Click here to send us your inquires or call (852) 36130518

Climate Status Investigations
Department of Energy
National Energy Technology Laboratory
earth
home Curriculum Grid
Resources Week 1 Week 2 Week 3 Week 4 Extensions
 

Lesson 19. Global Recommendations
Week Four Lessons
15. Methane Investigation Lab
16. Geologic Sequestration
17. Don't be Fuelish
18. Wedge Game
19. Global recommendations
Students make recommendations to reduce emissions | Multiple Disciplines

Links on this page: Global Recommendations-Student Sheet
| Global Recommendations - United Governments Response

National Education Standards Met:

sciencelanguage disciplinemathsocial studies discipline

Goal:  Students will learn to use the decision grid to evaluate sequestration techniques and make recommendations for mitigating potential effects of global climate change.

Objectives:  Students will…

  • Use the decision grid
  • Evaluate possible ways to reduce emissions
  • Review contributing factors

Materials (for a class of 30):

  • 30 Global Recommendations-Decision Grids
  • 30 sheets poster paper
  • Markers

Time Required:  2, 45-60 minute periods

Standards Met: S1, S6, LA4, LA5, LA11, GM4, C4, C5, E11, E16, G1, G4, G5, WH9

Procedure:

Note:  Students will be introduced to the decision grid as a tool to evaluate the various sequestration techniques.  Part one of the activity reviews how to use the tool and asks students to evaluate three sequestration techniques.  Part two of the activity asks students to present their most sustainable choice for sequestration to the United Government group (a group of classroom volunteers role-playing government officials from around the world). 

DAY ONE

  • Have students brainstorm a list of things they would like to see last beyond their lifetimes.  For example, you can say that you would like to have an education system or books available to your grandchildren.
  • As students share their lists, decide into which category, Environment, Social Equity or Economics the item fits.  Write their items down on the easel paper or white board, grouping them according to category.  Categories should not be written at the top of each list at this point. 
  • After all the students have shared their lists, read the items in each category back to the students.
  • Ask the students to identify headings for each of the 3 categories.
  • Paraphrase the heading so that the class has identified the 3 Es of sustainability: Environment, Social Equity and Economics.
  • Review the concept of sustainability and definitions below:

    - Equity:  Something that is just, impartial, and fair

    OR

    - Social Equity:  Something that is just or fair as it relates to human society and its modes of organization
  • Economics:  the production and distribution and consumption of goods and services and their management
  • Environment:  the area in which something exists or lives
  • Show students the decision grid from the overhead transparency of the Global Recommendations-Student Sheet.  Review how to use it (refer to teacher background sheet for information).
  • Explain that they will need to choose at least three sequestration techniques and evaluate them using the decision grid.  Then, they will be asked to present their choice for mitigation and present it to government representatives (role-played by you or classroom volunteers).
  • Divide students into groups of 3 or 4. 
  • Hand out Global Recommendations-Student Sheet to each group and give them time to evaluate sequestration techniques. 

DAY TWO

PREP

Arrange for 3-5 volunteers to come to class today and represent government officials from countries around the world.  They will collectively represent the United Governments group that will listen to students’ presentations.

  • Ask students to prepare a 1-2 minute presentation on the sequestration technique that they considered the most sustainable (as per the results of their decision grids).
  • Explain that they will be presenting the information to a group of government representatives from the United Governments.
  • Invite classroom volunteers to sit in the front of the room.  Attach nametags to make them appear more ‘official.’
  • Allow groups to present to the United Governments group.
  • At the end of each group’s presentation, keep a tally of recommendations.
  • At the end of all the group’s presentations, ask the United Governments group to convene and discuss ideas.
  • Pretend that the United Governments have come to some conclusion and read the response on the Global Recommendations-United Governments Response sheet.
  • Summarize the unit and discuss any questions or additional ideas.

Assessment:

  • Participation in the activity
  • Presentation

back to top

 

Global Recommendations-Student Sheet

Rating Scale:
3 - Meets all criteria
2 - Meets many criteria
1 - Meets some criteria
0 - Meets few, if any criteria
                            

 

Criteria

Equity

1. Feasible for all people to implement this action.
2. Supports learning & skill development for all cultural groups

Environment

1. Fosters the integrity of the environment
2. Enhances global atmosphere

Economics

1. Action implementation is affordable
2. Promotes efficiency in time, materials, & resources

 

 

lesson19_5     
         

 

                                                             

lesson19_6lesson19_7 

 

 

 lesson19_8

 

 

lesson19_9

back to top

 

Global Recommendations-
United Governments Response

Hand this to the volunteers that are acting as United Government Representatives.  They should read this at the end of student presentations.

 

“While we find all of your mitigation techniques to have immense value, we believe that the best way to mitigate emissions is to tailor techniques to meet each country’s specific emissions situation.  In some cases, this might entail combining several techniques or simply focusing on one.  For instance,                                        (name of country/government representative) may find that prevention of GHG emissions is the best solution while                                                (name of country/government representative) may believe that a combination of geologic sequestration, prevention and biofuel use is the best solution. 

We appreciate your time and energy in researching potential mitigation techniques and will keep your recommendations in mind going forward.”

back to top

 

The Keystone Center Keystone, CO Office
1628 Sts. John Road
Keystone, CO 80435
Phone: 970-513-5800
Fax: 970-262-0152
www.keystone.org
Denver, CO Office
1580 Lincoln Street
Suite 1080
Denver, CO 80203
Phone: 303-468-8860
Fax: 303-468-8866
Washington, DC Office
1730 Rhode Island Avenue, NW
Suite 509
Washington, DC 20036
Phone: 202-452-1590
Fax: 202-452-1138

Tomtop|

IT Support| POS label| System Integration| Software development| label printing| QR code scanner| wms| vending machine| barcode scanner| SME IT| it solution| rfid tag| rfid| rfid reader| it outsourcing| IRLS| inventory management system| digital labelling| barcode label| Self Service Kiosk| Kiosk| Voice Picking| POS scanner| POS printer| System Integrator| printing labels| Denso| barcode| handheld| inventory management| warehouse management| stock taking| POS| Point of sale| Business service| Web Development| vending| app development| mobile app development| handheld device| terminal handheld| inventory management software| pos system| pos software| pos hardware| pos terminal| printer hong kong| receipt printer| thermal printer| thermal label printer| qr code scanner app| qr scanner app| online qr code scanner| qr code scanner online mobile| qr code scanner download| mdm| mobile solutions| mdm solutions| mobile device management|

banner| Backdrop| Bannershop| Ebanner| Eprint| foamboard| hk print| hong kong printing| Printing| backdrop| print100| 印刷| 宣傳單張| 貼紙| 貼紙印刷|

electric bike| best electric bike| electric bikes for adults| e bike| pedal assist bike| electric bikes for sale| electric bike shop| electric tricycle| folding electric bike| mid drive electric bike| electric trike| electric mountain bike| electric bicycle| electric bike review| electric fat bike| fat tire electric bike| women's electric bike |

office| Property Agent| Hong Kong Office Rental| hong kong office| office building| Commercial Building| Grade A Office| leasing| Rent Office| office for sale|

Central Plaza| The Centrium| LHT Tower| China Building| AIA Central| Crawford House| Exchange Tower| AIA Tower| World Wide House| One Kowloon| The Gateway | One Island South| Jardine House| Millennium City | Exchange Square| Times Square | Pacific Place| Admiralty Centre| United Centre| Lippo Centre| Shun Tak Centre| Silvercord| The Center| Mira Place| Ocean Centre| Cosco Tower| Harcourt House| Cheung Kong Center|

school| international school of hong kong| international school| school in Hong Kong| primary school| elementary school| private school| UK school| british school| extracurricular activity| Hong Kong education| primary education| top schools in Hong Kong| Preparatory| best international schools hong kong| best primary schools in hong kong| primary school hong kong| private school hong kong| british international school| extra-curricular| school calendars| boarding school| school day| Bursary| British international school Hong Kong| British school Hong Kong| English primary school Hong Kong| English school Hong Kong| International school Hong Kong| School Hong Kong| boarding school Hong Kong| best school in Hong Kong| School fees|

email marketing| direct marketing| email marketing software| email marketing service| email marketing tools| email mkt| remarketing| edm| edm marketing| email subscription| website subscription| email survey| email whitelist| sign up form| email subject line| subject line| email subject| best email subject lines| free email marketing| Mailchimp|​​​​​​​ Hubspot| Sendinblue| ActiveCampaign| Aweber| Maichimp| benchmark| SMS|

按揭計算機| 居屋|

electric bike| Best smartwatch| Best Wilreless earphones|