THIRD EDITION Green Day A climate change activity kit for schools What is Sustainable Green Day? schools

Green Day is an event that helps There is real urgency. Schools in to make schools sustainable. It will England generate roughly the inspire pupils and colleagues in same amount of greenhouse your school to learn about climate gas emissions as all the energy change and how it relates to the and transport of Birmingham buildings and spaces around them. and Manchester put together. Changing this is now the law. Green Day is a fun way to learn serious lessons. It helps you Local authorities have to monitor explore the connections between the energy performance of sustainability and the places we individual schools and publicly live and learn, incorporating these report under the Carbon Reduction themes into lessons and whole- Commitment. There should be a school activities. culture of sustainable development embedded into all areas of school Although it begins with a single life. Making a school sustainable day of your choosing, Green Day is partly about the smart application should not be treated as an of technological solutions, but it’s isolated event. It acts as a overwhelmingly about the ethos springboard for long-term action and ambitions of a school. which could transform your school and the community around it. To get informed visit www.teachernet.gov.uk/ Green Day is led by CABE, sustainableschools the government’s independent advisor on architecture, urban design and public space. For further information visit www.cabe.org.uk/greenday

3 CABE, education About the Green Have an interactive Contents and climate change Day activity kit Green Day with How a typical school Green Day could look 8 A major part of CABE’s work This activity kit provides ideas, We Are What We Do Whole school activities 10 involves inspiring young people activities and resources for holding CABE has teamed up with the Maths 17 to value and enjoy the buildings a Green Day in your school, and We Are What We Do campaign to English 20 and spaces around them. The built making it a more sustainable place offer schools the chance to launch Sciences 23 environment is a free, local resource in which to work, play and learn. campaigns, track their Green Day Citizenship 27 that can support both the It is designed to work in both activities and compete to be the ICT 28 curriculum and informal learning. primary and secondary schools greenest school. See www.schools. Geography 30 We want to get young people for key stages 1, 2 and 3. wearewhatwedo.org/greenday for History 32 excited about the built environment, The activities are organised by a chance to take part. Art, design and technology 34 help them understand the value of subject but many of them can be Other subjects 38 well-designed places, and support adapted to suit more than one Green Day to Green Year 40 them to play an active role in subject. The kit is not prescriptive: Organisations 42 improving all our cities, towns Climate change and it simply provides ideas to help Resources 45 and villages. teachers integrate the theme the built environment Tackling climate change involves of climate change and the built Construction and use of the built thinking hard about the design environment into each subject area. environment accounts for around of places and how we live our lives We recommend that schools attend half of carbon emissions in the UK. in them. The global environmental one of our free half-day workshops crisis is, in large part, a planning or look at our online information The UK’s homes consume three and design crisis. It is a resources, to help staff prepare. times more energy than the UK’s consequence of how things private cars. Teachers will need to consider their are made, resources are used, pupils’ ages and abilities and adapt Buildings make up the UK’s land is developed, buildings are these activities accordingly. We fastest-growing source of CO constructed, services are supplied 2 suggest that teachers involve pupils emissions.1 and places are connected. in a short starter activity to provide These are things pupils need Energy use in non-domestic background knowledge and put to understand and feel they buildings is increasing as fast as each lesson in the context of the can change for the better. the use of fuel in air travel. wider global issue of climate change. Schools are responsible for 25 per You can order further copies cent of public sector energy costs. of this activity kit for free from Suitable for key stage 1 pupils www.cabe.org.uk/publications UK emissions of CO account for 2 about 2 per cent of the global total. Suitable for key stage 2 pupils

For further information visit Suitable for key stage 3 pupils www.engagingplaces.org.uk or www.sustainablecities.org.uk Recommended for SEN pupils 1 Association of Environment Conscious Builders www.aecb.net 4 5 8:45am 9:00am 10:20am 11:35am A Green Day in the life Pupils are beginning The head teacher It is period two and Throughout the How a typical school to arrive at the school welcomes the school year 8 is in science. morning, issues gate. It is no different to its first ever Green Having recently of climate change day could look… to any other school day, Day and shows a studied energy transfer, and sustainability are except that there are video clip about climate the class is working in applied to all lessons. fewer cars outside the change. She explains groups analysing the In geography, pupils school. The pupils are how Green Day is a insulating properties assess the likely all in uniform but they vital first step in the of materials and how environmental impact 4:10pm have one distinctive process of the school they could be used to of building a new bike At the end of the day, feature. Almost all becoming sustainable. increase the school’s shed on the school all pupils return to their of them are wearing one Reminding pupils of energy efficiency. grounds. In English form rooms to write green item of clothing – their environmental Across the corridor, they study persuasive a climate pledge on green hats, hoodies, responsibilities in in maths, Miss Coelho writing, which they leaves made of green socks, and even green and out of school, talks through statistics later use in ICT to paper. As they leave hair – all visible in the she launches a new about school lunches create podcasts raising school they attach their gathering outside the student eco-committee. and year 9 students awareness of how local leaves to a pledge tree assembly hall. She explains how are using a formula people could reduce in the entrance hall for climate change relates to work out their food their energy use. everyone to see. to all subject areas. miles and annual carbon footprint. See how Green Day 2009 unfolded in St Cleopas Primary School in Liverpool at 1:15pm www.cabeurl.com/4w Locally produced food and Guiseley Secondary 2:00pm is served in the canteen School in Leeds at Your school The afternoon’s at lunch. Mr Broderick, www.cabeurl.com/4x timetable is collapsed a local farmer, has so pupils work in agreed to deliver 2:45pm groups. Activities fresh vegetables twice The school’s first include storyboarding a week. He has also eco-committee meeting short films, creating helped develop an area is under way and pupils awareness-raising of the school’s grounds are discussing the leaflets, visiting a into a garden where school’s environmental sustainability careers pupils are learning action plan. At next fair and designing to grow their own year’s Green Day they clothes for an eco- vegetables. will be working with fashion show at the other schools, helping end of term. them to do the same.

6 7 Whole-school activities com/3u and www. those that aren’t or they or offset their carbon cabeurl.com/3v Short Start a green team could vote on different by contributing to the School-wide activities films and animations Establish a green team areas using a traffic- materials for the can take place out of can be found at www. for the school. It could light coloured card new bike shed www. cabeurl.com/3w be modelled on the system. Recycling walktoschool.org.uk lesson time. The timetable ‘eco-schools’ scheme, bins and the school could be collapsed in the which sees pupils allotment could be Wear green clothes assemble their own shown a green card, Eco day out afternoon to allow pupils An easy way to increase eco-committees to whereas an empty Take a group of pupils to rotate between activities pupils’ enthusiasm audit the environmental classroom with the to a local eco-friendly for the event is to performance of their heating and lights left house, building, encourage them to school. Through on could be shown a business or recycling wear an item of green consultation with the red card. Amber voting plant. Arrange for the clothing. This can be rest of the school and cards could be used architect or resident to anything from a green the wider community, for areas pupils are show you round. Pupils sock or hair clip to a the pupils decide which undecided about. could develop what sweater or hat. To help, environmental themes The information could they learnt during Assembly write a letter to parents they want to address then be collated on a the visit back in the It is important to start telling them about and how they are going large map back in the classroom and the the day by explaining Green Day at least a to do this. Eco-schools classroom and this outcomes could be what Green Day is week in advance. is an international could be displayed later displayed around the about and why your award programme in the entrance hall. school. Alternatively, school is taking part. that guides schools, pupils could share what To provide background, Find out your providing a framework they have learnt with you should explain school’s footprint to help embed green Walk or cycle to school the rest of the school in the basics of the Encourage pupils, principles into school Hold a walk or cycle an assembly. For further greenhouse effect teachers and parents life. For more to school campaign ideas about how to and how it is causing to calculate their information go to www. and provide incentives run a visit, go to www. climate change. The carbon footprint. eco-schools.org.uk such as a cheap school engagingplaces.org.uk head teacher or visiting The carbon detectives’ bike rental scheme. specialist should kit is an online carbon Pupils could be given lead the assembly, footprint calculator for How green is your cards to be stamped Green collar careers and this would also schools in England and school? every time they walk or Hold a careers fair so be an opportunity to can be found at www. Ask pupils to rate cycle to school as part that pupils can explore announce new policies carbondetectives.org. their school building of an award system. careers that help the for making the school uk Pupils can work out and grounds and They could be involved environment. Ask pupils sustainable. As an their own footprint at make a map to show in designing and to consider the skills alternative, each form www.carboncontrol.org. its environmental building a sustainable and experience that tutor could introduce it uk or www.footprint. credentials. They could bike shed. Alternatively, organisations might to their form group. wwf.org.uk They should use digital cameras to you could encourage be seeking. How could Assembly ideas can be collect data in advance photograph the areas parents who have to these skills apply to found at www.cabeurl. for this activity. they think are green and drive to car share, mainstream careers 8 9 in the future? What authority planning, (or reduced-electricity) the ‘big green test for and write about how questions could they Pledge tree environment or parks day (no lights, teachers’ for ideas to it can damage the be asked at interview? Encourage everyone in department may be computers, bell, etc). get you started environment. As a class, Local organisations the school community willing to provide a Take a reading from www.schools.weare write a letter to future could be invited in to go to make a pledge about speaker. Alternatively, the electricity meter to whatwedo.org/actions/ pupils of the school into more detail about how they will use their many companies and compare a normal day view/106/ explaining why you what they do and the building in a more organisations offer free to a no-electricity day. have buried the items. people they employ and sustainable way in workshops for young How much electricity Place all the items into a they could hold mock future. Teachers should people in schools. did you save? Think Community time capsule with a interviews. Alternatively, also make their own These could range about how you could competition headstone asking pupils could watch pledges and the head from demonstrating reduce your energy use Encourage pupils to future pupils to unearth video clips of people teacher can pledge a solar panels in science every day. Go to DCSF’s design a competition and evaluate the with a variety of green target for the whole to getting a local bike www.carbondetectives. to interest the wider contents in 2020 (the careers www.cabeurl. school. The pledges shop in to run a cycle org.uk for ways of school community in government’s target com/3x For more could all be written on maintenance training reducing your school’s helping to make the date for schools to be information go to paper leaves and session. Your local carbon emissions. school or local area sustainable). What will www.cabeurl.com/3y displayed on the pledge architecture centre may SEN – highlight objects more sustainable. they learn from our tree in the school be able to offer some around the school and Pupils could come up present habits and entrance. Alternatively, guidance www.cabeurl. home that use electricity with incentives for how might their own Eco uniform they could be posted on com/3z and teach pupils how teachers to print less; everyday products Give pupils one minute the school website, to turn them off. ideas to encourage be different? to list all the materials then reviewed later. more parents to car that the clothes they are No-electricity day share; or ways to wearing are made from. Before the Green Day Test your teachers encourage local Hold an eco-fair Discuss the origins Visiting speakers itself, discuss with Set up a TV-style quiz businesses to become Open the school for of these materials and Invite a speaker to give pupils how to hold a show for teachers in an more environmentally parents and their how they can affect the an inspiring talk to an no-energy day. What assembly to find out friendly. Go to www. friends to celebrate environment. Place a assembly. This could is electricity normally who is ‘the weakest schools.wearewhat your school’s set of household be a local business used for in the school? link’. The questions wedo.org/greenday achievements. The materials, including person, architect, park In pairs, pupils could could be written by the to share your school could hold a a plastic bottle in front ranger, politician or categorise which uses pupils, with one acting campaigning ideas. fair with stalls, games, of the class and ask the even an environmentally are essential and which as the Anne Robinson food, second-hand pupils to guess which conscious celebrity. are avoidable. Could the character to test the sales or raffles, all one is used to create The talk could be on school function without teachers on how much Bury a time capsule with an environmental eco-uniforms, anything from building electricity? How could they really know about For homework, ask theme. Pupils’ work explaining their choice. energy-efficient homes energy use be cut? climate change. While pupils to bring one item on the theme could Pupils can then search to the role of green Consider with pupils the teacher is in the into school that is not be displayed and the web to find out spaces in local what the obstacles spotlight, the pupil host very environmentally performances could the answer and what communities. would be and how they should challenge them friendly and would be held in the afternoon processes are used Pupils could prepare could be overcome. on what they do and have no place in a low after a low-carbon to turn plastic bottles questions to ask in On Green Day hold how they could make carbon future (eg an old picnic. The revenue into clothes. advance. Your local a no-electricity their lives more phone charger or from the event could 10 sustainable. Download a styrofoam cup) 11 be put towards making such as texture, redesigned, invite the Ask pupils to design the school building temperature or colour. architect to a school more sustainable. The more able could assembly. Get pupil an environmentally spot examples of each ‘design advisors’ to sound classroom material on a range of challenge them on Building materials images of buildings or the environmental Examine the building’s their own school site. credentials of the materials. List the This information could new building. Go to Maths materials that make be collated into a table. www.cabeurl.com/42 up the structures (eg or download the Work out your concrete, brick, stone, publication Our school class’s footprint wood or glass) and Building Schools building matters from As homework, ask ask pupils to think for the (sustainable) www.cabeurl.com/9r Create climate charts pupils to measure about whether they Future for ideas about how Collect climate the volume of their have a positive or Most secondary pupils can contribute change statistics such houses and collect negative effect on the schools in England to the redesign of their as different countries’ data on their energy environment. Are they will be rebuilt or school. If your new or cities’ annual carbon and electricity bills at Transport diary made of renewable refurbished in the school is already built, emissions. Analyse home. Then, together Ask pupils to keep a or environmentally next 10 years. Building share experiences the figures. Ask pupils as a class, you could diary of all the different friendly materials? Schools for the Future with other schools that to work out the total, work out the average journeys they do in Have any new and is an opportunity to are about to go through average, median and amount of energy a week, the type of innovative materials make schools more BSF. Cards to help mode. How does your used per year per transport they use been used? How do environmentally young people think local town or city student. This could (including walking) these materials affect friendly (eg using about BSF design are compare to others in later be worked out and the time each the way the building renewable energy, available from www. the UK or worldwide? in carbon tonnes or one takes. Younger is heated and cooled, improving insulation, architecturecentre.org/ Pie charts or bar charts displayed as graphs. or SEN pupils might or how much light it collecting rainwater publications could be created to A similar activity could enjoy recording this allows in? Perhaps for re-use in grounds). present the information. be done with the in pictures at www. there are older and Explain to pupils that These could later school using the online travelbuster.org.uk newer parts of school this is a one-off chance Eco-fashion show be displayed on the carbon detectives’ Each individual can that could be compared to have a sustainable Pupils design their classroom walls. The kit (computers and then calculate the and contrasted. A range school and why the own fashion items from Met Office provides school energy figures total time they spent of images of building opportunity shouldn’t recycled materials and climate statistics. required) www.carbon on each mode of materials are available be wasted. Show them old clothes. Then an www.metoffice.gov.uk/ detectives.org.uk or transport over the from www.cabeurl. images of sustainable eco-fashion show education/data www.footprint.wwf. week and the class com/9p buildings www.cabe could be held, with a org.uk total can be worked KS1 or SEN – collect url.com/40 or see catwalk and music. out. Pupils can use a sensory bag of how other schools This could be performed the results to draw building materials have involved their for parents and would graphs that represent and encourage pupils pupils in designing be a great opportunity the travel behaviour of to sort them, considering a sustainable school for your school to share the class. What does different characteristics, www.cabeurl.com/41 other outcomes of it show? How could 12 If your school is being Green Day. 13 Maths

carbon be reduced? This could be an Calculate your exercise that is energy use revisited regularly Use a plug-in as the class tries to electricity monitor reduce its total time to find out which spent in cars. For more Use a plug-in electricity monitor machines are using ways to encourage to find out which machines the most energy. walking to school, go to are using the most(this could energy relate to Pupils can measure www.cabeurl.com/43 a physics project) items around the www.cabeurl.com/7u school (TV, fridge, Alternatively, pupils computers, phone Draw a scale plan A waste audit could draw scale chargers). Then do of an eco-classroom Find out how much models of the calculations for how Demonstrate how to waste the school buildings or consider much energy each draw a scale drawing generates in a day the ratio of volume uses in a day, week, of the classroom. Ask (general, paper and Take the temperature Measure! to surface area and month and year. How pupils to design an food waste). Ask Get pupils to rate Look at different types design more energy much do the pupils environmentally sound pupils to calculate areas of the school of home (houses, efficient versions. personally contribute? classroom of the future the total of each in a as either hot, cold flats) using images or For homework, How much will they — you might want to week, month and year. or comfortable. models. Some images they could do this contribute over their list things to consider How much do they They could do this as are available from for their own house. lifetime in the school? with the class first personally contribute? a written task or by www.cabeurl.com/9p KS1, 2 – get small Try to relate energy (eg materials, windows How much will they using pictures. Then Explain how to groups of children use to carbon: which or lighting). This could contribute over their use a thermometer calculate the length, to measure different appliances produce be done individually, lifetime in the school? to add data to their width and height of the classrooms. Then the most carbon? in pairs or in small Alternatively, pupils assessments. This walls and roof. Then ask them to compare You can buy plugs to groups. Older pupils could measure waste could be developed work out the surface the numbers of lights, measure the energy could create scale over the Green Day to help them think area of each. Older windows or radiators output of appliances architectural drawings week. They could about why areas are students could then used in their room from www.alertme. and plans of an weigh it each day particularly hot or cold. calculate the volume with a room of a com/energy-saving environmentally friendly and see if there is Where is the heat of each building and different size. The DCSF is providing school. The plans a difference on or cold coming from? work out where heat schools with free could be converted Green Day. How could the is lost and which energy display meters into 3D models in temperature be buildings will waste to help them measure follow-up lessons. improved? the most energy their electricity use. 14 15 English Persuade them Local to global Script writing Life in the future Visions of the future ’til they’re green How do students Write a script for a film Encourage pupils Show a scene from the Ask pupils to create feel about their local or a play with two main to imagine what life film An Inconvenient an advertisement for a environment? Have characters disagreeing in their village, town Truth and highlight new ecological product they thought about about the future. One or city might look the fact that the for a billboard or a its elements and how person is extremely like in 50 years’ time. climate is becoming Community interview magazine, or storyboard any local problems optimistic that positive They could write a more erratic and Create a scenario a commercial for relate it to the global changes will happen. story, poem or day in unpredictable. in which various television. Their aim environment? Devise The other is more the life of a pupil of Alternatively, read or characters – is to persuade other a questionnaire, sceptical or perhaps their age (possibly adapt a real-life story for example, young people to adopt with open and closed doesn’t think there’s their grandchild) and about places that a grandmother, a more eco-conscious questions, to find out a problem that needs describe how life could have been flooded or a businessman, lifestyle. This could be what young people fixing. They could then be very different. have suffered from a a student, a married done in pairs or small think about their own swap roles or act out drought or hurricane. couple and an 11-year- groups, and could be local environment. these roles in front of Get the pupils to close old – visit a public made into a competition. the class. Green peace their eyes as you set event about climate What will really make Ask pupils to consider the scene. Stop the change in their city them change the way Argue for change the value of the natural story abruptly at a key centre. Select one they live? What turns Watch a short section world and why it is moment, for example reporter in each group awareness into action? from the start of the important. Discuss ‘you’re trapped and the to interview the others. They will need to animated film Wall E ‘biophilia’ – the term water is rising around Their opinions on consider where and focusing on the way used for the instinctive the room.’ Allow them climate change and when these ads would the future of the bond between humans to continue the stories the event will vary be placed, and explain earth is presented. and nature. Ask them in their heads for a considerably and why. Look at www. Ask pupils to pick to think of a relaxing minute or two. Then the role-plays could dothegreenthing.com an aspect of human natural place that is get them to discuss be interesting. for ideas. For more tips behaviour that could important to them each of their versions. and to share your work lead to this imagined and discuss it in pairs. These could be a good with other schools go future, and create a Then ask them to basis for a short play to www.schools.weare speech to convince write a story, poem www.cabeurl.com/45 whatwedo.org/greenday people to change the or creative writing What will their village, way they live their life, piece about that place. town or city look like to avoid it. Younger pupils could in 50 years’ time? bring in a photo of themselves in a particular place and talk about why that place is important www.bbc.co.uk/ breathingplaces

16 17 English Examine a building’s materials. Do they benefit or harm the environment?

Create a superhero Launch a campaign Imagine if one person Pupils should choose Next generation could save the earth. one green issue, such Read the Kids may What powers would as transport, energy pay for climate change Sciences he or she need to use or waste, and article (KS2) www. have? Ask the pupils create a campaign to cabeurl.com/3q or to invent their own improve behaviour Climate change will character and consider around this issue. cost the world more their special super Involve as many than $300 billion (KS3) Geoengineering Biosphere in a bottle features – can they people as possible www.cabeurl.com/3p Pupils should work This activity spot carbon leaks, or – peers, teachers or Why is it important to in pairs to research demonstrates how see when lights are left even the wider invest now? Pupils possible engineering our earth’s biosphere on, or spot when cars community. Make it should create a range solutions to climate works. Collect and Mental materials have just one person appealing by using a of arguments to change. Which do prepare 10-15 large Collect a random in? Get the pupils to wide range of media: persuade adults to they think is the best plastic bottles prior selection of 20 building come up with a list of print, film and internet invest now to cut the and why? There are to the lesson. In pairs, materials (stone, roof things that the www.cabeurl.com/3s damage in the future. some ideas at pupils put water and tile, wood, straw or character would need Get useful tips on how www.ecogeek.org various organic and steel). Cover them to do and, in teams, to campaign and share inorganic materials with a sheet before ask pupils to compare your work at www. into a bottle and seal the lesson. Get pupils their characters and schools.wearewhat Greenopoly it. Explain how it is a to sit around the sheet. tasks. Teams could wedo.org/greenday Discuss the different closed system just like Explain the activity. present their ways that electricity earth — the biosphere Remove the sheet superheroes, design can be generated, bottle has its own and ask pupils to try their clothes or even and the positives climate, water and to memorise the items. come dressed as them and negatives of carbon cycles and can Cover them again after on Green Day. these methods. achieve a balance over 30 seconds. Older Pupils can play ‘Energy time. Like the earth, pupils could list the Resources Monopoly’ the biosphere bottle items they remember www.cabeurl.com/3n responds to changes in two columns – to consolidate this imposed on it, so organic and inorganic. knowledge, or use this there are numerous Alternatively, the items Get useful tips on how to design their own learning opportunities could be categorised to campaign and share game about energy. through studying it. under headings such www.bottlebiology.org as which can be reused your work 18 19 Sciences food, where it comes from and the impact Create your own Race solar cars We’re in hot water of their choices. bio diesel Get pupils to design Using a few easy to Highlight the problems their own cars to be get hold of and free of using fossil fuels powered by the sun. materials, build a Which insulator? and discuss the In teams, encourage solar water heater or recycled. For less Discuss the concept potential of bio fuels. them to consider with your pupils. able or younger of insulation. Fill plastic the school grounds For example, you could weight, materials Once it’s working, children, the items bottles with hot water. could be adapted and demonstrate to the and aerodynamics. explore the importance could be categorised Wrap each bottle in used to produce food class how to make You could use mini of insulation in energy according to their a different material for the school kitchens. bio diesel. This can be solar-powered motors generation. Follow visual or tactile (eg foam, paper, plastic, What could be grown made by reacting used (around £3 + p&p) the instructions written characteristics. foil, wool or bubble there? How would this vegetable oil, sodium www.cabeurl.com/47 by the Centre for wrap). Measure the change from season to hydroxide (soda lime) You can also purchase Alternative Technology change in temperature season and in differing and methanol. Ensure pre-designed kits from www.cabeurl.com/3o The burger tree every two minutes. weather? Why would adequate safety www.cabeurl.com/48 Show your class a Compare the results, opting for locally precautions are taken (starting price around picture of a burger. then draw a line graph grown food be better as these components £31 + p&p). Ask pupils to list the to show the insulating for the environment? are very hazardous. Alternatively, they different components properties of the Pupils could design It will take a week could build solar- (eg bread, beef, different materials. their gardens in teams to settle, and the powered boats using sauce or salad). Ask Pupils could finish and present their by-product can be bottles and attach them what’s needed by writing a short plans to the class. used to make soap. turbines to power their to produce each paragraph explaining www.teachernet.gov. This is a dangerous rafts across a pond component (eg eggs which material they uk/growingschools experiment, and so for or lake www.cabeurl. for mayonnaise, grain would use to insulate experienced chemists com/49 At the end of for cattle or yeast for their house. to demonstrate to the project, you could bread). Then relate it older pupils only! race them to see which to the energy needed Ensure that you team’s design is the to produce each Grow your own lunch have practised the most energy efficient. ingredient (eg Plan to create an area demonstration well Further ideas can be transporting tomatoes, of your school grounds in advance. See found at www.cabeurl. manufacturing cattle where fruit and www.cabeurl.com/46 com/4a feed or heating bread). vegetables could be Go into as much detail grown. Ask pupils to as possible. You could consider where the get them to represent food they have at this information as a lunchtime might have tree with the burger as originated. Is it locally the trunk. Discuss with grown or does it have Discuss the importance pupils the importance to travel a long way? of considering food and of considering their Then think about how the impact of their choices 20 21 Sciences Citizenship the area where they using cards you could live. For tips on running get pupils to brainstorm Where does our a campaign and a this. Get them to draw electricity come chance to share a flow diagram of a from? your work go to www. house to represent Ask pupils to think schools.wearewhatwe the processes. Where Devil’s advocate in pairs about where My school in do.org/greenday do these things come Start the lesson electricity comes from by looking at windmills the future from and where do with a controversial (beyond the socket!). or solar powered items Ask pupils to imagine they go to? Encourage statement like Give them a set of like calculators. Pupils that they are at school Opinion poll the class to scale ‘global warming isn’t cards to put into a could try creating their in 2050. What will the Conduct a poll this up, through the happening’ or ‘any sequence (these own energy using a physical building look showing people’s number of houses in changes in the climate might include a power bike dynamo. like? What will their different opinions on the neighbourhood will make life better’. station, a TV, coal, learning day consist their local environment and the city as a whole. Discuss what evidence an electric socket of? How will they and how they feel SEN – use objects or could be collected to and electricity cables). Animal antics learn? A guided script climate change affects pictures of simple prove these statements Show an animation Discuss how animals for running this activity where they live. items to consider what wrong. Ask pupils of how a power station have adapted to is available at Pupils could interview comes in and what to find examples of works www.cabeurl. their surroundings. www.cabeurl.com/bc their peers, teachers, goes out of a house, evidence using the com/4s and ask them How might they evolve parents, neighbours such as food going in internet. Use www. to draw a flow diagram to cope with changing and members of the and waste coming out. cabeurl.com/3t to show the processes. climates? Which ones Class campaign local community to for ideas of what What are the problems might not survive as Encourage pupils to gauge perception of to look for. with burning coal? At the climate becomes participate in and take how their local area Debate what stages are energy more extreme? responsibility for action is changing. Set up a debate around or heat wasted? How Pupils could then to change their local whose role it is to deal can these problems design an animal surroundings. Organise with climate change. be overcome? and show how it a debate or campaign My living house The government, www.cabeurl.com/4b might evolve to adapt on a topic the class What goes in and business, the public, KS1 and 2 – introduce to changes in climate, feels passionately out of a house over architects, developers pupils to the concept food and competitors about and ask them the period of a week? and young people of energy generation www.cabeurl.com/4c to come up with Give small groups sets should all be considered. suggestions for of cards they can sort How much ability does improvements to a into things that go into each one have to make local space or place. a house, those that are a difference? Who They could tell the taken out and those blames who and why? local newspaper that come and go. Select a motion such about how buildings Cards could include as ‘this house believes contribute to climate shopping, water, that it is the role of change or write to a electricity, sewage, young people to drive local councillor to ask carbon, food, compost, us out of this mess.’ for action to improve rubbish, etc. Instead of www.cabeurl.com/4e

22 23 ICT overlay a map or whatwedo.org/ and commitments The origins of satellite image of greenday or shown to improving the your ICT room the neighbourhood. in a school assembly. sustainable actions of As a class, make a Get them to explain KS1 – children could the school community spider diagram of what they’ve done. create a shared could be posted and five different items in Download Google storyboard using reviewed or blogs your ICT room (eg a Earth for free at photos or drawing and about Green Day computer, book, chair www.earth.google.com then film each other could be posted before Trade carbon or wall). Add to the Greener city SEN – print out an giving opinions about and after the event. in Europe diagram a few raw Demonstrate how to image taken from a studied local area. More information Play the carbon game. materials needed to use Google Earth to Google Earth and ask about improving This is a 30-minute create each (eg oil, look at your village, pupils to identify all your school’s carbon online game in which clay, steel, copper or town or city and its the green areas. They Leaflets footprint can be found pupils trade carbon wood). Allow pupils layout at different could then consider Using desktop at www.google.co.uk/ with pupils from other to research the origins scales. How much different types of green publishing software, carbonfootprint/schools schools around of each material on the green space is there? spaces, such as grass, get pupils to design a Europe. www.carbon internet. Their objective Explain that green trees or flower beds. foldable leaflet about game.org Explain the is to create a poster spaces are decreasing climate change. The My Sust House thinking behind carbon of a world map. (eg in London, 12 leaflet could include a My Sust House is an trading and research On the map they square miles of front Movie making title/introduction page, interactive game that the game in advance. should include images gardens have been Hold a video and have a diagram invites pupils to play of each material with concreted over for competition about and explanation of at building a home that an arrow pointing to car parking). Relate climate change and the greenhouse effect, is ecologically sound. where it comes from. green space and the local environment. key facts about climate Pupils make choices Older pupils could trees to biodiversity This could be a great change and the global between different include further arrows and people’s health end-of-year project impacts it may have. design elements to show where it has and quality of life. over a few weeks. The back page could and aim to get a high been manufactured. Their challenge is to Students could work suggest steps to sustainability rating The posters could redesign their local in pairs or small reduce your carbon while keeping within a go on display. neighbourhood to groups to storyboard footprint. Much of the budget. The game is a be greener (eg using a 30-second film. research could be fun and accessible way Hold a video competition roof space, car parks, Then, using digital done on the internet. for pupils to consider derelict areas or more cameras (perhaps in location, materials and about climate change and cycle paths). This could drama lessons), they sustainable features. the local environment be done using a paint could produce their Create a web page Pupils must balance programme to own short films. These or podcast all the factors against could be edited using Design a page or a budget to reach a basic video editing podcast for the school decision on what gets software and the best website exploring built www.mysusthouse. could be displayed ways to make org A similar activity publicly and uploaded your school more is available at www. to www.schools.weare sustainable. Pledges cabeurl.com/4y 24 25 Geography social and economic Design a sustainable factors will affect city of the future housing in the future? Six different housing skills. For an example scenarios are of an environmental presented to encourage controversy see Design a classroom discussion www.notrag.org sustainable city three. Explain that of sustainability and Show EfficienCity they are detectives future living. Living family’s shopping (a virtual and searching for evidence. futures: my home is Looking at landscapes habits. Locate the interactive sustainable They have only one a resource designed How does energy markets, local shops city) www.cabeurl. minute to consider to allow key stage production shape the and supermarkets com/4f as a starter and take notes on 3 geography and landscape? Investigate they visit each week activity. Ask pupils to what each photo has citizenship students how energy is on their map. They work in pairs or small to do with climate to engage in the produced in your area, could draw arrows groups to compare the change. After a minute, housing debate. across the country and from their home and EfficienCity to where the photos are passed It can be downloaded even across the world. represent frequent they live, then design on to the next group. at www.cabe.org.uk/ What impact do mines, visits with thicker lines. a sustainable city of After they’ve all seen 10 publications/living- power stations and Get them to consider the future. It could be photos, discuss them futures wind turbines have on which journeys cause their own city or town. as a class. Alternatively physical geography? the most carbon and They will need to the images can be What are the debates list different ways in consider buildings, displayed as slides Local controversy around the aesthetics, which they could Create a small energy and transport, using a data projector. Find out about an health and pollution reduce their carbon utopian world and will need support Some images can be environmental associated with living emissions, either by Discuss what sort of with these initial ideas. found at www.cabeurl. controversy in your close to these various changing the way they town/street the pupils At the end they can com/4g local area. This might structures and travel or by reducing would ideally like present their designs be a plan for a bypass, production methods? the overall distance. to live in. Then use to the class and a new airport runway, www.yes2wind.com recycled materials to explain the thinking Future housing cycle paths, a power www.cabeurl.com/4h create a whole-class behind their designs. Ask the class what station, wind turbine Sustainable utopian world. Each sort of homes they installation or a green communities pupil could take think they might be belt encroachment. The green mile Explore concepts of responsibility for a Reading photos living in, in 2023. Create a questionnaire Get pupils to work in place and sustainable building or a space in Print from the internet A house, flat, high-tech to survey how the local pairs to identify a list communities with the town/street, then 10 A4 colour images apartment, or period community feels about of places they regularly Where will I live?, the whole class could that represent climate terrace? Will it be this proposal and the visit within their village, a geography teacher’s co-operate in their change in some way. urban or rural? impact on land use in town or city. Ask them guide to exploring the arrangement. The Write a letter (A–J) What technological their local area. This to locate where these key concept of place utopia can be used for on the back of each advances, changes could develop into a activities take place on for key stage 3 and many things once it’s image. Get pupils into in lifestyle and project in which pupils a local map. Then ask key stage 4 pupils built, including creating 10 groups of two or environmental, develop their fieldwork them to consider their www.cabeurl.com/4i stories or role play.

26 27 History although we have to look up and share and how it would have been aware of the their thoughts with been used in the past. The industrial The future is greenhouse effect for each other and the Older pupils could revolution – a good in your hands some time, very little class. The second part consider changes in thing? In this online game, has been done about of the lesson could energy use of school Discuss, using pupils become it. This could lead on focus on looking at buildings over time – pictures and old maps, president of the to a discussion about other sources or how how would they have how your local area fictional European whose role it is to smog was eliminated been lit, heated, and grew during the Nations. They must make changes. from London. cooled in the past? industrial revolution tackle climate change They could create Younger pupils could and the effect this had while remaining imagined source consider the lifestyle on how people lived popular enough with Hungry city material such as a Building history of pupils in that period at the time (houses, the voters to stay How have cities been poem, newspaper Ask pupils to research – how would they have neighbourhoods, in office. This is a shaped by food? article or cartoon that the history of their travelled to school? transport, air quality). challenging activity for Find out about streets might be helpful to school building. KS1 – ask pupils to Provide relevant older pupils. You will named after food in a historian trying When was it built and compare schools built materials that will help need computers and your area. Ask the to answer these in which historical now, 50 years ago and pupils discuss how plenty of preparation! pupils to research how questions in 100 period? Ask them to 100 years ago. They people coped with www.cabeurl.com/4m these names came years’ time. consider why it was could also produce these developments. about and how they designed that way a timeline showing How have our lives have developed over how their school has improved? What can time. How could the Smoggy memories changed over the we learn from those design and layout of Ask pupils to close years. Some images experiences that cities help us live their eyes and put their of different school will help us deal with greener lives? Think heads in their arms buildings are available today’s situation? about where you can on their desks. Explain from www.cabeurl. www.cabeurl.com/4l buy food now (local that you are going to com/9s shop, supermarket), read them a passage. where it is grown and Tell them not to look how it is transported. up at the end of the www.incredible-edible- passage but just to todmorden.co.uk imagine day-to-day life in the city. Read an extract from How could the design What has been done? Dickens’s Coketown Provide the class with (www.cabeurl.com/4k) and layout of cities help a brief history of the to them. When finished, us live greener lives? climate change debate allow pupils to let www.cabeurl.com/4j their imagination drift. Ask students to After a couple of research why it is that, minutes allow them

28 29 Art, design & technology Challenge pupils to depict climate change through art

Bottle greenhouse Build the school a greenhouse using plastic bottles. Ask pupils to collect used two-litre plastic bottles You could read one of in the weeks leading the case studies from Waste city up to Green Day www.cabeurl.com/4o Design and build an (you’ll need at least or show a short video eco-city from waste. a thousand). Explain from www.cabeurl. Collect a range of how greenhouses com/4p waste that could be work (could be related Picture this SEN – encourage useful (eg an empty to the greenhouse Challenge pupils to pupils to find images tissue box could effect). Get them depict climate change which show beautiful become a model to design their own through art. They could aspects and not so stadium). Give different How could existing greenhouse (on paper choose to illustrate beautiful aspects of groups different areas buildings be adapted or using models) and a real scenario or the world. The more of the model to work to be more energy decide where it should create an abstract able could then think on. Get them to efficient and use be located. Some picture about how about why it’s important consider all aspects different types of designs can be found climate change makes to save the world and of a city – housing, energy sources such at www.sci-scotland. them feel. Ask them how they might be transport, industry, Design an as solar power, wind org.uk/bottle.shtml to experiment with able to do this. education, shopping, environmentally turbines, harvested The bottles will have various media and parks and friendly building rainwater or biomass to be cleaned and textures before trying entertainment. Ensure Discuss ways that fuels? Ask a local other materials may to show how climate that they write down buildings can be architect to come into be necessary. For change is affecting how their creations powered with school to talk about practical guidance visit the planet and people. might contribute to a alternative energy how buildings are www.cabeurl.com/4n Encourage pupils to be more environmentally sources. Consider powered and how as creative as possible friendly city so that the different ways a they can be designed – it might help to read exercise is not simply building needs energy to be greener. Older a real-life story before about making a pretty such as for lighting, pupils could start to to help them focus on model. heating, ventilation develop 3D models how the environment and insulation, and of their designs makes people feel. its water usage. www.cabeurl.com/4q 30 31 Art, design & technology

A picture paints a thousand words Lampshades Solar powered future Encourage your pupils Design eco- Show pupils the video to consider the power lampshades or on www.greatcell.com of pictures by creating lanterns to go with about new a cartoon image to energy-saving light developments in express their opinion bulbs. Collect bits the design of solar Create a sculpture about climate change. of scrap coloured panels, mimicking Show them some paper or cloth left over the processes of or mosaic from examples to get them from art lessons or photosynthesis. recycled materials started www.cabeurl. brought in from home. These new solar cells com/3r Ask pupils to design are thin, coloured, consider where it their lampshades. translucent and even might be placed They can then shape flexible. How could and how it fits into them with wire and these new cells its setting. If painted cover them with a change how solar on plywood, it can cheap, light-weight panels are used? Sculptures and School mural be fixed on batons material. Once this Ask pupils to design mosaics Ask pupils to design to a wall and easily is done they can a product which Create a sculpture and produce a mural maintained or changed. decorate them. incorporates these or mosaic from or large-scale painting Older pupils could new solar energy cells. recycled materials around the theme of use coloured glass For some ideas, see such as bottle tops, climate change and that refracts the light what design students drinks cans and egg the local environment. in interesting ways. around the world came boxes, to represent Working in teams, Light fittings and up with as part of the an environmental pupils could design switches may need ‘Sunny Memories’ issue. Pupils could different sections of to be bought in project www.cabeurl. communicate their the picture. These can advance. com/9q impressions of their then be photocopied local environment and onto acetate and the effects climate projected onto a large change might have. background so that Introduce them to a composite design similar works that can be organised. might inspire them Pupils should also www.cabeurl.com/4r

32 33 Other subjects Religious education Modern foreign Music — recycled or PSHEE – eco-ethics languages — write orchestra Discuss the ethical about Green Day Pupils create their own issues surrounding the Provide pupils with musical instruments climate change debate. key vocabulary (eg from recycled materials Is it right that we environment, energy). (boxes, bottles, consume so much? This will depend on tubes, elastic bands). Do we have a duty to their level. Then ask This website provides Business studies Physical education Drama — documentary look after our planet them to write a ideas and instructions — Green Dragons’ den — stay healthy about humans for future generations? postcard to their for building recycled Pupils, in pairs or Highlight during Pupils work in pairs or Do we need to shop penfriend telling them instruments. small groups, create the lesson how the small groups. One has to be happy? Is it about their Green www.cabeurl.com/4u an ecological product environmental option to act out or mime the right that the richer Day. Explain what you or business. They is often also the day-to-day life of a countries are polluting did and why it was need to consider its healthy option. human ­— waking up, the most but it is important. If this is costs (financial and A discussion about the brushing teeth, eating the poorer ones that too challenging, create environmental), importance of walking breakfast, driving to will suffer the most a letter/worksheet the potential revenue or cycling to school school — and the from climate change? (before the lesson) and how they will or the shops, playing other needs to do What should be done? and ask them to fill in develop, produce, sport instead of video a voice-over (David Whose responsibility the blank spaces with market and advertise games, and eating Attenborough style) is it to act on climate key words from a word their business. healthily will help to describing how the change – government, bank. Even younger They then have to reinforce their learning behaviour of this companies, scientists, students could learn pitch their idea to an at other times of the species is affecting the consumers or voters? keywords from flash investor (perhaps the day. An alternative world. Once they have This could lead into cards. Then, in pairs, head teacher), who will would be to focus on planned their sketches, a debate. they could play decide which products play and games. See they can act them out a memory game they want to invest in. www.cabeurl.com/4t to the class. matching the cards. or www.gameskids play.net

Whose responsibility is it to act on climate change? 34 35 Green Day to Green Year meet them. Display the Use Green Day as a launch Spread the word Partner up! results in a meaningful pad to turn the curriculum Encourage pupils Develop a partnership and fun way. www. to spread the word with a school in another carbondetectives.org. green all year long. Longer, about sustainability. country more affected uk provides a user- cross-curricular projects are At school, they could by climate change than friendly resource to liaise with non-teaching the UK, for example monitor energy use. a great way to extend young staff to help reduce Bangladesh. Pupils DCSF are distributing people’s learning about the school’s use of could research their free energy display resources. For example partner school’s local meters for schools sustainability they could speak to area and any effects which allow the easy kitchen staff about of climate change, monitoring of electricity conserving energy compare their lives to use. www.energydisplay when preparing meals. those of their partner meter.co.uk Green champions Design and create At home, they could school’s pupils and Elect green champions Choose an area of run Green Day activities engage in cultural within each year group the school grounds and with parents or carers exchange activities The water’s rising or class to identify design a garden to grow to encourage them www.cabeurl.com/a9 or Pupils could investigate places where changes fruit and vegetables to think more about www.planschoolslink.org the different reasons could be made to save which can later be sustainability. why flooding occurs, energy and regularly eaten in the canteen. and why each type of remind people of their Alternatively, design a Monitor and reduce flood could be caused green pledges. Hold an bike shed to encourage Get qualified Monitor your school’s by climate change. election campaign, with pupils to make more Get your students energy use for one day, They could explore the publicity and election sustainable transport working towards a and then see how much possible engineering hustings, and once the choices. You could hold qualification that you can reduce this solutions to limit the green champions are a design competition, recognises their work over the course of the impact of floods and in place, allow regular include pupils as much in the environment. year. Pupils could list the advantages and chances for them to as possible in the Developed by Eco all the equipment in disadvantages of these; update the school on construction process, schools and ASDAN, the school which uses or consider different their progress. promote the new the environmental energy, and calculate people’s views about resource and then award is a stand-alone the quantity used by rising water levels. monitor its use www. certificate of different items. Images of flooding both teachernet.gov.uk/ achievement that can Encourage them to within the UK and other growingschools or contribute towards a experiment with areas of the world can www.cabeurl.com/3l certificate of personal different patterns of help to bring the topic effectiveness (CoPE) use, and small changes alive and encourage which has equivalence in behaviour and log the creative responses to GCSE and AS effect on energy usage. www.cabeurl.com/3m qualificationswww. Set energy targets and cabeurl.com/7l see if the school can

36 37 Organisations Resources

Architecture Centre Network Geographical Association Carbon detectives Global energy consumption www.architecturecentre.net www.geography.org.uk/resources www.carbondetectives.org.uk www.cabeurl.com/53 Educational projects to develop Free teaching resources and An interactive website that allows Table showing 1990, 2000 greater public understanding information. pupils/schools to monitor their and 2005 per capita figures of architecture, design and use of energy and resources. for individual countries. public space. Learning through Landscapes www.ltl.org.uk Cities of today, cities of tomorrow Google UK school resources CABE Helps schools and early years www.cabeurl.com/55 www.google.co.uk/schools www.cabe.org.uk/education settings make the most of their A United Nations project about How to use Google searches, Free resources to inspire young outdoor spaces for play and urban development including maps, earth, images and news people to get more out of the learning. teaching resources. to support the curriculum. buildings and spaces around them. Sustainable Learning Climate chaos Grasping of climate: an inspirational Create from the Centre for www.sustainablelearning.info www.cabeurl.com/54 guidebook for teachers Research, Education and Training An energy and water management A week of activities about climate www.cabeurl.com/50 in Energy programme for schools. change for KS2 from Oxfam. An EU-funded project exploring www.cabeurl.com/52 how to engage pupils in climate Free downloadable resources and Sustainable Schools Climate choices – children’s voices change activities in England, interactive websites about energy. www.teachernet.gov.uk/ www.climatechoices.org.uk France and Sweden. sustainableschools A range of materials, information Eco-schools Information on the government’s and links aimed at KS2. Greener futures www.eco-schools.org.uk sustainable schools agenda. www.greenerfutures.com An international award programme Development Education Project A range of resources and games that guides schools on their Young People’s Trust for the www.teachclimatechange.org/ for KS1-3. sustainable journey. Environment Comprehensive list of www.ypte.org.uk recommended resources. nD game Environment Agency A charity that aims to encourage www.cabeurl.com/6y www.environment-agency.gov.uk young people’s understanding of Energy matters A downloadable game which Information and case studies the environment and the need for www.cabeurl.com/4d explores the design and by region. sustainability. Free resources from the Centre construction process by facilitating for Sustainable Energy. the creation of the best school Friends of the Earth in the world. www.cabeurl.com/bb Engaging Places Free teaching resources and www.engagingplaces.org.uk information about national An online guide to using buildings campaigns. and places in teaching and learning, including support for schools running a Green Day event. 38 39 Resources

Operation Climate Control We Are What We Do www.operationclimatecontrol.co.uk www.schools.wearewhatwedo.org A game exploring climate change A global campaign seeking to suitable for KS3 and 4 (although inspire people to use their everyday primarily aimed at KS4). behaviour to change the world.

Plan-Ed WMnet climate change resources www.plan-ed.org www.cabeurl.com/4z A range of educational resources Interactive resources for all key from Plan UK on the theme of stages exploring aspects of climate development education. change.

Renewable world www.renewableworld.org.uk Interactive site facilitating exploration of the diversity of Financial support renewable materials and their role in building a sustainable future. Organisations providing funding for environmental education initiatives: Royal Geographical Society and DEFRA The Environmental Funder’s Network www.yourclimateyourlife.org.uk/ www.greenfunders.org/whosinvolved Published in 2010 by the Commission for Architecture and the Built Environment. teachers.html Sustainable Schools Written by Anna Wexler and Alex Reynolds. Interactive website with resources www.cabeurl.com/56 With thanks to Andrew Knight, Baytree Special School, North Somerset and Marianne Sawford, and information aimed at KS3. Ridgeway Primary School and Nursery, South Croydon.

Shout about climate solutions All images unless otherwise credited KS3 activity pack from Friends © Alys Tomlinson of the Earth Designed by Together Design www.togetherdesign.co.uk www.cabeurl.com/51 Printed by Seacourt Ltd on Revive recycled paper, Information and activities produced using the waterless offset printing process (0 per cent water and 0 per cent isopropyl alcohol or to support teaching. Supported by harmful substitutes), 100 per cent renewable energy and vegetable oil-based inks. Seacourt Ltd holds Think energy EMAS and ISO 14001 environmental accreditations. www.think-energy.co.uk All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, copied On-line activities for KS2 and up. or transmitted without the prior written consent This document is available of the publisher except that the material may be in alternative formats on photocopied for non-commercial purposes without permission from the publisher. request from the publisher.

40 Green Day is an event for CABE schools about climate change, sustainability and the built environment. It is a fun and flexible way to integrate these serious themes into lessons and whole-school activities. Green Day is not an isolated event – rather, it should act as a springboard for action to make schools more sustainable in the long term. This activity kit is crammed with more than 100 lesson ideas for teachers and pupils at key stages 1 to 3. www.cabe.org.uk/greenday