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What kinds of activities are you planning and what is their sequence across the 3 - 5 hours of learning?

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What kinds of activities are you planning and what is their sequence across the 3 - 5 hours of learning?

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Sequence of Learning Activities - all approx. 1hr long lessons (plus a homework)

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Sequence of Learning Activities - all approx. 1hr long lessons (plus a homework)

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1. What is climate change?
An introduction into: Looking at images of how climate change is affecting people, analyze graphs of CO2 emissions, explain Green House Gases using analogy examples and discuss the impacts of CC, specifically Global Warming and the ways to mitigate CC.

2. Case study lesson considering CO2 emissions.
Investigating two cases studies, a comparison of a national vs a global example. E.g., Masdar City in the UAE and UK city with a below average environmental friendliness e.g., Stoke-on-Trent (a local city for could be used as an example, if applicable to the school concerned).
Good climate policy vs bad / one that needs to be improved, with the intention of then narrowing this to a local consideration for the next lesson (with the fieldwork). Done this first so that students are aware of what is currently being done and also what needs to be pushed for more so in some areas (the 'bad' example can be from the UK, to then set us up for the next lesson).

3. Fieldwork.
On the school site, walking around observing what is currently going on in the school which can have a negative effect on the climate change.
An environmental survey type fieldwork, e.g. counting litter, how many lights / projectors left on without people in the classrooms. We would have discussed energy consumption (maybe the UK's energy mix, i.e. heavily reliant on fossil fuels + their impact on CC) and so they can hopefully link these to being environmentally 'unfriendly' actions by the school.

4. Homework: Going home and working out carbon footprint from the activities that are taken place at home, e.g. people driving to work, if the tap is left on while students are brushing their teeth - will have considered some things through their fieldwork, will subsequently feed into consideration of their own activities hopefully.

5. Data analysis from the fieldwork Before and from their homework task, looking into where the highest examples are across the school and from the students within the classroom. Can start thinking of solutions, considering why some are much lower etc.

6. The last lesson of the sequence A group project for the students to show how their carbon footprint can be lowered as a collective, considering also what can be done within the school (based on their fieldwork). Shared in the form of a presentation, either in the class or with a guest observer (i.e., a different member of staff).

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What are the key resources that you are going to draw upon to help you teach this? What materials or equipment will you need? What staff support do you need?

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What are the key resources that you are going to draw upon to help you teach this? What materials or equipment will you need? What staff support do you need?

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For teachers

Access to PowerPoint via a computer/laptop

The ability to show YouTube videos - the students will need to be shown 1) 'Zoom' video as a foundation initially, showing how we are all linked, 2) CS examples

Printed out information on CSs too

Will need a table made / booklet for the fieldwork (also to be given to the students)

Examples of info in table: lights left on, litter, projectors left on

Permission to walk around the school from the relevant people

For students:

Fieldwork booklet

Graph paper, pencils, rulers

Planners for writing down homework

Access to a computer for homework - understanding that some might not have this at home so should be allowed to access this in school (e.g., homework club)

Access to computer suites for research regarding climate change

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Please include what you want the pupils to learn.  They may be learning multiple things simultaneously; in this example they are learning about the impact of climate change alongside skills in textiles.

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Please include what you want the pupils to learn.  They may be learning multiple things simultaneously; in this example they are learning about the impact of climate change alongside skills in textiles.

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Knowledge:
- What are the causes of climate change, subject specific element of the lessons.
- How climate change is impacting us, from a local to a global scale.
- Some ways in which solutions can be integrated into everyday practice (again, on a local scale) to help us to mitigate the impacts of CC.
- Students will also get the chance to explore their own lives / how they are living day-to-day more critically, gaining increased self-awareness
- Also discovering how 'green' their school is / areas for improvement

Skills:
- Learning how to undertake fieldwork - i.e., completing an environmental quality survey (laying some good foundations for those who are choosing Geog as a GCSE - part of their Paper 3)
-Learning different types of methodologies
-Graph analysis
- Knowledge of what carbon footprint is and how they can calculate it at home (as homework) given the information that they have gathered in lesson.
- Teamwork -  learning how to work within a group to create a presentation, also working on their ability to present information.
- Critical thinking
Values:
- To develop a global understanding and perspective about the issue of climate change, linking that also to actions on a scale closer to home.
- To reflect on how we live in our own homes and within the school, considering how this can have impacts on a larger scale (i.e., how this can affect the world / environments around us).
- Having given them opportunities for self-reflection, this scheme of work will hopefully also help to offer students with the opportunity to consider ways in which changes can be made in their everyday life.
- Potentially touching on whether this is enough, could more be done eventually by more people? On a larger scale?
- Climate justice awareness

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What are the learning outcomes? What are pupils going to create, make, write, sing or produce to demonstrate their learning?  How is this going to be captured, shared or presented?

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What are the learning outcomes? What are pupils going to create, make, write, sing or produce to demonstrate their learning?  How is this going to be captured, shared or presented?

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- To develop analytical skills and gain greater knowledge of actions-consequences
- To have improved knowledge of CC, from a local to a global scale
- To have successfully completed an example of fieldwork, investigating their school (and also their own habits, for homework)
- To have experience in presenting ideas with conclusions and suggestions for improving their own day-to-day habits / how actions on a local scale can impact a global scale
- To have knowledge about what they can physically do to help mitigate the effects of CC

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Please include here the broad context of the group you have in mind, eg prior learning, urban or rural, learning needs and other relevant factors.

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Please include here the broad context of the group you have in mind, eg prior learning, urban or rural, learning needs and other relevant factors.

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Please include here your names and group number, the year group you have in mind, the main learning objective and overall idea behind this piece of learning.

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Please include here your names and group number, the year group you have in mind, the main learning objective and overall idea behind this piece of learning.

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What kinds of teaching strategies are you going to employ? Are pupils working individually, in groups, or as a whole class? How are you going to teach this?

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What kinds of teaching strategies are you going to employ? Are pupils working individually, in groups, or as a whole class? How are you going to teach this?

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Names: Kim Pfahler, Lucy Clough, Jacob Morrow and Luana Bastos Sanusi

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Names: Kim Pfahler, Lucy Clough, Jacob Morrow and Luana Bastos Sanusi

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Subject: Geography

Focus group: Year 9 (class of 30) - selected as preparation for GCSE learning, experience of key concepts and fieldwork practice

LO: To enable students to understand what Climate Change is, its impact at local and global scales and how to mitigate these impacts through everyday actions.

Overall idea: 'Think global, act local' - for students to understand how individual actions on a local scale intrinsically link to global climate change. For them to appreciate how their everyday actions can (both positively and negatively) impact climate change on a global scale, and what small changes they can make.

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Teaching through a wide variety of pedagogies 

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Teaching through a wide variety of pedagogies 

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Initial focus on whole class discussion (dialogic teaching) when being introduced to the topic of CC - e.g., what the students think that means etc.

Peer to peer / smaller group dialogue between students to build on their ideas of the topic

Presentation work at the end too - linking to the above in terms of discussing in groups (small and whole-class)

Research methodologies (critical pedagogy), e.g., primary and secondary (quantitative and some qualitative) - CS knowledge (sec) and also their EQS and carbon footprints (pri)

'Think global, act local' mindset will allow students to better engage with, and understand, diverse heritages and the influence we as people across the globe have on CC - linking to anti-racist pedagogy, our example of 'poor' CC management will be from the UK, making it seem more 'real' and also ensuring that 'blame' is not just placed on what we refer to as LICs

Opportunities for purposeful practice via fieldwork to engage students / broaden their understanding of how we are influencing and also being impacted by CC

Collaborative work through the collection of fieldwork and also via their presentations

By allowing students the opportunity to consider both their own actions and the actions of the school, they are being empowered to present their own ideas of how this can be mitigated - offering solutions of how CC can be tackled

Encouraging metacognition by exposing them to fieldwork before GCSE / A Level, adding clarity around both how the subject is learned and knowledge / skills are developed

By having them present at the end of the scheme of work, allows them to bring together their knowledge

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A group of 30 Year 9 students, mixed ability with various SEND needs, in an urban working-class school. 

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A group of 30 Year 9 students, mixed ability with various SEND needs, in an urban working-class school. 

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University of Reading. Partnering for the Planet: Climate Stripes. Available at: <https://www.reading.ac.uk/planet/climate-resources/climate-stripes> [Accessed 24 April 2023]

This group finds learning through outdoor activities and visual imagery really engaging, however, they need support to 'slow look' (Pantaleo, 2020) in order to develop a deeper understanding of what these images mean. We use a range of open questions such as ' What going on in this pictures?' and 'How does this picture make you feel?' with the aim of supporting them to develop the 'so what?' later in their discussions.
They have previous knowledge about climate change (more so as a general concept as opposed to the specifics) but lack an understanding of how our actions (and the actions of us as a global community) impact this. The outdoor activity will help them to develop the understanding that actions leads to consequences (local to global scale) and an awareness of climate justice.

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Fully Charged Show, 26 September 2012. Masdar: The City of the Future. Available at: <https://www.youtube.com/watch?v=NIaz61zpLfs> [Accessed 24 April 2023].

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Masdar: The City of the Future | Fully Charged

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Key inspiration - Zoom by Istvan Banyai. Zoom teaches that all things are connected; everything is part of something else and that things are not always what they might seem, with the aim of getting students to consider how their individual actions are part of a bigger picture.

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Key inspiration - Zoom by Istvan Banyai. Zoom teaches that all things are connected; everything is part of something else and that things are not always what they might seem, with the aim of getting students to consider how their individual actions are part of a bigger picture.

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Arab News, A, Balalaa., (2023) Masdar City: A global model for sustainable urban development. Available at:https://www.arabnews.com [Accessed at 24 April 2023].

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Masdar City: a global model for sustainable urban development

Image: Shutterstock

Sheikh Mohammed bin Zayed Al-Nahyan, president of the UAE, recently announced 2023 as the Year of Sustainability. This call to action should inspire people across the UAE - whether engaged in government, civil society or the private sector - to participate in a collective campaign for a sustainable future.

This approach is consistent with how the UAE's story of transformational progress has unfolded over the last 50 years. Enshrined by its founder, Sheikh Zayed bin Sultan Al-Nahyan, the UAE's ethic of inclusive cooperation has enabled our rise as a dynamic country, capable of extraordinary accomplishments.

At Abu Dhabi Sustainability Week, Dr. Sultan Al-Jaber, the president-designate of UN climate conference COP28, reminded us that the UAE was the first Arab nation to place climate action at the heart of its development strategy. Before anyone in the region saw an economic future in renewable energy, the UAE saw renewable energy as the future.

Long before the COVID-19 pandemic and the corporate shift to environmental, social and governance approaches to sustainability, the UAE understood the importance of creating urban public spaces that protect our collective well-being. And despite operating within a region heavily reliant on energy-intensive cooling, the UAE also saw a future in sustainable urban development, well before there was a business case for it.

The UAE became the first country in the region to deploy industrial-scale carbon capture technology, the first to deploy zero-emission nuclear energy and the first to invest in new zero-carbon energies such as hydrogen.

Pursuing sustainability and progress means never settling. It requires both vision and perseverance, and there are few better examples of this than Masdar City.

Inspired by the UAE leadership's legacy of innovation, at Masdar City, we have been working with our partners toward net zero since we broke ground 15 years ago, with each project more ambitious than the last.

When Masdar City first installed 10 megawatts of solar panels in 2009 at the direction of Masdar's leadership, the solar energy produced cost approximately 40 U.S. cents per kilowatt-hour, making it among the most expensive energy in the world. Masdar put its stake in the ground anyway, vowing to find a way to make solar energy economically sustainable.

Today, the cost of solar energy at Masdar City has broken several records and is among the cheapest in the world at 1.35 cents per kWh.

In 2017, Masdar City completed the Eco-Villa, the first net-zero energy home in Abu Dhabi. It uses about 72 percent less energy and 35 percent less water than a conventional home of the same size in Abu Dhabi and displaces about 63 tons of carbon dioxide annually. The property consumes just 97 kWh of electricity per square meter, and while construction costs were comparable to those of a conventional home of the same size, its energy and water efficiency led to lower operating costs.

In 2024, we will complete construction on Masdar City Square, which will include the first net-zero energy commercial headquarters building in Abu Dhabi. A net-zero energy construction was always our plan. But even after our success with the Eco-Villa, there was a fair degree of skepticism when we began the design process that such a large, complex construction could also be financially self-sustaining. However, our net-zero energy headquarters building has defied expectations and is on track to be both environmentally and commercially viable.

Masdar City has proven time and again that sustainable urban development is not only good for the environment; it is also good for the economy. This point is vital - because financial sustainability is a non-negotiable for climate change action to be attainable for every country, and for innovation to continue.

Our next development, The Link, which broke ground on Feb. 2, will produce substantially more power than it requires upon completion. In short, it will go well beyond net-zero energy, bringing Abu Dhabi one step closer to delivering its first net-zero carbon building - our vision since Masdar City's inception, and a key milestone on the path to achieving UAE Net Zero 2050.

Just last month, Dr. Al-Jaber remarked that "the road to net-zero represents the greatest market transformation, with the greatest economic promise, since the First Industrial Revolution."

Is achieving net zero by 2050 an ambitious goal? Of course. But that has never stopped either Masdar City or the UAE before. We do not settle for the status quo, but rather strive for what we know can be.

The UAE is a center for energy and industry; a hub for commerce, business and technology; and a global crossroads for logistics, transportation and tourism. It is a truly global country, with residents hailing from more than 200 nationalities.

This puts us in a unique position to build bridges, highlight underrepresented communities and perspectives, and help others harness the economic opportunities that will help win the fight against climate change.

The selection of the UAE as the host of COP28 in November 2023 demonstrates the international community's recognition of our accomplishments in innovation and sustainability efforts at the multilateral level.

Ultimately, the action taken beyond our borders will be more important than the progress made inside them. Our road to net zero will help countries around the world deliver on the goals of the Paris Agreement.

In this sense, the UAE is a global case study for the successful adoption of sustainable urban development practices. As we approach November, it is our hope that the knowledge and progress that we share will inspire others to rise to the challenge, look to the future and transform vision and rhetoric into results.

* Abdulla Balalaa is chairman of Masdar City.

Disclaimer: Views expressed by writers in this section are their own and do not necessarily reflect Arab News' point of view

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hajj،عرب نيوز

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Masdar City: a global model for sustainable urban development

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Sheikh Mohammed bin Zayed Al-Nahyan, president of the UAE, recently announced 2023 as the Year of Sustainability. This call to action should inspire people across the UAE - whether engaged in government, civil society or the private sector - to participate in a collective campaign for a sustainable future.

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BBC News, Sutton, J., (2023). Stoke-on-Trent residents call for alleyway fly-tipping prevent. Available at: https://www.bbc.co.uk/news/ [Accessed 24 April 2023]

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Stoke-on-Trent residents call for alleyway fly-tipping prevention

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The alleyway in Stoke-on-Trent is covered in piles of old furniture, fridges, sofas and tyres.