What is climate change and why is it important. Base this off the Earth Day and why is it a global event.

Recap on environment and different habitats. Start thinking how climate change can affect different habitats and environment in different ways. Is it a good or bad change? Debate?

Persuasive poster. Include a chosen habitat and how is it affected by climate change.

Habitats and environment and finding them on a map/globe

Class discussion: Teacher-led discussion that explores the brief idea of an environment. Discuss environments in the world today and the environment we see around us. 15 mins.

Outdoor Activity: Children can go outside and explore the environment around school - In a village school they may have an allotment or park, for urban schools may have to go to a park. Want to understand what an environment is. 30 mins.

Research: In pairs, children discuss and analyse pictures of different environments - see how environments can be different and how they have changed over time. Have photos of Britain for example from the 1600s and today. 30 mins.

Peer dialogue: Using a whiteboard, collect information in pairs about the differences they saw between environments. The link to the local environment from prior activity. KQ: What did you notice about the changes in environments? 15 mins.

Visual research: Find one word and one picture (using Chromebooks or library books) that represents how the British environment has changed - this can then be used as a stepping stone for learning next - CLIMATE CHANGE. 20 mins.

Class discussion: Teacher-led PowerPoint about the affects of climate change on Britain and how environmental changes have been affected by climate change. 20 mins.

Comparing Environments: In this activity, the use of local research, visual research and class discussions come together - children compare the world historically (History links) to today. Also, children compare the environment using data collected between Britain, Indonesia, and Australia - could also explore somewhere with low emissions (Iceland/Greenland). 20 mins.

Plotting graphs: Recap to children of how to plot graphs for data. 40 mins.

Planning Presentation: Children are then introduced to the presentation idea and what they are going to create. Encouraging the collaboration of all the activities - links to the historic and local environment - comparing to other countries - links to data. All of this will be brought together to create a persuasive poster to stop climate change. 50 mins

Presentations: Children present their posters and speak through their ideas to the class. Peer feedback - WWW/EBI. 30 mins.

Peer-to-peer discussion - peer feedback and peer assessment

Whole class discussion - dialogic teaching

Visual representations - Multimodal learning

Research methodologies - Critical research

Cross-curricular learning - History and historical skills development, maths and data, persuasion and English

Empowering student voice - Collaboration with peers and then discussing and presenting findings encourages their own ideas to be expressed

Metacognition - Knowledge, skills and exploration encourage children to reflect on their learning and progress their learning

Modelling - Live modelling how we can use the local environment and the challenges climate change has on the planet

How to research habitats and choose correct photo representations

Link effect of climate change to specific habitat

Fine motor skills for cutting with scissors and gluing in

Planning and designing a poster

Using persuasive speech

BRITISH VALUES - respect - to respect the environment and habitats we populate

Understanding that there are negative effects of climate change on ALL habitats and environment

Understanding the relationship between humans and environment

Supporting global change and coming up with ideas to implement on a smaller scale (community, school, family, individual)

Awareness of how changes are being made around us such as use of paper straws, recycling etc

Access to internet and laptops/ipads

Access to books/rich texts

Sugar paper, pens, scissors, glue, pictures

Maps

Success criteria for poster and persuasive speech

Access to park/allotment/nature

Book TA time to support activities

Peer assessment template

Model poster

WAGOLL