• GCSE curriculum knowledge and the climate change links (see section 4 for specification links)

• To understand how climate change is affecting us on a global level, but also how the school may be contributing negatively to it

• To gain knowledge about the key impacts climate change is having on their local environment

• To use critical thinking and research skills to come up with solutions to climate change at a school level

Skills:

• How to research for specific information online

• How to organise research into clear subtopics

• How to summarise research without copying and pasting large chunks of text

• How to visually present information

• How to present information - developing public speaking skills

Values:

• To gain wider contextual knowledge of the science curriculum and understand how it links to real world issues

• To have an awareness of the world around them, inside and outside of school

• To have a community-minded approach and devise ways we can help each other reach a more climate friendly environment
  
  

Teacher explains the outline of the session and the schedule for the day. 15 mins.

2. Task set-up: Teacher puts students into small groups and directs each group to a research focus.  10 mins.

3. General research: students undertake guided research using laptops and teacher provided resources. 60 mins.

4. Organising research: each group is required to organise their research into categories: 1. back ground information/introduction to research topic including the science. 2. How this links to climate change. 3. Potential solutions for their school including costs. 4. Conclusions/overall reflections. 45 mins.

5. Creating a presentation: each groups uses their organised research sheets to create a powerpoint presentation - each slide relating to the 4 points on the sheet. 45 mins.

6. Peer assessment: groups peer assess each other's presentations - give feedback on: layout, quality of information, clarity etc. 30 mins.

7. Rehearsal: groups have time to practice their presentations. 60 mins.

8. Presentation: each group gives their presentation to the rest of the class. 60 mins.

TOTAL 5 hours learning time.

All main 3 sciences will be used during this

Focus Group:

Year 9 before GCSE subjects have been chosen

LO:

Understand what climate change is

Understand what causes climate change and ways to reduce climate change

Overall idea:

Students will be placed in different groups which they will need to research about a given topic in line with the GCSE science curriculum. During the session they will need to organise their research into a planning template. At the end of the session, each group will need to present their information to the rest of the cohort.

Students may have previously covered renewable and non-renewable energy resources

Students may have heard of "global warming" outside of school but assume its a new topic

Urban or Rural:

This will take place in an Urban area

Learning needs:

4 students with SEND needs present

This class learns best through discovery of new topics and a more active based learning

Curriculum Links

Biology (AQA GCSE Biology & Combined Science Spec):

·        • 4.7.2.1 Biodiversity

·        • 4.7.2.3 Waste management (land use, pollution, deforestation)

·        • 4.7.3.1 Global warming

·        • 4.7.3.2 Maintaining biodiversity

Chemistry (AQA GCSE Chemistry & Combined Science Spec):

·        • 4.9.1.2 Greenhouse gases

·        • 4.9.1.3 Human activities contributing to greenhouse gases

·        • 4.9.1.4 Consequences of climate change

·        • 4.9.1.5 The carbon footprint and its reduction

Physics (AQA GCSE Physics & Combined Science Spec):

·        • 4.1.1.1 Energy changes in a system

·        • 4.1.1.4 Energy transfers

·        • 4.3.1.1 Changes in energy stores

• Providing various datasets showing historical CO₂ levels, global temperatures, and sea levels. Students can identify trends and conclusions to include in their presentations.

• Provide ecosystem maps of the school area. Students can use these to predict the effects of rising temperatures, changing rainfall and weather patterns on local biodiversity and food chains.

Students will be filling out a template with their own research that they will discover throughout the session

Students will also need to present their findings to the rest of the cohort at the end of the session

“The Earth is not ours to inherit from our ancestors — it is ours to protect for future generations.”

Climate change isn't science fiction — it’s what scientists say could happen in your lifetime if we don't act on climate change.

But here’s the powerful truth: you have the potential to solve the climate crisis. The same tools you’re learning in Biology, Chemistry, and Physics can be utilised to develop an understanding of how our planet's climate is changing and how to mitigate against the issues this poses.

In this activity, you’ll uncover:

• The gases heating our world (Chemistry)

• The energy flows that shape our climate (Physics)

• The ecosystems and lives most at risk (Biology)

Most importantly, you'll explore how to solve the climate crisis as: "Science isn't just about learning what is, but about imagining what could be".

This is your chance to deepen your understanding of climate change and pose potential strategies to help mitigate against and nullify the outcomes of climate change.

Climate change is one of the most pressing global challenges of our time. It affects ecosystems, economies, and communities across the planet — and it is scientifically complex, interdisciplinary, and deeply relevant to young people’s futures.

This activity is designed to:

• Bridge subjects: It links key areas of the AQA GCSE Biology, Chemistry, and Physics specifications, showing students how scientific disciplines work together to understand and address environmental issues.

• Build scientific literacy: Students explore the greenhouse effect, energy transfers, carbon footprints, and ecosystem impacts using real-world data and practical modelling.

• Foster agency: The activity moves beyond passive learning. By engaging in debate, group research, and solution-focused tasks, students consider their role as informed global citizens.

• Address emotional engagement: Climate change can provoke feelings of anxiety, hopelessness, or apathy. This activity encourages critical thinking and constructive action, empowering students with knowledge and practical strategies.

It supports:

• Science curriculum goals of applying knowledge, interpreting data, and evaluating solutions.

• Cross-curricular learning through geography, citizenship, and PSHE links.

• Future-readiness, equipping students with tools to understand and contribute to sustainability efforts in their personal and professional lives.

By integrating data, discussion, and design, this activity brings science to life in the context of one of humanity’s greatest shared challenges — making classroom learning both meaningful and motivational.

Research task leading to improved critical analysis abilities - critical pedagogy.

Opportunities for purposeful practice

Collaborative work, putting oracy at heart within their groups.

Working with student voice, putting them at the centre of what we're doing, allowing students to voice their concerns and use research to show their learning to other pupils.

Metacognitive enhancement - a task where students are able to do their own research and write a presentation for their peers allows them to reflect on how they learn.

• Demonstrate knowledge of scientific ideas (e.g., greenhouse gases, ecosystems).

• Apply knowledge to unfamiliar contexts (e.g., interpreting climate data).

• Analyse information and evaluate methods and evidence.

• Present information visually and verbally in an organised and structured way.

Presenter award

Teamwork

Confidence

Ingenuity

IT Skills

Application

These will then be put on a certificate for them at the end of the day