Climate change: Problems and solutions 9 - 16 years old
Summary information
Age range: | 9 - 16 year olds |
Curriculum links: | English, Geography, PSHE/Citizenship |
Time needed: | 40 minutes |
Group size: | Pairs or groups of 3 |
Setting: | Indoors |
Key vocabulary: | solution, procedure, outcome |
Sustainability learning outcome(s): | Pupils will:
|
Preparation:
This activity is intended for pupils who have spent time studying the causes of climate change.
Resources needed:
Copies of the resource sheet D, copies of pupils’ mind maps from the ‘Mind mapping’ activity where available, copies of the mind mapping resource sheet, large sheets of paper, scissors, glue.
Procedure:
1.Present the following problem solving model to the whole class, and ask the pupils to complete the missing sections. Ask the pupils to think about any problems that might arise from their solution and to suggest how these could be tackled.
Problem: My room is too small.
Solution:
Procedure:
Outcomes:
2.Explain that the pupils will be exploring some of the suggested solutions to climate change. Recap some of the causes – look at copies of the pupils’ mind maps where available. Ask: “Is there likely to be an easy solution to the problem of climate change? Why?”
3.Ask pupils to work in groups to explore the likely procedures and outcomes for some of the problems and solutions outlined on the resource sheet. They could use the ‘Mind mapping’ activity resource sheet as a reference. Ask them to record their work on a large sheet of paper.
4.Discuss the pupils’ work with the whole class. Which is the best solution? Why? Which solution creates the most problems? Why?
5.Ask them which of the following models is more likely to offer a successful approach to the problems of climate change:
Model A:
Problem (P) -> Solution (S) -> Conclusion (C)
Model B:
-> P -> S -> P
/
P -> S -> P -> S ->
-> P -> S
6.Explain that complex problems like climate change require complex solutions.
Extensions:
Ask pupils to research one of the suggested solutions in greater detail and to report their findings.
Evaluation:
Pupils discuss the following questions with a partner:
“What are the ‘Golden Rules’ when trying to solve a complex problem?”
“Which is more important: The bigger picture or the finer details? Why?”
“How could you persuade someone you know to make a positive change that affects global warming?”
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