Part 2

GAME 2: CLIMATE CHANGE AND FLOODING

1. Understand that climate change will exacerbate flooding in Preston, England and globally.

2. Understand how flooding can devastate communities.

3. Understand some of the consequences of climate change, and what individuals can do to help alleviate it.

PERFORMANCE EXPECTATIONS:

In the game students will complete 4 mini-tasks and are expected to understand why flooding occurs, how it impacts communities and what they can do personally.

GUIDING IDEAS AND QUESTIONS:

- Flooding will impact different communities around the world differently, towns and cities, low lying land and food production will all be impacted, and populations will face different challenges.

- Ensure students understand the concept of carbon reduction through a discussion. Climate change is a global issue and worsened by carbon emissions, but there are things everyone can do to help mitigate it.

- Lead a discussion on what would be saved by students if their home (e.g., pets, games consoles) were to be flooded. Would this be the same for all young people around the world?

- How are communities impacted? If infrastructure such as roads and bridges are closed because they are impacted by flooding what happens to that town or city?

- If farmland is flooded for short or long periods of time what would this mean for food production? How might areas in the northwest of England adapt food production and would this be the same around the world?

STUDENT ACTIVITIES

Part 1 –

Students will spawn into the Environment Agency offices. Here they can interact with Environment Agency experts who are non-player characters and will provide information and greetings. These are real-life members of the project team and real project management roles. Allow them to explore for 5 minutes. At the end of the 5 minutes get them to select the project expert for ‘Game 2

– Climate Change and Flooding’ and click the button to be teleported to the site.

Part 2 –

The students will be teleported to a flooded house in Preston, England in 2050. Ask students to follow the instructions of the first project expert, explore the house, and head outside for their next steps. Once outside they will interact with the ‘Next Step’ project expert who will tell them that they can do to help prevent this outcome. They can click on the button to be transported back to the present day. This will take 5 minutes.

Part 3 –

Students will now be in the same house, but it isn’t flooded. They will be asked to complete 4 tasks in 10 minutes to help alleviate the effects of climate change. They can do the tasks in whatever order they wish.

WATER REDUCTION – Water goes through many different processes to ensure it is safe to drink and wash with. These processes require energy. Students need to turn off the sink and shower taps to stop their wasted water score from getting higher.

LIGHTING – Students can add daylight sensors to the roof, but change them to reverse daylight sensors, so the lights only come on when it is dark outside.

SUSTAINABLE MEALS – Students cook a sustainable, plant-based meal to reduce their personal carbon impact. They can cook different plant-based meals.

RECYCLING - Students will take the rubbish from the bin and sort it correctly outside in the recycling area and will earn points based on how well they sort it.

They can then continue to the ‘Finished’ project expert and teleport to the future again.

Part 4 –

Students are back in 2050, but there is no flooding (however, the animals are free and roaming around the city!).

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