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To create an interactive board game using recycled materials, that explores knowledge revolving around Climate Change and the Climate Crisis.

Overall idea: for groups of students to design and create a board game in relation to the design brief. The board game should discuss and challenge the understanding of Climate Change and the Climate Crisis, and explore historical, geographical, scientific and statistical knowledge on the topic whilst taking on a design role. The relevant information and knowledge will be taught by each subject teacher and a large amount of resources. At the end of the 5 hour day, students can play each others board games, to further their learning on design, the topic and perspectives.

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Make Coventry green by inspiring people to be sustainable. The favoured game will be reproduced to then be donated to various youth clubs, libraries, and cafes within Coventry.

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Students learn about the climate crisis and what individuals can do to help in their daily lives. Reading and worksheets can be employed, similarly to a science or geography lesson

what is climate change?

who does climate change impact the most?

what can you do to reduce your impact?

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Cross-curricular links - connecting science, history, geography and art together.

Include teachers from different subjects to help educate students on climate change throughout the development of their board games.

Key topics will include:

Pollution

Sustainability

Renewable energy

Flooding

Mitigation strategies

Practical skills:

Students will develop skills in design, card construction and illustration. They will think like designers to develop a board game that can start conversations about climate change.

As a designer they know how to:

Respond to a brief.

Identify key users of the product.

Select appropriate and recycled materials.

Develop an interesting and engaging design for the targeted users.

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The pupils taking part in this project would be a group of 25 mixed ability year 9 students in a secondary school setting. Having undertook various art lessons, this project will be an opportunity for students to apply knowledge from learning across other subjects in the curriculum. This could include, history, geography and science - allowing pupils to incorporate their own knowledge and interests to the task of developing a board game.

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Students learn about board game examples and are given a selection of simple frameworks to use as a scaffold or outline if the task is challenging or time is short.

Students should include a rules or "how to play" sheet with their board game so it can be easily understood without verbal input.

what looks good on a board game?

what makes an effective board game?

how can we make a sustainable, recycled board game?

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Based in an inner city secondary school in Coventry, the children will be learning in an urban setting.

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Students are put into groups to develop and create a board game which can educate others about good choices to help with the climate crisis.

The board games will be made out of recycled materials. Students would help to gather these in advance.

Information and resources about climate change are available throughout the day to enable the students to make their board games very purposeful. Board games should feature multiple opportunities to learn facts and tips for improving one's own carbon footprint.

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There will be opportunities for the pupils to include recycled materials and re-use resources in the creation of the board game, meaning that the students could bring in materials from home/the local community in Coventry

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Students are able to briefly explain the rules and functions of their game, especially any innovative designs they have made (eg a spinner made of cardboard rather than using plastic dice), and then students are invited to briefly play and experience the games made by their peers.

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-to successfully understand how we can recycle and reuse materials

-to design a product alongside a brief

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-to understand the history of climate change (key dates, political and social knowledge)

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-to learn a case study

-to be able to identify key geographical locations effected by Climate Change

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-to learn how materials (like the ones they are using to build the board games) break down and the effect of their existence on our planet

-to learn the process of recycling

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When creating the board game recycled and re used objects/materials could be sourced from school and the local community, students could also bring in objects from home. This could be cardboard, packaging, fabric, old toys/board games ect.

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-look at example board games (good and bad aspects)

-broken down step to step guide

-visual sequence of steps

-pre template

-collaboration

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-encourage students to actively engage in process i.e. brainstorming, hands on creation

-open ended questioning and regular check ins

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-encouraging group work where students can collaborate, share ideas and learn one another’s perspectives

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-such as feedback to help guide students’ progress and reflect on their learning

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-incorporating different learning styles by letting students express their ideas through art, writing and verbal communication

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Include students from A-Level DT to support year 9 in creating their board games. This can give A-Level students some work experience (looks good on cvs and portfolios).

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Following the sessions, students can play their board games as part of a larger event. This will enable conversations around climate change through a relaxed activity. Board games will become a resource that can be played again and again.

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Olafur Eliasson- installation artist whom works directly with addressing climate change

Jenny Kendler- an environmental activist, whose work focuses on species extinction, biodiversity, and the fragility of ecosystems

Vik Muniz- art using recycled materials/litter

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DIY - Turn Trash into Fun! 🔥 4 Amazing Board Games with Recycled Materials!

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Make your own board game | Teaching Resources

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Series of lessons on creating personalised board games. Great for Art, DT or form.

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Making a Board Game | Teaching Resources

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PowerPoint presentation ‘Board Game: Structure and Graphics&‘, with accompanying teachers&’; notes and worksheets

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The carbon footprint and its reduction - Polluting the atmosphere - AQA - GCSE Chemistry (Single Science) Revision - AQA - BBC Bitesize

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A carbon footprint is a number, often measured in tonnes, kilograms, or grams, that represents the total amount of carbon dioxide and other green-house gases that are associated with a product, person or even a country.

Imagine a carbon footprint being like a big maths sum you have to do, adding up all of the carbon that your activities release into the atmosphere, known as carbon emissions.

Anything that creates greenhouse gases can be included in your total carbon footprint. For example, if you drive to school, emissions from the petrol in your car are added together with the emissions created in the production of the food you eat and the clothes you wear.

Even the objects we use every day have carbon emissions, like a pen made from plastic has a carbon footprint even if we can't see the fossil fuels when we look at the pen.

It's the same with food, clothes, and other things which we don't see emissions from - there are emissions released into the atmosphere in the growing of food, the manufacturing of items, and the transporting of goods and products all around the world before they end up in our hands.

Everything has a carbon footprint, and some items have more emissions than others. For example, it's estimated that:

A short email from phone to phone has a carbon footprint equivalent to around 0.2g of carbon dioxide or CO2 while a single text message is equivalent to around 0.8g of CO2

A mile on a full electric bus in the UK has a footprint equivalent to around 6g of CO2 while 1 mile in an average petrol car has a footprint equivalent to around 530g of CO2

A litre of tap water has a footprint equivalent to 0.36g of CO2 while an average litre bottle of water equates to 480g of CO2

Carbon footprints can also be measured against one another to compare impacts around the world:For example, someone in the United States has an average carbon footprint of around 14 tonnes of carbon per year, whereas in the UK our average of carbon footprint per person is just below 5 tonnes, and in the Central African Republic it is as little as 0.1 tonnes.

Many scientists and activists think there are problems with the idea of a carbon footprint, which can make the global carbon problem quite individual or personal rather than seeing it as a whole world issue that needs whole world solutions.

But, alongside industry and organisations reducing their carbon footprint, it can be a useful tool to reflect on what each of us can do to help make a change.

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What is a carbon footprint? - KS3 - The Regenerators - BBC Bitesize

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Learn what a carbon footprint is with this online explainer for children aged 11 to 14 from BBC Bitesize - The Regenerators.