Extraordinary Alarmist Propaganda Destined for Our Classrooms – Part 2

Posted: October 29, 2012 by Rog Tallbloke in alarmism, Carbon cycle, climate, Incompetence, Legal, Natural Variation, Politics, weather

So having set the stage with scare stories about Greenland melting in 50 years in part 1, our erstwhile educators bring on their proposals for the best way to indoctrinate schoolchildren with their unsupported hypothesis:

Climate change – upper primary
By using a range of materials and activities, we aim to focus on these outcomes and targets:
Pupil Learning Outcomes
• Climate is the synthesis of the weather over a long period of time.
• Climates change over long periods.
• Pollution has an effect on climate change.
• Saving energy will lower the effects of climate change.

Scotland: 5–14 Environmental Studies
People and place: the physical environment
• Level D: describe how extremes of weather and climate can disastrously affect people and places.
• Level E: describe and explain simply the main weather and climate patterns in Britain and the wider
world, including extremes, and explain the effects on ways of life.
• Level F: explain in detail global patterns of weather and climate and describe the effects on economic
activity.

Skills in social subjects – enquiry
• Level D: select and use known enquiry methods and/or equipment to access, select and record relevant
information from a variety of straightforward sources.
• Level D: select techniques to process/classify information in a variety of ways.
Earth and space: changing materials
• Level D: describe the effect of burning fossil fuels.
Skills in science – investigating
• Level C: select and use appropriate measurement devices or make appropriate observations

England and Wales National Curriculum
Geography
Key Stage 2
• 1b: collect and record evidence
• 2a: use appropriate geographical vocabulary
• 2b: use appropriate fieldwork techniques
• 2c: use atlases and globes, and maps and plans at a range of scales
• 2d: use secondary sources of information
• 3a: identify and describe what places are like
• 3d: explain why places are like they are
• 7b: study a range of places and environments in different parts of the world

WALT
We are learning to …
Understand what climate change is and how it can be prevented.

Phase 1 Overview
Assess the children’s prior knowledge by asking the following questions:
• What is climate change?
• Why is it sometimes called ‘The Greenhouse Effect’/‘Global warming’?
• How can we prevent it?

Phase 2 Input
Energy from the sun, mainly in the form of visible light, heats up the earth. In turn, the earth gives off heat, in
the form of invisible infra-red radiation. Much of this heat escapes to outer space and cools the earth, but
some of it is trapped by greenhouses gases in the atmosphere, which makes the earth warmer than it would
otherwise be. Most of these gases are natural but, in the last 100 years or so, human activities have caused
an increase in greenhouse gases – particularly carbon dioxide from the burning of coal, oil and gas. This
means that more heat gets trapped by the atmosphere, and this is causing the earth to warm and climate to
change.

There are ways in which everyone can make a difference and conserving energy is the key.

Comments
  1. J Martin says:

    The last line of the above says “There are ways in which everyone can make a difference and conserving energy is the key.”

    So lets assume we manage to reduce energy consumption by 10%. But as the UK proportion of World co2 is close to 1%, then, even assuming the yet to be demonstrated climate sensitivity as postulated by the IPCC, the resultant reduction in the increase of world temperature by the end of the century would be ~0.006 degrees C, quite immeasurable.

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