Game: Climate change snakes and ladders

Chemistry: Earth and atmosphere

• the composition of the atmosphere
• the production of carbon dioxide by human activity and the impact on climate

Geography: Human and physical

• understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems

Working Scientifically Skills

Experimental skills and investigations

• ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
• make predictions using scientific knowledge and understanding

Teacher notes

• Prior knowledge of this content is required for this activity but can be used to reinforce and demonstrate learning. SCN 3-05b

Planet Earth

Processes of the planet

I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-05b

• Explains how the levels of carbon dioxide in the atmosphere have increased over time, for example, through respiration of organisms, deforestation and increased combustion of fuels.
• Draws on supporting evidence, quotes and sources to demonstrate an association between carbon dioxide in the atmosphere and increasing global temperatures as a result of the greenhouse effect.

Third Level Scientific Skills

Inquiry and Investigative Skills:

Presents scientific findings:

• Communicates effectively in a range of ways, for example, orally and through scientific report writing

Scientific Analytical Thinking Skills:

• Applies scientific analytical thinking skills, with increasing independence, working with less familiar and more complex contexts.
• Demonstrates further development of creative thinking including through the engineering processes of design, construction, testing and modification.

Skills and Attributes of Scientifically Literate Citizens:

• Expresses informed views about topical scientific issues, including those featured in the media, based on evidence and demonstrating understanding of underlying scientific concepts.

Science AOLE

Being Curious:

• I can explain how the impact of our actions contribute to changes in the environment and biodiversity.
• I can describe the impacts of science and technology, past and present, on society.

Humanities AOLE

Active Citizens:

• I can explain the connections between past, present and anticipated challenges and opportunities faced by people in my locality, Wales, and the wider world.
• I have an understanding of our environmental, economic and social responsibilities in creating a sustainable future.

Curriculum Subject Links

• The environment and human influences
• Investigate the effects of pollution, for example, water, air, land, sound etc. and specific measures to improve and protect the environment, for example, renewable energy, efficient use of resources and waste minimisation etc.
• Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity.
• Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens / wilderness areas, anti-pollution strategies, habitat management etc.

Curriculum Skill Links

• Thinking, Problem-Solving and Decision-Making
• Develop creative and critical thinking in their approach to solving scientific problems
• Demonstrate creativity and initiative when developing ideas and following them through
• Work effectively with others