NE

Green Day W
ED
ITI
A climate change ON
activity kit for schools
What is
Green Day?
Green Day is a one-day event
for schools about climate
change, sustainability and the
built environment. It is a fun and
flexible way to integrate these
themes into lessons and whole-
school activities. It should not be
an isolated event but aims to act
as a springboard to make schools
more sustainable in the long term.
Green Day is promoted by CABE,
the government’s independent
advisor on architecture, urban
design and public space.
For further information visit
www.cabe.org.uk/greenday
Sustainable schools
By 2020, the government wants
schools to be models of energy
efficiency, renewable energy use
and water management, with a
culture of sustainable development
embedded into all areas of school
life. We think it’s about the ethos
and values of a school, allied with
design and technology. For more
information visit www.teachernet.
gov.uk/sustainableschools
2 3
CABE, education
and climate change
A major part of CABE’s work
is about inspiring young people
to value and enjoy buildings and
spaces. The built environment
contains a wealth of learning
opportunities that can support
both the national curriculum and
informal learning. The potential
to get young people excited about
the built environment is vast. Our
educational work aims to ensure
that young people understand the
value of well-designed buildings
and spaces, and play an active
role in improving the cities, towns
and villages we live in.
CABE believes that the global
environment crisis we face is, in
large part, a planning and design
crisis. It is a consequence of how
things are made, resources are
used, land is developed, buildings
are constructed, services are
supplied and places are connected.
So tackling climate change involves
thinking hard about the design of
towns and cities and how we live
our lives in them.
About the Green
Day activity kit
This activity kit provides ideas,
activities and resources for holding
Climate change and
a Green Day in your school, the built environment
making it a more sustainable place
in which to work, play and learn. Construction and use of the built
It is designed to work in both environment accounts for around
primary and secondary schools 50 per cent of carbon emissions
for key stage 2 and key stage 3. in the UK.
The activities are written to fit certain The UK’s homes consume three
subjects but many can be adapted times more energy than the UK’s
to suit others. The kit is not private cars.
prescriptive. It provides ideas to
Buildings make up the UK’s
help teachers integrate the theme
fastest growing source of CO2
of climate change and the built
emissions.1
environment into each subject area.
We recommend that schools hold Energy use in non-domestic
an INSET session to enable staff buildings is increasing as fast as
to prepare for the event. the use of fuel in air travel.
 eachers will need to consider
T
their pupils’ ages and abilities and
UK emissions of CO2 account for
about 2 per cent of the global
adapt these activities accordingly. total.
We suggest that teachers involve
pupils in a short starter activity to For further information visit
provide the background knowledge www.engagingplaces.org.uk or
and put each lesson in the context www.sustainablecities.org.uk
of the wider global issue.
You can order further copies
of this activity kit for free from
www.cabe.org.uk/publications
Suitable for key stage 2 pupils
Suitable for key stage 3 pupils
Adaptable for both key stage 1
Association of Environment Conscious Builders
2 and key stage 3 pupils www.aecb.net
 8:45am 9:00am 10:20am 11:35am
A Green Day in the life Students are beginning The head teacher It is period two and Throughout the
How a typical school to arrive at the school welcomes the school year 8 are in science. morning, issues of
gate. It is no different to its first-ever Green Having recently studied climate change and
day could look… to any other school day, Day and starts with a energy transfer, they sustainability are
except that there are climate change video are working in groups applied to all lessons.
fewer cars outside the clip. She explains how analysing the insulating In geography pupils
school. The students the Green Day will properties of a number conduct an
are all in uniform but launch the student eco- of materials and how environmental impact
have one distinctive committee and how it is they might be used to assessment on
feature. Almost all a vital first step in the increase the school’s building a new bike
of them are wearing process of becoming energy efficiency. shed on the school
one green item of a sustainable school. Across the corridor, grounds. In English
clothing, with green Reminding pupils of in maths, Miss Coelho they study persuasive
hats, hoodies, socks, their environmental has developed writing, which they
4:10pm and even green hair responsibilities in and statistics about school later use in ICT
At the end of the day, all visible in the out of school, she lunches and year 9 to create podcasts
all pupils return to their gathering outside explains how climate students are using raising awareness
form rooms to write the assembly hall. change relates to all a formula to work out of how their city could
a climate pledge on subject areas. their food miles and reduce its energy use.
green paper leaves. annual carbon footprint.
As they leave school
they attach their leaves
to a pledge tree in the
entrance hall on display 1:15pm
for everyone to see. Locally produced food
2:00pm is served in the canteen
2:45pm Yo The afternoon’s at lunch. Mr Broderick,
The school’s first ur timetable is collapsed a local farmer, has
eco-committee sch so pupils work in agreed to deliver
meeting is under oo assigned groups. fresh vegetables twice
way and pupils are l Activities include a week. He has also
discussing the school’s painting recycling bins, helped develop an area
environmental action storyboarding short of the grounds into
plan and the steps films, creating a garden where pupils
they need to take awareness leaflets, are learning to grow
to achieve green flag visiting a sustainability their own vegetables.
status. At next year’s careers fair and
Green Day they will designing eco-clothes
be working with other for an eco-fashion show
schools helping them at the end of term.
to do the same.
4 5
Whole-school activities be found at tinyurl.com/
c5qeg9 and tinyurl.
uk or www.footprint.
wwf.org.uk They will
eco-committees to
audit the environmental
be shown a green card,
whereas a heated and
These are school-wide com/ckbyrb Some need to collect data in performance of their lit empty classroom
activities that can take short films and
animations can be
advance for this activity. school. Through
consultation with the
could be shown a red
card. Amber voting
place out of lesson time. found at tinyurl.com/ rest of the school and cards could be used
For example, the timetable 2p9e8l Recycling champions
Organise a reduce,
the wider community, it
is the pupils who decide
for areas pupils are
undecided on. The
could be collapsed in the reuse, recycle system which environmental information could then
afternoon to allow pupils Wear green clothes
An easy way to increase
for your school. Pupils
could paint recycling
themes they want to
address and how they
be collated on a large
graphic map back in
to rotate between activities. pupils’ enthusiasm bins around the are going to do this. the classroom and this
for the event is to school with colourful Eco-schools is an could later be displayed
encourage them to messages on them, international award in the entrance hall.
wear one item of green and one group could programme that
Assembly clothing. This can be design recycling guides schools on their
It is important to start anything from a green reminder signs to put sustainable journey, Walk or cycle to school
the day by explaining sock or hair clip on the regular bins. Set providing a framework Hold a walk or cycle
what Green Day is to a sweater or hat. up paper recycling bins to help embed these to school campaign
about and why your It would help if a letter for each classroom. principles into the heart and provide incentives
school is taking part. were sent to parents A group of students of school life. For more to do so such as a
To provide a about Green Day at could have a meeting information go to www. cheap school bike
background least a week in advance. with the school eco-schools.org.uk rental scheme. Pupils
understanding, it  cleaners to arrange could be given cards to
is vital to introduce for these paper bins to be stamped every time
the basics of the Find out your be emptied separately. How green is your they walk or cycle to
greenhouse effect school’s footprint See tinyurl.com/386rsn school? school as part of an
and how it is causing Encourage all pupils, Alternatively you could Ask the pupils to rate award system. They
climate change. teachers and parents set up a composting their school building could be involved in
For maximum impact, to calculate their carbon system that could and grounds and make designing and building
there should be an footprint at some be used to fertilise a map to show its a sustainable bike
assembly held by the point during the day. the school garden ‘green’ credentials. shed. Alternatively,
head teacher or visiting The carbon detectives’ tinyurl.com/32rjey They could use digital encourage parents who
specialist. It would also kit is an online carbon cameras to photograph have to drive to car-
be a great opportunity footprint calculator the areas they think are share or offset their
to announce any new for schools in England Start a green team green and those that carbon by contributing
sustainable schools and can be found at Establish a school aren’t. Or they could to the materials for the
policies. An alternative www.carbondetectives. green team. It could vote on different areas new bike shed. www.
could be for each form org.uk Alternatively, be modelled on the using a traffic-light walktoschool.org.uk
tutor to introduce it pupils can work out eco-schools scheme, coloured card system.
to their form group. their own footprint at which sees pupils Recycling bins and the
Assembly ideas can www.carboncontrol.org. assemble their own school allotment could
6 7
 could be a dishcloth, questions to ask them tinyurl.com/c7xp8u
Eco day out Green collar careers aluminium drinks can, Pledge tree in advance. Your local
Take a group of pupils Hold a careers fair plastic bag, sponge, Encourage everyone in authority planning,
to a local eco-friendly with information about foil etc). Tell the pupils the school community environment or parks No-electricity day
house, building, how pupils can get into that one item is used to to make a pledge about department may be Before the Green Day
business or recycling careers that help the create recycled school how they will use their willing to provide a itself, discuss with
plant. Arrange for environment. Ask pupils uniforms and get building in a more speaker. Alternatively, pupils how to hold a no-
the architect or an to consider the skills them to discuss in pairs sustainable way. many companies and energy day. What is
employee to show and experience which item it might be. Teachers will also have organisations offer free electricity normally
you round and tell you organisations might Encourage pairs to to make their own workshops for young used for in the school?
about it. Pupils could be seeking. How might share their choice pledges and the head people in schools. In pairs pupils could
develop what they these skills apply to and their reasoning, teacher can pledge These could range from categorise which uses
learnt during the visit mainstream careers and which part of a target for the whole demonstrating solar are essential and which
back in the classroom in the future? What their uniform they school. The pledges panels in science to are avoidable. Could
and the outcomes questions might they be think it has become. could all be written getting a local bike the school function
could be displayed asked at interview? A Next, get pupils to on paper leaves and shop in to run a bicycle without electricity? How
around the school. few local organisations search the web and displayed on a pledge maintenance training could energy
Alternatively, pupils could be invited in to see if they can find out tree in the school session. Your local use be cut? Consider
could share what they go into more detail which of the items is entrance. Alternatively, architecture centre with pupils what the
have learnt with the about what they do and being used to make they could be posted on may be able to offer obstacles would be and
rest of the school in an the people they employ eco school uniforms. the school website, some guidance. how they could
assembly. For further and could hold mock The answer is plastic then revisited later and tinyurl.com/d8h77e be overcome. On
ideas about how to run interviews. For more bottles. See if they can reviewed. Green Day hold a
a visit go to www. information go to find out what process no-electricity (or
engagingplaces.org.uk tinyurl.com/cll5fo is used to turn the Design a garden reduced-electricity) day
plastic into clothes and Visiting speakers Choose an area of (no lights, computers,
how many bottles it Invite a speaker to give the school grounds bell, etc). Take a reading
Eco uniform takes to make one shirt. an inspiring talk or an and design a garden from the electricity
Give pupils one minute assembly. They could to grow fruit and meter to compare a
to list all the materials be a local business vegetables which normal day to a no-
that the clothes they are person, architect, can later be eaten electricity day. How
wearing are made from park ranger, in the canteen. You much electricity did you
(cotton, rubber, brass, politician or even could hold a design save? Think about how
polyester, etc). an environmentally competition or get you could reduce your
Discuss the origins conscious celebrity. The together a design team energy use every day.
of these materials and talk could be on to develop plans and Go to DCSF’s www.
how they can affect the anything from building ideas and then set carbondetectives.org.
environment. Place a energy-efficient about transforming part uk for ways of reducing
set of household housing to the role of the school grounds your school’s carbon
materials, including a of green spaces in into a more sustainable emissions.
plastic bottle, in front local communities. place. www.teachernet.
of the class (others Pupils could prepare gov.uk/growingschools
8 9
 sustainable. Take care stone, wood or glass) If your school is being
Bury a time capsule Community which teachers you and ask pupils to think Eco-fashion show redesigned, invite the
For homework, ask competition involve! about whether they Pupils design their architect to a school
pupils to bring one item Encourage your pupils have a positive or own fashion items from assembly. Get pupil
into school that is not to design a competition negative effect on recycled materials and ‘design advisors’ to
very environmentally to engage the wider Hold an eco-fair the environment. old clothes. Then an challenge them
friendly and will school community Open the school Are they made of eco-fashion show could on the environmental
hopefully not exist in in how to make the for parents and their renewable resources be held, with a catwalk credentials of the new
the future (eg an old school or local area friends to celebrate or environmentally and music. building. Go to tinyurl.
phone charger or a more sustainable. your school’s friendly materials? This could be com/avrlts for
styrofoam cup) and Pupils could come up achievements. The Have any new and performed for parents information and ideas
write about how it with incentives for school could hold a innovative materials and would be a great about how pupils can
can damage the teachers to print less, fair with stalls, games, been used? How do opportunity for your contribute to the
environment. As a ideas to encourage food, second-hand these materials affect school to share other redesign of their school.
class, write a letter more parents to car- sales or raffles, all the way the building outcomes of Green Day. If your school is already
to future pupils of share or ways to with an environmental works in terms of built, share experiences
the school explaining encourage local theme. Pupils’ work  it being heated and with other schools that
why you have buried businesses to become on the theme could cooled or how much Building Schools are about to go through
the items. Place all more environmentally be displayed and light it allows in? for the (sustainable) BSF. Cards to help
the items into a friendly. performances could Future young people think
time capsule with be held in the afternoon Most schools in England about BSF design are
a headstone asking after a ‘low carb’ picnic. will be rebuilt or available from www.
future pupils to Test your teachers The revenue from the refurbished in the next architecturecentre.org/
unearth and evaluate Set up a TV-style quiz event could be put ten years. BSF publications
the contents in 2020 show for teachers in towards making is an opportunity to
(the government’s an assembly to find the school building make schools more
sustainable schools out who is the weakest more sustainable. environmentally friendly
target). What will they link! The questions than ever before (eg
learn from our present could be written by the using renewable energy,
habits and how might pupils, with one pupil Building materials improving insulation,
their items be different? acting as the Anne Examine the building’s collecting rainwater
Robinson character materials. Do they for re-use in grounds).
to test the teachers on benefit or harm the Explain to pupils that
how much they really environment? Perhaps this is a one-off chance
know about climate there are older and to have a sustainable
change. While the newer parts of the school and why the
teacher is in the school that could opportunity shouldn’t
spotlight, the pupil host be compared and be wasted. Show them
should challenge them contrasted. List the images of sustainable
on what they do and materials that make buildings tinyurl.com/
how they could make up these structures bmpdqy
their lives more (eg concrete, brick,
10 11
 ‘As (including walking) How much do they
an k pu Measure your house and the time each one personally contribute?

so env pils
Look at different takes. Each individual How much will they
housing types can then calculate the contribute over their
un iro to
d c nm de (houses, flats, terraced total time they spent lifetime in the school?
las en sig buildings) using on each mode of Try to relate energy
sro tall n images or models. transport over the use to carbon – which
Maths om y Explain how to week and the class appliances produce
’ calculate the length, total can be worked the most carbon?
Work out your width and height of the out. Pupils can use the You can buy plugs to
class’s footprint walls and roof. Then results to draw graphs measure the energy
As homework, ask work out the surface that represent the output of appliances
Create climate charts pupils to measure area of each. Older travel behaviour of from www.alertme.com
Collect climate change the volume of their students could then the class. What does /energy-saving
statistics such as houses and collect calculate the volume it show? How could
different countries’ or data on their energy of each building and carbon be reduced?
cities’ annual carbon and electricity bills at work out where heat This could be an A waste audit
emissions. Use these home. Then, together is lost from and which exercise that is Find out how much
figures to develop as a class, you could Draw a scale plan buildings will waste revisited regularly waste the school
information. Ask pupils work out the average of an eco-classroom the most energy as the class tries to generates in a day
to work out the total, amount of energy used Demonstrate how to (this could relate to reduce its total time (general, paper, food).
average, median and per year per student. draw a scale drawing a physics project). in cars. For more ways Ask pupils to calculate
mode. How does your This could later be of the classroom. Ask tinyurl.com/bu5tmy to encourage walking the total of each in a
local town or city worked out in carbon pupils to design an Alternatively, pupils to school go to week, month and year.
compare to others in tonnes or displayed as environmentally sound could draw scale tinyurl.com/7n9m32 How much do they
the UK or worldwide? graphs. A similar classroom of the future models of the personally contribute?
Pie charts or bar charts activity could be done — you might want to buildings or consider How much will they
could be created to with the school using list things to consider the ratio of volume Calculate your contribute over their
present the information. the online carbon with the class first to surface area and energy use lifetime in the school?
These could later detectives’ kit (eg materials, windows design more energy- Use an electricity Alternatively, pupils
be displayed on the (computers and school or lighting). This could efficient versions. monitor plug to find could measure waste
classroom walls. The energy figures be done individually, For homework, they out which machines over the Green Day
Met Office provides required). www. in pairs or in small could do this for their are using the most week. They could
useful climate statistics. carbondetectives.org. groups. Older pupils own house. energy. Pupils can weigh it each day
www.metoffice.gov.uk/ uk or www.footprint. could create scale measure items around and see if there is a
education/data wwf.org.uk architectural drawings the school (TV, fridge, difference on Green
and plans of an Transport diary computers, phone Day. The waste could
environmentally friendly Ask pupils to keep a chargers). Then do be publicly displayed
school. The plans diary of all the different calculations for how in the school entrance.
could be converted journeys they do in much energy each
into 3D models in a week, the type of uses in a day, week,
follow-up lessons. transport used month, year.
12 13
 it to the global water is rising around
English environment? Read Green peace Script writing the room.’ Allow them
Community interview the Kids may pay for Ask pupils to consider Write a script for a film to continue the stories
Create a scenario climate change article the value of the natural or a play with two main in their heads for a
in which various (see tinyurl.com/ world and why it is characters disagreeing minute or two.
Persuade them characters – like 3e2qcm). important. Discuss about the future. One Then get them to
until they’re green a grandmother, Then pupils can devise ‘biophilia’ – the term person is extremely discuss each of their
Pupils create an advert a businessman, a questionnaire, used for the instinctive optimistic that positive ‘daydreams’. These
for a new ecological a student, a married with open and closed bond between humans changes will happen. could be a good basis
product for television, couple and an 11-year- questions, to find out and nature. Ask them The other is more for planning a short
for a billboard or for a old – visit a public what young people to think of a relaxing sceptical or perhaps play. www.hhs.gov/
magazine. Their aim event about climate think about their own natural place that is doesn’t think there’s katrina or www.nola.
is to persuade other change in their city local environment. important to them a problem that needs com/katrina
young people to adopt centre. Select one and discuss it in pairs. fixing. They could then
a more eco-conscious ‘reporter’ in each group Then ask them to swap roles or act out
lifestyle. This could be to interview the others. Life in the future write a story, poem or these roles in front of Create a superhero
done in pairs or small Their opinions on Encourage pupils creative writing piece the class to conclude Imagine if one person
groups and could climate change and to imagine what life in about that place. the lesson. could save the earth.
be made into a the event will vary their village, town or Younger pupils could www.teachers.tv/ What powers would
competition. What will considerably and the city might look like in bring in a photo of video/1674 he or she need to
really make them role-plays could be 50 years’ time. They themselves in a have? Ask the pupils
change the way they very interesting. could write a story, particular place and to invent their own
live? What turns poem or day in the talk about why that Visions of the future character and consider
awareness into action? life of a pupil of their place is important. Show a scene from the their special super
They will need to Local to global age (possibly their www.bbc.co.uk/ film An Inconvenient features – can they
consider where the How do students grandchild) and breathingplaces Truth and highlight spot carbon leaks, see
best place to target feel about their local describe how life the fact that the when lights are left on,
these adverts would environment? Have might be very different. climate is becoming spot when cars have
be and why. www. they thought about its much more erratic just one person in?
dothegreenthing.com elements and how any and unpredictable. Get the pupils to come
local problems relate Alternatively, read or up with a list of things
adapt a real-life story that the character
about places that would need to do and,
‘W have been flooded or in teams, ask pupils
h have suffered from a to compare their
tow at w drought or hurricane. characters and tasks.
in n o ill th Get the pupils to close Teams could present
50 r c ei their eyes as you set their superheroes,
ye ity r vil the scene. Stop the design their clothes or
ars loo lag story abruptly at a key even come dressed as
’ ti k l e,
me ike moment for example them on Green Day.
?’ ‘you’re trapped and the
14 15
 ‘Ex
ma amin
or teria e a Create your own
ha ls bu bio diesel
rm . D ild Highlight the problems
the o th ing’ of using fossil fuels
en ey b s and discuss the
vir
on ene potential of bio fuels.
me fit For example, you could
Sciences nt? Grow your own lunch demonstrate to the
’ Plan to create an area class how to make
of your school grounds bio diesel. This can be
The burger tree where fruit and made by reacting used
Show your class a vegetables could be vegetable oil, sodium
picture of a burger. grown. Ask pupils to hydroxide (soda lime)
Mental materials Biosphere in a bottle Ask pupils to list the consider where the and methanol. Ensure
Collect a random This activity different components food they have at adequate safety
mix of 20 building demonstrates how (eg bread, beef, lunchtime might have precautions are taken
materials (eg stone, our earth’s biosphere sauce, salad). Ask originated. Is it locally as these components
roof tile, wood, straw, works. Collect and Which insulator? them what’s needed grown or does it have are very hazardous.
steel). Cover them prepare some large Discuss the concept to produce each to travel a long way? It will take a week
with a sheet before the plastic bottles prior of insulation. Fill plastic component (eg eggs Then think about how to settle, and the by-
lesson. Get pupils to to the lesson. In pairs, bottles with hot water. for mayonnaise, grain the school grounds product can be used
sit around the sheet. pupils put water and Wrap each bottle in for cattle or yeast for could be adapted and to make soap. This is a
Explain the activity. various organic and a different material bread). Then relate it used to produce food dangerous experiment
Remove the sheet inorganic materials (eg foam, paper, plastic, to the energy needed for the school kitchens. for experienced
and ask pupils to try into a bottle and seal foil, wool or bubble to produce each What could be grown chemists to
to memorise the items. it. Explain how it is a wrap). Measure the ingredient (eg there? How would this demonstrate to older
Cover them again after closed system just like change in temperature transporting tomatoes, change from season to pupils only! Ensure
30 seconds. Ask pupils earth — the biosphere every two minutes. manufacturing cattle season and in differing that you have practised
to list the items they bottle has its own Compare the results, feed or heating bread). weather? Why would the demonstration well
remember in two climate, water and then draw a line graph Go into as much detail opting for locally in advance. See
columns – organic and carbon cycles and can to show the insulating as possible. You could grown food be better tinyurl.com/33ovrn
inorganic. Alternatively, achieve a balance over properties of the get them to represent for the environment?
the items could be time. Like the earth, different materials. this information as a Pupils could design
categorised under the biosphere bottle Pupils could finish tree with the burger as their gardens in teams Race solar cars
different headings responds to changes by writing a short the trunk. Discuss with and present how they Get pupils to design
such as which can be imposed on it, so there paragraph explaining pupils the importance plan to overcome their own cars to be
reused or recycled. are numerous learning which material they of considering their these issues to powered by the sun.
opportunities through would use to insulate food, where it comes the class. In teams, encourage
studying it. their house. from and the impact www.teachernet.gov. them to consider
www.bottlebiology.org of their choices. uk/growingschools weight, materials
16 17
 local space or place. electricity, sewage,
Sciences Citizenship They could contact carbon, food, compost,
Where does our the local newspaper rubbish, etc. Instead of
electricity come about how buildings using cards you could
from? contribute to climate get pupils to
Ask pupils to think change or write brainstorm this
and aerodynamics. in pairs about where My school in to a local councillor themselves. Get them
You could use mini electricity comes from. the future to ask for action to draw a flow diagram
solar-powered motors Challenge them to Develop a vision of to improve the area of a house to represent
tinyurl.com/alqscy think beyond the Animal antics the ideal school of where they live. these processes.
You can also purchase socket. Give them a Discuss how animals the future from both Where do these things
pre-designed kits from set of cards to put have adapted to their individual and group come from and where
tinyurl.com/deymgw into a sequence (these surroundings. How perspectives. Ask Opinion poll do they go to?
Alternatively, they might include a power might animals evolve pupils to imagine that Conduct a poll Encourage the class
could build solar- station, a TV, coal, an to cope with changing they are at school in showing people’s to scale this up and
powered boats using electric socket and climates? Which ones 2050. What will the different opinions on consider the number
bottles and attach electricity cables). might not survive as physical building look their local environment of houses in the
turbines to power their Show an animation the climate becomes like? What can they and how they feel neighborhood and
rafts across a pond or of how a power station more extreme? Pupils see? What will their climate change affects the city as a whole.
lake tinyurl.com/ctqnbt works tinyurl.com/ then design an animal learning day consist where they live. Pupils
At the end of the y6qph5 and ask them and show how that of? How will they could interview their
project, you could race to draw a flow diagram animal might evolve learn? What will they peers, teachers, Debate
them to see which to show the processes. to adapt to changes learn? A guided script parents, neighbours Set up a debate around
team’s design is the What are the problems in climate, food and for running this activity and members of the whose role it is to deal
most energy efficient. with burning coal? At competitors. is available at local community to with climate change.
Further ideas can be what stages is energy tinyurl.com/22wcx www.dep.org.uk/ gauge perception of The government,
found at tinyurl.com/ or heat wasted? How scities/activities.php how their local area business, the public,
asyjgz can these problems Energy links and is changing. architects, developers
be overcome? resources and young people
tinyurl.com/d2928x Think energy Class campaign should all be
www.think-energy.co.uk Encourage pupils My living house considered. How much
Energy Matters to participate in and What goes in and out ability does each
tinyurl.com/yr2gsl take responsibility for of a house over the one have to make a
action to change their period of a week? difference? Who
local surroundings. Give small groups sets blames who and why?
Organise a debate or of cards they can sort Select a motion such
campaign on a topic into things that go into as, ‘This house
the class feels a house, those that believes that it is the
passionately about and are taken out and role of young people
ask them to come up those that are both. to drive us out of this
with suggestions for Cards could include mess.’ tinyurl.com/
improvements to a shopping, water, cxckh5
18 19
 about the Green Day
ICT The origins of Greener city Movie making Leaflets could be posted before
your ICT room Demonstrate how to Hold a video Using desktop and after the event.
As a class, make a use Google Earth to competition about publishing software, More information
spider diagram of look at your village, climate change and get pupils to design a about improving
five different items in town or city and its the local environment. foldable leaflet about your school’s carbon
your ICT room (eg a layout at different This could be a great climate change. The footprint can be found
Trade carbon computer, book, chair scales. How much end-of-year project leaflet could include at www.google.co.uk/
in Europe or wall). Add to the green space is there? over a few weeks. a title/introduction carbonfootprint/
Play the carbon game. spider diagram a few Explain that green Students could work page, such as a schools
This is a 30-minute raw materials needed spaces are decreasing in pairs or small groups diagram and
online game in which to create each (eg oil, (eg in London 12 to storyboard explanation of the
pupils trade carbon clay, steel, copper or square miles of front a 30-second film. greenhouse effect, My Sust House
with pupils from other wood). Allow pupils to gardens have been Then, using digital key facts and figures, My Sust House is an
schools around research the origins concreted over for car cameras (perhaps in the main causes of interactive game that
Europe. www.carbon of each material on the parking). Relate green drama lessons), they climate change, the invites pupils to play
game.org Ensure plenty internet. Their objective space and trees to could produce their global impacts it may at building a home that
of time for planning is to create a poster biodiversity, quality own short films. These have and a final page is ecologically sound.
and preparation. of a world map. On of life and health. could be edited using offering steps to reduce Pupils make choices
the map they should Their challenge is to basic video editing your carbon footprint. between different
include images of each redesign their local software and the best Much of the research design elements and
material with an arrow neighbourhood to be could be displayed could be done on the aim to get a high
pointing to where it greener (eg using roof publicly or in a school internet. These leaflets sustainability rating
comes from on the space, car parks, assembly. Ensure you could also be created while keeping within a
world map. Older derelict areas or more have the right in a different lesson budget. The game is a
pupils could include cycle paths). This could equipment and on paper or card. fun and accessible way
further arrows to be done using a paint software first. for pupils to consider
show where it has programme to overlay location, materials and
been manufactured. a map or satellite Create a web page sustainable features.
The posters could image of the or podcast Pupils must balance
then be displayed. neighbourhood. Design a page or all the factors against
‘Ho Get them to explain podcast for the school a budget to reach a
ab ld a what they’ve done. website exploring ways decision on what gets

the out c vide

Download Google to make your school built. www.
Earth for free at www. more sustainable. mysusthouse.org
loc lim o c earth.google.com Pledges and
al ate om commitments to
en
vir chan petit improving the
on i
me ge a on
sustainable actions of
the school community
nt’ nd could be posted and
reviewed or blogs
20 21
 Will it be urban or rural?
Geography What technological ‘De
advances, changes cit sign
yo
in lifestyle and
f th a su
environmental, social
e f sta
and economic factors could develop into a utu ina
Design a
sustainable city the back of each
will affect housing
in the future? Six
project in which pupils
could develop their
re’ ble
Show EfficienCity image. Get pupils into different housing fieldwork skills.
(a virtual and ten groups of two or scenarios are For an example of
interactive sustainable three. Explain they are presented to encourage an environmental The green mile
city). See www. detectives searching classroom discussion controversy see Get pupils to work in
greenpeace.org.uk/ for evidence. They of sustainability and www.notrag.org pairs to identify a list
efficiencity/about as have only one minute future living. Living of places they regularly
a starter activity. Allow to consider and take futures: my home is visit within their village,
pupils to consider how notes on what each a resource designed Looking at town or city (park,
it might be different to photo has to do with to allow key stage landscapes school or friend’s
their city (but do not go climate change. After a 3 geography and How does energy house). Ask them to
into too much detail). minute, the photos are citizenship students to production shape the locate where these
Ask them to work in passed on to the next engage in the housing landscape? Investigate activities take place on
pairs or small groups group (make sure debate. It can be how energy is a local map. Then ask
to design a sustainable they’re always passed downloaded at produced in your area, them to consider their
city of the future. It in the same order). tinyurl.com/lzy3j across the country and family’s shopping
could be their own city After they’ve all seen even across the world. habits. Locate the
or town. They will need ten photos, discuss What impact do mines, markets, local shops
to consider buildings, them as a class. Local controversy power stations and and supermarkets they
energy and transport, Alternatively the Find out about an wind turbines have on visit each week on Sustainable
and will need support images can be environmental physical geography? their map. They could communities
with these initial ideas. displayed as slides controversy in your What are the debates draw arrows from their Explore concepts of
At the end they can using a data projector. local area. This might around the aesthetics, home and represent place and sustainable
present their designs Some images can be be a plan for a bypass, health and pollution frequent visits with communities with
to the class and found at tinyurl.com/ a new airport runway, associated with living thicker lines. Get them Where will I live?,
explain the thinking cre3mk cycle paths, a power close to these various then to consider which a geography teacher’s
behind their designs. station, wind turbine structures and journeys cause the guide to exploring the
installation or a green production methods? most carbon and list key concept of place
Future housing belt encroachment. www.yes2wind.com different ways in which for key stage 3 and key
Reading photos Ask the class what sort Create a questionnaire tinyurl.com/u446o they could reduce their stage 4 pupils. tinyurl.
Print from the internet of housing they think to survey how the local carbon emissions, com/6swy8n
ten A4 colour images they might be living community feels about either by changing the
that represent climate in, in 2023. A house, this proposal and the way they travel or by
change in some way. flat, high-tech impact on land use in reducing the overall
Write a letter (A–J) on apartment, old terrace? their local area. This distance.
22 23
 that you are going to people coped with
History read them a passage. these developments.
Tell them not to look How have our lives Building history Hungry city The future is
up at the end of the improved? What can Ask pupils to research How have cities been in your hands
passage but just to we learn from those the history of their shaped by food? This is an online
imagine day-to-day life experiences that school building. Find out about streets game. Pupils become
in the city. Read an will help us deal with When was it built and named after food in president of the
extract from Dickens’s today’s situation? in which historical your area. Ask the European Nations.
Coketown (tinyurl. tinyurl.com/am5gxd period? Ask them to pupils to research how They must tackle
com/38n9b9) to them. consider why it was these names came climate change while
What has been done? When finished, allow designed that way about and how they remaining popular
Provide the class with pupils to let their and how it would have have developed over enough with the
a brief history of the imagination drift. been used in the past. time. How could the voters to stay in office.
climate change debate. After a couple of Older pupils could design and layout of This is a challenging
tinyurl.com/3a84t9 minutes allow them consider changes in cities help us live activity for older
Ask students to to look up and share energy use of school greener lives? Think pupils. You will
research why it is that, their thoughts with buildings over time – about where you can need computers and
although we have each other and the how would they have buy food now (local plenty of preparation!
been aware of the class. The second part been lit, heated, cooled shop, supermarket), tinyurl.com/y839s3
greenhouse effect for of the lesson could in the past? Younger where it is grown and
some time, very little focus on looking at pupils could consider how it is transported.
has been done about other sources or how the lifestyle of pupils www.incredible-edible-
it. This could lead on the great smog was in that period – how todmorden.co.uk/
to a discussion about overcome in London. would they have
whose role it is to travelled to school?
make changes. They
could create imagined The industrial
sign lp
de s he
source material such revolution
as a poem, newspaper – a good thing? e
th itie s?’
article or cartoon that Discuss, using
d
u of c live
l
might be helpful to pictures and old maps,
co
a historian trying how your city grew
ow yout ener
to answer these during the industrial
‘H d la gre
an live
questions in 100 revolution and the
years’ time. effect this had on
how people lived us
at the time (houses,
Smoggy memories neighbourhoods,
Ask pupils to close transport, air quality).
their eyes and put their Provide relevant
heads in their arms materials that will help
on their desks. Explain pupils discuss how
24 25
 real scenario or create industry, education, they can be designed
Art, design an abstract picture shopping, parks and to be greener. Older
& technology about how climate entertainment. Also, pupils could start to Lampshades Sculptures and
change makes them ensure that they write develop 3D models Design eco- mosaics
feel. Ask them to down how their of their designs. lampshades or lanterns Create a sculpture or
experiment with creations might tinyurl.com/2nptyv to go with energy- mosaic from recycled
various media and contribute to a more saving light bulbs. materials such as bottle
Bottle greenhouse textures before trying environmentally Collect bits of scrap tops, drinks cans and
Build the school a to show how climate friendly city so that the School mural coloured paper or egg boxes, to represent
greenhouse using change is affecting our exercise is not simply Ask pupils to design cloth left over from art an environmental issue.
plastic bottles. Ask planet and us as about making a pretty and produce a mural lessons or brought in Pupils could
pupils to collect used individuals. Encourage model. or large-scale painting from home. Ask the communicate their
2 litre plastic bottles the pupils to be as around the theme of pupils to design their impressions of their
in the weeks leading creative as possible climate change and lampshades. They can local environment
up to Green Day – it might help to read Design an the local environment. then shape them with and the effects climate
(you’ll need at least a real life story environmentally Working in teams, wire and cover them change may have.
a thousand). Explain beforehand to help friendly building pupils could design with a cheap, light- Introduce them to
how greenhouses them focus on how Discuss ways that different sections of weight material. similar works that
work (could be related the environment buildings can be the picture. These can Once this is done they might inspire them.
to the greenhouse makes people feel, powered with then be photocopied can decorate them. tinyurl.com/35sv84
effect). Get them to for example read one alternative energy onto acetate and Older pupils could
design their own of the case studies sources. Consider projected onto a large use coloured glass
greenhouse (on paper from tinyurl.com/ different ways a background so that that refracts the light
or using models) and cr46op or show a short building needs energy a composite design in interesting ways.
decide where it should video from tinyurl.com/ such as for lighting, can be organised. Light fittings and
be located. Some d3698r heating, ventilation Pupils should also switches may need
designs can be found and insulation, and consider where it might to be purchased in
s
at www.sci-scotland. its water usage. be placed and how it advance.
eed ion,
g n tilat
org.uk/bottle.shtml Waste city How could existing fits into its setting. If
The bottles will have Design and build an buildings be adapted painted on plywood, it in
to be cleaned and eco-city from waste. to be more energy can be fixed on batons
uild , ven
other materials may Collect a range of efficient and use to a wall and easily
a b ing
be necessary. For waste that could be different types of maintained or changed.
a ys heat
practical guidance visit useful (eg an empty energy sources such
nt w ing, ge’
e t
fer ligh r usa
tinyurl.com/d6z8sj tissue box could be as solar power, wind
a stadium). Give turbines, harvested
if
different groups rainwater or biomass
er d h as ate
Picture this different areas of the fuels? Perhaps ask a d
si suc nd w
n
‘Co ergy ion a
Challenge pupils to model to work on. local architect to come
depict climate change Get them to consider into school to talk
through art. They could all aspects of a city – about how buildings en ulat
choose to illustrate a
26
housing, transport, are powered and how
ins 27
 the healthy option.
Other Class project Modern foreign Business studies A discussion about the Music — recycled
subjects – an outdoor languages — write — green dragons den importance of walking orchestra
learning space about Green Day Pupils, in pairs or small or cycling to school Pupils create their own
Ask pupils to discuss Provide pupils with groups, create an or the shops, playing musical instruments
the value of an outdoor key vocabulary (eg ecological product or sport instead of video from recycled materials
learning area. Get recycling, environment, business. They need games, and eating (boxes, bottles, tubes,
Religious education them to consider all energy). This will to consider its costs healthily will help to elastic bands).
or PSHE – eco-ethics the different things depend on their level. (financial and reinforce their learning This website provides
Discuss the ethical a classroom has Then ask them to environmental), the at other times of the ideas and instructions
issues surrounding the (seating, desks, write a postcard to their potential revenue day. An alternative for building recycled
climate change debate. displays, reading penfriend telling them and how they will would be to focus on instruments.
Is it right that we areas) and what about their Green Day. develop, produce, play and games. See tinyurl.com/35ubwe
consume so much? they are made from. Explain what you did market and advertise tinyurl.com/2j3jf5
Do we have a duty to Could these be made and why it was their business. They
look after our planet naturally? What do important. If this is then have to pitch their
for future generations? you need to have in an too challenging, create idea to an investor Drama — documentary
Do we need to shop outdoor ‘classroom’? a letter/worksheet (perhaps the head about humans
to be happy? Is it Get them to come up (before the lesson) teacher), who will Pupils work in pairs or
right that the richer with their own ideas and ask them to fill in decide which products small groups. One has
countries are polluting (eg willow walls or the blank spaces with he wants to invest in. to act out or mime the
the most but it is seats from tree trunks). key words from a word day-to-day life of a
the poorer ones that Ask them to consider bank. Even younger human ­— waking up,
will suffer the most how they could access students could learn Physical education brushing teeth, eating
from climate change? recycled materials to keywords from flash — stay healthy breakfast, driving to
What should be done? turn their ideas into cards and then, in Although it is difficult school — and the
Whose responsibility a reality. Learning pairs, they could play to spot the obvious other needs to do
is it to act on climate Through Landscapes a memory game links here, there are a voice-over (David
change – government, can help with ideas, matching the cards. overlaps. It would be Attenborough style)
companies, scientists, resources and funding valuable to highlight describing how the
consumers or voters? for improving your during the lesson how behaviour of this
This could lead into school grounds. the environmental species is affecting our
a debate. www.ltl.org.uk option is often also world. Once they have

ility planned their sketches,

sib ate
they can act them out
n to the class.
spo clim
e re on
h os act
‘W it to ?’
is ange
28
ch 29
Useful
organisations
Architecture Centre Network
www.architecturecentre.net
Engaging Places
www.engagingplaces.org.uk
CABE
www.cabe.org.uk/
teachingresources
Create
tinyurl.com/cczltm
Eco-schools
www.eco-schools.org.uk
Environment Agency
www.environment-agency.gov.uk
Friends of the Earth
www.foe.co.uk/learning/
educators/resource
Geographical Association
www.geography.org.uk
Learning through Landscapes
www.ltl.org.uk
Sustainable Learning
www.sustainablelearning.info
Sustainable Schools
www.teachernet.gov.uk/
sustainableschools
Young People’s Trust
for the Environment
www.ypte.org.uk
30
Useful resources
Engaging Places
www.engagingplaces.org.uk
Global CO2 map
tinyurl.com/29s5hq
Oxfam’s Climate Chaos
tinyurl.com/bv2t5k
Cities of today, cities of tomorrow
tinyurl.com/cw48y9
Greener Futures
www.greenerfutures.com
nD game
www.ndgame.org
Learning for sustainable cities
project tinyurl.com/d97vw6
Google UK School Resources
www.google.co.uk/schools
Published in 2009 by the Commission
for Architecture and the Built Environment.
Written by Alex Reynolds.
Financial support All images unless otherwise credited
© Alys Tomlinson 
Numerous organisations provide Designed by Together Design
www.togetherdesign.co.uk
funding for environmental
education initiatives. Printed by Seacourt Ltd on Revive recycled
paper, using the waterless offset printing process
The Environmental Funder’s Net- (0 per cent water and 0 per cent isopropyl
alcohol or harmful substitutes), 100 per cent
work (www.greenfunders.org/whos
renewable energy and vegetable oil-based inks.
involved) and Sustainable Schools Seacourt Ltd holds EMAS and ISO 14001 This document is available
environmental accreditations.
(tinyurl.com/c5o9xw) list some. in alternative formats on
All rights reserved. No part of this publication request from the publisher.
may be reproduced, stored in a retrieval system,
copied or transmitted without the prior written  
consent of the publisher except that the material
may be photocopied for non-commercial
purposes without permission from the publisher.
Green Day is a one-day event CABE
for schools about climate
change, sustainability and the
built environment. It is a fun and
flexible way to integrate these
themes into lessons and whole-
school activities. It should not be
an isolated event but aims to act
as a springboard to make schools
more sustainable in the long term.
Green Day is promoted by CABE,
the government’s independent
advisor on architecture, urban
design and public space.

www.cabe.org.uk/greenday