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There will be a 'Climate  Fair' the next day during tutor time. Posters will be put up and the groups will stand by their posters to discuss and present it.

Students have completed the poster and the work and should all have sections which they personally produced.

Students from Y11 (compulsory) and Y13 (voluntary) at the school will be able to go to the Climate Fair and read the posters and discuss findings with each group.

Nothing needs to be specifically prepared for this beyond the poster but students can choose to have interactive elements or models if they have time in the writing phase.

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Students come back together to discuss their findings.

All information can be separately included on the poster, but it must also include 'analysis'  and 'conclusion' sections which they will work on collaboratively.

Students are encouraged to be creative and think out of the box as well as analytical and evidenced based. For example, can they propose a mixture of two methods?

Poster needs to be complete and possible to present. If students want to enhance the project (and have time) they could consider interactive elements (e.g. QR code to a website) or models.

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Each investigation will be in a different classroom and managed by a teacher assigned to that classroom. If this project was put in place, each teacher would take responsibility to the investigation in their room and would further develop the scaffolding for it.

The investigations will have some structure and guidance points (for example, providing data or information) but the students must investigate and apply it to their location and project.

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1. Be able to break down a large problem into smaller ones
2. Be able to work as a group to identify people's strength and weaknesses.

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1. Understand the goals for the day.
2. Understand the personal and global significance of the project.

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Warming stripes as a visualisation

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Overview of the importance of climate change

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The Group 4 Project is a required aspect of the IB Diploma in which students carry out a group cross-science research project.

This activity plan is an outline for the Group 4 project to be completed in one day off-timetable for an entire cohort of students at the school.

In pre-assigned groups, students will work together to scientifically analyse the possible methods of travelling to school with a particular focus on the climate effects. However, the scope of the project is such that safety, cost, convenience and other aspects should also be considered.

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1. (20 mins) Assembly: Overview and Background to the project are presented to all students.

2. (30 mins) Planning: Students go to different locations in groups of 5-6 to begin planning.

3. (3 hrs) Investigating: Students will self-organize into sub-groups of 1-2 to investigate different aspects which are set up as complex problems in different classrooms across the school.

4. (1.5 hr) Writing: Students will come back together as a group to create their poster and develop a 'conclusion' based on all of their research.

5. (30 mins) Presenting: Students will present their poster in a 'Climate Fair' which other year groups and teachers will attend.

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Students will Produce: One single poster analysing a range of transport types from one nearby region.

Learning objectives include group and individual components.

LO1: (Group) Dividing a task into smaller parts.
LO2: Thinking and analysing scientifically.
LO3: Producing coherent scientific writing and discussion.
LO4: (Group) Synthesising information and justifying conclusions.

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Stoichiometric fuel consumption and greenhouse gas (GHG) production (Chem)
Efficiency (Phys)

Climate Effects:
- energy consumption
- fossil fuel production
- local and global pollution (e.g. particulate matter)

Personal Effect
- Cost
- Convenience (feasibility)
- Pollution (risk of exposure to particulate matter)
- Crash (risks associated with different transport)

Could be analysed and presented statistically (Maths)

Lifetime analysis (whole lifecycle analysis - production, day-to-day, and recycling/disposal; focus on GHG and primary pollutants)

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Climate Change is more than just global warming

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Climate Change is more than just global warming

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Air Pollution is particularly relevant in Korea.

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Students will be given a one page sheet which tells them what they must do. It will be deliberately 'vague' to provide scope for the students to decide exactly what and how to arrange the project.

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1. Carbon Dioxide emission from fuel/energy

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1. Carbon Dioxide emission from fuel/energy

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Scaffolded stoichiometric and efficiency calculations of carbon dioxide production per mile travelled.

Extension:
1. Consideration of hills
2. Composition of the grid - effect on the cleanliness of electric devices

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Relevance of this specific project:
Korea ranked 14th in terms of metric tons of C02 per capita, just ahead of Russia by the World Bank in 2019

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Free and open access to global development data

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Transport is particularly important and actionable

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Transport is particularly important and actionable

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Students will be left to discuss whether their personal commute is actually significant within the 'Transportation' section.

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1. Map of Jeju with a range of possible locations within their given region marked on it.
2. List of transport types (Walk, Run, Bike, Electric Bike, Electric Scooter, Public Bus, School Bus, Petrol Car, Diesel Car, Electric Car).
3. Large Canvas for the poster

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2. Lifecycle analysis - Production, infrastructure and disposal

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2. Lifecycle analysis - Production, infrastructure and disposal

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Consideration of the greenhouse gas contributions of production, infrastructure construction, and disposal of a number of transport systems as part of the lifecycle analysis.

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1. Choose a location on the island (randomise and assign to each group).
2. Identify possible modes of transport to commute in.
3. Investigate the pros and cons of each method of transport via the puzzles set up in each of the classrooms.
4. Conclude on which mode of transport would be most relevant and when they should be used.

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1. Students have identified individual strengths and assigned roles (i.e. which areas will be investigated by who)
2. Students have chosen a location to investigate.
3. Students have chosen at least 3 modes of transport to consider.
4. Students have discussed briefly an overview of what they will need to investigate as a whole.

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Many pollutants exist - not just carbon dioxide. This investigation would look into whether any other pollutants are significant for each form of transport.

Examples: Lithium Batteries, Particulate matter/NOx from cars

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How healthy is the mode of transport for the individual?

Exercise is good for health
Standing/Walking is better than sitting
How far is too far to cycle? (Age of the child)

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Pollutants - Korea has sporadic days of very bad air quality, what if you have to cycle/walk?
Injury risk - car, electric scooter or bike crash.

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1. Convenience
2. Cost
3. Weather and other daily variables