Dodging Doomsday

What is sustainable development?

• Biodiversity;
• Destruction of rainforests;
• Think global, act local;
• Fair Trade;
• Climate change;
• Achieve more with less;
• Conserving Energy;
• Food miles.

…to express and support opinions. Thinking, Problem Solving and Decision Making

…to listen attentively and respond to a wide range of opinions. Working with Others

In small groups, pupils discuss what these phrases mean to them and what they see are their potential consequences.

The class then does a Revolving Circle* activity to share with each other or discuss further what they talked about in their groups. This allows pupils to sample a wide range of views.

Hold a class debriefing session after this activity.

It may be useful to look at an accepted definition of what sustainable development is, for example, ‘development which meets the need of the present without compromising the ability of future generations to meet their own needs’ (DEFRA).

The class could use this or decide to create a different definition of sustainable development.
Useful websites:
www.sustainable-development.gov.uk
www.defra.gov.uk
www.environment-agency.gov.uk www.bbc.co.uk/northernireland/schools/11_16/ks3geography

What environmental challenges are faced by business and others?

…about some of the challenges faced by business and industry.

…about the impact of economic activity on the environment.

…to pose questions to explore ideas, problems and issues.
…to identify a number of options.

…to analyse a range of viewpoints.

…to evaluate different ways to solve a problem.

Thinking, Problem Solving and Decision Making

Case Study 1. An office
You are concerned about the amount of paper you use, the amount of paper cups used for coffee and where the coffee comes from. Does leaving all the computers on stand-by overnight really make a difference? Whose job is it to turn the lights out at the end of the day?

Case Study 2. A hotel

Case Study 3. A School

You are concerned about the environmental impact and cost of running the school’s heating system (which is due to be replaced).

What recommendations would you make for a replacement heating system? How could pupils, teachers and other school employees help to reduce the cost of heating the school. What further steps could the school management take?

…to listen actively and share opinions.
…to take an active and responsible role in group activities.
Working with Others

…to experiment with ideas and questions.
 Being Creative

…to link cause and effects.

Thinking, Problem Solving and Decision Making

In small groups, the class consider the three case studies. Each group chooses one (which could be printed on to card). They build a list of recommendations and present these to the class. They must explain how these actions promote sustainable development. Pupils assign roles within the group, for example, scribe, reporter, timekeeper. Each person in the group must get a chance to express their opinion. Activities that could be used to support this task include Ideas Funnel*, Consider all Factors*, PMI* and Zone of Relevance*. Formats for presenting to the class could include mind maps or a consequence wheel.
Opportunity to assess Communication

Choose a company and find out about its environmental policy. Use this as a guide for the class to devise their own environmental policy.

Choose a business and find out how it would change if oil was not available.

Useful resource:

‘Mysteries’ Activity - Why did Vicky get clamped?

Do employers have an environmental responsibility?

…to justify own choices and decisions.

Thinking, Problem Solving and Decision Making.

…to locate information for a particular purpose.

Managing Information

Useful websites:

www.defra.gov.uk

www.environment-agency.gov.uk

What jobs are available in the area of sustainable development?

…to use research skills
Managing Information

…to communicate information to suit audience and purpose.

• Environmental impact assessment – predicting how a change will affect the environment.
• Waste water/water resource management – making sure that there is enough water and it is safe to drink.
• Air pollution control – measuring, monitoring and taking steps to prevent air pollution – sometimes this information is included in the weather forecast.
• Ecology and nature conservation – promoting biodiversity and preservation of habitats.
• Greenhouse gas emissions – checking how much CO 2 is emitted from chimneys and car exhausts.
• Renewable energy/clean energy – helping and advising people to use renewable/clean energy.
• Resource management – making sure that waste is minimised and that resources are used to maximum effect.
• Environmental statistics – recording all the data and seeing if things are improving or not.

The following organisations regularly advertise vacancies. Check out what they do and the jobs currently available.

• Environment Agency: www.environment-agency.gov.uk/jobs
• Waste and Resources Action Program www.wrap.org.uk
• WaterAid www.wateraid.org

Pupils choose one of the jobs they have researched and write either ‘A Day in the Life’ or a job advertisement for a person working in that post. (Other formats such as radio/video interview or sketch may be appropriate.)

Mysteries Activity - Why did Vicky get clamped?

1. On Saturday 2 July 1998 Vicki Adams returned to her car to find it being clamped.

2. Raymond voted Labour in the last election but won’t next time if he is not going to be allowed to drive his Volvo to work.

3. The government is considering charging supermarkets £100 a year for each parking place they provide.

4. Vicki has a Nissan Micra which costs her less in petrol to use than taking the bus.

5. ‘Buzzy Buses’ have just had their buses painted yellow and black.

6. Vicki parked in a solicitors firm’s parking space.

7. Vicki’s brother, Mark, was knocked off his bike on his way to work last year.

8. Dennis Wade, the clamper, replied that he was just doing his job; there was no need to be personal.

9. Climate experts are worried that low-lying countries such as Bangladesh will be affected by the melting of the polar ice caps.

10. Between 1974 and 1996 rail and bus fares have gone up by 50%. The costs of motoring have gone down by 3%.

11. Raymond takes his two daughters to their private school on the way to work.

12. About 10% of school children suffer from asthma.

13. Many people prefer to go to the Metro Centre rather than use their local shops.

14. London requires Heavy Goods Vehicles to have a special license to use its road.

15. The value of shares in Stagecoach, the biggest bus company, has gone up a lot in recent years.

16. The government is worried about inflation.

17. Vicki had to pay £100 to have the clamp removed.

18. The Minister of Transport is very keen to reduce car use. He is considering letting Council’s charge drivers for bringing cars into town.

19. Sheffield’s ‘Supertrams’ have lost the council a lot of money.

20. Vicki does not feel safe walking home or getting public transport late at night.

21. Many parents are worried about letting their children walk to school.

22. Between a quarter and a third of children are overweight.

23. Vicki had been to pick up her wedding dress with Mark. All the car parks were full in town.

24. Raymond Storey, the solicitor, is fed up with people using his parking space. He employs people to clamp illegal parkers.

25. Some experts say that unless new roads are built, traffic jams will soon be blocking some roads all day long.

26. The government plans to introduce ‘super’ bus lanes.

27. Vicki called the clamper a ‘b*****d’ and burst into tears.

28. Raymond always plays golf on Saturday.

29. Since bus services were ‘de-regulated’ by the Conservatives in the 1980s, city centre roads have become even more congested with almost empty buses.

30. Mark held Vicki up by 10 minutes by going to look for a new CD.

• Research and manage information effectively to investigate employability issues, using Mathematics and ICT where appropriate.
• Show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate.
• Demonstrate creativity and initiative when developing ideas and following them through.
• Work effectively with others.
• Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own learning and performance.