STAGE 3: EXPLAIN HOW SCHOOLS CAN REDUCE EMISSIONS

The ‘Explain’ phase enables students to develop explanations for the phenomenon they have experienced. The significant aspect of this phase is that explanation follows experience.

Step 3.1 
Research task 1: Assess the school using surveys

Suggested Subject Area: Environmental Education, Geography and Literacy

Purpose
To provide students with opportunities to:

• Discuss, evaluate and make decisions about the school’s ecological footprint
  
• Discuss things schools can do to reduce greenhouse gas emissions, adapt to a changing climate and improve the school’s ecological footprint 
  
• Define and describe a vision of what a sustainable school could look like
  
• Develop skills in comprehension, questioning, reporting and presenting.
  

Preparation
You will need:

• A copy of Resource 1.1, Resource 1.3 and Resource 1.4 for all students
  

Procedure
Talk with the students about how it will be important to understand the current sustainability situation at the school, as in the later stages of this unit of work they will be developing an idea, project or design to share with others for improved sustainability and reduced greenhouse gas emissions at the school.

Use the survey in Resource 1.3 with the class.

Discussion
Consider the following proposition with the class:
‘What do you/ your group think needs to change in the school about sustainable practices and why?’
‘What opportunities are there available to us to adapt to climate challenges?’

Use Resource 1.4 to assist students to consider what might need to change under the three headings:
Positive: focussing on perceived positive changes
Negative: focussing on perceived negative changes
Interesting: being the issues and questions that arise from the ideas

From the earlier activity, review the ideas and information collected and ask students to record this in their learning journal in Resource 1.1. Ask students to consider these questions:

• What do we need to change in our school and why do we need to bring about that change?
  
• How might we collect the ideas and voices of students and teachers about ways the school might adapt to a changing climate?
  
• Do we need to learn more?
  

Brainstorm statements.

For example: To increase sustainability in our school and reduce energy consumption we propose the following...To reduce our school’s carbon footprint we propose the following....To reduce our school’s greenhouse gas emissions we propose the following...

In order to adapt when we experience heavy rains in the wet season we propose.....

In order to have food available if it floods we propose to....

Follow up
Ask students to define a vision of their sustainable school.

As a class reflect on a compilation of responses from Australian students in Queensland below to a similar question before asking students to craft their vision of what their sustainable classroom or school might look like.

Read aloud or display the following information, sourced from a compilation of responses from Queensland primary school children, aged 9 years old, on how to design a relocatable classroom that highlights their interest in design and passive solutions:

“I want a classroom …where the roof opens up to the sky, like a BMW convertible, so I can see the clouds, that uses windows with colorful glass which glows in the sunshine, where there are cool breezes [from outside] and limitless supplies of ice cream, that is quiet [other than the birds] while the teacher reads, …and… a classroom I can watch arrive on the back of a truck because I think that is cool!"

"I want a classroom that gives me the freedom to teach appropriately, with different approaches for different children and classes… but it’s also important that it’s a classroom where the children don’t get too distracted by light, noise and temperature." (A teacher)

(Source:  http://www.futureproofingschools.com/content/sustainable-school-environments)

Ask students to record their vision in their learning journal in Resource 1.1.

Next - STEP 3.2: Explain continued