Here is the final part of the document outlining the way climate change will be taught in our classrooms. In part 1 we saw some extraordinary claims about the rate of ice melt on Greenland – gone in 50 years. In part 2 we saw how the syllabus will be organised in England, Wales and Scotland. Here we move to experimental work, with two demonstrations. Words fail me, so I’ll let you look for yourself and provide some critique in comments on the suitability of these ‘practical science lessons’ for training young minds after making them fearful of ‘man made climate change’ caused by ‘radiation from greenhouse gases’.
Phase 3 Process
The Greenhouse Principle in a jar
What you need:
• one large glass jar
• two thermometers
• a sun lamp or access to a sunny area
• a stopwatch
• paper and pencil
Place the two thermometers beneath a sun lamp or in the sun. Wait three minutes for the temperature to
adjust, then record it on the paper. Turn the jar upside down and place one of the thermometers inside. Use
the stopwatch to measure the temperature on each thermometer every minute for ten minutes. Record the
measurements on the paper.
The air around the exposed thermometer is constantly changing, being replaced with cooler air throughout
the experiment. The air surrounding the other thermometer, however, is trapped and becomes warmer and
warmer. This is similar to what happens on the earth’s surface. The sunlight passes through the atmosphere
and warms the earth’s surface. The heat radiating from the surface is trapped by greenhouse gases.
If all the icecaps on earth were to melt, the outcome would be devastating. The following model
demonstrates this effect.
What you need:
• a classroom tray
Create an island with the plasticine in the middle of the tray. Make it about half the height of the tray. At the
edge of the tray, create a continent as high as the tray.
Fill the tray with water to make the sea. Leave the top of the island above the water level. Pile up ice-cubes
on top of the continent and leave them to melt.
• What happens to the sea-level?
• What happens to the island?
Children can use the following ‘dos and don’ts’ for climate change and make up their own posters:
• turn out lights after use.
• turn off your TV at the switch.
• put on a jumper if you’re cold.
• walk, cycle or use public transport to school.
• keep your doors closed to keep heat in.
• recycle as much as possible.
• leave curtains open at night-time.
• leave your TV or hi-fi on standby.
• boil a full kettle for one cup of tea.
• adjust your thermostat if you’re cold.
• waste electricity.
Phase 4 Review
• What is climate change and how will it affect us in the future?
• What can be done to prevent it?