Resources for Key Stage 2resources.hwb.wales.gov.uk/VTC/2008-09/esdgc/getting-you-going/… ·...

Resources for Key Stage 2 Themes Consumption and Waste Identity and Culture Wealth and Poverty (Natural Environment) Choices and Decisions Climate Change (Health)

Consumption and Waste

H Oxfam Educationwww.oxfam.org.uk/education

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Global Citizenship in the Whole School: Ages 7-11 Lesson plan 4: Sustainable living sourcebook

Age group: 7 - 11 Aims:

For pupils to begin to understand the relationship between people and the environment, to be aware of finite resources, to present a reasoned case, and to feel a sense of responsibility for the environment and the use of resources.

What to do: This activity could continue over several sessions. You will need:

• The worksheet: concepts of sustainable development (below) • some information on ideas for sustainable living (more can be gathered as part of the

work); • paper and crayons; • scissors and glue.

As a class, look at some definitions of sustainable development. Discuss the meaning and implications of this for humankind and more specifically for each individual in the class. Discuss the idea of producing a class 'sustainable living sourcebook' - a resource full of ideas and information about how we can live more sustainability. On completion, it could be exchanged with a school elsewhere to compare local approaches to sustainable living. Divide the class into three. Give each third responsibility to find out about how we can live more sustainability for one of the following situations:

• at home; • at school; • in the local community.

Here are some ideas that could be explored: At home and at school:

• ways of saving resources such as paper, electricity, water; • ways of promoting healthy eating; • ways of reducing waste, such as buying snacks with less packaging on them,

composting fruit and vegetable remains;

• ways of reusing and recycling materials, containers, toys, books - for example, washing out and decorating used tins for plant pots, storage containers or sculptures, taking unwanted saleable items to charity shops or jumble sales;

• ways of travelling to school which use few resources. At home:

• ways of buying less - use the library and video hire shop instead of buying too many books or videos, mend things, and make things.

At school:

• information about the present biodiversity of the school habitat, and how it could be increased;

• information about the sustainable development policy of the school, or if there is not one in place, ideas for what could go into one;

• information about a local scrap project for the provision of art materials. In the community:

• information about the practices of local businesses on sustainable development issues such as Fair Trade, use of tropical hardwoods or recycling;

• ways of stating opinion about and raising public awareness of local issues such as the local environment, road-building or house-building schemes, provision of green areas, recycling;

• information about local sustainable development initiatives; • information about sustainable forms of energy such as solar and wind power.

This information can be gathered by pupils in a variety of ways - for example, from books, web sites, newspaper or magazine articles, or by pupils sending emails or faxing questions to relevant organisations, individuals or businesses. Try introducing the topic by inviting a local expert, such as the Local Agenda 21 officer or someone from the local Development Education Centre or an environmental group. The sourcebook could be electronic, with information and images from web sites, printed or imported into a DTP or word-processing package, graphs or pie charts included, and photographs added using a digital camera. Alternatively, the sourcebook could be in the form of a scrapbook, with information printed out from web sites, articles written on computer or by hand, and drawings being cut and pasted into it. The finished sourcebook could be exchanged (electronically or by post) with another school or be displayed locally, perhaps at the local library or Local Education Authority or Local Agenda 21 office. Encourage the local paper or radio station to report the venture and to interview representatives of the class about their ideas and concerns.

Planned outcomes: For pupils to feel committed to sustainable development, to see it as relevant to them, and to learn that they can make act to make a difference.

Curriculum links:

England Scotland Wales

PSHE/Citizenship: - Resources can be allocated in different ways which affect individuals, communities and the sustainability of the environment; to feel positive about themselves and their achievements; to make real choices and decisions; to develop relationships through work; to research, discuss and debate topical issues and problems; to consider social and moral dilemmas; to find information. Maths: - Graphs and charts. Geography: - Improving the environment. ICT: - Analysing data and asking questions; graphical modelling; evaluating information. Literacy Hour: - Year 4, term 1; Year 6, term 1. Science: - Habitats.

PSD: - Independence and interdependence. Environmental Studies: - Developing an understanding of the interaction between people and the Earth's natural environment: land use, resources and change, environmental issues and sustainability; developing informed attitudes; social and environmental responsibility.

PSE: - To take increasing responsibility for their actions; to take an active interest in the life of the community and be concerned about the wider environment; to know how the environment can be affected by human activity. Maths: - To collect and represent discrete data using appropriate graphs and diagrams. Geography: - To investigate ways in which people attempt to look after the environment through sustainable development; to understand the individual's responsibility for the environment. English: - Reading - to find information in books and ICT-based sources; to read and use a wide range of sources of information. - Writing -to write in response to more demanding tasks and a wider range of purposes.

Global Citizenship in the Whole School: Ages 7–11 Worksheet: Concepts of sustainable development

Seven key concepts of sustainable development (Panel for Education for Sustainable Development, 1999) 1. Interdependence Understanding how people, the environment and the economy are inextricably linked at all levels from local to global. 2. Citizenship and stewardship Recognising the importance of taking individual responsibility and action to ensure the world is a better place. 3. Needs and rights of future generations Understanding our own basic needs and the implications for the needs of future generations of actions taken today. 4. Diversity Respecting and valuing both human diversity (cultural, social and economic) and biodiversity. 5. Quality of life Acknowledging that global equity and justice are essential elements of sustainability and that basic needs must be met universally. 6. Sustainable change Understanding that resources are finite and that this has implications for people's lifestyles and for commerce and industry. 7. Balance Understanding of uncertainty and of the need for precautions in action. Cardiff Council's view of sustainable development: "Our collective activities and behaviour contribute to international problems such as global warming, climate change and deforestation. Our local actions, for example in what we buy can have positive and negative consequences for communities living elsewhere in the world where these goods are produced." Cardiff Council, Local Sustainability Strategy for Cardiff, 2000

- A Sustainable Lunch Box

The ‘Sustainable Lunch Box’ unit aims to introduce young children to sustainable development and links well with the Geography QCA Unit 17 – The Global Eye. It also links well with aspects of the Citizenship curriculum. What is meant by Sustainable Development?The concept of sustainable development emerged in the 1980s when it was realised that human activity and a growing population was threatening the world’s natural resources. ‘Sustainable development is about effective protection of the environment, the prudent use of resources and ‘ensuring a better quality of life for everyone now and for generations to come.’ (Government Sustainable Development Strategy, July 1999) Education for Sustainable Development (ESD) Over the last few years there has been a growing emphasis in schools on Environmental Education and issues based on sustainable development. Schools are aiming to give children an awareness of the world as a whole and their place in this world. Pupils are encouraged to develop an understanding of the interdependence of all life on earth and the consequences of our actions and decisions both now and in the future. By teaching about sustainable development we, as educators, aim to develop a respect for the world and its resources. Young people will be the decision makers of the future. They need to learn about how they can manage the earth’s resources for the future.

‘Education for sustainable development enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future.’ The National Curriculum 1999 Government Panel for Sustainable Development Education 1999

Young people care about their future. Education for sustainable development can help children to understand that they are not powerless, but that they can contribute in a positive way and begin to make a difference to the world for the future.

http://www.english-nature.org.uk 1

The Sustainable Lunch Box This unit of works aims to introduce children to the concept of sustainable development through lunch boxes. By looking at the contents of lunch boxes and the waste generated by them, children are encouraged to think of ways of improving a lunch box to make it more sustainable. Through this topic, children are given the opportunity to evaluate what they are doing as individuals and how this can affect the wider picture. We can begin to encourage children to change their attitudes and to think about what they can do to make a difference. How does this unit teach about Sustainable Development? This unit looks mainly at introducing young children to the concept of ‘Reduce, Reuse and Recycle’. By learning about these principles and then applying them to their lunch box, they are encouraged to see how they can begin to make a difference to the amount of waste produced in their school. They learn about how much packaging is used and the rubbish that is produced children are asked to evaluate their waste and to think about ways in which they could lessen this. Through an understanding about what happens to all this rubbish and the implications of large landfill sites, children begin to see how they can help to make a difference and have responsibility for improving their environment. The children are then asked to re-design their lunch box to make it more ‘sustainable’. Links with parents are encouraged, so that the child can share ideas and have a say in the contents of their packed lunch. How can I further develop this idea? This unit only really deals with the packaging and ‘waste’ content of the packed lunch boxes. There are numerous other avenues of study to further teach about sustainable development: Choice of food – a local source? The actual choice of food can be important. Encourage children to think about fruit, especially apples. There are many apples grown in Britain, but a supermarket stocks apples from all over the world. Ask the children which apple they would want in their ‘sustainable’ lunch box and why. Discuss how an apple from South Africa reaches here. Think about the ‘Food Miles’ involved - the cost and the fuel and the pollution produced by aeroplanes bringing fruit from abroad that can be obtained from this country. Encourage the children to think about the orchards in this country and the habitats and biodiversity within these orchards. (Biodiversity refers to the variety of living things on our planet and their interdependence). Choice of food – is it organic? This is a vast topic, but can be touched upon within this unit. Do children understand what is meant by ‘organic’? Organic products are grown without the use of artificial pesticides or fertilisers.


Discuss with the children why an organic product might be preferable. If no pesticides are used, then this will have an impact on the wildlife in and around the area that the food is grown. Again, think about the biodiversity of the area and how it might be affected by use of pesticides. The children could find out what organic products are available in their supermarkets and how prices compare. For many people, an organic option is difficult because of the cost. Many farmers are very careful with any pesticides that they use and only use the bare minimum needed. They farm traditionally and are sympathetic to nature. English Nature supports this type of farming. Apple varieties Children can carry out research in a local supermarket, or on the Internet, to find out about all the different varieties of apples available. Which are grown in Britain? Tasting sessions can be arranged, so children can compare the different apples and their flavours. This aspect can then link to Science Unit 2C – Variation. What are the most popular varieties of apple? In many cases, some of the old traditional apples are disappearing, because people are opting just to buy varieties such as Cox and Golden Delicious. Choice of food – how healthy is it? Again, this is a vast topic, but the health aspect of a packed lunch can easily be incorporated into this unit and, if possible, linked in with the Science units on this topic. Encourage children to think about their choices of food content and how this will impact on their health. It is important to educate children about sustainable development in such a way that they feel empowered, knowing that they can do something to begin to make a difference. They need to understand that it is their generation that will have responsibility for the planet in the future. They are the ones who can make a difference.

‘Our biggest challenge in this new century is to take an idea that seems abstract – sustainable development – and turn it into a reality for all the world’s people.’ Kofi Annan



Mike and Annabel’s packed lunches

• To analyse the contents of two lunch boxes and understand how they are different. • To appreciate that rubbish is left over and that this rubbish is mainly packaging. • To sort the rubbish and appreciate that one child has a lot more rubbish than the other.

Activity Sheet 1 – Mike and Annabel’s Packed Lunches. Activity Sheet 2 – Whose rubbish is whose? Large sheets of paper for group activity / discussion.

Split the children into groups of 4 – 5 and provide them with a large sheet of paper. Ask the children to list all the different types of food and drinks that might be used in a school lunch box. Once completed discuss with the children the different ways that these items could be sorted. Ask the children to sort their items into the following groups:

• Pre-packed food like crisps and chocolate bars. • Items that come in recyclable containers. • Items that have no packaging like fruit. • Food or drink in a reusable container, such as a plastic box or drink bottle.

Introduce Activity Sheet 1 to the children. Allow them time to look at the contents of each of the lunch boxes and to discuss how the two lunch boxes are different. Give the children Activity Sheet 2. This shows the rubbish from the two packed lunches. The children must work out whose rubbish is whose and draw it in the appropriate bin. Discuss the differences with the children. Why has Mike got less rubbish than Annabel? Look again at the lists that the children made earlier. In which group was there the most types of food? Discuss how most of the rubbish is packaging. How has Mike cut down on packaging in his packed lunch box?


http://www.english-nature.org.uk

Activity Sheet 1

Grapes in a plastic bag

Yoghurt in a plastic yoghurt pot

Sandwiches wrapped in foil

Packet of crisps

Chocolate biscuit in a plastic wrapper

Carton of fruit juice

Cardboard box of raisins

Two ham rolls in a plastic container

Biscuits in a plastic container

Plastic container of yoghurt

Crisps in a container with a lid Plastic bottle

of juice

Apple

Activity Sheet 2

Raisin box Straw

Drink carton

Apple core

Biscuit packet

Crisp packet

Plastic bag

Yoghurt pot Ball of foil

Left over ham roll

who it belongs to.

Draw Mike’s rubbish in his bin and draw Annabel’s rubbish in her bin.

Look at the rubbish on the table and decide

This is the rubbish left on the table after Mike and Annabel ate their packed lunch.



What a load of rubbish?

• To understand what is meant by, ‘Reduce, Reuse and Recycle’. • To understand where most of our rubbish ends up (landfill sites). • To analyse the rubbish contents of two lunch boxes and to sort this rubbish into groups. • To understand why we need to cut down on the waste we produce.

Activity Sheet 3: What a load of rubbish? Activity Sheet 4: ‘Eco-friendly’ Lunch Box.

Introduce the children to the ‘3 Rs’ – Reduce, Reuse, Recycle. Reduce – Explain to the children that we must try and reduce the amount of waste we produce. This could mean trying not to buy things with a lot of packaging. We can reduce the amount of rubbish we produce by reusing and recycling. Reuse – Ask the children to think of things that they throw away that they could reuse. This could be anything from plastic shopping bags to jars. We often throw away

things that we could reuse in a different way…. a chipped mug could be used for a plant….a glass jar could be used to store pencils. Encourage the children to think of ways in which they could reuse things that they would usually throw away.

Recycle – Discuss with the children what ‘recycle’ means. Think about what materials are most easily recycled (paper, glass, etc). Find out what recycling facilities are available within your area (www.recycle-more.co.uk has a page where your area postcode can be entered and it will tell you about recycling in your area). Explain to the children that we use natural resources, such as oil and aluminium ore, to make things like plastics and aluminium drinks cans. When we have used up these natural resources, they will be gone forever. By recycling, we slow down the need to use these resources, saving them for the future.

Discuss with the children where they think their rubbish goes after the dustbin men have picked it up. Explain that most goes to landfill sites. These are huge holes in the ground where rubbish is buried. There are already over 1,500 landfill sites in operation, each taking nearly 80,000 tonnes of rubbish each year. Explain to the children that this can’t keep happening. Gases are given off from these areas can damage the ozone layer and this can


contribute to climate change. Also, poisonous liquids drain from landfill sites and can harm rivers and streams. Tell the children that every plastic bag buried in a landfill site takes over 500 years to decay! We use over 150 million plastic bags each week! English Nature has a policy statement about Waste Management and this can be downloaded from the website. This explains how English Nature support the ‘Reduce, Reuse and Recycle’ message and how a sustainable approach to waste management must be sought. This must try to: • Minimise the loss of habitats and natural features. • Avoid any impacts of Sites of Special Scientific Interest (SSSIs). • Prevent hazardous substances from entereing the environment and making sure that

levels of other pollutants are kept within certain limits. • Restore land affected by waste disposal to enhance or create new wildlife habitats. Explain that the only way that we can stop the need for such huge landfill sites is by us throwing less away by Reducing, Reusing and Recycling. Explain that they are going to start thinking about this by looking at the rubbish in the two example packed lunch boxes and by thinking about how some of that rubbish might be reduced. Use Activity Sheet 3 to analyse the packaging waste in the two packed lunch boxes. Explain to the children that, for each of the food items, they must think what the packaging was and whether it could be reused, recycled or whether it would have to be thrown away and end up at a landfill site. Discuss the findings with the children and then summarise their findings using Activity Sheet 4. Explain that a sustainable lunch box is one which we aim to save the environment by reusing or recycling so new materials do not have to be made.


Activity Sheet 3

Complete these two tables to show what packaging was used in the children’s lunch boxes. Then decide whether the packaging can be reused in the lunch box, recycled or whether it

will have to go to a landfill site. Some of the table has been completed for you.

Mike’s Food Packaging used Can it be reused?

Can it be recycled? Landfill

Rolls Plastic container

Crisps

Yoghurt

Drink

Biscuits

Apple None

Annabel’s Food Packaging used Can it be reused?

Can it be recycled? Landfill

Sandwiches

Crisps

Yoghurt Plastic yoghurt pot

Drink

Biscuit

Raisins

Grapes Plastic bag


Activity Sheet 4

Look at Mike and Annabel’s packed lunch boxes and the tables that you filled in.

Who has the most sustainable lunch box? Fill in your comments into the empty lunch boxes. Explain why you think the lunch boxes are or are not sustainable.

I think that Mike’s lunch box …

I think that Annabel’s lunch box …



How Sustainable are our packed lunches?

• To analyse the contents of their own packed lunches. • To sort the rubbish left from their lunches into one of four categories. • To weigh the different categories of waste and undertake a series of calculations based

on these. • To appreciate the volume of accumulated waste generated by one class and that

produced by our population as a whole.

Activity Sheet 5: Are our packed lunches sustainable? Activity Sheet 6: Class rubbish – how much do we waste? Weighing apparatus, plastic gloves, plastic bags for rubbish. Calculators.

For this lesson, the children will analyse their own packed lunches and the waste generated by them. They will need be aware of the safety aspects of this activity and wear plastic gloves, if possible, or ensure that hands are washed after the activity. Explain to the children that they must remove the rubbish from their packed lunches and then use Activity Sheet 5 to list their waste. They must think about whether this waste could be reused (a plastic drinks bottle), recycled (a plastic yoghurt container), composted (an apple core) or whether it would have to be thrown away. Once this Activity Sheet has been completed, then use labelled plastic bags to gather all the different categories of rubbish together to be weighed. Once it has been weighed, the children can complete Activity Sheet 6. This sheet involves the children working out the mass of the waste produced from their lunches in one day, one week and one year. They can then calculate how much might be produced within their school in a day, week and year. Encourage them to see the bigger picture of how much waste that might mean in their county or the whole country. Aim to begin to make the children aware of how they are contributing to the waste problem in this country and what a difference they can make if they begin to think about what they throw away that could be reused, recycled or composted.


Activity Sheet 5

Food Packaging used or rubbish left over

Can I reuse it?

Can I recycle it?

Can I compost

it? Landfill?

Empty all the rubbish from your packed lunch box onto the table. Normally, you would probably throw all this away.

Look again at the rubbish and decide which could be reused, which could be

recycled and which could be composted. If the answer is ‘no’ to all of these,

Use the table to fill in the boxes below.


Activity Sheet 6

For this activity, you will have to gather all the rubbish from all the packed lunch boxes in your class. You will need to weigh the rubbish to find out how much rubbish could be recycled, how much could be composted and how much would be thrown away. Do not

include the items that could be reused. These are not rubbish if you are going to reuse them.

Weigh all the rubbish and then use the information to fill in this table.

Mass of recyclable items

Mass of compost items Mass of landfill waste Total mass of waste

Class waste in one day

Class waste in one week (5 school days)

Class waste in one school year (39 weeks)

If each class in your school had the same amount of packed lunch waste each day as your class, can you work out…



My sustainable lunch box

• To use the knowledge they have gained from the work so far to evaluate their packed lunch and think of ways that they could make it more sustainable.

• To appreciate that each individual person can make a difference. • To encourage children to think about ways in which they could help to influence the

choices they and their parents make when making their packed lunch. • To encourage children to evaluate their waste at home and school.

Activity Sheet 7: My sustainable lunch box.


Discuss with the children what they discovered after evaluating the ‘rubbish’ contents of their lunch boxes. Were they surprised by the amount of rubbish that they would have thrown away that could be reused, recycled or composted? Encourage the children to think about the changes that they would like to make to their packed lunch. How could they make it a more sustainable packed lunch? Use Activity Sheet 7 to allow the children to redesign their packed lunch box. Encourage them to label their contents, highlighting the changes that they feel they could make. Encourage them to re-evaluate their rubbish at home and at school. How could they cut down on what they throw away and help the environment? Follow-up activity Work with the class to compose a letter home to parents, explaining the work that the children have undertaken and the changes that the children would like to try and make to their packed lunches. Encourage the children to further explain their findings to their parents and to play an active role in the choice of contents for their packed lunch boxes. Possible simple changes could include:

• Buy a large pot of yoghurt and fill up a reusable container each day. • Buy a large packet of crisps and use a reusable container every day. • Put sandwiches in a reusable plastic box, rather than using a plastic bag or foil • Don’t put fruit in a separate bag, but have it loose in the box. • Recycle anything you can rather than just throwing it away.


Activity Sheet 7

What changes are you going to make to your lunch box? Draw in the contents of your new, improved, sustainable lunch box and label the changes you are going to try and make.

polythene: bags of trouble A literacy activity addressing key elements of the National Literacy Strategy (NLS) while encouraging children to reflect on the implications of banning plastic bags to protect the environment

Relevant elements of the Year 6 NLS Teaching Programme NLS reference: Term 2: Non-Fiction Reading comprehension: 15 to recognise how arguments are constructed to be effective, through, e.g.: •The expression, sequence and linking of points •The provision of persuasive examples, illustrations and evidence •Pre-empting or answering potential objections •Appealing to the known views and feelings of the audience Writing composition 18 to construct effective arguments: •developing a point logically and effectively •supporting and illustrating points persuasively •anticipating possible objections •harnessing the known views, interests and feelings of the audience

Global citizenship aims of the polythene bag ban activity ü To encourage children to think critically and use available evidence

to present a reasoned case

ü To help children detect bias, opinion and assess different viewpoints

ü To help children understand the relationship between people and the environment

ü To promote a sense of responsibility for the environment and the use of resources

ü To begin to recognise the consequences on others of choices made

ü To equip children with the knowledge and understanding to empower them to take positive actions which ensure greater social justice and protect the environment

These aims are based on the Oxfam Curriculum for Global Citizenship, available from Oxfam Education, 274 Banbury Road, Oxford, OX2 7DZ

Suggested lesson structure Whole class reading comprehension The focus of this activity is on critically evaluating a piece of non-fiction journalistic writing for the construction of arguments, persuasive examples and how different points of view and potential objections are handled by the writer. All of this is set within the context of a global environmental problem. The text can be used to consider the following questions. (Suggested answers are in italics) 1. The writer begins by stating that the ban on polythene bags is to save the city of Dhaka from ‘imminent environmental disaster’. What persuasive examples does he use as evidence for this? ‘…millions of polythene bags disposed of every day…clogging Dhaka’s drainage system…’ ‘Every day nearly ten million polythene bags are disposed of by Dhaka residents’ ‘…an overcrowded city which is already suffering from high levels of air pollution and other kinds of environmental hazards’. The writer, although not using any direct quotes, uses different groups to present the arguments: the Government Environment Minister, Environmental groups, Dhaka residents.

2. Is the article balanced or is it biased in favour of a particular viewpoint ? Whether the article leans in favour of ‘environmental groups’ and the government ban is questionable. However, the article puts several points of view from different groups: the government, environmental groups, and residents. It reports the government’s view - that plastic bags are a danger because they clog up the drainage; the worries of environmental groups – worried that government will not enforce the ban; the views of residents – who find the polythene bags useful and cheap and suggests that 18,000 workers who make polythene bags will have to lose their jobs.

3. Who might object to the ban? At which points in the article does the writer pre-empt possible questions or objections? He answers possible objections from residents about what they will use instead (‘…promoting jute bags as an alternative to polythene and people have responded positively’) and concerns from people about job losses (‘[the government] had to think of alternative employment for nearly 18,000 workers…’) Additional contextual questions: Why are polythene bags a problem? Polythene is a form of plastic and it is non-biodegradable: it won’t rot. Why are polythene bags such a big problem for the city of Dhaka? Dhaka is prone to severe flooding and when polythene bags block drains water will be prevented from running away so making flooding worse. Group or independent writing task The writing activity identified below can be completed within or outside the Literacy Hour framework. See also Bags of plastic facts on back page

$"$ Writing task $"$ The article by Moazzem Hossain mentions a ‘massive publicity campaign’ to persuade the public not to use polythene bags. Imagine you are to launch a campaign to try to prevent people in the UK using polythene bags: • Discuss and decide what arguments you would use to try to persuade people not to use polythene bags. • What would you suggest people use instead? • Who do you think would object? What arguments would they use? How would you argue against these

objections? Having thought about these questions and worked out some solutions to them, design a leaflet to try and

Flexibility: The text and suggested activities given here for Year 6 could equally be relevant to Year 5, Term 3 Non-fiction. Reading comprehension involves examining writing which informs and persuades and writing comprehension involves constructing an argument to persuade others of a point of view.

The great poly-bag ban The following article was written by Moazzem Hossain, a BBC journalist working in Dhaka, the capital city of Bangladesh

The Bangladesh Government has begun enforcing a complete ban on the sale and use of polythene bags in the capital Dhaka. Environment Minister Shahajahan Siraj says the decision has been taken to save the city from an imminent environmental disaster. Environmental groups say millions of polythene bags disposed of every day are clogging Dhaka's drainage system and posing a serious environmental hazard. Polythene shopping bags were introduced into Bangladesh nearly two decades ago, quickly replacing jute bags traditionally in use in every household of Bangladesh. A recent study says that in Dhaka an average household uses about four polythene bags a day. Every day nearly ten million polythene bags are disposed of by Dhaka residents. These disposed polythene bags have posed a new environmental threat for an overcrowded city which is already suffering from high levels of air pollution and other kinds of environmental hazards.

The Environment Ministry has launched a massive publicity campaign to persuade the public not to use polythene bags. Environment Minister Shahajahan Siraj says the campaign has been successful in raising the awareness of the public about the hazards of the bags. Mr Siraj says they are promoting jute bags as an alternative to polythene and people have responded positively. Despite the campaign, a large number of Dhaka residents were seen on Tuesday using polythene bags which they say are user friendly and cheaper. Environmental groups say that, without tougher environmental legislation, it will be very difficult for the government to attain any success in its fight against polythene. Mr Siraj said the government would propose a bill in the next session of the parliament to ban the production of polythene bags. He warned the measure could take some time as they had to think of alternative employment for nearly 18,000 workers now employed in the industry.

Further resources The following titles offer opportunities for further activities on issues of waste and recycling for KS2. Protecting our environment: a practical guide to waste minimisation. A resource pack for Key Stage 1 & 2 produced by the Tower Hamlets Waste Education Project. Features a host of facts and figures on waste as well as pupil activities and curriculum links. Available from HEC (contact details on back page) Price: £14.95 inclusive of post and packaging. The Dustbin Pack. A resource for Key Stage 2 produced by Waste Watch. Contains teachers notes, children's fact sheets and activities on waste and its impacts and the potential for reduction through reuse and recycling. Available free to schools (contact details on back page)

Feedback on these activity ideas would be much appreciated. Comments can be sent to HEC or your local DEC or made via the Global Footprints website.

Useful websites on waste and recycling Waste Watch: www.wastewatch.org.uk Click on schools and kids, then ‘Fun for kids’ option for games, activities, quizzes, facts and figures on waste. Recycle-more: www.recycle-more.co.uk/b2s/intro.html A schools section of the site for both teachers and pupils who want to learn more about how to tackle waste. Includes activities, games and information on waste and recycling. Environment Agency: www.environment-agency.gov.uk/kids contains information, environmental games, and animations for children on waste and other environmental issues.

Bags of plastic facts Plastic, plastic everywhere:

On land… ♦ Twelve billion plastic bags are handed out to shoppers in Britain every year,

that’s about 400 bags per adult each year ♦ Most plastic bags end up buried in a landfill site where they will never rot And at sea… ♦ Turtles often die because they swallow plastic bags that end up floating in the

sea ♦ Seabirds are often found with plastic fragments in their stomachs and plastic

molecules in their muscles. ♦ In California sea lions often end up in with plastic wrapped around their necks Getting tough in Bombay, India… ♦ Plastic bags have been banned for similar reasons to Dhaka. They litter the

streets and block the drains, causing floods when the heavy rains fall ♦ Traders at vegetable markets now hand out recycled paper bags instead. This

is a good way of using old paper and the bags are biodegradable (they will rot)

♦ Shops found giving out plastic bags or factories found making them can be closed down for a month as a punishment

Further ideas, contacts and information

Further information about waste The following organisations will be able to provide further information on waste and reycling Oxfam 274 Banbury Road, Oxford OX2 7DZ Tel:01865 313600 Produce a range of global citizenship education packs. Education catalogue contains extensive range of resources across the curriculum. To order phone 01202 712933. Also have a website dedicated to teachers and children which contains information and activities: www.oxfam.org.uk/coolplanet Friends of the Earth 26-28 Underwood Street, London N1 7JQ Tel: 020 7490 1555 www.foe.co.uk Produce information sheets and other resources suitable for young people on all environmental issues including waste and recycling. Waste Watch Europa House, Ground Floor, 13 - 17 Ironmonger Row, London EC1V 3QG Tel: 0870 243 0136 www.wastewatch.org.uk A national charity with cross-sector support which aims to educate, inform and raise awareness on waste reduction, reuse and recycling. Eco schools Tidy Britain Group, The Pier, Wigan, WN3 4EX www.eco-schools.org.uk A Europe wide project designed to encourage whole-school action for the environment. Operate an award scheme for schools who adopt an action plan to make environmental improvements in the school community

Development Education Centres (DECs) This resource has been produced by the Humanities Education Centre, a DEC in Tower Hamlets, with contributions from other DECs. Your local DEC will be able to provide a range of exciting resource ideas for the teaching of Global Citizenship. To find your nearest DEC contact: Development Education Association, 29-31 Cowper Street, London, EC2A 4AP % 020 7490 8108 e-mail [email protected]

Your local DEC :

School Waste Reduction Action Plan Here are some ideas that might be included in an action plan to reduce waste in school: ♦Set up a recycling scheme for paper in the school ♦Ensure both sides of all paper is used before paper is recycled ♦Use scrap paper for rough work and casual notes ♦Reuse envelopes ♦Have separate bins in the playground and in classrooms for different

types of rubbish ♦ Decant or make up drinks from large bottles and put them into smaller reusable bottles rather than buying individual cartons/cans/bottles ♦ Avoid heavily packaged food for packed lunches; use a lunch box which can be reused again and again rather than tin foil or plastic

♦ Reuse plastic pots, trays and other packaging for storage of classroom equipment, in artwork or for growing plants in

♦Make sure that a collection/recycling method exists in school for the collection of glass and aluminium cans or encouraging children to take cans home for recycling ♦Ensure that reusing and recycling of old/outgrown clothes is encouraged, e.g. second hand collections available to children, collection of old clothes for charity shops ♦Encourage children to save old toys for charity or for school fetes or

Identity and Culture.



Global Citizenship in the Whole School: Ages 7-11 Lesson plan 2: Our links round the world

Age group: 7 - 11 Aims: For pupils to appreciate the contribution of different cultures, values and beliefs to their lives; to begin to understand trade between countries; and to have a growing interest in world events. What to do: You will need:

• an A4 copy of the ‘Think of’ worksheet (below) for each pair of children; • pencils; • a globe or map.

Give each pair a copy of the table. Ask the pupils to discuss each question and add their answers. In every case, there is more than one answer. In a whole class session, share and discuss the answers. This gives you a chance to challenge stereotypes and to move pupils' thinking onwards: a language spoken in the UK could of course be Welsh, Irish, Scottish or English, but could equally be any of the hundreds of other languages spoken here. Similarly, there are a huge number of places where rice is eaten in the world, including the UK. This work could be followed up by different pupils finding out more about one of the questions, for example, a charity which works overseas, or a country they have heard about, and sharing that with the class. Another version of this kind of activity, referred to as 'Globingo', involves the pupils moving round the room and finding people who can give an answer - their name is then written in the box.

Planned outcome: That pupils become aware of some of the many links between countries, and that these crop up in their daily lives.

Curriculum links:


PSHE/Citizenship: - To recognise the role of pressure groups; to recognise and challenge stereotypes. Geography: - Passport to the world - learning about different places.

PSD: - Tolerance and respect. Environmental Studies: - Developing informed attitudes; interdependence in a local and global context; people and places.

PSE: - To enable pupils to value and celebrate cultural difference and diversity. Geography: - Places - understand and realise the interrelationships within the wider world in terms of decision making and Global Citizenship.

Global Citizenship in the Whole School: Ages 7-11 Worksheet: Think of...

A fruit or vegetable that was grown in the UK

A language spoken in the UK

Something that comes from the rain forest of Brazil

A pressure group or charity which works overseas

A country where rice is eaten

Something you know about a country in Asia

Something you are wearing that was not made in the UK

A country you have read about or heard about

A famous person from a country in Africa



Global Citizenship in the Whole School: Ages 7-11 Lesson plan 3: Where is this place?


For pupils to gain an awareness of the nature of prejudice and ways to combat it, be able to detect bias, opinion and stereotypes, and feel empathy towards others locally and globally.

What to do: This activity is adapted from Speaking for Ourselves, Listening to Others published by Leeds Development Education Centre. You will need:

• a copy of the 'Where is this place?' - statements worksheet (below). • some photographs and information about a country you have chosen, preferably one

the pupils do not know much about. In a whole-class session, ask pupils to describe the country you have chosen. Discuss where they got their information, and if they think it is true. (Ensure you counter negative stereotypes if they arise.) Tell the pupils some interesting facts about he country and show arrange of photographs. Discuss how the initial views and the reality may differ. Give out two different sets of statements from A, B, C and D to each pair of pupils. First, ask each pupil individually to decide which country is being described on their paper, giving reasons for their decision. They swap statements with their partner, and come up with a suggested country and reasons for their decision for this statement. Then they join with their partner and compare answers and reasons. In a plenary session, ask pupils to share their thoughts. When each group has been heard, tell them that all the phrases represent views of England (use Britain if you prefer). They came from Kenyan girls (A) and boys (C) and Greek boys (B) and girls (D). Is anyone surprised? Why? Stick the statements onto a chart with two columns: Those that they think do describe England, and those that they think don't. Talk about where the views may have come from - for example, the media, films, tourists, school textbooks.

Planned outcomes:

That pupils begin to appreciate that misconceptions about others occur throughout the world; that they begin to understand the importance of questioning information and stereotyped views.

Possible extension work:

Ask the pupils, working in pairs, to think about how they would portray their locality using 8-10 photographs and descriptions, to give an accurate picture of it to someone living elsewhere. Would they include a run-down area? A homeless person sleeping rough? A stately home? What are the reasons for their decisions? If possible, enable them to take digital or conventional photographs of some of the areas they feel they should include. Use these to make up a Locality Book, either computer or paper based. These could be swapped with a partner school, either within or outside Britain, via email or post.

Curriculum links:


PSHE/Citizenship: - To think about the lives of people living in other places; to recognise and challenge stereotypes. Geography: - Passport to the world - learning about different places. Literacy Hour: - Year 6, term1. ICT: - Information about the school's locality could be put on a school website.

PSD: - To identify, review and evaluation the values they and society hold and recognise that these affect thoughts and actions. Environmental Studies: - People and place; developing informed attitudes. English: - Talking about opinions.

PSE: - To express their views and ideas confidently and take part in a debate; to value and celebrate cultural difference and diversity. Geography: - Places - understand and realise the interrelationships within the wider world in terms of decision making and Global Citizenship. Oracy: - To listen and respond to a range of people; to qualify or justify what they think after listening to other opinions.

Global Citizenship in the Whole School: Ages 7–11 Worksheet: Where is this place?

A

They eat frogs and snakes. There are no pickpockets.

There are no black people. Guns come from there.

B

There are big forests. They have large roads.

They have beautiful coins. They have very tall mountains.

C

Their policemen wear red and black uniforms.

They live in flats. There are many factories.

There are lots of churches and hospitals.

D

There are lots of old things. They have a nice climate.

There are many shops. It has a large population.

The people speak a beautiful language.



Global Music Lesson Plans

Curriculum links for age range 7–11 years

Activity Knowledge, skills and understanding for the Music curricula in England, Scotland and Wales

Patterns – Islamic Art

Pupils will learn:

• that music, like pictures, can describe images /moods • to relate sounds to visual images • how sounds can be combined to make textures • how mood and emotion can be illustrated in music • how pitched sounds can be combined • how rhythmic sounds can be combined • to use sounds expressively

Odd One Out Pupils will learn:

• what is meant by the term ‘lyrics’ and how they can reflect the time and place in which they were written

• that lyrics have a social and cultural meaning • how melody reflects the lyrics • how musical structures are used in song

Singing Games Pupils will learn: • to sing and play a range of singing games • that singing games have specific musical and other

characteristics that contribute to their success • to clap/tap the pulse and how to create rhythmic ostinati

Songs of Greeting Pupils will learn: • about rhythmic patterns and repeated rhythmic patterns • that repeated patterns are often used in music • to compose music using rhythmic ostinati based on a spoken

phrase

Tempung Ketan Pupils will learn: • about cyclic patterns • how different patterns can fit together



Global Music Lesson Plans Lesson 1: Patterns – Islamic Art

Age group: 7–11 Time required: Two 50 minute lessons

Activity: Composing music using Islamic patterns as starting points. Aims:

• To explore how music, like pictures, can describe images /moods. • To explore how sounds can be combined to make textures.

Pupils will learn:

• How to create, combine and extend musical patterns into larger structures. • To cooperate and value the contributions of others. • About the purpose of art within Islamic culture and society.

Web links you will need: • Two images of Islamic patterns, such as from the entrance to the Sala de la Justica in

Seville and this geometric image. • Clips from, or the CD of, Mike Oldfield’s ‘Tubular Bells’ (choose the first sound clip

called ‘Part One’).

Other resources you will need:

• A class set of graphic shapes copied and cut up from the Shapes Worksheet (below) i.e. one shape per group

• of five pupils. • A wide variety of pitched and un-pitched classroom instruments.

http://www.btinternet.com/%7Econnectionsinspace/isltile.jpg


http://www.unicorngarden.com/gallery/nigel/islamic04a.jpg

http://tubular.net/midi/



Useful Information This activity uses Islamic art as a stimulus for composition work. Most Islamic art is decorative – that is, it is used to decorate things, which have a function or use. It is quite unusual to see a painting, for instance, which was just created to be looked at. The ideal in Islamic art would be for an object to be both very useful and very beautiful. Geometric patterns are an important aspect of Islamic artwork and are very often used. People sometimes say that the patterns, which flow on and on, and seem to have no beginning and no end, represent the unending perfection and unity of the universe God created. This cultural and social context is important for pupils to understand, as it is fundamentally different to art in Western culture. This activity links music to Islamic art. Music is often said to be mathematical and its links with patterning require no explanation. In this respect, a meaningful link with another culture is made. When looking carefully at a piece of true Islamic art, one can usually find one small element of the design which is not perfectly symmetrical… this reflects a respect for the fact that only God can create perfection. When creating their music in the activity below, more able pupils might be asked to find a way of expressing such an element in a way that remains pleasing to the ear.



Lesson Plan

Patterns – Islamic art

Starter Divide the class into groups of five or six. Distribute one graphic shape from the six provided on the Shapes Worksheet (below) to each group. Tell pupils that they must not show other groups which shape they have been given. Set the class a three minute commission to compose vocal sounds to match the shape allocated. After three minutes, ask some of the groups to perform their vocal sounds. Display the six graphic shapes to the class and ask the others to match the sound to the graphic shape. Ask individuals questions like: “What helped you to come to your answer?”, “How could the group have improved their sounds?”, “What did you find confusing about the sounds?” Point out that an important part of the lesson will be interpreting shapes and patterns in sound.

Main Show pupils the first image of an Islamic pattern. Ask them where they might expect to see a pattern like this. (This particular pattern is from the entrance to the Sala de la Justica in Seville). What shapes and colours can they see? How would they describe the image? How does the image make them feel? Show pupils a second image of an Islamic pattern. How many recognisable shapes can they pick out? What do they notice about the lines? Point out a) the way in which pairs of lines are mirror images of each other, b) that there are four ‘resultant’ shapes which recur and c) that the lines create symmetrical interlinked patterns within patterns. Point out that these are essential characteristics of Islamic art. Explain that both images are of Islamic patterns. In Islamic culture, art is essentially decorative and is used to embellish items that have a function or use. How does this compare with Western art? Ask pupils to compose a piece to accompany the second image in an exhibition of Islamic art. Point out that, when taken out of context, the pattern consists of horizontal, vertical and diagonal pairs of lines, each mirroring each other in shape. Their melody should be their own interpretation of the picture but should, where possible, contain the same characteristics. Ask the class for their ideas on how to go about this. What sort of musical ideas could they use? What sort of instruments would they use? How could they start their piece? How might it end? What mood will their piece have? What sounds could they use to represent the shapes featured? Listen to each group composition. For each piece, ask a different group to identify specific features that they thought worked particularly well and one aspect that they feel could be improved. Allow each group more time to work on the aspects that were identified as needing more attention and then listen to the final performances. Assess how well each group portrayed the pattern in their music.

Plenary Listen to Mike Oldfield’s Tubular Bells. Ask pupils to adopt the role of an


http://www.unicorngarden.com/gallery/nigel/islamic04a.jpg

http://tubular.net/midi/



Islamic pattern artist and quickly sketch a pattern that describes the music. Select three sketches and ask the individual pupils to explain how their sketches match the music. Can the class think of any music from their own culture that has a specific purpose in the same way as Islamic art? (e.g. fanfares, music for films or adverts, wedding music, music for marching etc.)

Shapes Worksheet

© Oxfam GB 2006 3



Global Music Lesson Plans Lesson 2: Odd One Out – Mexico and USA (Age range 7-11)

Time required: One 30 minute lesson

Activity: Listening to three songs i.e. Mexican Mariachi, Mexican Norteno and American Tex-Mex and discussing which is the odd one out.

Aims: • To explore how the musical traditions of neighbouring countries can influence each

other, and even bring about a new, identifiable genre in its own right – a “fusion” style. • To introduce Latin American rhythms and dance through teaching a basic Bolero

dance step.

Pupils will learn: • About timbre in the context of instruments found in Mariachi and Norteño ensembles. • How to move in rhythm when learning a basic Bolero dance step. • An ‘odd one out’ thinking skills approach to music.

Web links you will need: • Audio file of the Northern Mexican Norteno song ‘Ojios Negros’ by Cornelio Reyna (it’s

the last clip in the list). • Audio file of the Mariachi song ‘El Jilguerillo 1 Cobre’. • Mp3 file of the ‘Tex-Mex’ song ‘He’ll have to go’ by Ry Cooder (costs 54p to download -

there is also a free 30 second sample), from his album ‘Chicken Skin Music’. • Map of Mexico and Southern USA.

http://en.wikipedia.org/wiki/Norte%C3%B1o_(music)#The_sound_of_norte.C3.B1o

http://www.oxfam.org.uk/education/global_music_lesson_plans/7-11/files/mariachi.html

http://music.yahoo.com/release/165354?ev=25023071

http://www.maps-of-mexico.com/picture-of-mexico/map-of-mexico.gif



Useful Information Music has no respect for borderlines. A good example is the way in which the popular and folk music of Northern Mexico (particularly norteño music) and southern Texas have cross-fertilised to create a fusion style known as Tex-Mex. This has been a gradual evolution rather than a rapid discovery by one or other cultures, and is a good example of the way in which music evolves over time, with musicians taking what they need from another culture in order to create something new. Mariachi is a type of musical ensemble from Mexico. The group usually consists of at least two violins, two trumpets, a Spanish guitar, a vihuela (a high-pitched, five-string guitar) and a guitarrón (a small-scaled acoustic bass), but sometimes features more than twenty musicians in total. Norteño is a genre of Mexican music. The accordion and the bajo sexto are norteño's most characteristic instruments. This genre of music is extremely popular in both the United States and Mexico. The use of the accordion is a direct influence of the French Cajun music that evolved in New Orleans and southern Texas. Tex-Mex music is the music of southern Texas. Tex-Mex is a fusion style resulting from the mixing of Texan and Mexican folk and popular styles e.g. Norteño.



Lesson

Plan Odd one out – Mexico and the USA

Starter Introduce pupils to three typical Latin American dance rhythms by chanting them over and over again, and then transferring to instruments each of the phrases below: 1. Ma-ri-a-chi (play on a cow bell). 2. I wear Som-bre-ro (play on a hand drum such as a bongo). 3. Chi-hua-hua dog (play on Maracas). When each rhythm is secure, combine them to create a Latin American percussion beat. Point out that Latin American rhythms are the basis of folk, popular, and dance music from the region. This activity can be enhanced by using a CD track of a Latin American dance that has a moderate tempo, and four beats in a bar as a backing track. Ask pupils to chant the rhythm of the words, clap or tap the rhythms or play the rhythms on instruments over the backing track.

Main Ask pupils to listen to three excerpts from Mexican songs: • A Northern Mexican Norteño song ‘Ojios Negros’ by Cornelio Reyna. • A Mariachi song ‘El Jilguerillo 1 Cobre’ by Mariachi Cobre. • A Tex-Mex song ‘He’ll have to go’ by Ry Cooder. Discuss in groups which song they think is the odd one out and why. Each group should elect a spokesperson to report back to the rest of the class. Note: there are two possible correct answers: A) The Mariachi song has different instrumentation from the other two i.e. the inclusion of trumpets and strings, and a very different mood. B) ‘He’ll have to go’ is from the USA and is a blend (or fusion) of Mexican and Texan music known as Tex-Mex. Both answers should be accepted. However, take this opportunity to point out that ‘He’ll have to go’ is from Texas in the USA whilst the other two are Mexican. Display a map of Mexico and Southern USA and ask pupils why they think the Northern Mexican Norteno song ‘Ojitos Negros’ and the Texan song ‘He’ll have to go’ sound similar. Point out that Mexico shares a border with the USA and that the music of both has crossed over and influenced the other culture. For example, Norteño music has adopted the accordion - an instrument that was introduced into the music of southern Texas by the French community in New Orleans. Similarly, Norteño songs have influenced musicians from Texas, resulting in a fusion style known as ‘Tex-Mex’ music.

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/Latinrhythm1.mid



http://en.wikipedia.org/wiki/Norte%C3%B1o_(music)#The_sound_of_norte.C3.B1o

http://www.oxfam.org.uk/education/global_music_lesson_plans/7-11/files/mariachi.html

http://music.yahoo.com/release/165354?ev=25023071

http://www.maps-of-mexico.com/picture-of-mexico/map-of-mexico.gif



Can pupils think of another style of music that has been influenced by the

music of another culture? Can they think of classroom instruments that come from different cultures? (Maracca & Guiro = Mexico, Tambourine = Arabic countries, Agogo bells = Africa, bongos= Latin America).

Plenary To apply their learning in another context, explain to pupils that a popular dance in Latin American countries is the Bolero, and that many Norteño and Tex-Mex songs are in bolero style. The Bolero dance step is characterised by a slow, graceful step sideways followed by two faster steps forwards (on beats 3 & 4 of the bar). Practice the dance in a line with everyone facing the same way. Finally, perform the Bolero dance step accompanied by the song ‘He’ll have to go’. Ask the pupils which song should accompany the dance?



Global Music Lesson Plans Lesson 3: Singing Games – UK and Botswana (Age range 7-11) Time required: One 50 minute lesson.

Activity: Performing and comparing two children’s singing games: ‘Melon Game’ from Botswana and ‘Good to See You’ from the UK.

Aims: • To introduce a range of singing games. • To explore the common musical and other characteristics that characterise, and

contribute to the success of, singing games.

Pupils will learn: • To identify and respond to changes of meter. • To coordinate singing and movement in singing games. • That children from many different cultures enjoy performing and devising singing

games.

Web links you will need: • Image of a children’s singing game. http://ijea.asu.edu/v3n7/fig2.jpg • Audio files of ‘Good to See You’ and ‘Melon Game’.

Other resources you will need: ‘Good to See You’ and ‘Melon Game’ Activity Sheets (below).

Useful Information Singing games are a feature of almost every culture across the globe, and are a musical tradition that is understood universally. They share common musical characteristics e.g. they are songs that are often made more rhythmically or melodically intricate by the children who perform them and they often include actions (the coordination of which are usually challenging).

http://ijea.asu.edu/v3n7/fig2.jpg

http://ijea.asu.edu/v3n7/fig2.jpg

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/goodtoseeyou.mid

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/melongame.MID

Lesson plan Singing Games – UK and Botswana (age range 7-11) Starter Display the image of a children’s singing game from Ghana (above). Ask

the pupils what they can see and what they think is going on in the picture. Point out that the children are playing a singing game that features clapping. Can they think of any games that they play that involve singing with actions?

Main Performing two children’s singing games Point out that singing games are performed and enjoyed by children from every region of the world. Explain that the class is going to perform and compare two singing game songs. The first is ‘Good to See You’ (above) from the UK and the second is ‘Melon Game’ (above) from Botswana. Teach each song by following the instructions on the Activity Sheets provided below. Making comparisons Discuss with the class what the two songs had in common (e.g. the use of both singing and clapping, coordination challenges, complex rhythms). How were the two songs and games similar and different? Do the class think that children from Botswana would enjoy singing ‘Good to See You?’ Why?

Plenary To help pupils understand the way in which children’s singing games evolve, set the pupils a five minute challenge i.e. in pairs, to perform ‘Good to See You’ but adding their own body sound actions/accompaniment e.g. using claps, finger clicks, slaps on knees, alternating hands etc.

Worksheet: ‘Good to see you!’

Teaching sequence 1. Teach ‘Good to See You’ (above) replacing ‘Cam-bridge-shire’ for an appropriate town, city, county or country. 2. March on the spot whilst singing the song. 3. Ask pupils to count the total number of beats that make up the song. To do this, ask them to work in pairs so that one sings and marches whilst the other counts how many beats there are in the whole song (Answer = 25 beats). 4. Point out that most pieces of music are either in 3 or 4 time so that the number of beats in the piece are divisible by either 3 or 4. Why do they think that this piece is not divisible by 3 or 4? (Answer = because the song mixes 3 and 4 time creating unusual rhythmic stresses – a convention of many children’s singing games). 5. To make this explicit, each time pupils sing the word ‘good’ or the syllable ‘Cam’ from ‘Cam-bridge-shire’ ask them to take a small step forward (returning to marching on the spot with the next syllable).

Extension 6. Ask pairs of pupils to perform ‘Good to See You’, adding their own sequence of body sound actions as an accompaniment e.g. using claps, finger clicks, slaps on knees, alternating hands etc.

Worksheet: ‘Melon Game’

Teaching notes This is a traditional catching game from Botswana that is played using a melon (note: the words of the song have been adapted). The game is accompanied by a simple song that, with each repetition, incorporates the name of each new ‘catcher’. The sequence of actions is described above. Importantly, the song is accompanied by a clapped rhythm that is performed by the participants as they play. Even more complex is the fact that, when performed by children from Botswana, the rhythm is split between different groups of performers. When performed together, the rhythms interlock to form the repeating rhythmic pattern notated above. A simplified grid version of the interlocking rhythms is as follows:

Clapping Rhythms 1 2 3 4 5 6 7 8 9 10 11 12 Part 1 * * * *

Part 2 * * * *



Global Music Lesson Plans Songs of greeting – Congo, New Zealand & UK (Age range 7-11)

Time required: One or two 50 minute lessons.

Activity: Performing and comparing songs of greeting i.e. a Maori Haka, the Congolese song ‘Si, Si, Si’, and the English choral anthem: ‘Welcome, vicegerent of the mighty king’ by Henry Purcell.

Aims: • To introduce what is meant by the term “lyrics” and how lyrics can reflect the purpose,

time and place in which they were written. • To explore how melody reflects the lyrics of a song. • To explore how musical structures are used in song.

Pupils will learn: • To understand rhythmic patterns and repeating rhythmic patterns. • How to compose music using rhythmic ostinati based on a spoken phrase. • How to chant rhythmically and maintain a part in a group of a greeting song.

Web links you will need: • Video of the New Zealand ‘All Blacks’ rugby team performing a Haka. (The best

example is ‘Paris 2004’). http://www.allblacks.com/index.cfm?layout=displayNews&newsArticle=2468

• Recording of ‘Welcome, Viceregent of the Mighty King’ by Henry Purcell (a welcome song for Charles II, 1680). http://www.7digital.com/stores/productDetail.aspx?shop=122&product=9708&sid=233181 This recording can be downloaded at a cost of 99p.

• Further information about the history and performance of Haka (for extension activity).

Other resources you will need: The Haka ‘Uhi Tai’ Lyrics Sheet (provided below). Words, music and midi file of the Congolese greeting song ‘Si Si Si’ (provided on the Si Si Si Worksheet below).

http://www.allblacks.com/index.cfm?layout=displayNews&newsArticle=2468

http://www.allblacks.com/index.cfm?layout=displayNews&newsArticle=2468

http://www.7digital.com/stores/productDetail.aspx?shop=122&product=9708&sid=233181



http://www.newzealand.com/travel/about-nz/culture/haka-feature/haka.cfm

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/sisisi.mid

Useful Information Songs of greeting are a feature of almost every culture across the globe and are a musical tradition that is understood universally. This activity links three very different songs of greeting exploring how a global genre can lead to very different outcomes and styles depending upon the context for which they were composed. Songs of greeting can be joyful, dance-like, energetic, regal, grandiose, celebratory or frightening depending on the context for which they were composed. The Congolese song ‘Si, Si, Si’ is a song of welcome between friends and exemplifies the first of these features. ‘Welcome, vicegerent of the mighty king’ by the English composer Henry Purcell is a song of welcome for a King. The Maori Haka is a ritual chant with actions that is performed at a variety of first encounters e.g. a battle (or more recently a sporting event such as a rugby match) or the meeting and greeting of two tribes and is quite simply intended to frighten the visitors out of their wits!

Lesson plan

Songs of greeting – Congo, New Zealand & UK (Age range 7-11)

Starter Watch the video of the New Zealand ‘All Blacks’ rugby team performing a Haka (above). (The best example is ‘Paris 2004’). Discuss with the class: What is the purpose of the chant? (Answer = a greeting chant). How do the team members use their voices and their bodies to convey meaning? Is there a strong beat? Which part of the world do they think this kind of chant originates from? (Answer = New Zealand and Polynesia). How would the pupils feel if they were in the opposing team watching it? Point out that the chant is a Haka, which is a ritual greeting song that is part of the Maori culture from New Zealand. It is usually chanted prior to a battle or as part of a greeting ceremony between tribes, the intention being to frighten and intimidate the enemy or newcomers.

Main Performing a ‘Haka’ Display or distribute copies of the Haka ‘Uhi Tai’ Lyrics Sheet (below). Read through the words of the chant together rhythmically, avoiding being prescriptive about the way in which the words should be expressed. Next, divide the class into groups of six or eight and ask each group to work out how they want to chant the Haka. Remind them that the purpose of the Haka is to frighten visitors! Get each of the groups chant the Haka. Ask the other groups to appraise the effectiveness of the performances. For example, did they keep together? Could you hear the words? Was the performance frightening? Performing ‘Si, si, si’ Listen to the Congolese greeting song Si Si Si (above). Ask pupils to find and tap the pulse of the song. Next, take a group of words such as: ‘si-ne la-du ba-na’. Clap the rhythm of the words and then transfer the rhythm on to drums. Perform it as an ostinato accompaniment to the song.

Discuss the mood of ‘Si, si, si’. How does the song compare with the Haka? How would this song make the visitor feel? Which do they think would be most appropriate to sing at a welcome ceremony? Why? Point out that songs of greeting are a particular song genre, and that they feature in many diverse cultures. However, the social context of the greeting influences the mood and the performance of the song. This is exemplified in the Haka and ‘Si, si, si’ - two songs of similar purpose but very different character. Extension Find out more about the history and performance of Haka. The Haka feature on this web link includes an explanation of some of the movements as well as a video of a traditional Haka. This information could form the basis for pupils creating movements to the Haka that they performed as part of the lesson.

Plenary To help pupils understand how the social context of each greeting song influences the mood and performance, brainstorm quickly with the pupils what they would think would be the musical features and characteristics of a song composed as a greeting for an English King. Listen to an extract from a recording of ‘Welcome, Viceregent of the Mighty King’ by Henry Purcell (a welcome song for Charles II, 1680). How did it compare to their ideas, and to the Haka or ‘Si, si, si’?

Worksheet: Si Si Si

Listen to the melody of Si Si Si (above)

Worksheet: The Haka ‘Uhi Tai’ Lyrics Sheet This is a haka that was written specifically for 161 Battery in 1972 by Bombardier Tawhiwhi Brown who was a Vietnam veteran.

(Leader) Tena Taka he ya! (Everyone)

Uhi Tai! Uhi Tai! Yaaa! Uhi Tai! Uhi Tai! Yaaa! Uhi Tai! Uhi Tai! Yaaa! Uhi Tai! Uhi Tai! Yaaa!

Uhi Tai una koha!!! E he mana kai Pap-a-kur-a!!!

E tu tuki tu wai wai!!! Ki te poru to ma-hin-ga!!!

Uhi Tai! Uhi Tai!



Global Music Lesson Plans

Lesson 5: Tempung Ketan – Bali & New Guinea (Age range 7-11)

Time required: Either one 50 minute lesson or, with interlocking extension activity, two 50 minute lessons.

Activity: Exploring Balinese rindik Gamelan music

Aims: • To explore cyclic patterns. • To introduce the Pentatonic scale. • To use the Pentatonic scale to create simple tunes.

Pupils will learn: • How to combine different pieces of rindik music successfully. • To understand of the different role/ function of different textural layers. • That different cultures have many similarities as well as fundamental differences in

their musical traditions.

Web links you will need: • Online video of a rindik performance. • Sound clip or CD of ‘Celian’ by Sona Diabaté from the Rough Guide album ‘Oxfam

Africa’.

Other resources you will need: Pitched percussion instruments (ideally one between two) and a small number of instruments that can produce sustained sounds e.g. recorders or keyboards.

http://www.sftsunami.org/bamboobali/hear_us.shtml

http://www.amazon.co.uk/gp/product/B00005NBV6/ref=sr_11_1/026-7971680-5795628?ie=UTF8

Useful Information Gamelan is the music of Indonesia. It is a rich and varied tradition of community music making that is particularly associated with the two neighbouring islands of Java and Bali. The word Gamelan, like our own word ‘orchestra’, describes a varied set of instruments (in this case metallic or wooden pitched percussion instruments), which are played together as an ensemble. Gamelan music plays an integral part of daily life on the islands, accompanying religious festivals, dance and shadow puppet theatre. The music is: • Cyclic with ostinato layers. • Based on a repeating ‘core melody’ or balungan from which all other parts relate. • Pentatonic (called the slendro scale). • Rhythmically vibrant featuring complex, decorative interlocking melodies. • Essentially an outdoor music played in different community settings. The following activities explore a form of gamelan music called rindik. Rindik is a small bamboo gamelan made up of only two pitched bamboo percussion instruments and a flute, and is heard both indoors and outdoors as a ‘backdrop’ to smaller more intimate social occasions. The flute and bamboo instruments all perform the same melody, the flute playing the melody in sustained notes and the bamboo pitched percussion (which are unable to sustain notes) playing repeated notes. The melody is decorated with an intricate and rhythmically exciting ‘interlocking melody’. The African balafon is a more commonly known as a marimba. It is an instrument that is common to almost every region of the African continent. The song ‘Celian’ by Sona Diabaté fuses traditional and contemporary African musical elements using a traditional cyclical balafon ostinato as part of the accompaniment to a contemporary song.

Lesson plan Starter Interlocking melodies are a key feature of all gamelan music. This activity

introduces pupils to the concept using an interlocking rhythm. Using the Interlocking Activity Worksheet (below): Count aloud the numbers 1 to 8 keeping a steady pulse, repeating them a number of times. Tap the pulse (shown as shaded circles) on knees whilst counting. Divide the class into two groups. Referring to the line of shaded circles below the number grid, ask Group 1 to only clap the numbers that have stems going up. Ask group 2 to clap the numbers that have stems going down. Practice them separately and then together. The two patterns should lock together into



a steady seamless pulse. Point out that interlocking is a key feature of rindik gamelan music.

Main Introducing Rindik Gamelan Introduce Rindik Gamelan by watching the video of a rindik performance. Discuss the timbres of the instruments and the way in which they are played. Point out that, in Bali, the rindik ensemble is often heard in intimate settings because of its gentle sound e.g. as background music in hotels. Ask pupils to brainstorm words that describe the music e.g. busy, repeating, hypnotic etc. Extension: Distribute thesauruses and, in groups, look up the words suggested. Pupils then select more appropriate or sophisticated words and feed these back to the teacher. Performing Tempung Ketan. Introduce the pentatonic scale (called Slendro) on which Gamelan music is based and, using the ‘Performing a Balinese Rindik Piece Worksheet’ (below) work out how the pitches are referred to by number. Sing and/or play up and down the scale. Point out that the Gamelan music is also based on a cyclic (repeating) core melody called ‘balungen’. There are two versions of the core melody in Tempung Ketan: a sustained melody (played on a Balinese flute) and a version performed in repeating notes on the bamboo rindik Gamelan (played in this way because the bamboo instruments cannot sustain sounds). Each core melody part is included on the Worksheet in numerical notation and below as an audio file. Perform Tempung Ketan Flute (Core Melody 1) on instruments that can sustain notes like recorders or keyboards set to a ‘flute’ voice. Perform Tempung Ketan Core (Core Melody 2) on pitched percussion. Then ‘cycle’ the melodies a number of times until secure. Ask pupils what is the effect of the cyclic melody? Listening and making comparisons. Compare Tempung Ketan and/or the Rindik Gamelan piece with the African contemporary song ‘Celian’ by Sona Diabaté from Guinea. This song contains a traditional cyclic melody performed on a balafon, an African marimba. This listening activity could be carried out using a Venn diagram or by using the following prompts: Which piece repeats a single melody? Which do they think is oldest? Which piece has the most instruments? Which piece could they dance to? Which piece has the most variety? How are the two pieces similar? Why do both pieces use a xylophone type of instrument as its core? Which piece do they prefer? Point out that both use a cyclic melody and decorative counter-melody played on a xylophone type of instrument (i.e. they both exploit instrumental resources in similar ways). In addition, ‘Celian’ includes additional layers i.e. lead vocal, backing vocals, guitars, djembe and other traditional drums. Point out that music of apparently diverse cultures can share many similarities.

http://www.oxfam.org.uk/education/resources/oxfam_global_music_lessons/7-11/files/tempung_flute.html

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/tempung_core2.html

Extension: Point out that, in rindik pieces, the core melody parts are decorated with intricate interlocking parts. Teach the decorative Kotekan (interlocking melody) parts (see sound clips below). Begin with the Wadon (girl) and then the Lanon (boy). Rehearse them separately and then together as an interlocking melody.

Tempung Ketan (whole piece) Tempung Ketan Core (Core Melody 2) Tempun Ketan Interlock 1 Tempun Ketan Interlock 2 Tempun Ketan Interlock Both Tempung Ketan Flute (Core Melody 1) Tempung Ketan Flute and Core (Core Melodies 1 and 2)

5. Allocate parts to different groups of pupils and perform the piece as a class.

Plenary Ask pupils to watch the video of a rindik performance. Ask the pupils in groups to agree a question that they would like to ask one or other groups of musicians. What do the class think would be the answer to each question?

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/tempung_whole.html

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/tempung_core2.html

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/tempung_interlock1.html

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/tempung_interlock2.html

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/tempung_interlock_both.html

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/tempung_flute.html

http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/7-11/files/tempung_f_and_c.html

Wealth and Poverty

Suggested Lesson Plans for Fair Trade Scheme of Work (From Christ the King RC Primary School, Cardiff and St Brides C/W Primary School, Vale of Glamorgan) Getting Started : Raising Awareness of Fair Trade Begin with an assembly – Justion Powerpoint – How the First Fairtrade Chocolate came to the UK. Year 3-Persuade. Imagine that a fair-trade shop is opening in your local area. Design and write a leaflet to persuade customers to buy the fair-trade products. Visit www.faitrade.org.uk for more information about fair-trade and the fair-trade mark. Year 4- Cooking . Help the children to melt fairly-traded chocolate and mix it with breakfast cereals to make chocolate crispy cakes. Talk about how the chocolate changes as it warms then cools. Explain that chocolate and cereal are often grown for us by people in poorer countries. Our cereal is made from rice and maize, which are called “staple foods”. Help the pupils name some other staple foods. Year 5- More Cooking! Bake a cake using fair-trade ingredients where possible. Find out where all the ingredients come from. Find the countries on a map. Year 6 Fairtrade tastes good! Ask children to visit the website of the Kuapa Kokoo cocoa farmers’ co-operative at www.kuapakokoo.com/ and to follow the chocolate journey links to find out how cocoa is harvested. Explain how fair-trade benefits farmers in developing countries by providing them with a guaranteed fair wage, even when the market price of their product fluctuates. Challenge the children to design and carry out an experiment to determine whether people can distinguish between fairly traded and non-fairly traded chocolate. Ask them to record and present their results. Intermediate: Teaching the concept of Fair Trade Taken from Respect Week at Christ the King Primary (5-9th Nov 2007) ( fair-trade lessons will be taught during the week to every class in the school from Reception – Year 6)

http://www.faitrade.org.uk/

http://www.kuapakokoo.com/

Y3 Geography and Literacy Case Study of Tea Picker in Sri Lanka. (See CD rom with this pack). Pupils to identify the differences fair-trade has made to the life of a tea picker called Sivapackiam from Sri Lanka. Pupils can read the information in the case study about her life. Using a worksheet pupils then identify, write and draw about 3 differences fair-trade has made to Sivapackiam’s life and that of her village. Y4 D and T and Literacy Writing a Recipe and making a Fruit Smoothie or Kebab. Year 4 have been asked to bring their own fair trade fruit to school to make their own smoothies and kebabs. The lesson is begun by the pupils identifying the country of origin for each fruit. These countries are then identified on a world map. Pupils then cut up their fruit and make their own smoothies or kebabs. After the practical part of the lesson is completed then pupils can write their own recipes for smoothies and put them into a cook book. Y5 Geography/Numeracy/Literacy Speaking and Listening The teacher will introduce the lesson by showing the pupils a PowerPoint from the Oxfam entitled “Journey of a Banana” (on CD rom with this pack) and this will be discussed with the class. Pupils will then be asked to play the “Banana Split Game” (from Cafod, also on CD rom with this pack). This introduces the “banana chain”, ie what happens to a banana before it reaches the consumer and the reality of ‘Who gets what’ from the sale of bananas. Pupils will be allocated roles - banana worker, plantation owner, shipper, importer and ripener, shop or supermarket and ask them how much of the price of a banana they should receive for the job they do. After the game is complete pupils can be asked to write down something we can do to help banana growers around the world. Y6 Geography PaPaPaa - A Fair Deal? Chocolate Trade in Ghana, Looking at the difference between the lives of Fair Trade and Non Fair Trade farmers. Use the resources from Papapaa and Comic Relief, (Photos available on the CD rom with this pack). Good Shopping activity from Papapaa. Pupils can taste fair trade chocolate at the end of the lesson to compare with other chocolate (if appropriate).

How to play the gameDivide into five groups to represent each of thedifferent jobs in the banana chain.Tell them that you are about to play a game thattraces the path of the banana as it is exported fromits plantation in Latin America (or the CaribbeanIslands) to your fruit bowl.

First round 1. Allocate the roles.

(i) Banana worker(ii) Plantation owner (iii) Shipper (iv) Importer and ripener (v) Shop or supermarket.

(Make sure everyone has a role to play)

2. Space out the groups. Give them their role cardsand ask them to read their role information. Give them a few moments to work out whattheir roles might involve.

3. Tell them that each banana costs 30p.4. Ask them to decide how much of the 30p they

should get for the jobs/work they do in thebanana chain.

5. Ask them to spend a couple of minutes discussingthis and preparing arguments why they deservethe amount they have chosen for themselves.

6. Get each group to share the amounts andpresent their reasons.

Second roundInevitably the total from all the groups will be more than 30p. The groups will need to renegotiate.

1. Choose a spokesperson from each group tonegotiate a price until the amount comes to 30p.

2. When they have agreed amounts, reveal the truebreakdown of who gets what from the final priceof a Latin American banana. (see Answers overleaf)

To make more impact, give the group representingthe supermarket 30 pence. They keep their shareand then pass the rest to the Ripener’s group, who keep their share and pass the rest on to theImporters, who keep their share and pass the rest to the Shippers, then the Owners and finally the Workers.

Suggestions for discussionl Do you think this is a fair situation?l Why is the 30p shared out as it is?l Who has power and why? l What could be done to improve the situation? l What role can we play as the people who buy

the bananas?l Would you be prepared to pay more for your

bananas if you knew workers and farmers got a price that would enable them to meet theirbasic needs?

l Are you aware of similar situations in this country?(For example, the use of workers from differentcountries, often led by a gang master, on farms inEast Anglia or the workers from China employedas cockle pickers?)

Key ideasl We are connected with people around the world

through the things we buy and eat.l Many products in our shops are made from

raw materials imported from poor countries in Africa, Asia, Latin America and the Caribbean Islands.

l Many workers do not earn enough to meet theirbasic needs: food, shelter, clothes, medicine andschooling. This is unfair.

l Fairtrade labelling has been introduced so thatwe, the shoppers, can guarantee that workers get a fair deal for their work and products.

AimTo introduce the banana chain (what happens to a banana before it reaches the consumer) and to discuss the reality of ‘who gets what’ from the sale of bananas.

Banana Split game

(Answers overleaf)

Suitable for Key Stage 2 and above

FairtradeNote: This breakdown is fairly accurate,but is obviously simplified for the game.Each banana exporting country will havea slightly different breakdown. There isalso a difference in the way profits aredistributed from bananas exported fromsmall farms and large plantations.

People often ask about the breakdownfor a Fairtrade banana. This game isabout 'conventional' bananas – the waymost bananas are produced, and the issueof Fairtrade is best dealt with later on ina workshop as the debate can getbogged down about the specifics ofFairtrade. Another issue is that theamount received by a Fairtrade bananafarmer varies from country to country, asthe price is determined for each country’sspecific circumstance. The price paidmeans that farmers and workers receive a'living wage' – in other words a wagethat pays for them to shelter, feed andeducate their family and have a smallamount left over for discretionaryexpenditure.

As a group of Fairtrade workers or smallfarmers, they are also paid a 'socialpremium' which the group themselvesdetermine how to spend: it could be toincrease wages, support communitydevelopment projects, improve productionpractices or environmental concerns.

Web and e-mail links:www.fairtrade.org.ukinfo@bananalink.org.ukwww.bananalink.org.ukwww.cafod.org.ukAdapted by CAFOD 2005, from a game initiallypublished by Christian Aid and Banana Link.

AnswersBanana worker 1p Plantation owner 5p Shipper 4p Shop or supermarket 13p Importer and ripener 7p Total 30p

Plantation running costs: You will have to pay for expensive pesticides, fuel forpesticide-spraying aeroplanes, tools and machinery.Cost of lawyers: In case workers sue you for work accidents.Waste: Regulations in most countries in Europe and most shoppers want“perfect fruit” – no mark on the skin, nice shape etc. This takes a lot of skill andmoney to achieve. If any of your bananas don’t meet these high standards theyhave to be scrapped – so you lose money. Risk factor: You bear the cost if the harvest is bad, or a hurricane or pestdestroys your crop.Modernisation investments: You need money to keep paying for the latestmachines and ideas, so your plantation stays up to date and you stay in business. Cost of land: The longer your land is used to grow bananas, the more the goodness in the soil will be used up and you will need to pay for expensive fertilisers, or buy new land!

Plantationowner

12-14 hours per day of hard physical labour in hot conditions.

Selecting the best bananas.

Washing bananas – you will have your hands in water all day.

Cutting bananas – you will have to carry heavy loads of bananas on your back.

Applying fertilisers and pesticides – can lead to health risks such as cancer and other diseases.

Pesticides are also sprayed from planes – they are likely to fall on your home or the local school.

Worry: Will you have enough money to buy food, pay medical bills or to send your children to school?

You may not be allowed to meet together with other workers to complain about your pay, the way you are treated at work or where you live. You will be discouraged from joining a trade union.

Bananaworker

There are five main roles in the banana chain (This is a slightly simplified version of the real world,but is appropriate for the purpose of this game).

These role cards can be used by the facilitator to tell each group about the work they have to do.

Banana Split

role cards

Transport: By truck from the European port to big ripening centres, andfrom there to the shops.

Contracts: You will have to promise the plantation owner that you will buya certain amount of bananas each week. You will have to promise the shopsyou will provide a certain amount of bananas each week. Whateverhappens, you will have to keep the promises, even if something goes wrongin the supply chain and you are let down.

Licence fee: You will have to pay for an import license to bring your bananas into the European Union.

Big offices: Importers “need” big, fancy office buildings for the work that their role involves.

Ripening gas: Ethylene is used to ripen bananas.

Repackaging: After ripening the bananas must be repackaged so you will have to pay for the materials and for the workers to do this.

Staff: You have to pay the people who work in your store.

Running costs: Lighting, transport, designing of staff uniforms, carrier bags etc.

Competition: You need to take on new ideas, maybe build a bigger shop, buy new machinery – all to make sure you make more money than other shops and stay in business.

Risk: If the bananas are handled badly or arrive on the shelves over-ripe, your customers will not be happy – they may decide not to shop at your store any more.

Advertising: You will need to advertise what you sell and to show how good your shop is so that shoppers come to buy their shopping at your store rather than going anywhere else.

Importerand ripener

Shops and supermarkets

You face the following costs:

Ships: Big cargo ships are very expensive to buy and keep in working order.

Fuel: You need to pay for fuel for the ships – one load between LatinAmerica and Europe may be at sea for up to five weeks.

Insurance: If a cargo is lost or damaged, it may be your fault and you may have to pay for it.

Refrigeration: On board, the bananas are kept in big fridges to prevent them from ripening during the time at sea. If they ripen too soon they will be spoilt by the time they arrive at the shops.

Port fees: You will have to pay for your ships to be in port at both ends of the sea journey.

Shipper

ShipperBananaw

orker

Plantationow

nerShops and

supermarkets

Importer andripener

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PAPAPAAFAIRTRADE AND CHOCOLATE

Pa Pa Paa! KS2Lesson plan 3A

Brought to you by Comic Relief 2005. Please copy this.

LESSON PLAN

Planning/adapting

This lesson involves comparing the lives of members and non-members of a Fairtrade farming collective and completing a comparison chart.

Print/copy:

Photos 21-26 – Cocoa people (one set)

OR use Interactive 3A – Cocoa people

Printout 3A1 – Cocoa people (one set per group of six, cut into individual character cards)

Printout 3A2 – A fair deal? Comparison chart (one per student)

Printout 3A3 – A fair deal? Comparison chart (teacher copy)

Printout 3A4 – A fair deal? Teacher notes

Starter (10 mins)

Introduce students to the characters by quickly showing them the photos or the Interactive 3A – Cocoa people. Establish that these are all real people at the beginning of the chocolate journey. They live in Mim village or nearby and some belong to the Ghanaian organisation Kuapa Kokoo, which means 'good cocoa farmers'.

KS2 3A A fair deal?

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Pa Pa Paa! KS2Lesson plan 3A


LESSON PLAN

Main activity (40 mins)

Explain that Kuapa Kokoo is an organisation that brings many benefits to the farmers that belong to it. The students are going to work together to find out what these benefits are by reading what the six people have to say.

Divide the class into groups of six and give each group a set of character cards from Printout 3A1– Cocoa people and give every student a copy of the comparison chart.

Character cardsEach student should take a character card. (Gender doesn’t matter – note that there are only two females.)

Ask them to read the card quietly to themselves and put up their hand if there is anything they don’t understand or cannot read.When everyone has had the chance to familiarise themselves with their card, ask them to take it in turns reading it aloud to the group.

Comparison chartWhen everyone has read their cards, ask each student to fill in the comparison chart as well as they can.

If there is anything they cannot remember, they can ask the group if any of their characters have any relevant information to share again.

Plenary (10 mins)

Run through the comparison chart together to check that students have picked up the right information. Which kind of farmer would they prefer to be? Can they see how Fairtrade benefits cocoa farmers and their communities?

Extension

Using reference books or the Internet, ask students to find out about the work of the Fairtrade Foundation and what other Fairtrade products there are. They should report back to the whole class.

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Pa Pa Paa! KS23A A Fair Deal? Printout 3A1


My name is Nana. I am known as the Queen Mother of an area called Manso, which includes Mim village. ‘Nana’ is the Ashanti name for a traditional chief. The Queen Mother is the mother of the chief.

I am a Kuapa Kokoo cocoa farmer and won the prize for best cocoa farmer in the district in 1999.

This year, my harvest was halved because of a disease called black pod. Lots of other farmers had this problem too but lost even more than half their crop, because they couldn’t afford the anti-black pod spray. Kuapa Kokoo farmers can buy pest sprays and fertilisers in bulk, which makes them cheaper. We also use ‘natural’ sprays that are more healthy and better for the environment. So although we pay a membership fee to Kuapa Kokoo, which some farmers struggle to afford, we certainly get our money’s worth.

I am Victor Owusu, age 17, and my father is the president of the Mim Kuapa Kokoo society.

I don’t want to be a cocoa farmer because it’s really hard work and you don’t earn very much. But I do know that Kuapa Kokoo is good for my family and makes farmers’ lives easier. The price that Kuapa Kokoo pays its farmers is better than other companies that buy cocoa, and Kuapa Kokoo never cheats you. The money Kuapa Kokoo makes is shared among the farmers or spent on useful things for them – it doesn’t just go to rich countries to make a few people even richer! Kuapa has given my dad training to help him run his farm better. He even has a say about how Kuapa Kokoo is run.

I quite like helping dad on the cocoa farm at harvest-time, when it’s really busy.

I am Ama Swerwaa and I live in a village next to Mim called Nuwimeso, and I work hard as a Kuapa Kokoo farmer.

Houses in my village don’t have running water, but there is a well, which has clean, pure drinking water, and was built with money earned by selling Fairtrade cocoa beans. There were big problems with the old well – some people in my village were even poisoned when chemicals from a gold mine got into it! Plus, we used to have to walk nine kilometres to collect water and carry it back in a bucket on our heads. Now the well’s less than a kilometre away, and everyone’s delighted. It’s not as easy as turning on a tap, but it’s a lot better than before, thanks to Fairtrade.

Cocoa people

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My name is Addae Mensah Joseph. I am a Kuapa Kokoo farmer and also the recorder for the Mim Kuapa Kokoo village society. Being a recorder means I weigh the sacks of cocoa beans, pay the farmers and keep note of all the cocoa that is sold. I have been elected by the co-operative society for this very important job and I am very trustworthy. The Kuapa Kokoo scales I use are often checked so they always show the correct weight and have a clear dial, so everyone can read them. I pay the farmers in Ghanaian cedis, or by cheque, which they can definitely exchange for cedis nearby.I can read and write, and that’s one reason why they voted for me as recorder.

I am Kwaku Owusu, Kuapa Kokoo cocoa farmer and President of the Mim village Kuapa Kokoo society. My job as President includes running the society’s meetings and making sure all the farmers turn up and have their say. Some of the cocoa we grow is sold to a company, the Day Chocolate Company, which makes Fairtrade chocolate. Their bar of chocolate is called Divine. They also make Comic Relief’s Fairtrade chocolate bar, Dubble. I’m proud of Kuapa Kokoo’s slogan, ‘Pa Pa Paa!’. It means ‘the best of the best’ in Twi, my language, and I know it’s true!

My name is Kopanyin Gyimah. I am a cocoa farmer living in a town called Old Tafo. Unfortunately, Kuapa Kokoo doesn’t work here. I grow quite a lot of cocoa, but I often don’t earn enough to feed my family. I grow corn and cassava too, and pineapples, to sell for extra money. I am 65 and often struggle with the heavy jobs on the farm. I have to work even though I have had a bad stomach for ages. I can’t afford to go to the doctor’s.The price for cocoa has gone down each year, but the prices of things I need to buy have gone up. Some of the companies who buy cocoa in Old Tafo also treat us cocoa farmers badly. Sometimes the weighing scales are fixed to show the wrong weight. Sometimes they won’t pay on time or only pay really low prices. Sometimes they pay with cheques that we can’t cash at the bank. We even have to argue to get our money. Sometimes we don’t get paid anything!

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Kuapa Kokoo farmer Farmer not a Kuapa Kokoo member

Who buys the beans?

Do the farmers receive any help with products and equipment needed on cocoa farms?

Is there a membership fee to pay?

Are farmers paid a good price?

Are farmers cheated?

Are the farmers paid on time so they can easily spend their money?

What can you say about the quality of the cocoa beans?

Do the farmers have a say in how things are run?

Do the farmers benefit from any training and education?

Is any money spent on projects to help the community?

A fair deal?Comparison chart

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Kuapa Kokoo farmer Farmer not a Kuapa Kokoo member

Who buys the beans? Farmers sell some of their cocoa to companies that make Fairtrade chocolate.

Farmers sell all their cocoa for use in ordinary chocolate

Do the farmers receive any help with products and equipment needed on cocoa farms?

The Kuapa Kokoo village societies can help farmers when times are hard or things go wrong. They do this because they all work together. Farmers club together to buy tools, pesticide sprays and fertilisers, so they can get them more cheaply. Kuapa also helps them to use natural sprays to protect their trees, which are better for the environment and the farmers.

There’s often nobody to help farmers out during hard times and if things go wrong, they are on their own. Farmers have to buy things for their farms like pesticides and fertilisers in small quantities so they cost a lot.

Is there a membership fee to pay?

Every year, farmers have to pay a membership fee to the Kuapa Kokoo co-operative.

Farmers don’t have a regular membership fee to pay to any co-operative, as they don’t belong to one.

Are farmers paid a good price?

The price paid to Kuapa Kokoo co-operative by Fairtrade chocolate companies never falls below $1600 per tonne. If the world price ever goes above $1600 per tonne, the Fairtrade price equals the world price + an extra $150 per tonne.

The market price of cocoa goes up and down wildly, making it impossible for farmers to know how much they will receive and plan. Between 1998 and 2000, the price almost halved (from $1236 per tonne dropping to $672 per tonne).

A fair deal?Comparison chart (teacher copy)

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Are farmers cheated? Kuapa Kokoo own and check their own weighing scales to make sure they are correct.

Farmers are sometimes paid less than they should be because weighing scales are fixed to show the wrong weight.

Are the farmers paid on time so they can easily spend their money?

Kuapa farmers get paid in cash or by cheque which they can always change for cash in a local bank.

Farmers are sometimes paid with cheques that they can’t cash easily. Sometimes the local company who bought their cocoa doesn’t really have the money to pay them.

Do the farmers have a say in how things are run?

Farmers have a say in how Kuapa Kokoo is run. The company cares about what is good for the farmers. Thepeople who work for Kuapa Kokoo are trained to listen to the farmers’ opinions and take them seriously. Farmers have to go to meetings in the evening and take part in their village co-operative society to make it work.

Farmers don’t have a say in how the companies who buy their beans are run. Farmers can’t complain if they feel they’re not being treated well. The companies are more interested in cocoa than the everyday lives of the farmers. Farmers just sell their cocoa. They don’t have other duties such as going to meetings after a long day’s work.

Do the farmers benefit from any training and education?

Kuapa Kokoo offers its farmers training and education, particularly women farmers who are often the poorest.

There are no education or training opportunities.

Is any money spent on projects to help the community?

Kuapa Kokoo gets paid $150 a tonne extra for its beans by Fairtrade chocolate companies, to spend on community projects like building new drinking water wells and toilets. The farmers decide how this is spent.

Farmers don’t get anything extra to spend on community projects, such as new drinking water wells, when they sell their beans.



Natural Environment

Choices and Decisions



Global Citizenship in the Whole School: Ages 7-11 Lesson plan 1: What is a Global Citizen?


For pupils to realise their potential to change things; to accept and act on group decisions; to compromise; to gain a sense of importance and self-worth and a growing respect for difference and diversity; to hold a belief that things can be better and that individuals can make a difference.

What to do: You will need a set of the nine points listed below, per group of about four or five. Each point needs to be on a separate slip of paper. 1. I try to understand what other people are feeling. 2. I am as important as everyone else. 3. Everyone else is equal to me but different from me. 4. I know what is fair and not fair and try to do the right thing. 5. I look after the environment and don't waste things. 6. I try to help others and not fight with them. 7. I have my own ideas but can alter them if I realise they are wrong. 8. I want to learn more about the world. 9. I think I can change things in the world. In small discussion groups, ask pupils to place the statements in order of importance. This can be done in the form of a diamond with the most important statement at the top and the least important at the bottom. Statements of equal importance are placed alongside each other. Pupils need to work cooperatively and to give reasons to others within their group for their individual views. After about 15 minutes discuss the activity as a whole class, with each group explaining what their final layout was, and why. Then ask the pupils to work in groups on what they could do to show that these things are important. For instance, under the first point, suggestions might include listening to others, asking others what is wrong or how they are feeling, or befriending others who are lonely. The most difficult one for the pupils to do is probably, 'I am as important as everyone else', so perhaps you could give them some examples, such as 'I am especially good at …', or 'I help in the class by …'. The suggestions can be written as pledges of what pupils will try to do to show they can be Global Citizens, and they can be put on display.



Planned outcomes: That pupils' self-esteem is raised and they feel important, valued and able to take responsibility and change things.

Curriculum links: England Scotland Wales

PSHE/Citizenship: - To talk and write about their opinions and explain their views; to recognise their worth as individuals; to resolve differences, make decisions and explain choices; to care about other people's feelings and try to see things from their point of view. Literacy Hour: - Year 4, term 3; Year 6, term 2.

PSD: - Tolerance and respect. Environmental Studies: - To develop an understanding of the concept of equity in a fair and caring multicultural society. English: - Talking about feelings and experiences.

PSE: - To feel positive about themselves and be confident in their own values; to express their views and ideas confidently and take part in a debate. Oracy: - To share ideas, insights and opinions, make a range of contributions in discussions, and listen to others, questioning them to clarify what they mean and extending or following up the ideas.

Diamond Ranking cards for Oxfam lesson plan 1: what is a global citizen?

I try to understand what other people are feeling.

I am important as everyone else.

Everyone else is equal to me but different from me.

I know what is fair and not fair and try to do the right thing.

I look after the environment and don’t waste things.

I try to help others and not fight with them.

I have my own ideas but can alter them if I realise they are wrong.

I want to learn more about the world.

I think I can change things in the world.

● 29 ●

Wants and needs cards

Nutritious food Clean water

A television set A bicycle

The opportunity to express youropinion and be listened to Medical care when you need it

● 30 ●


Your own bedroom Fast food

Protection from discrimination

Money to spend as you like Holiday trips

Education

● 31 ●


Decent shelter The opportunity to practise your own religion and culture

A personal computer

Clean air Protection from abuse and neglect

Clothes in the latest style

● 32 ●


A personal stereo Playgrounds and recreation centres

Lesson plan: Kids’ rights (Lesson 2)

Key Information

Area of website: Town Hall

• Key stage: 2

Subject(s):

• PSHE and Citizenship • ICT • English

Lesson Objectives

• To recognise their worth as individual children with rights, and to know what those rights are

• To develop ICT skills by navigating the Directgov Kids website

Resources and Preparation

• Bookmark Directgov Kids (http://www.direct.gov.uk/kids).

• You will need an Interactive Whiteboard (IWB) with an internet connection. You will also need enough computers for pupils to use them in pairs.

• Download the UN factfile from the DirectgovKids site.

• Download the following resources from the UNICEF site: 1) The ‘Wants and Needs’ cards: http://www.unicef.org.uk/tz/resources/resource_item.asp?id=35 2) The Little Book of Children’s Rights and Responsibilities: http://www.unicef.org.uk/tz/resources/resource_item.asp?id=23

• Prepare your own ‘rights’ cards: these are A4 cards, each with a children’s right written on it, to be used for paired and group work.

National Curriculum objectives

PSHE and Citizenship KS2 Pupils should learn: • To recognise their worth as individuals

(1b) • To research, discuss and debate topical

issues, problems and events (2a) • That there are different kinds of

responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other (2d)

• To recognise the role of voluntary, community and pressure groups (2h)

• To consider social and moral dilemmas that they come across in life (5g)

• To find information and advice (5h) ICT KS2 Pupils should be taught how: • To talk about what information they need

and how they can find and use it (1a) English KS2 – Speaking and Listening Pupils should be taught how: • To choose material that is relevant to the

topic and to the listeners (1c) • To identify the gist of an account or key

points in a discussion and evaluate what they hear (2a)

QCA units

• Citizenship Unit 5: Living in a Diverse World

• Citizenship Unit 7: Children’s Rights – Human Rights

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Lesson plan: Kids’ rights (Lesson 2)

The Lesson

Introduction

• Remind the children of the activity they undertook in the previous lesson. How many rights do they remember? It might help to remind them of the objects in the DirectgovKids’ bedroom.

Activities

• Make a class book of rights. Show the class the ‘Little Book of Children’s Rights and Responsibilities’ from the UNICEF website. Give out the ‘rights’ cards, prepared earlier, or ask the children to choose a right from the book. Ask the children to work in pairs to illustrate one of the children’s rights using pictures and phrases. Put the finished work together in a book to make their own class book of children’s rights.

• Design a ‘Children’s Rights’ poster. Ask the children to choose one of the rights they have learnt about while playing ‘Kids’ Rights’. This might be the same right that they chose for the ‘Little Book of Rights’ – although you may prefer to ask them to choose a different right. Ask the children to think about what makes a poster stand out and to consider the audience that their poster is aimed at. Suggest bright colours, large writing etc, to make their work effective. Display finished posters on the class wall or corridor.

Plenary

• Ask the children which right they chose to illustrate for their poster or as part of the class book. Why did they choose that right? Why do they think that this right is important?

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Extension ideas: Kids’ Rights

Key Information

Area of website: Town Hall

• Key stage: 2

Subject(s):

• PSHE and Citizenship • ICT • English

Other websites

http://www.unicef.org.uk/youthvoice/freekickfootball.asp This UNICEF football game is a great fun activity for the end of the lesson, especially for boys.

http://www.unicef.org.uk/tz/games/index.asp?nodeid=tz_games&section=6 This ‘Wants and Needs’ game introduces the idea of basic human needs to children

Extension Ideas

• Ask children with advanced Literacy skills to find out more about the United Nations by

printing off the factfile on the DirectgovKids site. This can be found in the teachers’ area. They could tell the rest of the class about the facts that they discovered in a plenary session.

• Print off the ‘Wants and Needs’ cards from the UNICEF site. Ask the children to sort out which cards are wants and which cards are needs. Stick them onto to separate posters for a class display or discussion.

• Explain to the children that many people have tried to raise money for UNICEF. Ask the children to organise a sponsored event for their school or class to help raise money for a charity. Ideas could include a sponsored spelling test or sponsored walk. Read about the football event on the UNICEF website.

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Climate Change



Climate Chaos Day 1 Morning session: Gathering information about climate change

Activity 1: What do we know about climate change?

Time required: 20 minutes

You will need Two sheets of flipchart paper, with:

• ‘Climate change – what we know’ written in the middle of one and • ‘Climate change – our questions’ in the middle of the other

Aim To find out what pupils already know about climate change and where the gaps are.

What to do Ask the class to put up their hands if they have heard of ‘climate change’ or ‘global warming’, then brainstorm with them:

• What they know about it • Questions they have about it.

Write the responses up as a connections web on the flipchart paper. At this stage, accept all their ideas and don’t attempt to clarify or explain. The activities that follow are designed to fill in some of the gaps. Pin up the two flipchart sheets to add to later.




Activity 2: Introduction to climate change


You will need • An interactive whiteboard, computer and internet access • The two partially completed sheets of flipchart paper from Activity 1 • An additional sheet of flipchart paper

Aim To give a broad introduction to climate change and to begin to identify some of the causes. What to do Watch Defra’s 2-minuteClimate Challenge film on climate change as a whole class: http://www.climatechallenge.gov.uk/multimedia/film5.html After you have watched it once, tell pupils that you are going to play it again. Remind them that the film says ‘If we could see the gases, the causes of the problem would be obvious to everyone’. Ask the class to look out particularly for the causes of climate change identified by the film. Take feedback of the main causes onto flipchart paper. Go back to the flipchart sheets from the first activity: • Do they want to add anything about what they know? • Has the film answered any of their questions? • Has it raised more questions they want to add? Add anything they say to the appropriate flipchart.

http://www.climatechallenge.gov.uk/multimedia/film5.html

http://www.climatechallenge.gov.uk/multimedia/film5.html




Activity 3: Why is climate change a problem?


You will need • An interactive whiteboard, computer and internet access • The two partially completed sheets of flipchart paper from the previous activity • An additional sheet of flipchart paper

Aim To begin to identify some of the problems caused by climate change.

What to do Show the two-minute film clip, ‘Global warming: The signs and the science’, part of a promotion for The Great Warming, a film starring Keanu Reeves, to the whole class. http://www.thegreatwarming.com/globalwarmingpromo-qt.html After you have watched it once, tell the pupils that you are going to play it again. Ask them to look out particularly for the problems caused by climate change that the film identifies. Take feedback of some of the problems onto flipchart paper. Go back to the flipchart sheets from the previous activity: • Do they want to add anything about what they know? • Has the film answered any of their questions? • Has it raised more questions they want to add? Add anything they say to the appropriate flipchart. Note: It might be helpful at this point to highlight that we are using the term ‘climate change’ in preference to ‘global warming.’ This is because although overall the world is getting hotter, there are lots of other changes happening to the climate including stronger winds and storms, longer droughts, heavier rains, and some places might even get colder! (e.g. the UK, if the Gulf Stream changes its course due to climate change)

http://www.thegreatwarming.com/globalwarmingpromo-qt.html

http://www.thegreatwarming.com/globalwarmingpromo-qt.html




Activity 4: What is causing climate change?


You will need • An interactive whiteboard, computer and internet access • Enough copies of the worksheet ‘What is the Greenhouse effect?’ for each pupil, or

one between two (see below) • The two partially completed sheets of flipchart paper from the previous activity • An additional sheet of flipchart paper

Aim To explore how the greenhouse effect works. What to do Play the Science Museum’s animation ‘Greenhouse Effect’ at to the whole class. http://www.sciencemuseum.org.uk/on-line/energy/site/EIZInfogr9.asp Hand out the worksheet. Ask pupils to sequence the pictures. After they have completed their worksheets, play the animation again so that they can check their worksheets. Ask them if they have any questions about the greenhouse effect and make sure they understand the process. Go back to the flipchart sheets from the previous activity: • Do they want to add anything about what they know? • Has the film answered any of their questions? • Has it raised more questions they want to add? Add anything they say to the appropriate flipchart. Source: The ‘What is the Greenhouse Effect?’ worksheet, written by Prue Poulton and designed by Fiona O'Sullivan, is reproduced with permission from Ecoactive www.ecoactive.org.uk

http://www.sciencemuseum.org.uk/on-line/energy/site/EIZInfogr9.asp

http://www.sciencemuseum.org.uk/on-line/energy/site/EIZInfogr9.asp




Activity 5: How do everyday actions contribute to climate change?


You will need • An interactive whiteboard, computer and internet access • The two partially completed sheets of flipchart paper from the previous activity • An additional sheet of flipchart paper

Aim To revise what they have learnt from the previous activities and to explore in more detail how everyday activities contribute to the greenhouse effect and climate change.

What to do Play the two animations on Defra’s Climate Challenge website to the whole class. http://www.climatechallenge.gov.uk/multimedia/flashmovie.html Go back to the flipchart sheets from the first activity; • Do they want to add anything about what they know? • Has what they have seen answered any of their questions? • Has it raised more questions they want to add? Add anything they say to the appropriate flipchart.

http://www.climatechallenge.gov.uk/multimedia/flashmovie.html

http://www.climatechallenge.gov.uk/multimedia/flashmovie.html



Climate Change Day 1 Morning session: Gathering information about climate change

Activity 6: Local global question time


You will need One copy of the worksheet ‘Local–global question time’ between 3–4 pupils (see below)

Aim To sum up and reinforce what pupils have learnt from the previous activities.

What to do Ask the class to form groups of 3–4 and give each group a copy of the worksheet to complete together. Ask them to discuss each question in their group and write down any answers they come up with. It does not matter at this stage if they do not manage to answer every question, but they should take the opportunity to explore each question. Take feedback. Is there anything they want to add to either of the two flipchart sheets?



Climate Chaos Day 2 Morning session: More on climate change

Activity 1: Effects of climate change

Time required: 1 hour

You will need ‘Effects of climate change’ slide show (in Power Point)– downloaded from the website Climate Choices – Children’s Voices as a PowerPoint, or downloaded in advance from the link. http://www.climatechoices.org.uk/pages/cchange1.htm One or two copies of each of the five case studies printed off from the PowerPoint. A4 paper, pencils and coloured pencils for drawing Aim To show some of the ways that climate change is affecting people’s lives. What to do Show the ‘Effects of climate change’ slide show to the whole class (in Power Point). Talk about what they have seen. • What are some of the main effects of climate change? • What happens as a result? • Are the effects the same in different countries? • What did people in the slide show do to help themselves? Remind the class that floods, droughts and hurricanes have always happened, but because of climate change they are happening more often and more severely. The class might like to see the slide show a second time after they have discussed it, to see if they missed anything. Divide the class into small groups. Give each group one of the case studies printed out from the slide show. Their task is to draw story strip cartoons showing the person’s experiences as a result of climate change.

http://www.climatechoices.org.uk/pages/cchange1.htm





In their group, they should decide on a sequence of 3–5 events that they can illustrate in their story strips (e.g. Tara’s story – planting crops / rain flooding crops / hungry family / moving house / plants wilting in drought). Each child should then draw their own story strip, with speech bubbles showing what the people might be feeling and thinking. Ask for a volunteer from each group to show their story strip to the rest of the class and describe what is happening to the person in their story.



Climate Chaos Day 1 Afternoon session: More on climate change

Activity 2: Climate change – the missing words

You will need A copy of the worksheet ‘Climate change – fill in the missing words’ for each pupil. (See below)

Aim To reinforce pupils’ understanding of climate change and to provide an individual record.

What to do Hand out the worksheets and ask the pupils to complete them. When they have completed them, it might be helpful to go through the answers to make sure everyone has understood.

Climate Chaos Worksheet: Climate change – the missing words Fossil fuels such as gas, oil and coal contain __________ from plants and animals that died millions of years ago. When we burn fossil fuels to heat our homes or drive our cars, __________ is released. Carbon dioxide is a __________, which traps heat in the Earth’s atmosphere. This has always happened and helps to keep the Earth warm enough to __________ on. But we are now using more and more fossil fuel __________ to power machines in the factories that make all the new things we buy, for __________ to work and school and on holiday, and to provide energy for our DVDs, __________ and tumble driers. This means the blanket of greenhouse gases around the __________ is getting thicker and the climate is getting hotter. This will mean more droughts, floods and storms. It could become harder to __________ enough food. 20 – 30% of plant and animal species could become __________. The sea level could __________by 40 centimetres, because the water in the oceans expands as it gets warmer and the ice caps are __________. If governments, businesses and individual people work together to use less __________, we can slow down climate change. ________________________________________________________________

Use the words below to fill the spaces: rise � greenhouse gas � extinct � energy � melting � carbon � Earth � refrigerators � live � carbon dioxide � fossil fuels � transport � grow

Source: Adapted from a Defra website




Activity 2: Who is responsible?


You will need • Internet access to the Wikipedia maps (based on data from the US department of

Energy) http://en.wikipedia.org/wiki/Image:CO2_per_capita_per_country.png#file • A world map

Aims • To raise awareness that what people do might affect others living in another part of the

world. • To raise awareness that countries suffering most from the effects of climate change are

not the ones contributing most to it.

What to do Show the class the Wikipedia map of CO

2 per capita per country. Explain that it shows the

amount of carbon dioxide produced on average per person, per year. Discuss with the class what they can see on the map. They may need to refer to a world map to help them answer some of the questions: • Which countries produce the most carbon dioxide? • Which parts of the world produce least? • Does the UK produce a lot of carbon dioxide? • Which parts of the world are worst affected by climate change?

http://en.wikipedia.org/wiki/Image:CO2_per_capita_per_country.png#file

http://en.wikipedia.org/wiki/Image:CO2_per_capita_per_country.png#file




Activity 3: How responsible are we?


You will need Internet access to the Climate Change Calendar (www.wdm.org.uk) http://www.wdm.org.uk/campaigns/climate/calendar/index.htm A world map Aims To raise awareness of the contribution of people in the UK to climate change. To begin to explore some of the reasons that some counties might produce more carbon dioxide than others. What to do Show the class the World Development Movement’s climate change calendar. Click on the left-hand arrow until you get to January. Explain that this calendar shows by when during 2007 the average UK citizen will have emitted as much as a citizen from another country will during the whole year. • Where are the countries that produce least carbon dioxide? • Are they mainly in the same part of the world? (Most are in Africa; all are in the tropics.) • Why might they produce less carbon dioxide? (For example, the majority of people in these countries are poorer and have less access to material goods, cars, refrigerators etc; the countries are less industrialised and have fewer factories using energy to drive machinery; less energy is needed to keep warm in hotter countries.) Now click on the left hand arrow until you get to August. People in these countries produce on average less than two-thirds of the carbon dioxide that people produce in the UK. • Where are these countries?

http://www.wdm.org.uk/campaigns/climate/calendar/index.htm

http://www.wdm.org.uk/campaigns/climate/calendar/index.htm



• Why might they produce less carbon dioxide than people in the UK? (Switzerland is colder and richer than the UK, so the reasons above don’t apply. Can pupils think of any other reasons? By September, Sweden and France are added to the list of countries producing much less CO2 than the UK.) Take any ideas that pupils suggest, but it does not matter at this stage if they don’t have many answers. Tell them that during the next few days they will be researching some of the ways that we can all produce less carbon dioxide and that this calendar tells us that this is possible.



Climate Chaos Day 2 Afternoon session: More on the effects of climate change – past, present and future

Activity 3: From my grandchild

You will need Writing paper and pencils

Aim To raise awareness that the impact of climate change will increase in the future.

What to do Ask the children to imagine what life might be like in the UK in 50 years time, when they might have a grandchild the age they are now, if the climate continues to change. They should write a story or poem about what life might be like for that child.



Climate Chaos Day 3 Morning session: Our contribution to climate change

Activity 1: The fossil fuel energy in our day


You will need • Writing paper, pencils and rulers • Interactive whiteboard, computer and internet connection (optional)

Aim • To increase awareness that many of our daily activities release carbon dioxide and

contribute to climate change.

What to do Recap on fossil fuels and how they contribute to climate change: • Carbon is a chemical that is essential to all life, including plants and animals. • Fossil fuels such as coal, oil and gas are made from plants and animals that died millions of years ago. They contain carbon. • When we burn fossil fuels, the carbon reacts with oxygen in the air to make carbon dioxide. (If the class has previously studied respiration and photosynthesis, remind them that we breathe out carbon dioxide and that plants use it for photosynthesis.) • Carbon dioxide is a greenhouse gas, which helps to keep the Earth warm enough for life to exist. However, since the Industrial Revolution 200 years ago, people have been burning more and more fossil fuels and this is affecting the Earth’s climate. If you have easy internet access, show the class the graph on the site Climate Choices – Children’s Voices (you will need to scroll down the page to find it), which clearly shows how levels of carbon dioxide and temperatures have risen together in the last 150 years. http://www.climatechoices.org.uk/pages/cchange3.htm






You could also show the short PowerPoint presentation ‘How cars make carbon dioxide’. http://www.climatechoices.org.uk/pages/cchange4.htm Ask the pupils to divide a sheet of paper in half. One the left-hand side, they should write a list of everything they do on a normal day (getting up, having a shower or wash, eating breakfast, etc.). They might need two pieces of paper to list everything! On the right-hand side they should write any of these activities that use fossil fuel energy. Remind them that as well as oil used for petrol and oil, gas or electricity used for heating, most of our electricity is produced by burning coal or gas (see figures in Background information for teachers). Pupils might like to work in pairs to do the second half of the activity. After they have completed their lists, ask for volunteers to share them. Did the rest of the class notice any activities that use fossil fuels, which they had missed? An alternative way of doing this would be to ask the volunteers to read out the list of things they do and ask the rest of the class to put their hands up when an activity uses fossil fuel. Ask someone with their hand up to explain how the activity uses fossil fuel (e.g. a shower uses hot water which is heated by gas or electricity).





Climate Chaos Day 4 Morning session: What we can do; Planning for action – energy use at school

Activity 2: 71 steps towards becoming a sustainable school


You will need • An interactive whiteboard, computer and internet access • Flipchart paper

Aim To broaden awareness of the range of things a school could do to reduce its contribution to climate change. To introduce ideas about how to make a school more sustainable in other ways. What to do Show the class the poster ‘71 steps towards becoming a sustainable school’ on the Sustainable Schools website. http://www.suschool.org.uk/ Invite a pupil to find the number 1 and click on it to reveal the information. Ask the class: • Has this anything to do with climate change? • Is it something our school might be able to do? Keep a tally of all the numbers that relate to climate change and note on the flipchart any actions the class thinks the school might take. Repeat the process. You could invite a different pupil to click on each number. How many of the suggested steps were about climate change? Point out that this highlights how central climate change and our use of fossil fuels are to a more sustainable future.

http://www.suschool.org.uk/

http://www.suschool.org.uk/




Activity 3: Action plan


You will need • The energy surveys from Activity 1 • The flipchart sheet from Activity 2, displayed accessibly • Paper and coloured felt tips or highlighters • A sheet of paper divided into three columns marked short-, medium-, and long-term.

Aim To encourage practical action to reduce the school’s carbon dioxide emissions.

What to do Ask the pupils to return to their groups from Activity 1. They should use their surveys and the ideas from Activity 2 to draw up a list of actions that the school should take to reduce its carbon dioxide emissions. They should then go through their list and, using three different coloured felt tips or highlighters, mark which actions could be taken immediately and at no cost; which will take some time to plan or will cost a small amount; and which will cost a lot and take a lot of planning. Take feedback from the groups. Ask all the groups to say their easy/free actions first and record them under ‘short term’, then their medium-term ideas, and finally their long-term ideas. Discuss who could carry out each of the actions (e.g. pupils, teachers, schoolkeeper, parents, etc. – or a combination). Suggest that the class carries out straight away any of the easy, free actions that they have identified, which pupils can do, to have an immediate impact on reducing their contribution to climate change. The list of short, medium and long-term ideas should ideally form the basis of a future school action plan. If possible, arrange for a group to present the ideas to the head teacher, school council or an assembly. Planning a presentation could be carried out in the afternoon, or in their planning time on Day 5.




Activity 1: How energy efficient is our school?


You will need • A copy of the School energy survey for each group of about four pupils (below) • Access to the schoolkeeper (ideally) – either to visit the class to answer questions at

some point during the morning, or for a group to go and interview him/her

Aim To increase understanding of how less fossil fuel energy could be used at school.

What to do Remind the class of yesterday’s activities about how much fossil fuel energy we use in our everyday lives and how that contributes to climate change. Tell them that this morning’s focus is to find out if the school is wasting energy and to come up with an action plan about how the school could use less energy. Ask them to form groups of about four pupils and give each group a school energy survey to complete. They could either all complete it for the classroom they are in, or different groups could be allocated different parts of the school to investigate. Read through the survey together and make sure they understand all the questions. Tell them that some of the answers they will know, some they will need to move around the classroom (or school) to find out, and some they may need to ask an adult (ideally the schoolkeeper) about. They should complete the ones they can answer from their own experience or investigations. Note that as it is summer, heating will be off and there are likely to be fewer drafts than in winter, so they may need to use their memories! Bring the groups back together to compare findings. Invite the schoolkeeper into the classroom to answer the remaining questions, or send a group to interview him/ her and feedback to the rest of the class. Ask pupils to keep their completed surveys, as they will need them for Activity 3.

Climate Chaos Worksheet: School energy survey Choose one area of your school building. Use this checklist to look for places where energy is being wasted. Lights Are lights on unnecessarily? Is someone in charge of turning off lights in the room when everyone leaves (e.g. at breaktimes)? Are all the lights turned off in empty rooms? Can you switch the lights on in one area only (e.g. the area furthest away from the windows)? Are there any energy-efficient lightbulbs / compact fluorescent lightbulbs in your building? Computers and other electrical equipment (e.g. photocopiers) Are all unused computers (including monitors) and other electrical equipment turned off? Are all computers and other electrical equipment turned off at the end of the day? Is someone responsible for checking? Windows and doors Are there drafts around the edges of windows or doors? Are there draft strips around the edges of windows or doors? Are the windows double-glazed? Are windows or doors left open in winter? Heating Can you turn heating up or down in this room only? Are the corridors kept as warm as the classrooms? (Heating can be lower in corridors, as people are moving around.) Is the heating timed to turn off half an hour before the school closes? Recycling Does your school recycle paper? (Recycled paper uses between 28 and 70 per cent of the energy of non-recycled, depending on the kind of paper and how far the paper travels during the recycling process.) Is recycled paper used in your school?

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