deaths are caused in the EU by each risk?

(...Ask the audience to arrange the images in order of most deaths per year)

Turn over your answer set at the end, revealing answers with figures.

Discuss any surprising findings with the players and end by directing them towards positive things that can be done to tackle the leading cause of death.

28 www.claircity.eu The Top 5 game A ir pollution contributes to: heart attacks, strokes, coronary obstructive 1. 2. 3. pulmonary disease (COPD), lung cancer, heart failure and poor lung and brain Obesity is related to 1 700,000 people in Each year there are an development in children. million deaths per year Europe die from estimated 290,000 in Europe smoking each year alcohol-related deaths Each country will have different statistics in Europe but across the EU, obesity is the biggest This is about 17,500 This is about 12,250 cause of premature death. In the UK, smoking is number one, with obesity, air deaths a week deaths a week This is about 5,600 pollution and drinking ranked second, deaths a week third and forth, respectively,

4. 5. Exposure to air In 2017, 25,100 people pollution is estimated died in traffic accidents More information: to have caused 240,000 premature deaths in This is about 33 deaths bit.ly/EUObesity Europe in 2016 a week bit.ly/EUSmoking

bit.ly/EUhealth_pollution bit.ly/EUAlcohol This is around 4,200 bit.ly/EUroadaccidents deaths a week

29 www.claircity.eu lopment of Deve fog etes Brain What's the evidence? Type 2 diab Poor lung n development i There is strong evidence that air pollution children Stroke impacts our health in multiple ways. in se Chronic exposure to traffic-related ea is Ast g d lts hm pollutants may even increase the risk of un du a a L r a ttac neurological disorders. Both short- and de ks ol e ilur long-term exposures have been t fa ear associated with reduced human capital, H including the academic performance of ar Lung cancer cul schoolchildren and the productivity of vas rdio workers across the adult lifespan. Brain Ca e Heart attacks eas fog may be attributable to air pollution! dis Mo re p b rem In this game ask players place the health irth at s ure impacts in one of the three columns, Scientific agreement Some evidence that No evidence that this that this is linked to this is linked to air is linked to air according to what they think is the air pollution pollution, but more pollution correct answer. Once completed, reveal research needed the answers. Best played in teams. te Lower birth ra

in d bra paire Im nt in opme devel en childr

More information:

Dementia www.who.int/airpollution/ambient/he alth-impacts/en/

30 www.claircity.eu Scientific agreement Some evidence that No evidence that this that this is linked to this is linked to air is linked to air air pollution pollution, but more pollution research needed

Heart failure

Lung disease in Cardiovascular older adults disease

Impaired brain Lung cancer development in children

More premature Dementia births

Poor lung Lower birth rate development in children Heart attacks Brain fog

Asthma attacks

Stroke

31 www.claircity.eu Case studies

www.claircity.eu Youth voice in Aveiro, Portugal As a result of this engagement, pupils have In total, Aveiro engaged over 500 young people presented their work at school, encouraging others during the ClairCity project, from primary through to act and they have ambitions of sharing their to university age. results with the municipality and their parents.

Together with the Department of Environment and The school itself was already leading the way on Planning at the University of Aveiro, the project sustainable travel, having installed a huge bike team worked directly with Gafanha da Nazaré park that is unique to the region. Following Secondary School, teachers and students in the ClairCity’s engagements, more students are industrial area of Estarreja Municipality and the cycling to school and some pupils plan to create Mix&Move initiative of the Municipality of Oliveira their own air quality sensors. The project hopes do Bairro to reach their audiences. that this school can act as a role model for others wishing to do more for cleaner air. All the young people were introduced to the project and engaged with quizzes and talks on air In Estarreja there is concern over the impact the quality, behaviour change and practical actions local chemical industries are having on citizen's they could take to reduce their impact. health. The industry has a responsibility of care to continually improve its health and environmental Citizen science was an important part of this performance, so ClairCity worked together with process. For example, in Gafanha da Nazaré pupils PACOPAR – the community Advisory Panel of participated in ClairCity’s “My City, My School, My Estarreja's Responsible Care® Program – the Home” competition that saw them explore health University, secondary schools and the local Council and environmental issues in their area and build a to create mutually beneficial outcomes. As a result clean air and healthy city model for the future. They of their engagements, more young people are also used a Smart School App and tested air quality informed of the issues and equipped to monitor around their school using low-cost sensors. the chemical complexes surrounding air quality. Meanwhile teachers have been trained to educate pupils on air quality and sustainability to raise For more information awareness of these issues. bit.ly/mixandmove

bit.ly/GafanhaSchool

33 www.claircity.eu Solving Bristol's air pollution problems together We have been impressed by the dedication and thoughts of the children, and also delighted that The Bristol team engaged more than 800 children many local politicians have found time to respond during the course of the ClairCity project, to the letters directly," added Corra. trialling and testing the schools resources in this pack. They further engaged many more families All responses were sent on to teachers to make and young people at festivals and during sure that the children know their letters were community consultations across the city. recieved, read and recognised. As one teacher put it: “From our point of view, writing and sending the Communications Officer Corra Boushel said: "An Mayor letters made the learning purposeful and exciting part of the activities, alongside getting to very real for the children…Thank you for such a do air quality tests, watch for chemical reactions great day!” and start planning how to solve air pollution in their neighbourhoods, was a chance for the Thank you for taking the time to write to me. children to get involved in city democracy. When It’s great to hear from young people who are there was time available, we invited the pupils to interested in important issues. You came up write letters to their politicians to explain what with some great ideas about how we can they had discovered and share their solutions for change transport to reduce air pollution.... Our Bristol’s air pollution". [Clean Air] plan is a plan for everyone in the city, and so it is great to see your thoughts on So far, over 150 letters from young people have how you think we can reduce air pollution. By been sent to their local councillors, both Mayors working together, we can make Bristol and the relevant MPs. cleaner for everyone.

Marvin Rees, Mayor of Bristol

For more information and to read the responses: www.claircity.eu/blog/600-children-solving- bristols-air-pollution-problems

34 www.claircity.eu Actions we can take together Clean Air Walking Tips

Use the car less when you can, especially if you An action plan for implementing change drive a diesel

You are still exposed to air pollution even if you are Take a walk around your area, perhaps interviewing inside a car, so being in traffic is not safe locals, to identify the biggest air pollution and carbon Most traffic pollution in cities come from diesel cars emission problems. Then act on these issues, building on what is already working. Increase your distance from traffic wherever Use other resources in this pack, or head to the possible ClairCity website www.claircity.eu/takeaction Walk along the section of the pavement furthest from Get involved in an environmental group in your vehicles. Even an increase of 1 metre can help school or consider setting one up if there aren't any Choose side roads rather than the main road when Start a campaign at your school to address clean air you have the option locally (e.g. campaign for better travel to school or

for renewable energy to be used to heat the Avoid busy roads buildings) When you have the option, always try to walk upwind Make a poster about air pollution and carbon of the pollution from vehicles emissions and what we can do to reduce it. Or share If possible avoid busy roads at peak times e.g. during ours (on the back page) the rush hours when traffic and pollution levels are Host an event with invited speakers to inform generally higher teachers, parents and pupils of the issues and

solutions Write a persuasive letter to a polluting business to If you are particularly sensitive to pollution (e.g. change their practices heart condition, asthma) watch out for news alerts Take part in a Youth Climate Strike For most people, it will still be better to use active travel or get some exercise (e.g. walking or cycling) on higher pollution days By not using the car you are reducing the overall amount of pollution, and exercise has many benefits for our physical and mental health

35 www.claircity.eu Thanks to our partners!

1.TECHNE Consulting (Italy) 2.Transport & Mobility Leuven (Belgium) 3.University of Aveiro (Portugal) 4.Municipality of Amsterdam (Netherlands) 5.Bristol City Council (UK) 6.Intermunicipal Community of Aveiro Region (Portugal) 7.Liguria Region (Italy) 8.Municipality of Ljubljana (Slovenia) 9.Sosnowiec City Council (Poland) 10.Trinomics B.V. (The Netherlands) 11.University of the West of England, Bristol (UK) 12.PBL Netherlands Environmental Assessment Agency 13.Statistics Netherlands (CBS) 14.Technical University of Denmark (Denmark) 15.Norwegian Institute for Air Research (NILU) (Norway) 16.Regional Environmental Center for Central and Eastern Europe (REC) (Hungary)

A special thanks to Point Creative and Line Industries for their graphical design!

This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No. 689289.