Learning objecitves

Learners will be able to explain 3 causes of human impact on the environment.

Connect:- 

Learners discuss their thoughts on the human impact on the environment, then watch the 2 videos to summarise the impact, adding more detail to their mind map.

video Human Impact 

Human Effect On The Environment Wake Up call

Activate   Introduction to unit 

In pairs, learners think about the activities they do every day and brainstorm the direct effects of these activities on the environment around them, identifying if the effects are positive or negative. In small groups, learners: 

• identify the sources of energy they use (including heating) 

• make lists of the electrical appliances they use and how long they leave them on for (e.g. mobile-phone chargers). 

The tutor uses this information as a starting point for discussing energy resources and how and where energy is produced. 

Demonstrate 

BBC bitesize Energy in the home watts 

Look at energy labels and work out what your appliances use. 

Learners are tasked to carry out an audit of the energy use and recycling that takes place in their own homes and school.

They discuss and compare their findings in a subsequent lesson. 

Consolidate: 

Match the pictures to the explanation and discuss. 

Leanring onjecitve:

Learners will be able to produce and carry out a survey and analyse the results confidently with accuracy. 

Connect - Starter: - 

11 facts of climate change 

Discuss and write down all the numbers that are presented in the presentation. 

Guide learners through the following exercises.

- Read and write, in both word and numerical form, very large numbers (up to one million) and very small numbers

- Understand place value in very large (up to one million) and very small numbers

- Understand positive and negative whole numbers, including zero

- Order and/or compare positive and/or negative numbers given as whole numbers.

Activate 

Conservation – surveys of the environment 

Learners are given data from surveys of wildlife numbers carried out by conservation organisations and are asked to think about what the results mean. 

Demonstrate 

Learners plan their own simple surveys related to the environment (given a method to follow). 

They use these to carry out simple surveys such as - the number of cars on a road, 

- the amount of litter in given places, 

- the amount of dust in a room (leaving slides with double-sided sticky tape on them in different places, which are then looked at under the microscope).

Consolidate: 

Work in pairs to discuss the results of each other's survey. 

Learning objective

Learners will be able to explain how human activities can cause negative scientific impacts on the environment, including, where appropriate, how these can be measured.

Connect: -

What does this symbol mean (Recyle symbol)

What is meant by the term ‘recycling’ 

learners to create a Mind map. 

What is the problem with plastic?

Activate - 

Measuring the negative impact of human activities

1. The tutor provides a number of focuses  such as 

-harm to wildlife, 

-issues around food production

- building houses or roads. 

2. How can these be measured ? 

3. Summarise Impact of human activity

Demonstrate 

Measuring the negative impact of human activities

1. Learners annotate a large whiteboard with ideas about the possible negative and positive impacts that human activities have on the environment.

2. How can these be measured? 

Consolidate: 

How do you feel you can personally make a change in your life to produce a positive impact on climate change. 

Leanring objectives

learners will be able to explain key environmental issues. 

Connect :- Key environmental issues

Match the meaning to the heading 

Air pollution caused by burning fuels for energy, heating or transport and the impact, e.g. global warming, chemical pollution. 

• Land and waterway pollution, e.g. litter and chemicals and the impact, to include changes to biodiversity. 

• Burdens on infrastructure and resources caused by overpopulation and the impact, e.g. increased road use and CO2 emissions due to the need for imported food.

 • Deforestation, land cultivation, use of pesticides and fertilisers and the impact, e.g. extinction, loss of habitat and biodiversity.

Activate: 

How the following actions, which can help to protect the environment, can be carried out by individuals and society.

 • Reducing the burden on the environment by using only what you need: 

o less energy, e.g. turning lights and electrical appliances off when not in use, walking or using public transport where possible, ensuring houses are well insulated to reduce heat loss, use of renewable energy sources, e.g. solar, wind, turbine 

o less water, e.g. using only the water needed while brushing teeth or boiling the kettle, installing water butts for watering plants or cleaning cars and washing windows 

o reducing packaging where possible to reduce transport costs and the need for landfill. 

• Reusing non-biodegradable products where possible, e.g. carrier bags, finding alternative uses for products that would otherwise be thrown away (upcycling).

 • Recycling, e.g. paper, metal, plastics, food.

 • Using alternative technologies: o low-impact materials in construction, e.g. natural materials such as sheep’s-wool insulation, responsibly-sourced timber, straw bales:

 o renewable sources of electricity, e.g. solar power, wind turbines, hydroelectricity. 

• Promoting biodiversity: o planting for bees, butterflies and birds 

o putting up bird boxes and other homes for wildlife. • Using locally-sourced food and materials to reduce transport costs and fuel use.

1 The tutor leads a discussion relating to how much these suggestions may cost or make savings for individuals and society, in order to give learners a general idea of the subject.

2 Tutor to hand out worksheet with facts and figures, learners follow the exercises  

Demonstrate 

1. In small groups, learners sort the ideas into those that are affected by individual actions, society or both.

2. They then make suggestions about how these effects could be reduced.

Consolidate 

What changes can you and the school make to make a difference on the human impact on environmental issues?

Leanring objective

learners will be able to explain the negative impact of energy loss in homes and understand how to use planning and organising processes. 

 Connect: -From last week  recap 

-  Mind map

 - Practical actions to protect the environment 

Activate- Demonstrate 

Introduce new learning, organisation techniques - individual work - what are organisational techniques?

Planning 

energy in the home information 

Energy bills and conversions.

Learners work in a group to carry out research into energy efficiency in homes. 

They find out about what they can do to reduce the negative impact of energy loss before presenting their ideas to the whole class. 

Learners to display their results in a presentation or display.

Consolidate: - plenary

 - Review the presentation and add anything missing. 

Learning objective

Learners will be able to plan and implement practical actions confidently for conservation. 

Connect-  ‘ Conservation’

Hand out statements and ask learners to identify the adjective.

•  the protection of animals, plants, and natural resources 

• the careful use of natural resources (such as trees, oil, etc.) to prevent them from being lost or wasted

• a careful preservation and protection of something

• especially : planned management of a natural resource to prevent exploitation, destruction, or neglect

Activate 

Tutor led discussion on ways to improve the environment through conservation . 

Conservation – homes for wildlife example plan shown

Demonstrate: 

In groups, learners make plans for, and take part in, activities that provide homes for wildlife, such as: 

• putting up bird boxes - bird boxes are made on the construction course. 

• designating areas for invertebrate life, e.g. identifying rotting logs as potential habitats, 

• selecting and planting plants in a wildlife garden, promoting biodiversity; planting for bees, butterflies and birds.

Learners put ideas on a mood board, using pictures from magazines. 

Consolidate:  

What have you learnt today?

Learning objective

learners will be able to work with others to plan and carry out practical actions to protect the environment, taking full responsibility for their own role and making effective contributions.

Connect

 habitat 

look under the log 

Learners to list the insects found ‘under the log.’

Activate

Tutor led discussion of the mood board findings for last week's lesson and designed a plan of how to implement the wildlife idea. 

Demonstrate

Learners design the plan and order/research/calculate the area and perimeter of simple shapes including those that are made up of a combination of rectangles.

Conservation – homes for wildlife In groups, learners make plans for, and take part in, activities that provide homes for wildlife, such as: 

• putting up bird boxes 

• designating areas for invertebrate life, e.g. identifying rotting logs as potential habitats 

• selecting and planting plants in a wildlife garden.

Consolidate: 

Are you happy with your contribution today? Is there anyone who could help you improve your plan? 

Learning objective

learners explain sustainability initiatives that reduce the negative impact of society-wide human activities.

Connect

 Hand out statements and ask learners to identify the adjective. 

Sustainability 

• able to be used without being completely used up or destroyed.

• involving methods that do not completely use up or destroy natural resources.

• able to last or continue for a long time

Activate: 

How can society be more sustainable?

A guest speaker, such as someone who specialises in sustainability or environmental policy from a local university or council, is invited to make a presentation. 

Demonstrate

Learners prepare questions and use the sessions as a springboard for designing community-based sustainability initiatives that reduce the negative impact of society-wide human activities, such as:

 • waste disposal and recycling

 • reducing packaging use

 • minimising food miles. - Know and use standard metric and imperial measures

Consolidate: 

From all the projects that have been discussed today which  interests you the most and why?

Learning objective

Learners will make effective contributions within a team, taking full responsibility for their own role and demonstrating an awareness of behaviours needed for different situations and when working through problems to agree solutions and give a detailed consideration of the wider impact of human activities on the environment when communicating actions taken effectively. This will include a clear scientific explanation.

Connect:

 Recap on sustainability, conservation, key environmental issues.

Have key terms and learners place the correct terms under the headings

Activate: recap on -  Key environmental issues, concerns and scientific impacts of human activity

Demonstrate/ Activiate 

Learners are split into groups:

- Each group chooses a topic 

- the group works as a team to produce a poster in the time allocated.

- they will write a plan to ensure that each person's has a timed task to ensure the task is completed on time. 

• Air pollution caused by burning fuels for energy, heating or transport and the impact, e.g. global warming, chemical pollution. 

• Land and waterway pollution, e.g. litter and chemicals and the impact, to include changes to biodiversity. 

• Burdens on infrastructure and resources caused by overpopulation and the impact, e.g. increased road use and CO2 emissions due to need for imported food. 

• Deforestation, land cultivation, use of pesticides and fertilisers and the impact, e.g. extinction, loss of habitat and biodiversity

Consolidate

Posters are discussed and points learnt raised.

Connect :- 

What organisational skills have you learnt in this unit- mind map

Activate: 

1.Tutor explanation of what is being organised and the resources you need.  Effective Time Management 

2..Time management techniques - Tutor to discuss benefits of time management techniques.

3. Tutor to introduce different time management techniques -  weekly, to do lists, action plans, checklists, and the importance of meeting deadlines, reviewing regularly and planning for the future. 

Effective planning 

How to review -

Demonstrate 

1. Create a to-do list of what you ( the learner) are going to do regularly within the academy or at home to improve your organisational skills, and list additional tasks you are happy to take on over a minimum of 4 weeks

Planning and Organisation

2..Small group work - identify as many time management techniques you know in 1 minute 

3. individuals apply time management techniques  to help manage their own timetables created in this lesson.

Consolidate

Review your plan from week 9 and note improvements. 

What have you learned?

What happens next?

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.