Intermediate
40 mins
Teacher/Student led
+55 XP
Teacher-led from the board. Pupils do not need a device, but can follow on one.

Who Can Actually Do Something About It?

Students explore how individuals, communities, businesses, agriculture and governments can each address climate change through targeted sustainability strategies. They sort example strategies by the actor responsible and discuss cases where multiple actors are needed.

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    1 - Start ~4 mins

    Illustration for Start

    Climate change is not one problem with one fix. Different people and groups can act in different ways, and some of those ways only work if somebody else acts first. Today you sort real strategies by who would actually have to do them, and argue about the ones that sit in more than one place.

    2 - Examine ~6 mins

    The same climate problem looks different depending on who is acting. Here is one example for each:

    • Individuals: a shorter car trip on foot or by bike
    • Communities: a street tool-share or repair morning
    • Businesses: a shop changing packaging
    • Agriculture: a farm changing fertiliser use
    • Governments: a public transport budget or a fuel tax
    Key point

    None of those levels replaces the others. A law only works if people and firms follow it. A personal habit only scales if many people take it up. A farm change can be blocked or helped by what customers buy and what rules allow.

    Today’s job

    Today’s sort puts strategies into those five boxes. Some cards fit cleanly. A few fit two boxes at once. Those double-fits are worth the longest argument, because they show how action often needs more than one actor. Today’s job is to see who acts where, not to crown a winner.

    3 - Who Has to Act? ~20 mins

    First, watch one worked example sorted with the class. Then, in pairs, drag each strategy below into the actor group that would have to make it happen. If a card could sit in two boxes, pick one first, then be ready to defend the other. When your pair finishes, compare two placements with the pair beside you and mark any card you still disagree on.

    Who has to act?

    4 - Make Sense of It ~7 mins

    Note

    Talk these through as a class. There is nothing to write.

    1. Which card caused the most disagreement in your pair, and what were the two strongest reasons?

    2. Name one strategy you would welcome and one you would resist. For each, say who still has to act, whether you like it or not.

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