Teachers’ booklet

PowerDown brings to life some

of the causes and impacts of
climate change, and explores the
A climate change toolkit extraordinary potential for schools
for secondary schools to shape some of the solutions.
 PowerDown
teachers’ booklet

Contents
Curriculum guidance
1. PowerDown and the new
secondary curriculum page 1
2. PowerDown: a compelling
learning experience page 2
3. Science revised programme of study
for Key Stage 3 and PowerDown page 3
4. Geography revised programme of study
for Key Stage 3 and PowerDown page 5
5. Citizenship revised programme of study
for Key Stage 3 and PowerDown page 9
How to use the photo cards page 12
Lesson ideas page 13

Activity sheets
1. Big picture page 22
PowerDown was developed as part of an 2. Tipping points page 23
EC funded Global Action Schools project
3. Climate impacts page 24
– a network of schools in seven countries
committed to making global awareness and 4. Making the connections page 25
action central to school life. Thirty schools 5. Why? Why? Why? page 28
in England took part in the project.
6. Building a flood-resistant house page 29
Research and writing: Taahra Ghazi, 7. The 2T deal page 30
Polly Ghazi, Joanne Price
8. Why bother to PowerDown? page 31
Additional research: Liz Ewen
Edited by: Taahra Ghazi, Janet Convery 9. Action card game page 33
Design: thomas.matthews 10. Which action? page 34

Sign up for downloadable toolkit updates at 11. Action tree page 35

www.actionaid.org.uk/powerdown 12. Reflections page 36

Keywords information sheet page 37

Photo captions and brain-teaser answers page 38
Sources of information page 39
This toolkit has been produced with the financial assistance of the European Union.
The contents of this document are the sole responsibility of ActionAid and can under Acknowledgements page 40
no circumstances be regarded as reflecting the position of the European Union.
Curriculum guidance Curriculum guidance

1. PowerDown and the new Using PowerDown 2. PowerDown: a compelling

secondary curriculum A short PowerPoint slideshow is learning experience
This toolkit has been developed to meet the included on the PowerDown DVD-Rom This toolkit has been designed to create a
needs of the new secondary curriculum and to help explain how to use the toolkit and compelling learning experience focusing on
to equip learners with some of the knowledge, is ideal for use in INSET sessions and the new global and sustainable development
skills and confidence to make a positive teacher training. dimensions, and includes strong subject
contribution to life in the 21st century. This booklet contains lesson ideas, links to science, geography and citizenship.
photocopiable activity sheets and PowerDown could form a compelling learning
The PowerDown toolkit offers: further information. experience centred on reducing your school’s
energy use as outlined below. For a more
real and relevant learning – focusing on The lesson ideas grid shows how the
detailed school case study please see the
how energy use at school or home is linked toolkit can form the basis of ten lessons.
ecoDriver video included on the DVD-Rom.
to climate change Each lesson has clear curriculum links
and learning outcomes. Photo cards,
clear learning outcomes – relating particularly People
activity sheets or video footage accompany
to science, geography, citizenship Student energy
the activities.
monitors – students
a compelling learning experience – Resources Time
encouraging learners to discuss, plan and Energy monitoring Energy-saving Half-term focus;
create their own climate change solutions software/meter/ software provider ten x core lessons
survey tool (eg ecoDriver)
development of skills for life – supporting Ongoing energy
team work and participation in the life of Case studies showing monitoring
the school and wider community climate change causes, via students
cross-curricular lesson ideas – stories impacts, solutions
from different parts of the world support PowerDown activities
education for sustainable development and
the global dimension.
PowerDown and Quality and standards
reduce the school’s Energy reduction targets
energy consumption set, measured, met by
Curriculum links students/staff
Citizenship,
geography, science Subject-assessment
criteria met
Also D&T and maths

Place
All classrooms Other dimensions
Teaching and learning Community participation
Display boards
approaches
Independent enquiry Entrance hall Creativity and
critical thinking
Team working
Global and sustainable
Effective participation dimension?

1 2
Curriculum guidance
3. PowerDown and science
PowerDown lesson ideas
1. Climate change investigation
How is the world’s climate changing and why?
What has using energy in one country got to
do with changing weather patterns in another?
How is climate change predicted to
affect people/places in the future?
What evidence do you have to support
your findings?
2. Climate tipping points and impacts
How is the world’s climate changing?
What is a tipping point?
What do scientists predict will happen if the
world heats up by 1, 2 or 3-5 oC?
What evidence do you have to support
your findings?
3. Making the connections
What effects does using energy have?
How is using energy such as electricity
connected to climate change?
What impact might this have on people
and their environments?
4. Climate hot spots (Bangladesh and India)
What changes in the environment are people
already experiencing and why?
3 4
Science: revised programme
of study for Key Stage 3
2.2 Critical understanding of evidence
Pupils should be able to:
a. obtain, record and analyse data from a wide
range of primary and secondary sources,
including ICT sources, and use their findings
to provide evidence for scientific explanations.
3.4 The environment, Earth and universe
The study of science should include:
c. human activity and natural processes
can lead to changes in the environment.
4 Curriculum opportunities
Provide opportunities for pupils to:
d. study science in local, national and global
contexts, and appreciate the connections
between these.
2.2 Critical understanding of evidence
Pupils should be able to:
a. obtain, record and analyse data from a
wide range of primary and secondary sources,
including ICT sources, and use their findings
to provide evidence for scientific explanations.
3.4 The environment, Earth and universe
The study of science should include:
c. human activity and natural processes can
lead to changes in the environment.
3.4 The environment, Earth and universe
The study of science should include:
c. human activity and natural processes can
lead to changes in the environment.
PowerDown lesson ideas
5. The 2T deal
How much CO2 do we currently emit
as a planet?
How much CO2 is it safe to emit to
keep temperatures stable at 2 oC rise?
Is it possible to work out a fair, CO2
allowance for each adult on the planet?
6. Why bother to PowerDown?
Compare the relative costs of using different
electrical appliances on full power or standby.
How much money can be saved through
energy efficiency?
7. Action card game/Vote with your feet
What actions can we take to reduce
our energy consumption?
Which action might be most successful
and why?
Which would have the biggest impact?
8. Action tree
What do we want to achieve?
What tasks do we need to carry out?
How can we work together effectively?
Who else could support us?
9. Reflections
Has this project changed the way I think
or behave?
How did I work as part of a team?
Did we make a difference? How do we know?
What might I do differently next time?
Science: revised programme
of study for Key Stage 3
2.1 Practical and enquiry skills
Pupils should be able to:
a. use a range of scientific methods
and techniques to develop and test ideas
and explanations
b. assess risk and work safely in the laboratory,
field and workplace
c. plan and carry out practical and investigative
activities, both individually and in groups.
2.3 Communication
Pupils should be able to:
a. use appropriate methods, including ICT,
to communicate scientific information and
contribute to presentations and discussions
about scientific issues.
3.1 Energy, electricity and forces
The study of science should include:
a. that energy can be transferred usefully, stored,
or dissipated, but cannot be created or destroyed.
Explanatory note: Energy includes the
properties and behaviour of light and sound,
renewable energy resources and emerging
technologies such as fuel cells.
4 Curriculum opportunities
Provide opportunities for pupils to:
a. research, experiment, discuss and
develop arguments
g. recognise the importance of sustainability in
scientific and technological developments
j. consider how knowledge and understanding
of science informs personal and collective
decisions, including those on substance abuse
and sexual health
k. make links between science and other
subjects and areas of the curriculum.
Explanatory note: Sustainability relates to the
continuity of economic, social and environmental
aspects of human society, as well as the non-
human environment. It also incorporates
sustainable development – meeting the needs of
the present generation without compromising the
ability of future generations to meet their needs.
It could include examining issues surrounding the
availability of finite resources, waste reduction and
recycling, energy conservation and renewable
energy resources, and environmental pollution.
Curriculum guidance
4. PowerDown and geography
PowerDown lesson ideas
1. Climate change investigation
What is climate change?
How is the world’s climate changing and why?
How is climate change affecting people globally? b. Understanding the significance of
How might it affect people/places in the future? interdependence in change, at all scales.
What has using energy in one country got to do 2.1 Geographical enquiry
with changing weather patterns in another?
2. Climate tipping points and impacts
What do scientists predict will happen if
the world heats up by 1, 2 or 3-5 oC?
What is a tipping point?
How is climate change affecting
people globally?
How is climate change predicted to
affect people and places in the future?
5 6
Geography: revised programme of
study for Key Stage 3
1.4 Interdependence
a. Exploring the social, economic,
environmental and political connections
between places.
Pupils should be able to:
a. ask geographical questions, thinking
critically, constructively and creatively.
2.3 Graphicacy and visual literacy.
Pupils should be able to:
a. use atlases, globes, maps at a range of
scales, photographs, satellite images and
other geographical data.
3 Range and content
The study of geography should include:
h. interactions between people and their
environments, including causes and
consequences of these interactions, and how
to plan for and manage their future impact.
2.1 Geographical enquiry
Pupils should be able to:
a. ask geographical questions, thinking
critically, constructively and creatively.
d. analyse and evaluate evidence, presenting
findings to draw and justify conclusions.
3 Range and content
The study of geography should include:
h. interactions between people and their
environments, including causes and
consequences of these interactions, and how
to plan for and manage their future impact.
Explanatory note: Interactions between
people and their environments. This should
include the investigation of climate change.
PowerDown lesson ideas
3. Making the connections
Why is the earth getting hotter?
What type of weather might we expect as
the earth gets hotter?
What has using energy in one country got to
do with changing weather patterns in another?
4. Climate hot spots (Bangladesh and India)
Which countries will be worst hit by
climate change?
Why do poor people suffer most from
extreme weather?
5. Building a flood-resistant house
How are some people in Bangladesh
adapting to living with climate change?
What can we learn from people
in Bangladesh?
6. Why bother to PowerDown?
What is energy used for?
What uses/wastes the most energy in our
schools and homes?
Curriculum guidance
Geography: revised programme of
study for Key Stage 3
1.4 Interdependence
a. Exploring the social, economic,
environmental and political connections
between places.
b. Understanding the significance of
interdependence in change, at all scales.
Explanatory note: Pupils should understand
how human action in one place has
consequences somewhere else, for example
when deforestation causes flooding.
1.6 Environmental interaction and
sustainable development
a. Understanding that the physical and human
dimensions of the environment are interrelated
and together influence environmental change.
3 Range and content
The study of geography should include:
h. interactions between people and their
environments, including causes and
consequences of these interactions, and how
to plan for and manage their future impact.
3 Range and content
The study of geography should include:
h. interactions between people and their
environments, including causes and
consequences of these interactions, and how
to plan for and manage their future impact.
3 Range and content
Explanatory note: Interactions between
people and their environments. This should
include the investigation of climate change.
Making links between people and their
environments at different scales helps pupils
understand interdependence (eg considering
how their consumption of energy has a global
impact on physical systems such as climate).
Curriculum guidance
4. PowerDown and geography
PowerDown lesson ideas
7. The 2T deal
How much CO2 do we currently emit
as a planet?
How much CO2 is it safe to emit to keep
temperatures stable at 2 oC rise?
Is it possible to work out a fair, CO2
allowance for each adult on the planet?
7 8
Geography: revised programme of
study for Key Stage 3
1.6 Environmental interaction
and sustainable development
a. Understanding that the physical and human
dimensions of the environment are interrelated
and together influence environmental change.
b. Exploring sustainable development and
its impact on environmental interaction and
climate change.
Explanatory note: Environmental interaction
and sustainable development. Understanding
the dynamic interrelationship between
the physical and human worlds involves
appreciating the possible tensions between
economic prosperity, social fairness (who gets
what, where and why), and environmental
quality (conserving resources and landscapes
and preventing environmental damage). The
interaction of these factors provides the basis
for geographical study of the environment and
understanding of sustainable development.
2.1 Geographical enquiry
Pupils should be able to:
g. solve problems and make decisions to
develop analytical skills and creative thinking
about geographical issues.
PowerDown lesson ideas
8. Action card game/Vote with your feet
What actions can we take to reduce our
energy consumption?
Which action might be most successful
and why?
Which would have the biggest impact?
9. Action tree
What do we want to achieve?
What tasks do we need to carry out?
How can we work together effectively?
Who else could support us?
10. Reflections
Has this project changed the way I think
or behave?
How did I work as part of a team?
Did we make a difference? How do we know?
What might I do differently next time?
Curriculum guidance
Geography: revised programme of
study for Key Stage 3
1.6 Environmental interaction and
sustainable development
b. Exploring sustainable development and
its impact on environmental interaction and
climate change.
3 Range and content
The study of geography should include:
h. interactions between people and their
environments, including causes and
consequences of these interactions, and how
to plan for and manage their future impact.
Explanatory note: Interactions between
people and their environments. This
should include the investigation of climate
change. Making links between people and
their environments at different scales helps
pupils understand interdependence (eg
considering how their consumption of energy
has a global impact on physical systems
such as climate). Pupils should investigate
different perspectives and values relating
to these interactions, including sustainable
development. They should also consider
future implications of these interactions.
Curriculum opportunities
During the Key Stage pupils should be offered
the following opportunities that are integral to
their learning, and enhance their engagement
with the concepts, processes and content of
the subject.
Provide opportunities for pupils to:
b. explore real and relevant
contemporary contexts
f. participate in informed responsible action
in relation to geographical issues that affect
them and those around them
i. make links between geography and other
subjects, including citizenship and ICT, and
areas of the curriculum including sustainability
and global dimension.
Curriculum guidance
5. PowerDown and Citizenship
PowerDown lesson ideas
1. Climate change investigation
What is climate change and why is
it happening?
How is using energy at home or school linked
to extreme weather events in other parts of
the world?
How is climate change affecting people globally?
What evidence do you have to support
your findings?
2. Climate tipping points and impacts
How is climate change predicted to affect
people in the future?
What challenges might people face?
What evidence do you have to support
your findings?
3. Making the connections
What has switching on a light got to do
with climate change?
What has using energy in one country got to
do with changing weather patterns in another?
9 10
Citizenship: revised programme of
study for Key Stage 3
1.3 Identities and diversity
c. Considering the interconnections between
the UK and the rest of Europe, and the wider
world.
2.1 Critical thinking and enquiry
Pupils should be able to:
b. research, plan and undertake enquiries
into issues and problems using a range of
information and sources.
c. analyse and evaluate sources used,
questioning different values, ideas and
viewpoints, and recognising bias.
2.1 Critical thinking and enquiry
Pupils should be able to:
b. research, plan and undertake enquiries
into issues and problems using a range of
information and sources.
c. analyse and evaluate sources used,
questioning different values, ideas and
viewpoints, and recognising bias.
2.2 Identities and diversity
Pupils should be able to:
c. consider the interconnections between
the UK and the rest of Europe and the
wider world.
3 Range and content
Citizenship helps pupils make sense of
the world today and equips them for the
challenges and changes facing communities
in the future.
PowerDown lesson ideas
4. Climate hot spots
Why will the world’s poorest countries
suffer earliest and most from climate change?
Is this fair?
5. The 2T deal
Within each country some people’s lifestyles
produce more CO2 than others. Is this fair?
Is carbon rationing fair?
How might it affect different countries?
How might it affect the lifestyle or behaviour
of different people?
6. Why bother to PowerDown?
How can we meet our own needs, without
compromising the ability of future generations
to meet their needs?
Is it possible to save energy by changing
our behaviour?
7. Action card game
What actions can we take to reduce our
energy consumption?
Which action might be most successful
and why?
Which would have the biggest impact?
Curriculum guidance
Citizenship: revised programme of
study for Key Stage 3
2.1 Critical thinking and enquiry
Pupils should be able to:
b. research, plan and undertake enquiries
into issues and problems using a range of
information and sources.
3 Range and content
Citizenship helps pupils make sense of
the world today and equips them for the
challenges and changes facing communities
in the future.
e. Citizenship helps pupils understand
the actions that individuals, groups and
organisations can take to influence decisions
affecting communities and the environment.
Explanatory note: Environment. This
provides opportunities to evaluate individual
and collective actions that contribute to
sustainable practices. Pupils could consider
the different ethical implications of actions,
policies and behaviour. This work can be
linked with work in science and geography.
3 Range and content
e. Citizenship helps pupils understand
the actions that individuals, groups and
organisations can take to influence decisions
affecting communities and the environment.
2.3 Taking informed and responsible action
Pupils should be able to:
a. explore creative approaches to taking
action on problems and issues to achieve
intended purposes
b. work individually and with others to
negotiate, plan and take action on citizenship
issues to try to influence others, bring about
change or resist unwanted change, using time
and resources appropriately.
Curriculum guidance
5. PowerDown and Citizenship
PowerDown lesson ideas
8. Vote with your feet
How can we decide as a class on the best
action to take?
Have we reached a consensus on the best
action to take?
9. Action tree
What do we want to achieve?
What tasks do we need to carry out?
How can we work together effectively?
Who else could support us?
10. Reflections
Has this project changed the way I think
or behave?
How did I work as part of a team?
Did we make a difference? How do we know?
What might I do differently next time?
11
Citizenship: revised programme of
study for Key Stage 3
2.3 Taking informed and responsible action
Pupils should be able to:
b. work individually and with others to
negotiate, plan and take action on citizenship
issues to try to influence others, bring about
change or resist unwanted change, using time
and resources appropriately.
2.3 Taking informed and responsible action
Pupils should be able to:
b. work individually and with others to
negotiate, plan and take action on citizenship
issues to try to influence others, bring about
change or resist unwanted change, using time
and resources appropriately.
c. analyse the impact of their actions on
communities and the wider world, now and
in the future.
2.3 Taking informed and responsible action
Pupils should be able to:
d. reflect on the progress they have made,
evaluating what they have learnt, what went
well, the difficulties encountered and what
they would do differently.
How to use
the photo cards
Photo cards are designed for pupils to read 13. Climate change and energy use:
in groups or pairs. They are divided into Learn electricity at school
and Solutions cards. They are colour coded for 14. Climate change and energy use:
easy use:
energy loss at home
blue cards (1-3) give learners an
introduction to the causes and impacts 15. Climate change and energy use:
of climate change transport
orange cards (4-10) are stories showing
the impact of climate change on people Solutions photo cards
and places
16. Climate change solutions:
red cards (11-15) investigate how energy global solutions
is used at school and in the home 17. Climate change solutions:
green cards (16-20) highlight some of the people power
solutions to slowing climate change and are 18. Climate change solutions:
designed to inspire learners’ own ideas. Good Energy
19. Climate change solutions:
Langdon school, England
Learn photo cards
20. Climate change solutions:
1. Introduction: what is climate change?
Karchua Bori school, India
2. Introduction: why is the earth
getting hotter?
3. Introduction: how is climate change
affecting our world?
4. Climate change around the world:
Mahidul’s story, Bangladesh
5. Climate change around the world:
Fatima’s story, India
6. Climate change around the world:
Zakir’s story, India
7. Climate change around the world:
Biblop’s story, Bangladesh
8. Climate change around the world:
Abbas’ story, India
9. Climate change around the world:
Sophia’s story, Tanzania
10. Climate change around the world:
the Amazon rainforest story
11. Climate change and energy use:
the big picture
12. Climate change and energy use:
heat at school
12
PowerDown
lesson ideas
Learn
These activities are designed to be used alongside the
Learn photo cards 1-15, Be the solution trigger film and
Activity sheets 1-6. Learners may also find the Keywords
information sheet helpful.
Key questions and subject links
KS3 Science
– How is the world’s climate changing?
– What has using energy in one country got to do with
changing weather patterns in another?
– How is climate change predicted to affect people/
places in the future?
– What evidence do you have to support your findings?
KS3 Geography
– How is the world’s climate changing and why?
– How is climate change affecting people globally?
– How is climate change predicted to affect people/
places in the future?
– What has using energy in one country got to do
with changing weather patterns in another?
KS3 Citizenship
– What has using energy in the UK got to do with
climate change?
– What challenges do/will individuals and communities
face in different parts of the world?
Key questions and subject links
KS3 Science
– How is the world’s climate changing?
– What is a tipping point?
– How is climate change predicted to affect people
and places in the future?
– What evidence do you have to support your findings?
KS3 Geography
– How is the world’s climate changing?
– What is a tipping point?
– How is climate change affecting people globally?
– How is climate change predicted to affect people
and places in the future?
KS3 Citizenship
– How is climate change predicted to affect people
and places in the future?
Activity ideas Resources
Climate change investigation Part one
Part one Learn photo cards – introduction:
(digital versions)
Use interactive whiteboard/projector to discuss Learn photo
cards 1-3. What do you think each picture/graphic has to do 1. what is climate change?
with climate change? Read the back of the cards and watch the
2. why is the planet getting hotter?
Be the solution trigger film. What are the most important things
you’ve learned about climate change now/in the future? 3. how is climate change affecting our world?
Be the solution trigger film (DVD-Rom)
Part two
Divide Learn photo cards 4-10 among learners. Place each Part two
image alongside a copy of the Big picture activity sheet.
Big picture (Activity sheet 1)
What is happening in your picture? What do you think it has to
do with climate change? Write thoughts in the inner box marked Learn photo cards – climate change around the world:
‘What I see’. 4. Mahidul’s story, Bangladesh
Read the back of your card. How is your picture connected 5. Fatima’s story, India
to climate change? Write thoughts in the outer box marked
‘Big picture’. 6. Zakir’s story, India
7. Biblop’s story, Bangladesh
Part three
How is your picture connected to climate change? Imagine you 8. Abbas’ story, India
are a science/world news/political correspondent doing a two- 9. Sophia’s story, Tanzania
minute news report on TV news. What is the most important thing
you want to say about it? Group feedback. 10. the Amazon rainforest story
13
Activity ideas Resources
Tipping points and climate impacts Tipping points (Activity sheet 2)
Part one Climate impacts (Activity sheet 3)
Learners work in pairs on the tipping points activity sheet. Cut up Learn photo card 3: How is climate change affecting
the information boxes, paste the map onto an A3 piece of paper, our world?
discuss the information boxes and place them in the correct
A3 paper
place on the map.
Glue
The map shows the places in the world which climate scientists
believe to be at greatest risk of climate change (info source 1), if Useful info sources:
the average global temperature rise between 3-5 oC. It also shows
1. ‘Global meltdown: scientists isolate areas most
the predicted impact on people should these tipping points occur
at risk of climate change’, the Guardian,
(info source 2).
www.guardian.co.uk/environment/2008/feb/05/
The correct layout of the boxes can be seen on the front of climatechange
Learn photo card 3.
2. ‘At a glance: The Stern Review’
Part two http://news.bbc.co.uk/1/hi/business/6098362.stm
Learners can then move on to the Climate change predictions 3. ‘Climate change from the BBC weather centre’
activity sheet. Use the information given to create their own, www.bbc.co.uk/climate/evidence/extreme.shtml
similar maps showing the possible climate impacts with a global
4. ‘Humans blamed for climate change’,
temperature rise of 1oC and 2 oC. Learners could also undertake
IPPC report http://news.bbc.co.uk/1/hi/sci/
additional research using the links provided.
tech/6321351.stm
Part three 5. ‘Climate change: a quick guide’
Share findings. www.direct.gov.uk/en/Environmentandgreenerliving/
Thewiderenvironment/Climatechange/index.htm
14
Key questions and subject links
KS3 Science
– What effects does using energy have?
– How is using energy such as electricity connected
to climate change?
– What impact might this have on people and
their environments?
KS3 Geography
– Why is the earth getting hotter?
– What type of weather might we expect as the
earth gets hotter?
– What has using energy in one country got to do
with changing weather patterns in another?
Key questions and subject links
KS3 Geography
– Which countries will be worst hit by climate change?
– Why do poor people suffer most from extreme weather?
KS3 Geography
– How are some people in Bangladesh adapting to living
with climate change?
– What can we learn from people in Bangladesh?
Activity ideas Resources
Making the connections Making the connections (Activity sheets 4a and 4b)
This activity helps learners to understand how everyday human Useful info sources:
action in one place has consequences elsewhere that we don’t
Causes and effects of energy use
even think about. Differentiated versions of the Activity sheet
are provided – version 4b is also a cloze exercise for higher http://www.think-energy.com/ThinkEnergy/11-14/
ability learners activities/CauseEffect-text.aspx
Part one
Using the making the connections activity sheets, learners cut
out the boxes and place them in sequential order to explain how
using energy such as electricity is connected to climate change,
and how could this affect people.
Part two
Use the information given to design a ‘Making the connections’
poster. Design icons are provided on the DVD-Rom for students
to use.
Part three
What has switching on a light got to do with climate change?
Talk for 30 seconds.
15
Activity ideas Resources
Climate change hot spots Three-minute wonder films (DVD-Rom). A selection
of films showing the effects of flooding in India during
(India and Bangladesh)
2007. The films are subtitled, have an emotional
Part one impact and may not be appropriate for all learners.
Watch the three-minute wonder films – these examine climate
Why? Why? Why? (Activity sheet 5)
change and its impacts from the perspective of some of the
world’s poorest people. Learners could also revisit Learn photo Building a flood-resistant house (Activity sheet 6)
cards 4-9.
Part two
Give learners the Why? Why? Why? activity sheet. Use the
information from the films and learn photo cards to investigate
the following statement: ‘The poorest countries and populations
will suffer earliest and most, even though they have contributed
least to the causes of climate change,’ Sir Nicholas Stern 2007.
Keep asking ‘why is this happening?’ and writing answers in the
Why? Why? Why? boxes.
Building a flood-resistant house Building a flood-resistant house (Activity sheet 6)
Challenge pupils to build a model house using sustainable,
low-cost, flood-resistant materials. Pupils could:
1. research materials
2. build it
3. test how effective it is
16
Investigate
These activities are designed to be used
alongside Activity sheets 7 and 8.
Key questions and subject links
KS3 Geography/Science
How much CO2 do we currently emit as
a planet/in different parts of the world?
How much CO2 is it safe to emit to keep the
average global temperature rise to 2 oC?
Is it possible to work out a fair, carbon allowance
for each adult on the planet?
KS3 Citizenship
Within each country some people’s lifestyles
produce more CO2 than others. Is this fair?
Is carbon rationing fair?
How might it affect different countries?
Key questions and subject links
KS3 Science
What are the relative costs of using different
electrical appliances on full power or standby?
How much money and electricity can be saved
through energy efficiency?
KS3 Geography
What is energy used for?
What uses/wastes the most energy in our schools and
homes?
KS3 Citizenship
How can we meet our own needs, without compromising
the ability of future generations to meet their needs?
Is it possible to save energy by changing behaviour?
Activity ideas Resources
The 2T deal The 2T deal (Activity sheet 7)
Part one The carbon gym – carbon calculating from the
Centre for Alternative Technology
Group discussion. Introduce the 2T deal activity sheet. Read
through the tables and ask pupils to discuss questions 1-3. www.cat.org.uk/carbongym
1. Within each country some people’s lifestyles will be producing
a lot more CO2 than others. Is this fair?
2. What will it mean for people living in different parts of the
world to keep to an average 2T limit per person?
3. The 2T figure is based on a future global population of
nine billion people. What happens to the carbon ration if the
population goes up by more or less than nine billion? Will
changes in population have the same effect in all countries?
Extension activity: How close to 2T is your individual carbon
footprint? Use the internet carbon footprint calculator to find out.
Part two
Group role play. Imagine you are world leaders. Devise a role
play to discuss the situation now, what the 2T deal means for
your people and how you are going to work together to save
the planet.
Part three
Hot seating – each group feeds back to whole class and
pupils answer questions in the role of a world leader.
17
Activity ideas Resources
Why bother to PowerDown? Why bother to PowerDown? (Activity sheet 8)
Part one Calculators will be needed for this activity
Examine and discuss tables 1-3 with learners on activity sheet Activity sheet answers:
8a. Tables 1 and 2 look at the way two different families use 1. 4,090W-h
electricity. Table 3 shows how many watts different household 2. 4.09kW-h
appliances use in standby mode or when switched on. 3. 4,492,185kW-h
4. £149.285 per year
Ask pupils to make a copy of the ‘Why bother to PowerDown?’
5. £1,492,850,000 per year
table on acitivy sheet 8b. Ask them to use the information from
tables 1-3 to work out how many watts each family uses per day
for each appliance and fill in their tables.
Part two
Pupils could work in pairs or groups to answer questions 1-3 on
the Why bother to PowerDown? activity sheet.
Part three
Extension ideas
1. These are just some of the appliances people use at home.
Use the internet to find out how many watts other household
appliances use on full power and standby (tip: the manufacturers’
sites often tell you) and work out what daily savings could be
made by switching off.
2. The average cost of electricity per unit rose to 12p per KW-h
in July 2008. Check current price and re-do calculations.
18
Act
How can we meet our own needs, without compromising
the ability of future generations to meet their needs?
Four activities help learners to choose an action, then
plan, carry out and evaluate it.
These activities are designed to be used alongside
Solutions photo cards 16-20. The photo cards introduce
some of the local, national and global solutions to
slowing down climate change. They include ‘top tips’
from UK schools – designed to give learners some
examples of what might work within a school and to
act as a springboard for their own ideas. The Assam
slideshow on the PowerDown DVD-Rom explains how
one school in India is adapting to the threat of flooding.

Key questions and subject links Activity ideas Resources

KS3 Science, Geography, Citizenship
What actions can we take to reduce our
energy consumption?
Which action might be most successful and why?
Which action would have the biggest impact?
Action card game Action card game (Activity sheet 9)
Part one
Cut up the cards on Action card game activity sheet. There are
two blank cards for learners to write in their own suggestions.
If you come up with more than two, replace a card with your idea.
Part two
Arrange the cards in a diamond pattern. Put the most preferred
action at the top of the diamond and the least preferred action
at the bottom of the diamond etc.

Part three
Consider which ones are the easiest actions to do and which
could have the most impact.

19

Key questions and subject links Activity ideas Resources

KS3 Science, Geography
Which action might be most successful and why?
Which would have the biggest impact?
Which action? Vote with your feet! Which action? (Activity sheet 10)
Part one
Give groups of learners the Which action? activity sheet.
Ask them to write their three most popular actions in the
left-hand columns.

Part two
Discuss and answer the following questions about each action:
– How easy is it to do?
– What will we need (eg space or equipment)?
– Who can help us?
– How many people will see our idea?
As a group agree the best action to do.

Part three
Whole class feedback. Each group outlines their chosen action
and why it is the best action to do. The class then votes on the
best overall action. If they cannot decide use ‘vote with your feet’:
write each group’s action on a piece of paper. Place each once in
a different corner of the room. When you call ‘vote with your feet’,
pupils run to the corner with their favourite action.

20
 Key questions and subject links Activity ideas Resources

KS3 Science, Geography, Citizenship
What do we want to achieve?
What tasks do we need to carry out?
How can we work together effectively?
Who else can support us?
Action tree Action tree (Activity sheet 11)
Part one
Decide on an action to take.
Part two
Draw your Action tree using the activity sheet as a guide.
Trunk: our action.
Roots: tools or resources we need.
Branches: tasks to carry out.
Leaves: people who will carry out each task.
Fruit: what we want to achieve.
Worms: helpers.

Part three
Consider what worked well and what you would do differently
next time.

KS3 Science, Geography, Citizenship Reflections Reflections (Activity sheet 12)

Has this project changed the way I think or behave?
Part one
How did I work as part of a team? Consider what worked well, and what you would do differently
Did we make a difference? How do we know? next time.

What might I do differently next time? Part two

Use the Reflections sheet to describe what difference the action
made, and the evidence you have to show this.

Part three
Share your reflections with the class. What was the impact
on you/your school/the world?

21
Big picture
Big picture

What I see

22
Activity sheet 1
 23
Activity sheet 2 Climate impacts Activity sheet 3

collapses: medium risk 300

North American boreal forest dies:

medium risk 50 years to complete
Arctic sea ice melts: high risk

70 years: malaria spreads to Europe

70 years: a third of Africa’s coastline

approx 10 years to complete

50 years: London flooded

high risk 300 years to complete

medium risk approx 10 years to complete

West Antarctic ice sheet

100 years: 70 million Bangladeshis

Greenland ice sheet melts:

lose their homes under water

years to complete

West African monsoon collapses:

disappears under water

Temp Water Food Health Land Environment Abrupt

rise large scale
1oC Small glaciers Modest At least 300,000 Thawing At least 10% Atlantic
in the Andes increases in people each year permafrost of land species Thermohaline
disappear cereal yields die from climate- damages facing extinction Circulation
completely, in temperate related diseases buildings and (according to starts to
threatening water regions Reduction in roads in parts one estimate) weaken
supplies for 50 winter mortality of Canada 80% bleaching

from water shortages in Africa and the

70 years: 3 billion more people suffer
million people rates in northern and Russia of coral reefs,
Europe and USA including Great
Barrier Reef

2oC Potentially Sharp declines 40-60 million Up to 10 million 15-40% of Potential for
20-30% in crop yield in more people more people species facing Greenland
decrease in tropical regions exposed to affected by extinction ice sheet to
water availability (5-10% in Africa) malaria in Africa coastal flooding (according to begin melting
in some each year one estimate) irreversibly,

Middle East
vulnerable High risk of accelerating sea
regions, extinction of level rise and
eg southern Arctic species, committing world
Africa and including polar to an eventual
Mediterranean bear and caribou seven-metre sea
level rise

risk approx 50 years to complete

Amazon rainforest dies: medium
3 oC In southern 150-550 1-3 million more Up to 170 million 20-50% of Rising risk of
Europe, serious additional people die from more people species facing abrupt changes
droughts occur millions at risk of malnutrition affected by extinction to atmospheric

medium risk approx one year to complete

once every hunger (if carbon (if carbon coastal flooding (according to circulations, eg
10 years fertilisation weak) fertilisation weak) each year one estimate), the monsoon

Unstable Indian summer monsoon:

1-4 billion Agricultural including 25-60% Rising risk of
more people yields in higher mammals, collapse of west
suffer water latitudes likely 30-40% birds Antarctic ice
shortages, while to peak and 15-70% sheet
1-5 billion gain butterflies in
Rising risk
water, which South Africa
of collapse
may increase Collapse of of Atlantic
flood risk Amazon rainforest Thermohaline
(according to Circulation
some models)

4oC Potentially 30- Agricultural Up to 80 million Up to 300 million Loss of around

50% decrease in yields decline more people more people half Arctic tundra
water availability by 15-35% in exposed to affected by Around half of
Tipping points

in southern Africa, and entire malaria in Africa coastal flooding all the world’s
100 years: 150 million refugees flee from

Africa and regions out of each year nature reserves

rising seas in African and south Asia

Mediterranean production (eg cannot fulfil

Eurasian boreal forest dies: medium

parts of Australia) objectives

risk approx 50 years to complete

5 oC Possible Increase in Sea level rise

disappearance ocean acidity, threatens small
of large glaciers seriously islands, low-lying
in Himalayas, disrupting coastal areas
affecting one- marine (eg Florida) and
quarter of China’s ecosystems major world cities
population and and possibly such as New
hundreds of fish stocks York, London,
millions in India and Tokyo

Source: Nicholas Stern, The Economics of Climate Change: The Stern Review, Cambridge University Press, 2007 p57.

24
Making the connections Activity sheet 4a Making the connections Activity sheet 4a
continued

How is using energy such as electricity Cut out the boxes and put them in order to
connected to climate change and how could help explain how turning on a light switch is
this affect people? connected to flooding for people living near
rivers and the sea.

The earth warms up Most power stations make Lights use electricity Land ice and glaciers melt The more carbon dioxide
causing global warming, electricity by burning coal, which is supplied by and flow into rivers and (CO2 ) we produce, the
leading to climate change. oil and natural gas. power stations. seas, adding to rising water more heat gets trapped in
levels. the atmosphere.

When river and sea levels
rise, people living nearby
get flooded.
Carbon dioxide (CO2 )
is a gas found in the
atmosphere around our
planet. It helps form an
invisible blanket that
keeps the earth warm
by trapping heat.
Warmer weather is Warmer weather also Burning oil, coal and The ‘invisible blanket’
causing more rain and causes sea temperatures natural gas creates carbon works by trapping heat.
stronger storms. Heavy to rise. The water dioxide (CO2 ). This goes Heat comes from the
rain causes river and molecules expand (get into the air and some of it sun. It bounces off the
sea levels to rise. bigger) adding to rising stays there. earth but gets trapped
sea levels. by the ‘blanket’.

25 26
Making the connections Activity sheet 4b Why? Why? Why? Activity sheet 5

Match the correct words below to the missing Why? Why?

spaces. Now cut out the boxes and place them
in sequential order to explain how using energy
(such as electricity) is connected to climate
change, and how could this affect people.

Lights use When river and sea levels rise people living
which is supplied by power stations. in low lying areas are likely to be .

Warmer weather is causing more rain and Most power stations make electricity by
stronger storms. Heavy rain causes river burning coal, oil and natural gas. These are Why?
and sea levels to . called .

Burning fossil fuels like The more

creates carbon dioxide. This we produce more heat gets trapped in
goes into the air and some of it stays there. the atmosphere.
Issue?

“The poorest countries

weather also causes The ‘invisible blanket’ works by trapping and populations will
sea temperatures to rise. The water . It comes from the sun, suffer earliest and most,
molecules expand (get bigger) adding bounces off the earth but gets trapped even though they have Why? Why?
to rising sea levels. by the blanket of gases. contributed least to the
causes of climate change”
Sir Nicholas Stern, 2006.
Carbon dioxide (CO2) is a The earth warms up causing
gas found in the atmosphere around our leading to climate change.
planet. These gases trap the heat from the
sun like an ‘invisible blanket’ and keep the
earth at the right temperature for people
and animals to live.

Why?
Land ice and glaciers
and flow into rivers and seas, adding
to rising water levels.

global warming fossil fuels flooded greenhouse rise electricity

melt carbon dioxide warmer oil, coal and natural gas heat

27 28
Building a flood- Activity sheet 6 The 2T deal Activity sheet 7

resistant house

Nearly half the population of Bangladesh build Simple, flood-resistant housing can help a If each person on the planet
their homes for as little as £15. Most of these house to remain standing during a storm or produces no more than two Country Current tonnes of CO2
houses offer little protection from rain, floods or flood, or be easily repaired afterwards. The tonnes (2T) of CO2 per year by released yearly – average
storms. In 2007 flooding damaged four million house below is based on low-cost, sustainable the year 2050, then it has been per person
homes in Bangladesh. More floods and stronger materials and techniques used by many calculated that we can keep
storms are predicted in countries such as organisations working in Bangladesh. below a two degree rise in USA Over 20
Bangladesh as our climate changes. Adapting average global temperatures.
to severe weather conditions will be crucial to But can we do it?
Europe and Japan 10
millions of people.
This table shows the average
amount of CO2 each person China 6
is responsible for producing
a year in different parts of India 2
the world.
Frame: Walls:
Bamboo posts are used to Jute panels make resilient Africa Less than 1
make a frame for the house. walls that cost very little and
They support the house and can be easily replaced. The Global 8
make it rigid and strong. jute plant grows six to ten feet
Bamboo is one of the most high. Jute fibre can be used
important forest products of to make things like clothes, Discussion points:
Bangladesh. It is a woody, rope, bags, paper and even
1. Within each country, some people’s lifestyles
evergreen plant. Because of houses! 80% of the world’s
will be producing a lot more CO2 than others.
its strength and lightness it high quality jute grows in
Is this fair?
can be used to make houses, Bangladesh. It is 100%
bio-degradable and recyclable. 2. What will it mean for people living in different
furniture, fishing traps,
parts of the world to keep to an average 2T limit
baskets, or even toys.
per person?
3. The 2T figure is based on a future global
Roof: Plinth: Plants: population of nine billion people. What happens
The roof is made using a A plinth raises a house up. Water-thirsty plants such as to the carbon ration if the population is more
bamboo frame and jute. Usually it is made from soil, bamboo and banana are often than nine billion, and what happens if it is less
This provides some protection a little cement and some planted around the house. than nine billion? Will changes in the population
from heavy rain. Corrugated stone and bricks. It needs to They ‘drink up’ flood water have the same effect in all countries?
iron is also used by local be strong enough and high and also hold onto the soil.
communities in Bangladesh. enough to withstand many
floods. Ideally it would be
raised at least 30cm above
the ground.

29 30
Why bother to Activity sheet 8a Activities Activity sheet 8b

PowerDown?
Make a copy of the table below. Using the
information from these three tables, work out
how many watts each family uses per day for
Table 1 Hours on Hours on
WhyBother family each appliance. Put the information into
Meet the WhyBother family. standby full power your table.
They hardly ever switch things
off and have never thought TV 16 8
about using energy saving light
bulbs. Here are some of the WhyBother WhyBother WhyBother PowerDown
DVD player 18 6 Appliance
ways they eat up electricity on family family family family
an average day. Standby W-h W-h used on Total W-h Total W-h
Computer and peripherals 16 8 each day full power per day used each
each day day
Computer monitor 16 8
TV
Traditional light bulbs
– 30
(total for all bulbs)
DVD player

Table 2 Hours on Computer and peripherals

The PowerDown family turn PowerDown family
full power
things off when they are not Computer monitor
being used. For example TV 5
everyone switches off
Light bulbs
the computer or TV when
DVD player 2
they leave the room to do
something else. Total
They never use the standby Computer and peripherals 6
button. They use energy
efficient light bulbs. This is Computer monitor 6
how they use electricity on an 1. How much electricity are the PowerDowns saving each day
average day. Energy saving light bulbs compared to the WhyBothers?
20
(total for all bulbs) 2. How much is this in kW-h per day? (divide by 1000)
3. How much is this in kW-h per year? (multiply by 365)
Table 3 Standby On full power 4. If electricity costs 10p for every kW-h used, how much money are the
The amount of electricity Appliance PowerDowns saving every year? (multiply by 0.1 to get your answer in £)
(W-h) (W-h)
things use can be measured
5. If 10 million families decide to live like the PowerDowns (rather than
in units called Watt hours TV 10 100 the WhyBothers), how much electricity and money could be saved
(symbol: W-h) or Kilowatt
a year?
hours (symbol: kW-h equal
DVD player 7 12
to 1000 W-h).
Table 3 shows how many
watts different appliances Computer and peripherals 15 130
use in standby mode or
when switched on. Computer monitor 11 70

Traditional light bulbs – 100

Energy saving light bulbs – 18

31 32
Action card game
Read the following suggestions for action and
decide which one is the best for you to do. Two
cards have been left blank for you to add your
own suggestions.
The best action is to raise
awareness by putting
PowerDown posters
around the school.
The best action is to ask
our MP what they are
doing to PowerDown and
tackle climate change.
The best action is
to get everyone to use
energy-saving light bulbs
at home.
33
Activity sheet 9 Which action? Activity sheet 10
Our action How easy is it What will we need? Who can How many people
ideas to do? (space, equipment) help us? will see our idea?
1 (easy) – 10 (hard)
Eg: organise Eg: prizes, posters, Eg: class, teacher, Eg: whole school,
The best action is to The best action is to
a PowerDown 3 assembly, judges headteacher parents
ask people to act as develop a PowerDown
competition with
PowerDown monitors action plan and take it
prizes for the
for their class. Their job to the headteacher.
class who saves
will be to make sure that
most energy!
energy does not get
wasted around the school.
1.
The best action is to The best action is to
organise a whole school fundraise for a ‘real-time’
PowerDown day and energy meter for the
see how much energy school reception area,
we can save. so everyone can see
how much energy we
are using. 2.
The best action is: The best action is:
(put your own idea here) (put your own idea here)
3.
34
 Activity sheet 11 Reflections Activity sheet 12
Action tree

Set clear
goals

Working together
How did we work together?
Ti Which tasks did you enjoy the most?
m
Were you happy with the decisions
Changing me your group made?
What did you enjoy most?
Identify m Draft a plan Did you learn any new skills?
areas for Sa
improve- Get Has this changed the way you
ment governors’ might think or behave?
s support
nor
Su

r
ve
rv

o
ey

g
o
tt
en

n Mo
er

e lly
es
gy

An r
na P
us
e

Our action
Implement a PowerDown plan

Clip Making a difference

lls boar
Ms Ruby – l en ergy bi ds a
nd Have we made a difference?
Schoo ls pape
r
Chair of hoo How do we know? Next time
c
governors ers
oth What was our greatest success? What worked well/not so well?
Mr Smith –
Com
om

citizenship teacher What was the most difficult

s fr

pute

thing you did?

ea

Is there anything you would

Id

School do differently next time?

caretaker
35 x 36
Keywords
information sheet
carbon dioxide (CO2)
An ‘invisible gas’ in the air around us which
makes up about 0.4% of the atmosphere.
CO2 is the most important greenhouse gas
produced by human activities, primarily through
the burning of coal, oil and natural gas.
climate
The average weather conditions over a long
period of time (30-50 years).
drought
Less rainfall than expected over an
extended period of time (usually several
months or longer), often resulting in food
or water shortages.
extinct
No longer living or existing. Extinction of
a particular animal or plant species occurs
when there are no more individuals of that
species alive anywhere in the world.
flood
When the water level temporarily rises and
spills over onto land that is normally dry.
fossil fuels
Coal, oil and natural gas. These are a
non-renewable source of energy created from
fossilised plants, trees and creatures buried
deep beneath the seabed millions of years ago.
37
global warming
Increase in the average global air
temperature near the earth’s surface
since the mid-20th century.
greenhouse gas
Gases that trap heat in the atmosphere. Carbon
dioxide is the main greenhouse gas associated
with global warming. It is naturally present in the
atmosphere, but human activities are increasing
its concentrations year on year.
heatwave
A period of unnaturally hot weather.
insulator
A material or object that doesn’t let heat pass
through it easily. Wool, plastic and rubber are
good insulators because they keep heat in.
You can slow down the speed at which heat
escapes by using an insulator.
weather
The day-to-day condition of our atmosphere
on a particular day, for example, how warm,
cold, dry or wet each day is. Climate is what
you ‘expect’ (eg warm summers) and weather
is what you ‘get’ (eg rain).
Photo captions
Learn photo cards
1. What is climate change?
Aftermath of Hurricane Stan, Mexico, October 2005. 650mm
of rain fell in a short period of time damaging roads and
houses and cutting off communities from food supplies.
2. Why is the earth getting hotter?
Amazon drought, Brazil, October 2005. A horse crossing a
dried up lake during one of the worst droughts ever recorded
in the Amazon region.
3. How is climate change affecting our world?
Map showing what scientists think could happen if the world
heats up by 3-5oC.
4. Mahidul’s story, Bangladesh
Mahidul, aged 11, fishing on the Brahmaputra river near
his home in Char Jattrapur, northern Bangladesh.
5. Fatima’s story, Indi
Fatima Begum, aged 7, from Karchua Bori village, Lower
Assam, India, sits on a chang, an improvised raised platform
used to escape the flood waters that entered her family’s home.
6. Zakir’s story, India
Zakir Hussain, aged 7, from Karchua Bori village, Lower
Assam in northeast India.
7. Biblop’s story, Bangladesh
Biplop, aged 11, at the shop he has worked in for the past
two years. The shop is situated 14 miles from his family.
8. Abbas’ story, India
Abbas Ali, aged 11, from Karchua Bori village, Lower Assam
in northeast India.
9. Sophia’s story, Tanzania
Sofia Larumbe, aged 13, from Arusha, Tanzania, walking
donkeys to the river to collect water.
10. The Amazon rainforest story
Aerial view of the Amazon rainforest photographed during
a flight from Alta Floresta to Santarem.
11. Climate change and energy use: the big picture
A pie chart showing how UK energy usage is split
between heat, transport and electricity.
12. Heat at school
A school boiler. Most school boilers run off fossil fuels.
However, this primary school boiler uses wood pellets which
are effectively carbon neutral. This is because trees and
plants absorb carbon dioxide when they grow and then emit
that same amount of carbon dioxide when they’re burnt.
13. Electrics at school
Year 9 pupil Paul from Langdon school, wondering why lights,
PCs and monitors have been left on in an empty classroom.
14. Energy loss at home
This energy meter is a useful gadget for checking how much
energy is being used in the home every day.
15. Transport
An aeroplane flying over a residential area in west London. Air
travel is the UK’s fastest growing source of carbon emissions.
Solutions photo cards
16. Global solutions
Visual representation of comparative resource usage between
the USA, UK, India and Africa.
17. People power
Thousands of people make a big ‘NO’ in an anti Heathrow
airport expansion protest.
18. Good Energy
A herdsman drives his sheep through the He Lan Shan wind
farm in China
19. Langdon school
Children from Langdon school.
20. Karchua Bori school
In the village of Borbori, Assam, India, a volunteer
demonstrates how empty bottles can be used to make
a life jacket.
38
Brain-teaser answers and
sources of information
Brain-teaser answers
Learn card 13:
1. £20 x 10 computers = £200
2. £20 x 10 computers x 30,000
UK schools = £6 million
Learn card 15:
Rail vs Air
Current CO2 emissions per day = 6,000kg
(train 30 x 35 = 1,050) + (plane 30 x 165 = 4,950)
Effect from stopping flights between London
and Manchester
10 extra trains needed
Total daily CO2 savings = 4,600kg (6,000 air/rail)
– (40 x 35 = 1,400 rail only)
Annual CO2 savings = 1,679,000kg
(daily savings x 365, thirty flights per day
is roughly the annual average)
Sources of information
Climate change:
overview, causes and effects
‘Climate change from the BBC weather centre’
www.bbc.co.uk/climate/evidence/extreme.shtml
‘Humans blamed for climate change‘
– IPPC report
http://news.bbc.co.uk/1/hi/sci/tech/6321351.stm
‘At a glance: The Stern Review’
http://news.bbc.co.uk/1/hi/business/6098362.stm
‘Global meltdown: scientists isolate areas most
at risk of climate change’
www.guardian.co.uk/environment/2008/feb/05/
climatechange
‘Climate change: a quick guide’
www.direct.gov.uk/en/Environmentandgreener
living/Thewiderenvironment/Climatechange/
index.htm
‘One planet – sustainable development’
www.wwflearning.org.uk/oneplanetschools/
39
‘The Goldilocks Principle: A Model of
Atmospheric Gases’
www.ucar.edu/learn/1_1_2_1t.htm
2T carbon ration for 2050: Nicolas Stern LSE
June 2008
Energy use and energy saving
‘Your personal guide to saving the planet’
www.greenpeace.org.uk/blog/climate/your-
personal-guide-to-helping-save-the-climate
‘Energy benchmarking for schools’ –
The Carbon Trust
http://217.10.129.104/energy_benchmarking/
schools/download.asp
‘Energy saving tips’
www.energysavingtrust.org.uk
‘EfficienCity: a virtual, climate friendly city’
www.greenpeace.org.uk/efficiencity
Global footprints/carbon
calculating
‘The carbon gym – carbon calculating from the
Centre for Alternative Technology’
www.cat.org.uk/carbongym
Carbon dioxide emissions for different countries:
World Bank “Little green energy book 2008”
Deforestation and climate change
www.greenpeace.org.uk/forests/climate-change
www.independent.co.uk/environment/climate-
change/deforestation-the-hidden-cause-of-
global-warming-448734.html
Adapting to climate change
‘Flood-resistant housing: adapting to climate
change in Bangladesh’
http://practicalaction.org/?id=flood-resistant_
housing
Acknowledgements
ActionAid would like to thank the
following people for their involve-
ment in developing this toolkit:
Staff and pupils at Hamsey Green junior school. Greenpeace UK for providing photographs
and film footage – www.greenpeace.org.uk
Staff and pupils at St Martin at Shouldham CEVA
primary school. New Economics Foundation for permission
to use information from Chinadependence:
Staff and pupils at Ashley Church of England The second UK Interdependence Report, NEF
primary school. 2007. Table 4: Number of planets needed to
sustain whole world at that level of national
Staff and students at Langdon secondary school. consumption (2006), pg21.
All the other UK Global Action Schools: QCA for permission to reproduce the slideshow
Altrincham Girls grammar school, Cheshire, Karchua Bori school, North India case-study on
Beaver Road primary school, Manchester, DVD-Rom.
Bressingham primary school, Norfolk,
Bulmershe school, Reading, Hatch End high Jenna Downes for picture research.
school, Harrow, Hewett school, Norfolk, Chris Rushbrook for managing the
Highfields school, Matlock, Joseph Swan production process.
school, Gateshead, Leigh City technology
college, Dartford, Little Moss high school, Co-Lab Projects for DVD-Rom production.
Manchester, Looe community school,
Cornwall, Moulscoomb primary school, The European Union for financial support.
Brighton, Mulberry school for girls, London,
Plockton high school, Ross-Shire, Reepham
C of E primary school, Lincoln, Rooks Heath
college for business & enterprise, Harrow,
St Augustines, Nottingham, St Bede’s
Inter-Church comprehensive school,
Cambridge, St Thomas Of Canterbury Blue
Coat CE junior school, Cheshire, Testbourne
community school, Hants, The Broxbourne
school, Herts, The Ferrers specialist arts
college, Northamptonshire, Thurstable school
(Sports college and Sixth Form), Essex,
Torpoint community college, Cornwall, Turlin
Moor community middle school, Dorset,
Verdin high school, Cheshire, Woodfield
primary school, Cheshire.
40
This toolkit has been developed The PowerDown toolkit offers:
to meet the needs of the new real and relevant learning – focusing on
secondary curriculum and to how energy use at school or home is linked
to climate change
equip learners with some of the
clear learning outcomes – relating particularly
knowledge, skills and confidence to science, geography and citizenship
to make a positive contribution a compelling learning experience –
to life in the 21st century. encouraging learners to discuss, plan and
create their own climate change solutions
PowerDown enables learners to investigate development of skills for life – supporting
energy use at home and in their school, and team work and participation in the life of
how this is linked to extreme weather events the school and wider community
thousands of miles away.
cross-curricular lesson ideas – stories
from different parts of the world support
From building canoes using banana plants to
education for sustainable development
learning first aid, children’s stories highlight how
and the global dimension.
some of the world’s poorest people are adapting
to climate change.

Learners also investigate international, national

and local solutions to climate change, and are
encouraged to use their own power to act and
contribute to change.

ActionAid ©2008
Registered charity number 274467
ISBN 978-1-905694-05-1
Published by:
ActionAid Schools
Chataway House
Leach Road
Chard
Somerset TA20 1FR
T 01460 23 8000
F 01460 67191
E schools@actionaid.org.uk
www.actionaid.org.uk/powerdown

This toolkit has been produced with the financial assistance of the European Union.
The contents of this document are the sole responsibility of ActionAid and can under
no circumstances be regarded as reflecting the position of the European Union.

Introduction: what
is climate change?
Planet Earth is around
4.5 billion years old.
During its lifetime, the Earth’s temperature has
changed many times, altering its climate. These
changes happen naturally and have been caused
by changes in the amount of energy our planet gets
from the sun or events such as volcanic eruptions.
When people talk about ‘climate change’ today,
they are talking about man-made change that has
happened in addition to these natural changes.
It has happened over the past 150 years and links
back to the time when coal was first used to power
industry at the start of the industrial revolution.
Photo: Corbis/Getty Images
This photo is a satellite image of Earth from space showing
Africa and the Middle East.
Changes in the global temperature are a
combination of natural events and man-made
climate change. Sometimes both factors will cause
global temperatures to increase. Sometimes natural
events may cool the planet a little and mask or hide
the effects of man-made climate change. However,
man-made climate change is increasing and the
Earth is getting hotter. Nine of the hottest years on
the planet happened between 1997 and 2007.
As our planet gets warmer, the weather all over
the Earth will change, and become more unusual
and less predictable. For example, it may not rain
at all in places where people are expecting rain and
it could rain too much in other places. The weather
is likely to be more extreme, leading to droughts,
floods or heatwaves.
There is little we can do about changes in the
climate that happen naturally because of events
like volcanoes, but we can slow down man-made
climate change. There are lots of ways to help to
keep the planet cool. Check out the PowerDown
Solutions photo cards for some ideas.
Learn card 1
Keywords
Weather – the day-to-day condition of our
atmosphere on a particular day, for example,
how warm, cold, dry or wet it is.
Climate – the average weather conditions
over a longer period of time (30-50 years).
Key facts
Global temperatures have risen by over 0.7 oC
in the last 300 years – climate change is therefore
already taking place.
0.5 oC of this global warming occurred during
the 20th century.
This rise in temperature does not sound like
much but it is an average, and in some locations
the actual rise has been much steeper.
What’s in the picture on
the front of this card?
Photo (front): Nick Cobbing/Greenpeace
 Learn card 2
Introduction: why is the
Earth getting hotter?

The Earth’s ‘invisible blanket’ As more heat is trapped, the gas blanket gets Human activity and climate change
thicker, causing global temperatures to rise. As
Imagine a blanket of gases around the Earth. Carbon dioxide accounted for about 85% of the
the Earth gets hotter, we are likely to see stronger
Known as greenhouse gases they trap heat from UK’s man-made greenhouse gas emissions in
storms, and more droughts, floods and heatwaves.
the sun in the atmosphere surrounding our planet. 2006 (DEFRA).
This gas blanket is just the right thickness to keep
the Earth warm and allow life to exist. On Mars Where’s all the gas coming from? UK schools release over four million tonnes of
the blanket is too thin and on Venus too thick. Several types of greenhouse gas are causing the carbon dioxide a year. Just one tonne of carbon
No life has been discovered on either planet. As problem but the one we humans can have the dioxide is enough to fill six double-decker buses!
Goldilocks might have said “Venus is too hot, Mars biggest effect on is CO2.
is too cold, and Earth is just right.” Methane is another greenhouse gas. Methane is
Most of our energy comes from fossil fuels. These released from things like landfill rubbish sites and
are coal, natural gas and oil. We use them to light belching animals.
Help, it’s hotter than a our homes, drive our cars, and heat our schools.
greenhouse in here! When we burn fossil fuels they emit CO2 – also What’s in the picture on
The Earth’s blanket is getting thicker because known as greenhouse gas emissions. As the
levels of carbon dioxide (CO2) and other world’s use of energy has grown, so has the amount the front of this card?
greenhouse gases are increasing. Gases like of carbon dioxide pouring into the atmosphere.
CO2 are known as greenhouse gases because
Photo: Jehad Nga/Corbis/ActionAid

they act like the glass in a greenhouse. They let

energy in from the sun but block some of the heat
that bounces back off the planet from escaping
into space.

Drought in Kenya 2006. Photo (front): Teresa Osorio/Greenpeace

Future world? Arctic sea ice melts: high risk
approx 10 years to complete
This map shows what scientists think could happen
if the world heats up by 3-5 oC by the end of this Greenland ice sheet melts: high
century. In pink you can see the risk of different risk 300 years to complete
tipping points being passed. In blue you can see the
70 years: malaria spreads across Europe Eurasian boreal forest dies: medium
predicted impacts of these tipping points on people risk approx 50 years to complete
across the world.
50 years: London flooded
A tipping point is the place of no return, eg the
Greenland ice sheet melts, we can’t put it back.

100 years: 70 million Bangladeshis

North American boreal forest dies: lose their homes under water
medium risk 50 years to complete 70 years: 3 billion more people
suffer from water shortages in
Africa and the Middle East
Unstable Indian summer
monsoon: medium risk approx
one year to complete
West African monsoon
collapses: medium risk
approx 10 years to complete
100 years: 150 million
refugees flee from rising seas
in Africa and south Asia

Amazon rainforest dies: medium risk

approx 50 years to complete
70 years: a third of Africa’s
coastline disappears under water

West Antarctic ice sheet collapses:

medium risk 300 years to complete
Scientists are predicting that global
temperatures will rise between 3-5 oC by the
end of this century if greenhouse gas emissions
continue unchecked. This need not happen if we
act now to slow climate change! Check out the
PowerDown Solutions photo cards.
 Learn card 3
Introduction: how is climate
change affecting our world?

Introduction: how is climate Heat waves and forest fires in Greece and Drought in Kenya
change affecting our world? Eastern Europe reinforced climate change Kaila Nampaso has been living through one of the
models predicting hotter, drier weather in worst droughts in Kenyan history. Without rain his
As the world heats up, scientists predict more
Southern Europe and the Mediterranean. cattle cannot graze and most have died. Crops
extreme weather such as floods, droughts or
stronger storms. Some of the world’s poorest have failed causing widespread hunger.
countries are already experiencing unpredictable Floods in Uganda

Photo: ActionAid
and severe weather, as foreseen here by a UK The picture below was taken in Uganda. In 2007
government report: people experienced the worst floods in living
“...the poorest countries and populations will memory. Heavy rains created inland seas, washing
suffer earliest and most, even though they have away thousands of homes. Crops were destroyed,
contributed least to the causes of climate change.” water contaminated and many families went hungry.
Stern Review on the Economics of Climate Change, Oct 2006 “The poorest people in Africa and Asia are “It’s become drier
sending a mayday message to the rest of the and drier. Our life is
world. Please help us fight climate change.” on hold, waiting for
2007: the year of weird clouds which promise
ActionAid programme coordinator, eastern Uganda 2007.
world weather less and less rain.”
Photo: Vincent Ojumbo Wandera/ActionAid

12 of the 13 UN emergency appeals were related

to severe storms, floods and droughts.
The world’s second warmest year on record.
Unprecedented floods hit 23 African countries Kaila Nampaso,
aged 27, from Kenya.
and affected more that 41 million people in
Bangladesh, India and Nepal.
Two category five hurricanes, several tropical
storms and unusual heavy rains in central
America, Mexico and the Caribbean affected
more than 1.5 million people.
Climate refugees in Katakwi District, Uganda 2007.
In England rescue services helped tens of Unprecedented rains caused inland seas and washed
thousands caught in extraordinary floods. away homes and harvests.
 Learn card 4
Climate change around
the world: Mahidul’s story

As the world heats up, our climate My family had to move over ten times to find a safe Key facts: Bangladesh
place to live. I wish I could stop being a fisher boy
is changing. Scientists predict and go back to school.”
Bangladesh is in south Asia. Millions of people
live in low-lying land areas near the deltas of
more extreme weather such as major rivers and along the coast of the Bay
floods, droughts and more severe Key words of Bengal.
storms. In many countries people Char – a small island which often gets flooded and
sometimes disappears under water completely. It is predicted that 17.5% of Bangladesh will
say changes in the weather are disappear under the sea by 2100 if sea levels
Drought – a long period without rain when crops
already affecting their lives. cannot grow. rise by one metre. About 70 million people will
be affected.
“I’m Mahidul from Char Jattrapur. I’m 11 years old. Brahmaputra – one of the longest rivers in Asia,
I live with my mother, who looks after our cows, flowing through Tibet, India and Bangladesh.
Dhaka, the capital city of Bangladesh, is one of
my father, who is too old to work, and my younger the fastest growing cities in the world. Thousands
Photo: Tom Pietrasik/ActionAid

brothers. of ‘climate refugees’ are leaving their flooded

homes in the coastal areas and migrating to its
Almost every morning I go fishing. I have no boat higher ground.
and net of my own so I have to share with others.
In the afternoons I sell the fish at the market.
What’s in the picture on
Sometimes I spend all night on the river fishing
– it’s hard work for someone as small as me! the front of this card?
It never used to be like this. My father was a
carpenter. I love hearing my father talk about
the days when they owned a small plot of land
near the Brahmaputra river. The river was deep
and the land was good to grow many crops.
Night fishing on the Brahmaputra river, northern Bangladesh.

Then the weather changed. Heavy rainfall flowed

over the land and there were also long periods of
drought. The river became shallow and the land
sandy and useless.
Photo (front): Tom Pietrasik/ActionAid
 Learn card 5
Climate change around
the world: Fatima’s story

Fatima, aged seven, lives in Assam, We had to escape to the shelters on higher ground. Extreme flooding and farming
We shared a raft with other families. It was very wet
in northeast India. Most people and scary. – what is happening in Assam?
live on the flood plains of the “Whereas before the river rose slowly over
Now everything in my house is wet and muddy. open space, now it rises very quickly up the
Brahmaputra river. Assam is one embankment. It’s the breach of the embankments
My father can’t farm the land because the waters
of the wettest regions in the world are still lying there. The platforms must be rebuilt that really scares children because they don’t
but people say the floods here have with new bamboo. I am learning to do this so I can have time to get to the shelters.”
help keep my family safe.” Satya Badi Deka, teacher
been getting worse.
“When embankments overflow it takes 14 years
Photo: Prashant Panjiar/OnAsia/ActionAid
“My name is Fatima. I live in Karchua Bori village,
for the soil to be fertile again. Farmers sometimes
next to the Brahmaputra river. I have six brothers
dig deep holes (to get to the fertile soil) and plant
and sisters. Here’s me at school!
pumpkins, mangoes and melons, but it’s no good.
More sand arrives with the next flood. This sand
Our house was badly flooded this year. To stay
can be 10-15cm deep, making the soil almost
safe, we built two bamboo platforms inside.
impossible to farm.”
Mrinal Gohain, ActionAid head of northeast India region
We put our crops on the lower platform but they
got washed away. We lived on the higher flood
“There is little farming here now. We are losing
platform for many days. Every morning I got up
varieties of plants as the weather changes.
at 5am to help my parents. I helped my mum boil
Pudhina (mint) and brahmi (herb) are dying out.
water to drink and make tea. We had a few
Nutritious vegetables like red spinach don’t
biscuits but were very hungry.
grow in the silted soil.”
Swapan Singha, ActionAid programme officer
My younger sisters were really scared. I used to
sit next to them and sing songs. One day I looked
down from my platform and saw the floods getting What’s in the picture on
higher. They got stronger and stronger, swirling into the front of this card?
corners and to where we sat.

Fatima learning at Karchua Bori primary

school, Lower Assam, India. Photo (front): Prashant Panjiar/OnAsia/ActionAid
 Learn card 6
Climate change around
the world: Zakir’s story

Storms and floods bring many My father is proud of me. He said I helped keep my Climate predictions
family safe. Next time the floods come, I will be on
dangers. In Assam, northeast India, snake duty again!”
Climate change is expected to have the following
effects in south Asia:
the floodwater can carry
glacier melt in the Himalayas will increase
diseases and sometimes snakes up Surviving a snake invasion: Zakir’s flooding and avalanches. This will be followed by
to four metres long! top tips! decreased water supplies as glaciers recede
Put bells on your flood platform to warn you sea-level rise and cyclones will threaten
Snake attack! when a snake approaches. settlements around the Bay of Bengal
“I’m Zakir Hussain. I live with my family in Assam, Light candles at night to watch for them increased death and illness from diarrhoeal
India. I am seven years old. Before the floods – it is difficult to see them in the dark. disease because of flooding and drought, and
came I helped to build a bamboo platform in my Tell everyone to make a noise because snakes also cholera because of higher sea temperatures.
home. When the floods came we stayed on this like it nice and quiet. (From the Intergovernmental Panel on Climate Change)
for ten days.
What’s in the picture on
Photo: Getty Images

It was Friday at 8pm when a snake climbed onto

our platform. It was climbing up the bamboo stilts. the front of this card?
I was very frightened and called to my father. I got
a stick and hit the snake. It fell back into the water.
It was about four metres long and it was wider than “Many children suffer diseases during
the bamboo itself. the floods such as malaria,
gastro-enteritis and skin rashes. We
When my father saw how I protected my family, have children who have been killed by
he asked me to be on snake duty. I looked to see snake bites and diarrhoea. All children
shadows in the water. These snakes like to glide on at the school are learning first aid and
the top of water very fast. I beat three more snakes basic safety procedures such as
but none as big as the first one. When the floods boiling flood water before drinking it.”
Naja Naja: a venomous snake commonly known as the Indian
got worse, we took a small banana raft to the Marahaj Chandra, headteacher, Karchua Bori
Spectacled Cobra.
school, Assam
shelters. We saw many snakes trying to stay alive
like us.

Photo (front): Prashant Panjiar/OnAsia/ActionAid


Climate change around
the world: Biplob’s story
“My name is Biplob. I’m 11 years old. I live with
Photo: Tom Pietrasik/ActionAid
relatives about eight miles from my family home.
I work in their grocery shop. I also go to market to
buy goods to sell.
Here I am with my friends. Sometimes I get time
to play with them but not long enough! In the
evening I stay in the shop. When I have finished
all my chores, I lie down on the shop floor and go
to sleep.
I dream of the time when my mother was still alive.
We lived on the banks of the Tista River. My father
grew enough crops on our plot of land to feed
everyone. Then the floods came. Our houses and
land were flooded frequently by the river. We had
to move many times to other places.
Learn card 7
Poverty and climate change
In 2007, around 30 million people in south Asia
lost their homes and livelihoods after the worst
floods for 30 years. On 15 November, as the people
of Bangladesh were recovering from the floods,
Cyclone Sidr swept through the Bay of Bengal with
winds over 150mph triggering a 15-foot-high tidal
surge. Thousands more lost their lives and homes.
Many children had to leave school and look for
work. Without the children’s help, families simply
cannot survive.
Natural disasters like floods and cyclones have a
Biplop and friends in Santoshoviram village,
Kurigram District.
much bigger impact in countries like Bangladesh
where people don’t have as many resources to
protect themselves. The people living there are
My father couldn’t work any more as a farmer.
experiencing a double hit from climate change
We lost our mother and now all of us are living in
– first, they are doing little to cause it, and second
different places. Farhad, my brother, works in a
they are being hit hardest. One person in 19 living in
clothes factory in Dhaka and my sister Ratna works
the world’s poorest countries is at risk from climate
as a maidservant. I wish I could go back to finish
change, compared to one in 1,500 in the west.
my studies.”
What’s in the picture on
the front of this card?
Photo (front): Tom Pietrasik/ActionAid
 Learn card 8
Climate change around
the world: Abbas’ story

Abbas lives in a small village in I like to go with other fisher boys to the slow “The three main occupations earlier were
waters. If the water is not too deep we ride a agriculture, livestock farming and fishing.
lower Assam, India. Over the years buffalo from my house to the boat. They are But with increased flooding these livelihoods
the village has seen more and friendly animals and they look after us.” are going. The beds of the beels (small lakes)
more floods. The floods damage are rising day-by-day with silt. This reduces the

Photo: Prashant Panjiar/OnAsia/ActionAid

water storage capacity of beels and affects fish
crops like rice and wash away food stocks. Many have given up fishing to become
supplies. Fish are becoming more day labourers.”
Prithibushan Deka, GVM (a local non-governmental
scarce, though families still survive organisation)
by fishing in dangerous waters.
“People are moving to the deforested areas on
Fishing in the floods the slopes of the Himalayas and the floodplains
are becoming deserted. Many others are moving
“My name is Abbas. I’m 11 years old. I live with
to cities and out of the region.”
my family near the Brahmaputra river. I have four
Mrinal Gohain, ActionAid head of northeast India region
sisters and four brothers and I’m the third oldest.

I go into the water to collect fish, even during the What’s in the picture on
Abbas fishing in the Brahmaputra river near his home.
floods. My mother told me that the floods used to the front of this card?
bring many interesting fish from the upper parts of
Assam. Now, the floods make the waters dark and Flooding and fishing: what’s
muddy, and it is hard to find the fish. I swim to the happening in Assam?
shallow places. Then I put the fishing nets in the
“There was a time in our childhoods when
water and wait silently for the fish to come.
floods made us happy. They brought in fish
and fertility. They created a new season and
You have to be careful during the floods. When it
then disappeared. More fish would arrive and
is raining hard and the wind is strong the waters
rice would start germinating and maturing.
are too angry and they can pull you down.
In my childhood there was slow drizzly rain.
Sometimes the fish are sucked down and
Now it’s huge downpours.”
sometimes the waters throw them into the air.
Mohir Uddin Hariapar, 99 years old

Photo (front): Prashant Panjiar/OnAsia/ActionAid

 Learn card 9
Climate change around
the world: Sophia’s story

As the world heats up, our climate “I am Mata Merumbe. Sofia is my only sister. Our
sole source of income is our farm. When it doesn’t
is changing. Scientists predict rain for two years, there is a lot of hunger. There
more extreme weather, such as was very little rain at the beginning of last year.
We weren’t able to harvest any maize.
droughts and heatwaves. Sofia and
her older brother Mata Merumbe The drought then affected our livestock. All the
live in Tanzania. They have been cows died and right now we have only 20 goats
left. Losing both our farm and livestock opened
living through a terrible drought for
the door to hunger. If we harvested nothing, it still
the past two years. meant we could sell some animals and buy maize.
When the cows died, there was no rain, the only
No rain, no food thing we’ve had is hunger.”
“I am Sofia from Tanzania. I am 13 years old. I have
Photo: Peter Murimi/ActionAid
Key facts: Africa
and climate change
The continent as a whole is warmer than it was
100 years ago by 0.5oC, putting extra strain on
water resources. This is an average increase.
The maximum temperature in Kericho, a highland
area in the Rift Valley province where most of
Kenya’s tea exports are grown, has increased by
3.5oC during the past 20 years.
75-250 million people across Africa could face
water shortages by 2020.
Yields from agriculture fed by rainfall could drop
by 50% in some African countries by 2020.

six brothers and we are farmers. When I grow up I

would like to be a nurse so that I can treat people. What’s in the picture on
Every day I help my mother with the domestic the front of this card?
chores at home. Then I go to the market to help
her sell fruit. I would love to go to school. I feel
bad when I see my friends go to school and I can’t.
My father’s cows have died because of drought, so
I don’t think I’ll be able to go to school.”

Sophia and her brother Mata dancing with friends.

Photo (front): Peter Murimi/ActionAid


Climate change around
the world: the Amazon
rainforest story
The Amazon rainforest covers 5%
of planet Earth. It stretches across
eight countries in south America.
It helps cool the planet and keep
our world’s climate in balance.
The ‘invisible rivers’ of the rainforest
The Amazon rainforest is very hot. Every day
billions of litres of water vapour are released into
the air through a process called evaporation. As
the air moves away from the rainforest to the high
mountains of the Andes, it is forced southwards,
transporting the water vapour like invisible flying
rivers. This eventually falls as rain not only in South
America but also in places as far away as Africa!
The Amazon river has the most powerful discharge
of any single river in the world – around 200,000
cubic metres per second. Scientists in Brazil say
that the amount of water vapour transported by
the invisible, flying rivers may account for a volume
of water on a par with the discharge of the mighty
Amazon river itself.
Learn card 10
Photo: Olavo Rufino/Greenpeace
Why rainforest trees are important
for our climate
If rainforest trees are cut down the air becomes
drier. There is less rain in the forest and less
water vapour joins the ‘invisible rivers’. Without
these ‘invisible rivers’ there would be more
drought in the world.
Trees store carbon in their trunks, branches and
roots. When trees are chopped down, burnt or
die, they give off carbon dioxide. About one fifth
of all carbon dioxide being released into the
atmosphere comes from dying trees.
If all the Amazon rainforest were destroyed, An aerial view of a cleared area in the Amazon
77 billion tonnes of carbon dioxide would be rainforest, Brazil.
released into the atmosphere.
Amazing Amazon
40% of the world’s remaining tropical rainforest is
found in the Amazon Basin.
The Amazon contains an estimated 30% of all
animal and plant life on Earth.
The River Amazon runs for 6,516km from the
Andes mountains to the Atlantic ocean. It delivers
15-20% of the world’s fresh water to the oceans.
What’s in the picture on
the front of this card?
Photo (front): Daniel Beltrá/Greenpeace
What do we use
energy for ?

Electricity 17%

Transport 34%

Heating 49%

Energy use in the UK


Climate change and
energy use: the big picture
We use energy to light our
homes, drive our cars and heat
our schools. Most of our energy
comes from burning fossil fuels
– coal, natural gas and oil.
When we burn fossil fuels they give off carbon
dioxide. As the world’s use of energy has grown,
so has the amount of carbon dioxide (CO2) pouring
into the atmosphere, helping create a planet which
is now warmer than at any other point during the
past 10,000 years.
Heat for homes and schools is generated mainly
using natural gas. This is found under the sea and
comes from decayed plants and tiny sea creatures
that lived millions of years ago. It powers things
like radiators, cookers or hot water boilers. When
natural gas is burned it releases carbon dioxide.
Learn card 11
Most forms of transport such as cars, buses or
planes run on oil that is made into petrol and
diesel. When these are burnt to give us energy
they also release carbon dioxide. For example,
when a car burns petrol it is able to move, but this
also releases carbon dioxide through its exhaust
pipe. Like gas, oil is non-renewable and was
created from small plants and creatures buried Coal is a non-renewable source of energy like gas
deep in the seabed millions of years ago. and oil. It took millions of years to create and was
formed from giant plants and trees buried deep in
the Earth.
Quick facts: Energy use and
UK schools
UK schools release up to four million tonnes of
CO2 a year. Just one tonne of CO2 is enough to
fill six double-decker buses!
Electricity powers useful things like fridges, lights
or washing machines. Most of our electricity comes UK schools account for 25% of public sector
from power stations and is transported energy costs. They spend nearly £400 million
to our homes along cables. per year on energy!
Most power stations
burn natural gas or coal,
which pour carbon dioxide
into the atmosphere.

Climate change and
energy use: heat at school
In schools we spend more money on heating
and producing hot water than anything else.
Unfortunately lots of this energy and money is
wasted. A few simple measures, like turning down
the heating or cutting down draughts, can help
reduce your school’s CO2 emissions.
Stop heat and water waste!
Much of the heat we use is wasted. It gets out of
windows, doors and roofs. If you leave windows or
doors open and radiators on, then heat will escape
through the open spaces. Radiators have to work
extra hard, using more energy to heat your school
and adding to your school’s heating costs!
“I can lose over half my heat through
walls and roofs. Stop heat escaping
from my boilers, pipes and tanks.
Please insulate me!”
Learn card 12
Taps are very good at dripping if they are not Keeping the heat down
turned off properly. Getting drinkable tap water
18-20oC is an ideal room temperature.
is not free – it requires energy in treatment and
pumping. Using hot water wastes more energy Check out the temperature in your classroom.
than cold, as it needs to be heated up. Is it 18-20oC?
No? Then find out who is in charge of controlling
the temperature in your school.
Ask them to keep the thermostat between
“Be careful how you 18-20oC.
use me. I waste lots You could explain that reducing your room
of energy when you temperature by 1oC could cut heating bills by
leave me running or up to 10%, as well as saving precious energy!
dripping – especially
when I’m hot.” Top tip
Make sure radiators and vents in your classroom
are not obstructed by any equipment. This will
allow heat to circulate better and reduces the
energy needed to heat your classroom.
Quick fact
Around two-thirds of heat from a typical school
building is lost through the building fabric (walls,
floors and ceilings), whilst up to 25% of a building’s
heat can escape via an uninsulated roof.
What’s in the picture on
the front of this card?
Photo (front): Kristian Buus/ActionAid

Climate change and energy
use: electricity at school
Climate change and energy use:
electricity at school
Electricity uses around a third of our schools’
energy and is very expensive to produce. As ICT
is used more and more in schools, the costs of
electricity are rising. However cutting down our
electricity use is one of the easiest things we can
do to save energy. Here’s how:
Switch off at the socket!
When electrical equipment is in ‘standby mode’,
it is still ON because it is still consuming power.
Electrical products like PCs, photocopiers and
interactive whiteboards use lots of energy on
standby. Often these are only used a few hours a
day but they are plugged into the wall all the time
– even at weekends!
“I am energy hungry.
I use 10% as much
energy on standby as
on full power.”
Learn card 13
Turn off the lights
When we leave lights on in empty classrooms and
Brain-teaser
corridors, we are wasting both money and energy.
It is a myth that fluorescent lights use more energy A PC, periperals and monitor left on standby
if they are switched on and off frequently. So switch when not in use will add up to £20 to the
off when leaving a classroom. Most schools still annual energy bill of a school. If a school
use traditional light bulbs which waste a lot of switched off 10 computers rather than
energy. Energy efficient options are available for all leaving them on standby, how much money
traditional light fittings used in schools. would they save. There are about 30,000
schools in the UK, if they all did this, how
much money could be saved?
Top tip
Only use standby mode during lessons. After
lessons, switch equipment off at the socket.
Two to remember
Lighting uses around 8% of energy in schools,
but makes up as much as 20% of schools’
energy costs.
At least 8% of all UK energy is currently
consumed by equipment on standby.
What’s in the picture on
the front of this card?
Photo (front): Kristian Buus/ActionAid
 Learn card 14
Climate change and energy
use: energy loss at home

The things we do every day in
our homes, like leaving on lights
or overfilling the kettle, can
waste a lot of energy. In the UK,
the energy we use in our homes
produces about 27% of the
carbon dioxide emissions entering
the atmosphere.
Cutting down on the energy we use at home is
easy. You could start with some of these tips.
Home energy savers – top tips! Look out for the labels.
These are on many household appliances and
Switch off at the socket
rate the products from G (least energy-efficient)
When electrical equipment is in ‘standby mode’,
it is ON because it is still consuming power.
to A (most energy-efficient).
In standby mode things like PCs, TVs or
PlayStations gobble up energy. When you’re not
using them, switch them off at the socket. “I’m energy-hungry.
I waste 90% of my
Showers are best energy as heat!”
Lots of energy is needed to create hot water to
wash clothes, dishes and ourselves. Showers use
a lot less precious energy than baths. If you’ve got
a shower, use it!

A bright idea
To replace a standard 100 watt traditional light bulb
“Switch me off at home, you only need an 18 watt energy efficient “I’m energy-efficient!
at the socket!” light bulb. I last around ten times
longer than an old-
Turn down the heat fashioned light bulb.”
18-20°C is an ideal room temperature. If your room
thermostat is set higher than this, turn it down. If
you’re still cold, get moving or put more clothes on!

“Unplug me please!” “18-20oC is hot

What’s in the picture on
enough for me!”
the front of this card?

Photo (front): Kate Davison/Greenpeace


Climate change and
energy use: transport
The energy we use for domestic
transport produces about 25% of
the CO2 emissions entering the
atmosphere from the UK. Find out
some of the best and worst ways
to travel:
Most cars run on petrol or diesel which is produced
from oil. When a car’s engine is switched on, it
burns petrol. This releases carbon dioxide into the
atmosphere – on average, a car emits about 30kg
every 100 miles. Cars also consume more fuel
when their tyre pressure is too low.
Trains are more energy efficient than cars or
planes. They carry more passengers per journey
than cars, use up to 70% less energy than planes
and cause up to 85% less air pollution.
Learn card 15
CO2 emissions from aircraft cause more damage Brain-teaser
than cars or trains because they have a greater
warming effect when released in the upper
About 30 trains and 30 planes leave London for
Manchester each day. On average, a train produces
atmosphere. Take-off and landing consume the
about 35 kg CO2 for each journey made and a
most fuel, so flying short distances or taking
plane about 165kg CO2 on each journey. How much
non-direct flights releases a large amount of CO2
per passenger.
CO2 is produced each day?
A plane can carry 128 passengers and a train 384
passengers. Assuming all trains are full, how many
extra trains would be needed if all flights were
stopped for a day? How much CO2 would be
saved that day? How much could be saved each
Bikes produce no CO2 year if all flights between London and Manchester
emissions! They run on were stopped?
leg power alone and
are a good way to stay Quick facts: flying
fit and healthy.
Flying is the fastest growing source of CO2
emissions in the UK.
Although buses run
on petrol or diesel, A return flight from London to New York
like cars, they are creates as much CO2 per passenger as driving
more energy-efficient a car 10,000 miles.
because they carry A new third runway at Heathrow airport may
more passengers. mean an additional 600 or more flights a day
over London.
What’s in the picture on
the front of this card?
Photo (front): Will Rose/Greenpeace
 If everyone in the world used the planet’s
This is our planet, Earth. resources like the USA we would need 5.3 planets.
We only have one.

If everyone used them like the UK

we would need 3.1 planets...

like India, 0.4 planets...

and Malawi in Africa, 0.3 planets.


Climate change solutions:
global solutions
The way that some humans
are living on Earth is becoming
‘unsustainable’. This means that
if we carry on our ‘business as
usual’, and more people do the
same, many of the world’s natural
resources, like forests, oil or
natural gas, will run out.
Worse still, it is the way we are using the planet’s
resources that is leading to climate change.
Countries using the most resources, like the USA,
are causing the most climate change. Countries
using the least resources, like Bangladesh, are
suffering most from climate change.
The demand of rich countries for things like cheap
food, clothes or electronic products is growing
– particularly goods from China. China has been
called ‘the carbon laundry for the western world’
as massive demand from countries like the UK
leads to ever growing numbers of Chinese factories
pouring carbon dioxide into the atmosphere.
Not only this, but we are not very efficient when
it comes to imports and exports. Here are some
examples of the kind of crazy trading that took
place in 2006:
What a waste!
The UK sent 21 tonnes of mineral water to
Australia and brought 20 tonnes back.
The UK imported 14,000 tonnes of chocolate-
covered waffles and exported 15,000 tonnes.
The UK sent 3,870 tonnes of potatoes to the
Middle East and North Africa and got 4,018
tonnes back!
The future is what we create
We all share one planet – there are no other
planets to move to! Our futures are connected
no matter where we live. We need to work out
a way of living together that does not use up
the planet’s precious resources, does not cause
climate change and is fairer. Finding a way to do
this is called ‘sustainable development’.
World leaders from countries that are causing the
greatest amount of damage have the most power
to make these changes happen.
Solution card 16
World leaders – the story so far
1992 The Earth Summit in Rio, Brazil. World
leaders discussed the state of the planet and
agreed to try to tackle climate change.
1997. The Kyoto Protocol. Leaders from some of
the world’s richest countries agreed to reduce the
amount of greenhouse gases that they are pouring
into the atmosphere. Each country agreed to cut a
certain amount of greenhouse gas emissions.
2005. The Kyoto Treaty. After a lot of arguing,
the Kyoto Protocol began when 170 world leaders
signed this treaty! The USA would not sign it – even
though it produces 25% of the world’s greenhouse
gas emissions.
2012. The first agreement period for the Kyoto
Protocol will end. World leaders have to agree
what happens next.
World leader for a day
“Help! I need to cut my
country’s greenhouse
gases. What shall I ask
people to do? Shall I
ask them, or tell them?
How can I make sure
they do it?”

Climate change solutions:
people power
Sometimes it may feel like the
world’s problems are too big for
us to solve. But if we work
together, we can make incredible
things happen.
UK climate promises
Here are some climate promises that the
UK government has made:
By the year 2020, we will reduce greenhouse gas
emissions by 26-30% (compared to 1990 levels).
By the year 2050, we will cut carbon dioxide
emissions by 60% (compared to 1990 levels).
Get your MP involved
MP means Member of Parliament. MPs have a real
say in what the government does and can help
make sure that the government keeps its promises
– like the ‘climate promises’ listed above.
MPs are voted in by the people who live in their
area. MPs have to listen to what their voters have
to say. An MP’s local area is called a constituency.
Solution card 17
You could write a short Still don’t believe you can make a difference?
Photo: Goodshoot RF/Getty Images
letter to your MP either Check out this out!
as a class or individual. The butterfly effect
You could tell your MP
Does the flap of a butterfly’s wings in Brazil set
some of the things you
off a tornado in Texas? This was the subject of a
have learned about
climate change and the
speech given by a meteorologist called Edward
Lorenz in 1961. He had developed a computer
things you are doing to
system to predict the weather and discovered
save energy. You could
that tiny changes within a complex system lead to
check what the
results that are impossible to predict. For example,
government is doing
the flapping of a butterfly’s wings could create tiny
to help!
changes in the atmosphere that lead to violent
weather conditions elsewhere on the planet.
The Houses of Parliament, The conclusion of the butterfly effect is that tiny
London. changes can in fact make a difference.
Small actions have huge implications for our
Contacting your MP is easy. planet, if millions of people do the same thing.
Just go to www.writetothem.com to find out who
your MP is and write to them. To find out what your
MP does visit www.theyworkforyou.com “If you think you’re too small to have an
impact, try going to bed with a mosquito!”
Anita Roddick, founder of The Body Shop.
What’s in the picture on
the front of this card?
Photo (front): Nick Cobbing/Greenpeace

Climate change solutions:
Good Energy
Non renewable energy
Most of our energy comes from fossil fuels – coal,
natural gas and oil. We use them to light our homes,
drive our cars, heat our schools. When we burn
fossil fuels they emit carbon dioxide – also known
as a greenhouse gas emission. As the world’s
use of energy has grown, so has the amount of
carbon dioxide pouring into the atmosphere. Fossil
fuels use the energy stored by plants and animals
millions of years ago. This type of energy is non-
renewable – meaning that one day it will run out.
Renewable energy
It is clear that we have to reduce our use of fossil
fuels and find alternative sources of energy.
Renewable energy sources such as solar, wind or
wave energy can be replaced all the time, will not
run out and emit no carbon dioxide.
Amanda Watson from power company Good
Energy tells us more:
“I work for Good Energy. We help people become
part of the solution to climate change. We power
over 24,000 homes, schools and businesses in
the UK. We make electricity using mostly wind
power. We also use some solar power and hydro
power (using moving water). Since we started we
have saved a total of 196,500 tonnes of carbon
dioxide. We are really proud of this!”
Solution card 18
Quick facts: solar energy Quick facts: tidal energy
Solar energy comes from the sun’s rays Tidal energy uses the powerful movement of
(solar radiation) that reach the Earth. tides to make electricity.
Solar energy can be converted into other forms of A barrage (giant wall) can be built across a bay
energy, such as heat or electricity. or river estuary allowing water to flow in and out,
generating electricity via turbines.
Photovoltaic solar cells change sunlight directly
into electricity and are often fitted to roofs. A marine turbine is like an underwater
Passive solar panels convert sunlight into heat wind turbine and uses fast sea currents to
energy and are often used to heat water in homes. generate electricity.
Britain has some of the highest tidal ranges and
strongest currents in the world.
Photo: David Rose Panos/ActionAid
Quick facts: wind energy
Wind turbines use the power of
the wind to generate electricity.
The force of the wind turns
a turbine’s rotors
(giant propellers) which
connect to a generator.
Wind energy is one of
the cheapest ways to Pupils from St Martin at Shouldham CEVA primary school
constructing and trying out a model wind turbine.
produce electricity.
Britain is the windiest
place in Europe and currently What’s in the picture on
has over 1,000 wind turbines. the front of this card?
Photo (front): Hu Wei/Greenpeace
 Solution card 19
Climate change solutions:
Langdon school, England

How do you go about saving energy in an old Start an energy squad

school which has no solar panels, windswept “We call ourselves the Energy Squad! We are
corridors and uses lots of new technology? checking how much electricity different parts of
The answer at Langdon School in East London the school are using. On our survey sheets we’ve
was to start small. Saving electricity is the first put pictures of things like computers, lights and
goal of students and teachers. whiteboards. Next to them we can record how
many have been left on when no-one is in the
“At the moment we spend around £80,000 a year room.” Paul, Year 9 and Kadeem, Year 7
on electricity,” explains Vince Doherty, deputy Spread the message
head. “We’re aiming to reduce this by 10% over

Photo: Kristian Buus/ActionAid

“Design a poster showing how people are
the next year. We are testing a ‘real-time’ energy
struggling to survive because of climate change.
meter* that gives us a continual reading to show
Let people know it’s an issue we can do something
how much electricity is being used in the school.
about. Give a presentation in assembly. Use video.
Here are some starting points from members of
Encourage other children to start saving energy
Langdon’s school council.
and slow climate change.”
Sultan, Year 10
Top tips: saving electricity
Look for the switch and turn it off! Take responsibility
“I’ve been telling other people that if you see lights “I joined the school council to try and help make
on when it’s sunny, look for the switch and turn it decisions, to take responsibility for things. -Some
off! Some people say, ‘it’s not my problem’. Then I people my age don’t really care about things.
talk to them about children in other countries who I say think about the future. We are the ones
Students check how much electricity different parts of the
are getting flooded because of climate change.” destroying our planet, and we are the ones who
school are using.
Eunice, Year 7 can change things.”
Jerrie, Year 9

What’s in the picture on

*The real-time energy monitor being tested at Langdon school the front of this card?
is currently only available for domestic use (www.diykyoto. com).
Go to www.ecodriver.co.uk to see a meter already available
to schools. Photo (front): Kristian Buus/ActionAid
 Solution card 20
Climate change
solutions: Karchua Bori
school, Assam, India
Cutting the levels of greenhouse Make a lifesaver Extra: adapting to
When the floods are strong, they can pull you under.
gases we produce is the most Use bottles and jerry cans to make a life jacket. This climate change in schools
important thing we can do to slow will help you float. You can also make a canoe using “What you teach or don’t teach about local
banana plants, bamboo and tarpaulin. hazards is a matter of life and death. Schools
climate change. here get flooded so easily. Many are in vulnerable
Be a life saver places near to embankments.”
We will also need to find ways of living or adapting
Lots of people hold onto trees in a flood. Samanta Borah, sSTEP (local non-governmental organisation)
to more extreme and unpredictable weather. Here
is what is happening in India, where climate change Sometimes they get injuries like broken arms
and legs. Learn how to help someone by practising “The days and nights are so hot now even in the
is likely to have some of the worst effects. rains. And the rains are torrential. The waters rise
first aid on your friends.
immediately. We are a long way from shelters here
“Namaste! My name is Imrana. I’m 11 years old. (5km) and we know to evacuate before it is too late.
My school keeps getting flooded. One year the Plant trees
Plant a few trees We have made hazard maps to see how we can
water was so fierce that our whole school was make the floods less devastating. The children want
destroyed. When a flood comes it is good to be between your school
and any water nearby. to plant a few trees between our school and the sutis
prepared. Here are some of the things we’ve (Brahmaputra meander) and beels (lakes). The trees
been learning to do.” This could be a river or
lake. The trees will stop will stop the force of the waters and protect us more.”
the force of the waters Marahaj Chandra, headteacher, Karchua Bori
Top tips: flood survival at school and protect you more.
Don’t drink the flood water “We want schools to play a critical role in the
community before and after a disaster. Next
You must boil it first because it carries diseases.
year we will build higher walls around tube wells
Photo: Prashant Panjiar/OnAsia/ActionAid

to stop the water supply getting contaminated

Learn to swim
during flooding, and raise the levels schools are
Flood water can rise quickly. It turns black and A hazard map created built on. Over 40 student volunteers have also
moves in fierce circles. Learning to swim is very by pupils at Karchua been trained in first aid, rescue and evacuation.”
important. Older children can help teach younger Bori primary school,
Manik Shah Mazumder, ActionAid disaster risk reduction coordinator
children and make it fun! Assam, India. Pupils
use the map to
investigate which parts
What’s in the picture on
of their school are most the front of this card?
at risk and what they
can do to protect it. Photo (front): Prashant Panjiar/OnAsia/ActionAid