impacting on • environment effect has it had? Discuss the impact our lives and • planet this has had on citizen’s lives and the can relate this • carbon wildlife. What are the alternative to others • emissions sources of energy? • rainforest • Pairs work: make up a story board • wildlife for younger ones about animals’ • weather habitats being threatened, rainforests disappearing, polar bears being threatened etc and how climate change has brought his about. To develop • Continuation of previous week. 5 awareness of • as above • as above • Read story to younger children. climate change (2) • Thought shower: what does ‘responsibility’ mean? What kinds of things are you personally responsible for? What things in the classroom are • I understand we collectively responsible for? that the Around the school? • individual environment is • Pairs work: research into G8 and • To develop an • collective a collective Kyoto on a child-friendly website. • 6 understanding of • political and political What was their purpose? Write 10 • sustainability issues • responsibili-ty facts. • (climate chaos - Day 2) as well as an • Group work: Card game: - What individual one can we do? (Oxfam Education). Discuss and decide on an option for action. • Make a pledge – what are you going to do to make a change? Year 6 – Term 2: Say No! Key Resources, Links and Week Learning Objective Success Criteria Suggested Activities Vocabulary Assessment
impacting on our lives and can relate this to others • environment • planet • carbon • emissions • rainforest • wildlife • weather effect has it had? Discuss the impact this has had on citizen’s lives and the wildlife. What are the alternative sources of energy? • Pairs work: make up a story board for younger ones about animals’ habitats being threatened, rainforests disappearing, polar bears being threatened etc and how climate change has brought his about. 5 To develop awareness of climate change (2) • as above • as above • Continuation of previous week. • Read story to younger children. 6 To develop an understanding of sustainability issues • I understand that the environment is a collective and political responsibili-ty as well as an individual one • individual • collective • political • • Thought shower: what does ‘responsibility’ mean? What kinds of things are you personally responsible for? What things in the classroom are we collectively responsible for? Around the school? • Pairs work: research into G8 and Kyoto on a child-friendly website. What was their purpose? Write 10 facts. • Group work: Card game: - What can we do? (Oxfam Education). Discuss and decide on an option for action. • Make a pledge – what are you going to do to make a change? • • • • (climate chaos - Day 2) Year 6 – Term 2: Say No! Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment