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To start the day the students can complete the quiz to see what they already know about climate change. (15 minutes)

Video: This will be followed by a video (4mins)

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Activity 1: -Powerpoint slide 1-7  and slide 15 -Tree Activity 

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Activity 1: -Powerpoint slide 1-7  and slide 15 -Tree Activity 

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After viewing slides with statistics about carbon emissions and trees, students will get the opportunity to go outside and apply what they have learned.

The sheet for the outside activity has a series of questions that the group will need to respond to and these questions are relevant to daily life. Students will go outside to see how much data they can gather on trees by counting them. The sheet will tell them how much CO2 the trees omit and, in turn, how much oxygen this will give us. (1hour)

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This activity relates to the previous in that the activity is based on how trees are good for the environment. The previous activity involved sampling trees on the school ground, activity 2 now wants students to estimate the number of trees in the UK and consider the benefits they have to the environment. This can be done by looking at their oxygen emissons and cabon dioxide absorption.
We can then look at graphs on the amount of carbon dioxide in the atmosphere and think about the effect of events like deforestation can have on our climate.

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Estimating the number of living things in the school grounds.

Discuss as a class how we could estimate how many living things are in the school grounds.

Split into groups.

Task 1: Collect data samples. Choose a square foot of soil and identify how many living things are in this area, then do the same for a section of a tree trunk. Use this information to estimate the total number of living things of the school grounds.

Task 2: Use computers to research statistics for the average number of living things on a tree, per square foot of soil, etc, and find an estimate using this data.

Task 3: Reflection. Compare their primary data with their researched data. Which is more accurate? Why? Did the sampling miss anything (things living on the walls, on roofs, pavements, etc). Are these underestimates or overestimates?

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Greta Thunberg and George Monbiot make short film on the climate crisis

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Names in group 3: Melissa Robert, Farhat, Sundas, Asad

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Names in group 3: Melissa Robert, Farhat, Sundas, Asad

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Subject: Maths
Focus group: KS3

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Activity 1: Collecting data in the form of tables, using their data in context to make inferences

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LO: To be able to get students to connect climate change to everyday problems while also connecting this to a mathematical context

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Students can go outside and count the number of trees in their school grounds. Then they can do some calculations with this to relate it to climate change. This leads onto the powerpoint where we look at a larger scale of the UK

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Students can go outside and count the number of trees in their school grounds. Then they can do some calculations with this to relate it to climate change. This leads onto the powerpoint where we look at a larger scale of the UK

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Activity 2: Reading and interpreting graphs, estmation

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We have decided to target a mixed ability group of KS3 students with little prior knowledge to the issues of climate change and how we can see the changes around us
The group is highly interactive and like to get stuck into physical activities. They enjoy working in groups and discovering new things. Our learning objectives will ensure that students can see links between climate change and applying maths in real life contexts. We hope that through the use of maths the students will have a better understanding of these climate issues

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Look at slides 1-7 and 15 before going out and sampling

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Look at slides 1-7 and 15 before going out and sampling

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Activity 3: Collecting data in the form of tables, computer skills, comparisons and analysis

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Primary data
Using this primary data to answer climate change questions using maths
Linking the outputs from the calculations to the implications of deforestation on climate change

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L.O. To complete a sampling task relating to trees and relate this task to the amount of carbon emissions

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L.O. To be able to use gathered data and apply in to more difficult mathematical problems.

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Activity 1: They need knowledge of sampling and how to make simple calculations in context

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Activity 2: They need to be familiar with graphs and how to interpret graphs in a given context, they need some knowledge on estimation

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Split into different groups.

Task 1: Collect data samples. Choose a square foot of soil and identify how many living things are in this area, then do the same for a section of a tree trunk. Use this information to estimate the total number of living things in the school grounds.

Task 2: Use computers to research statistics for the average number of living things on a tree, per square foot of soil, etc, and find an estimate using this data.

Task 3: Reflection. Compare their primary data with their researched data. Which is more accurate? Why? Did the sampling miss anything (things living on the walls, on roofs, pavements, etc). Are these underestimates or overestimates?

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Activity 3: They need knowledge on sampling and estimation. They need to have knowledge of terminology such as 'overestimate, underestimate, accurate'

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L.O. To complete sampling and use results to estimate the total number of living things in the school grounds.

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We hope that all of the activities will promote the same value that our environment should be looked after and the importance of trees and wildlife in the combat of climate change

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Change in global surface temperature relative to 1951 -1980 average temperatures

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Change in global surface temperature relative to 1951 -1980 average temperatures

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Ways of living that reduce the impact of climate change and promote climate justice.

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Ways of living that reduce the impact of climate change and promote climate justice.

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Live modelling

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Whole class discussion
Peer to peer discussion
Purposeful practice
Collaborative work

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Purposeful practice
Whole class discussion
Collaborative work

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Dialogic teaching
Metacognition
Collaborative work
Collecting data
Peer to peer discussion
Research methodologies

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Test sheets and video

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Powerpoint, pens/paper, worksheets, calculators
Outdoor work (maybe clipboards for papers etc.)

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Powerpoint
Calculator
Rulers/pencils

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Task 1: Measuring equipment, pen/paper, something to mark out each area
Task 2: Computers, calculators
Task 3: Paper/pen

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Looking at the UK as a larger scale than the school grounds will give students more context as to why deforestation is a problem and how trees are good for the environment. This also builds on the implication of cars on climate change

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Primary data
Secondary data
Written reflections considering strengths and weaknesses