Chapter 1 Global concerns and solutions
Chapter 1
Global concerns and solutions
1.1
Global concerns
There is a clear link between some of mankind's such as our use of energy particularly that
derived from fossil fuels and the gaseous emissions that congregate in the earth's
atmosphere in ever increasing amounts. These gases absorb some of the energy radiated by
the earth's surface thus producing global warming which in turn results in climate change
One of the biggest challenges therefore facing mankind is avoiding changes in climate at a
rate at which eco-systems cannot adapt. The recently ratified Kyoto agreement is therefore
only the first step in limiting greenhouse gases in the earth’s atmosphere to an extent, which
will limit the rise in global warming.
Climate changes affect us all, directly or indirectly, and so it is a global concern, which
requires a global solution.
A further concern is that of resource depletion of hydrocarbon reserves due to our ever
increasing use of hydro-carbon fuels like oil and gas. The world’s oil supply is now alarmingly
closer to its maximum limit. We therefore need to use resources more efficiently and this in
turn will also reduce the burden to the environment as a result of using less resources.
The environmental pollution concerned with burning fossil fuels has also profound implications
in terms of local air quality, which can affect our health.
TREAM handbook for schools
Date 050505
Chapter 1 Global concerns and solutions
All forms of energy usage have some environmental impact. Renewable energy like solar
heating, photovoltaic or wind turbine generated electricity has the lowest impact whilst fossil
fuels like oil and coal have the highest impact. This impact can be in the form of solid,
gaseous or liquid waste. It is the gases that have the highest impact, particularly those types
of gases (greenhouse gases) associated with global warming
Global warming impacts are already evident in many parts of the world particularly these
which have extreme weather conditions like very dry, very wet or very cold. The impacts are
very visible and are often shown on TV or discussed on radio and newspapers like droughts,
floods, extreme heat or extreme cold.
They can lead to poor health, lack of food, shelter and life threatening illnesses. Children and
young people are most vulnerable and so students can readily associate with them being of a
similar age group. Therefore it is important to indicate that reduction of such impacts is
possible if each of us does something different from what we are doing now.
These concerns form the background to this initiative in environmental education and global
citizenship. Our hope is that by creating an understanding amongst young people and their
families each will be encouraged to save energy in their homes. In this way each of us will be
able to make our contribution towards a more sustainable lifestyle.
1.2
Benefits of using energy more efficiently
One important solution to these global concerns is to use energy more efficiently. This will
not only reduce consumption, but also pollution and extend the life of our fossil fuel reserves.
Sustainability can be defined as “meeting the needs of the present generation without
compromising the ability of future generations to meet their own needs” . Thus saving energy
reduces resource consumption, which is then available for succeeding generations. However
sustainability requires each person to do their share in using energy and resources more
efficiently.
The challenge discussed in this book is to understand the potential for saving energy in the
home and what can be done now and in 10 and 20 years in time. The emphasis is on reducing
energy consumed by appliances and products by using them in a more efficient manner and by
selecting low energy models when these need to be replaced.
The introduction of the EU energy label enables one not only to identify household products
with low energy consumption, but also to compare models from various suppliers. The data on
the labels allows one also to determine and compare lifetime operating costs and
environmental burdens. The more efficient an appliance the lower its energy usage and
environmental impact. Thus labels form an important part of providing buyers and sellers with
information which can help them select the most energy efficient appliances and products
that meet their needs.
The challenge is to use such information available in catalogues, web sites and in shops to
select appliances with low energy and environmental impact.
TREAM handbook for schools
Date 050505
Chapter 1 Global concerns and solutions
.1.3
Methodology
The aim of project TREAM is to raise awareness of the environmental impact of energy usage
and the potential for saving energy in the home through the use of more energy efficient
appliances and products. We believe that this topic is sufficiently important that it should be
taught in both primary and secondary schools so that understanding can advance with age
This handbook contains a set of resources and activities suitable for primary and secondary
schools and some for any age. There are a number of themes each requiring a number of
lessons (in the form of a module) in which the topic is introduced and discussed then activities
are applied in each lesson. Whilst themes can be selected in any order, it is important for
students to understand both the consequences of using energy and the possible solutions to
mitigating its environmental impact
Each lesson should be self-contained with a discussion followed by a set of activities for which
work sheets are provided. Additional information is provided for teachers to assist with
these activities.
The modules can be used in support of a wide variety of subjects taught in schools through
self-learning by observation and deduction. The emphasis is on understanding where the
information that is now available to characterise products and how this can be used to choose
appliances with a low environmental impact
Layout of the resource book
This comprises two parts:
A reference section containing resource material providing background information which can be
used to introduce the theme and help with the activities. These cover
•
•
•
•
•
•
importance of energy use
environmental impact of energy use
impacts of global warming
product labels providing energy and environmental information
identifying energy usage in the home
saving energy in the home
The material can be selected as required, however it is important to illustrate the links
between energy usage, resource depletion, environmental impact and global warming at a level,
which the class can understand.
An activity section containing a range of activities and exercises, which be undertaken to
explore and develop the various topics. These activities can be used individually.
Alternatively can be grouped together to generate not only awareness of the environmental
problems associated with energy use, but also identify solutions which can reduce energy use.
TREAM handbook for schools
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Chapter 1 Global concerns and solutions
Below the crucial aspects of the teaching these modules are explained:
Activities: Activities are planned to be the core elements of the lessons. Every lesson should
include one or more activities
For each activity there will be
•
resource material providing background information for introducing the subject
•
work sheets for students
•
notes for teachers
Age range
•
•
•
•
•
•
from age 8 to 15
understanding the importance of energy use
understanding the issues associated with climate change
explaining and involving their parents
considering how appliances are used in the home
understanding where energy can be saved
Working in small groups
•
•
•
discussing and helping one another
exchanging information
easier for teacher to supervise
Role of teacher
•
•
•
•
introducing the topics
helping the groups
discussing the outputs with the pupils
summarising and evaluating the results
Activities are described for both primary and secondary schools with the emphasis on a
variety of practical activities. These can be given in any class which seems appropriate
including languages and in any type or size of school
How to select the activities
The activities are listed in the table of contents under various topics. Activities might be
selected either to study only one specific topic or a number of activities can be selected to
study various subjects over a period of time. Some examples of lesson plans are given as
guidance in the following section.
TREAM handbook for schools
Date 050505
Chapter 1 Global concerns and solutions
1.4
The Resources
Product labels and the EU energy label
There are now a large number of labels which provide different types of information to help
consumers decide which product to choose.
The EU energy label differs from most others by being a comparative label, which together
with the associated information fiche provides a large amount of descriptive information
typifying each model of a particular product type. This allows the performance of various
models to be compared. Data given on the label and fiche also enables the lifetime cost and
savings in energy, money and carbon dioxide emissions to be calculated
EAIS web site
An important resource is the European appliance information system multi-lingual web site
located at
www.eais.info
This contains information about identifying energy usage in the home as well as ways of saving
energy. It also lists efficient appliances and products carrying the EU energy label. This
information source is used with some activities to help select and understand criteria for
various models. It also helps to introduce students to web based information systems by
acting as a gateway to both manufacturers and retailers sites.
Some countries maintain their own appliance information web sites and these have similar
functionality to eais. These national web sites can be accessed through the EAIS web site
which acts as a gateway to these and other sites.
Links to other websites
The system provides links to the principal retailers and manufacturers’ websites. This allows
the specific features of each model to be displayed as part of the decision making process.
Alternatively one can identify a model (s) on a web site and then consult the eais web site to
display the energy label and fiche and determine the lifetime running costs and emissions.
eais web site does not generally display the purchase price and for some countries price
bands are shown as one, two or three star (highest price band) and more detailed information
needs to be obtained from retailer sites.
Green Pack
This handbook supplements some of the topics described in the Green Pack developed by the
Regional Environmental Centre for Central and Eastern Europe in Szentendre, Hungary by
providing sets of practical activities: http://greenpack.rec.org/
TREAM handbook for schools
Date 050505
Chapter 1 Global concerns and solutions
1.5
Layout of activity chapters
Before starting the activities the key concepts need to be introduced to and discussed
with the students. The resources provided in the next section can be used as
introductory material.
When the activities have been chosen, it will be necessary to copy the worksheets provided at
the end of each chapter. Notes to help teachers are appended to each activity.
As the resource book is also available electronically in the form of a CD ROM, it is possible to
print directly from the computer or even to adapt the material should this be more
appropriate. The CD ROM disc also contains additional resources such as power point
presentations which have been found useful in introducing some of the topics
Completing the activities requires various skills:
• Listening, reading and interpretation of the themes;
• Observation, data collection, comparison and analysis;
• Working both individually and as a group member;
• Communication and presentation skills; and
• Simple mathematical skills.
1.6
Guidelines for Lesson Structures
Although the resource material and the activities can be used individually, some examples of
lesson plans and structures are given which have been used to link the various themes and
activities.
TREAM handbook for schools
Date 050505
Chapter1
PRODUCT LABELS MODULE LESSON PLAN
LESSON1
LESSON2
LESSON3
LESSON4
LESSON5
Energy and Environmental
Labels
Saving energy, pollution
and money
How to save energy, money
and protect the environment
Discussions over what can
be done and how can we
help?
Introduction to the
Energy Awareness
THEME
OBJECTIVES&AI
MS
DISCUSSION
ACTIVITY
HOME
ACTIVITY
Understanding the
importance of energy
Understanding how much
our lives are dependant
on energy consumption
Where and how do you
think we use energy?
Activity 5.1: different
uses of energy
Activity 5.4: how much
energy do you use in your
home?
Introduction to
Global Warming
product labels
What is Global
Warming (climate
change)
Why is it happening?
What are the effects
Understanding the
Definitions, types
and importance of
labels
Understanding the importance
of energy and environmental
labels. Environmental cost of
products
Understanding Life cycle of a
product
Discussion over
greenhouse effect,
consequences of
global warming
Further discussion
of GW and type of
labels
Discussion of life cycle cost and
the labels
Activity 6.3:
consequences of
global warming
Activity 7.1:
Identifying Labels
Activity 7.2: Design
your own label
Activity 7.5: Energy Label
puzzle
Activity 7.4: Design your own
energy or environmental label
Activity 6.5: What
can I do to stop
global warming?
Bringing labels to
school
Activity 7.7: Label survey
Activity 6.4: how to stop
global warming
Further reading
Chapter1
DESIGN YOUR OWN ENERGY KITCHEN
LESSON1
Energy Awareness
THEME
OBJECTIVES&AI
MS
DISCUSSION
ACTIVITY
HOME ACTIVITY
RESOURCES
LESSON2
LESSON3
Energy Label
Global Warming
LESSON4
LESSON5
Design your own low
energy kitchen
Design your own low
energy kitchen
Understanding the
importance of energy
Understanding how much our
lives are dependant on
energy consumption
Definition,
Reasons,
And consequences
Understanding of energy
label.
How could it help us to
reduce energy use at home
Understanding of energy
efficient appliances
What are the benefits of an
EE kitchen
Carrying on the activity
Deciding sizes, models
needs of the
Revision of the designs
Where and how do you think
we use energy?
Greenhouse effect and the
consequences
Discussion the labels further
-
Discussion the outcomes
of the activity
Activity 5.1: different uses
of energy
Activity 6.1: Europe map puzzle
Activity 7.5: Energy Label
puzzle
Activity 8.6: design your
low energy kitchen-part1
Activity 8.6: design
your low energy
kitchen-part2
Activity 8.1: Electrical
Detective
Activity 8.2: Energy
efficient appliances: Home
Research
Activity material: map,
counters etc
Newspapers, magazines,
Background information
Activity material
Activity sheet, IT facilities of
the school
-
Activity 5.4: how much
energy do you use in your
home?
Activity 6.2: gathering
information
*Power point presentation
*Illustrations related to energy
consumption
*Activity1 material
*Background information
Power point presentation
Introduction
Activity material:
Cardboards and brochures
from different
manufacturers.
Chapter 1 Global concerns and solutions
GLOBAL WARMING MODULE
DATE
THEME
OBJECTIVES
&AIMS
DISCUSSION
LESSON1
LESSON2
LESSON3
LESSON4
LESSON5
Energy Awareness
Environmental Effects of
Introduction to
Global Warming
Effects of Global
Warming
Saving energy and the
environment
Understanding the
importance of energy
Understanding how much our
lives are dependant on energy
consumption
Understanding the link between
energy consumption and
environmental problems and
identifying the type of
problems we have today
What is Global Warming
(climate change)
Why is it happening?
Where and how do you think
we use energy?
Why is there a difference in
using energy in different
houses?
Getting to school. What type
of pollution will it cause,
how this is related to GW
Discussion over the global
warming, greenhouse effect
and the consequences of GW
What each individual can do
to save energy and protect
the environment
Activity 5.1: different uses
of energy
Activity 5.3: Coming to School
Activity 6.1: Europe map
puzzle
Activity 6.3: consequences
of global warming
Activity 6.4: how to stop
global warming
Activity4.2: Finding the
energy usage in the home
How do you come to school?
Activity 6.2: gathering
information
Activity 6.5: What can I do
to stop global warming?
1-Reading background information
2-what can YOU do to reduce the
impact of GW
*Power point presentation
*Illustrations related to
energy consumption
*Activity1 material
*Background information
Pictures, articles from
newspapers
Activity1 material
Background information
Power point presentation
Activity1 material: map,
counters etc
Newspapers, magazines,
Background information
Power point presentation
Activity1 material
cardboards, pictures, articles
from the magazines and
newspapers
cardboards, pictures, articles
from the magazines and
newspapers
Background information:
Handouts
ACTIVITY
HOME
ACTIVITY
RESOURCES
What will be consequences
of global warming?
What can we do to stop
global warming (part1)
TREAM handbook for schools
Date 050505
What can we do to stop
global warming (part2)
How can we save energy,
money and the environment?
Chapter 1 Global concerns and solutions
ENERGY EFFICIENT APPLIANCES LESSON PLAN
LESSON 1
THEME
OBJECTIVES & AIMS
LESSON 2
LESSON 3
What is Energy?
-Learning about different
types of energy and their use
in everyday life.
-Understanding the negative
effects of energy consumption.
Electric Energy Sources
-Finding information about
the most popular ways of
producing energy.
Greenhouse Effect
-Understanding the concept
of greenhouse effect.
-Understanding how
humans intensify this
natural phenomenon and
what this will lead to.
-Learning ways of reducing
the emission of greenhouse
gases.
What is the greenhouse
effect?
What can it lead to?
DISCUSSION
What do you think energy is?
What is it important for?
How do humans create
energy?
Which do you think is the
cheapest type of power
plant?
ACTIVITY
Activity 4.5: Energy
crossword
Activity 4.12: energy
source crossword
Activity 4.6: forms of
energy
Activity 4.10: Wind Energy
Activity 4.11: Solar Energy
HOME ACTIVITY
Make a list of home appliances
that you believe use a large
amount of energy.
Make a project on thermo
power plants.
Activity 6.2: gathering
information
RESOURCES
Illustrations related to energy
use.
Scheme on types of energy.
Background information.
The Geography book.
Illustrations related to
different types of power
plants.
Background information.
Power Point presentation.
Newspapers, magazines.
Background information
-Understanding the
differences between
different types of power
plants.
Activity 6.8: greenhouse
effect quiz
LESSON 4
LESSON 5
The Kyoto Protocol
-Understanding what the
Kyoto Protocol was.
-Outlining the main
solutions that were
suggested for reducing
CO2 consumption.
How Can We Save Energy?
-Taking into account some of the
major natural disturbances energy
loss leads to.
-Understanding just how much energy
we waste by using non-efficient
household appliances.
-Making a list of major amount of
energy consumers.
Give other ideas of how to
reduce CO2 consumption.
What natural disturbances does the
waste of energy lead to?
Does energy saving only have
positive effects on the environment?
Activity 8.4: life
time cost
Activity 7.9:
Research in shops
Activity 5.4: how much energy do you
use in your home?
Activity 8.3: conservation saves
money
Find information about
other ecological European
projects and bring it to
school.
Newspapers, magazines.
Background information.
Make a project on acid rain- causes
and effects.
TREAM handbook for schools
Date 050505
The Geography book.
Video presentation on household
consumers.
Background information
Chapter 1 Global concerns and solutions
LESSON 6
THEME
OBJECTIVES & AIMS
Buying Home Energy Efficient Appliances
- Learning what the efficiency label is and its
importance in buying a home appliance.
- Finding information on the legislation concerning
efficiency labels.
- Understanding the key elements to be taken into
account when buying a home appliance.
DISCUSSION
How would you choose the best TV set for your home?
Does any document help you in your decision?
ACTIVITY
Activity 5.4: how much energy do you use in your home?
LESSON 7
LESSON 8
Saving Energy for Home Appliances
- Finding general information on refrigerators, washing
machines, dishwashers and air conditioners- how they
work, energetic advantages and disadvantages.
- Getting advice on the documents needed when
buying such home appliances.
- Learning ways of using less energy with home
appliances.
What do you think are the natural elements in the
environment that influence energy consumption of
home appliances?
Saving Energy for Lighting
- Understanding the difference between
different types of light bulbs.
- Learning about the importance of using
efficient lighting.
- Lighting vs. natural light for a healthy life
and a less polluted environment.
Activity 8.3: conservation saves money
Activity 8.4: life time cost-cost effective buying
Activity 8.5: choosing low energy
lamps
Activity 8.2: Energy efficient
appliances: Home Research
What kind of light bulbs do you use at home?
How long do they last? Give ideas on how to
save energy by using light bulbs.
HOME ACTIVITY
7.8
RESOURCES
Research in shops
Efficiency labels.
Background information
Legislation concerning national directives. Background
information
ENERGY AND ENVIRONMENT
TREAM handbook for schools
Date 050505
Different models of light bulbs.
Background information.