Explore Step 2.5: Measure and describe energy and water use, waste issues, transportation and biodiversity in the school

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 we all can do to reduce greenhouse gas emissions, adapt to a changing climate and improve the school’s ecological footprint 
  
• Develop skills in comprehension, questioning, reporting and presenting.
  

Preparation
You will need:

• A copy of Resource 1.1 for all students
  

Procedure
A school is many things to many people. Think about your school’s ecological footprint – in other words how many greenhouse gas emissions, particularly carbon dioxide are produced from its everyday activities, for example:

• Using energy at school and for transport
  
• Producing the foods we eat at school and the goods and services used
  
• Disposing of waste such as paper, food waste, garden waste and packaging.
  

Describe and summarise your/your team’s understanding of emissions in energy, water, waste, transport and biodiversity contexts at your school in your learning journal. See Resource 1.1.

Discussion
Talk with the students about the many things you can do to reduce greenhouse gas emissions and improve the school’s ecological footprint in the classroom. For example:

• Add or remove layers of clothing depending on how hot or cold you are
  
• Use a hand fan when hot to increase air movement
  
• Use window blinds (if available) to cut down on the heating effects of the sun
  
• In warm situations, use natural ventilation to let heat out 
  
• If possible, work away from direct sunlight or sources of radiant heat in summer
  
• Use natural lighting whenever and wherever possible
  
• Address the management of outputs that affect climate, for example; energy use, transport choices, purchasing, materials use, materials disposal 
  
• Use and develop the school grounds and surrounding areas to increase sequestration (carbon absorption) by planting trees and attracting native wildlife 
  

Ask students to refer back to the work undertaken earlier. Can they think of others?

Follow Up
Climate change adaption involves taking action to adjust to, or respond to the effects of changes in climate. Talk with students about the many things we can do to adapt to changes in our climate. Discuss how each of the actions, (both mitigation and adaptation) described requires one person to make a difference. 

Next - STAge 3: ExplAIn