Opening

LAUNCH · Humanities · Summer 1 · Week 1

Resource use and carbon dioxide

Learning goal

Explain resource use and climate change using online data.

How can we make a justified decision about sustainability?

I can interpret resource and climate evidence, evaluate responses, compare options against criteria and justify a practical decision.

40 minutes, with flexible pauses. Point, speak, draw, type or write. A fictional example is welcome.

Editable Word pack Editable data workbook Printable pupil resources PDF

Arrival

LAUNCH · Humanities · Summer 1 · Week 1

Arrival task

Start here: provenance means who made a source, when and why. Read cards A and D for units and values; no earlier lesson is needed.

Start with 1 and 2. Continue with 3 and 4 when ready.

1. What does provenance ask us to check?

Help

Use the glossary.

My answer 1

2. Name the first and last selected values.

Help

Read the endpoint rows.

My answer 2

3. How does NASA link fossil fuels to CO2?

Help

Read card B.

My answer 3

4. Why is card C weaker for a factual claim?

Help

Check its authorship and evidence.

My answer 4

Word and evidence bank

A The measured record

NOAA Global Monitoring Laboratory publishes the Mauna Loa annual mean CO2 series to monitor atmospheric change. File created 5 September 2026; accessed 21 September 2026. The selected values run from 338.76 ppm in 1980 to 427.35 ppm in 2025.

NOAA GML annual mean CO2 file; 2026 release

Limit: One observatory record is not the global average. The selected years omit changes between them; values can be revised.

B Explaining the cause

NASA explains that burning fossil fuels releases CO2 and that greenhouse gases slow heat loss to space. This connects resource use for energy with climate change. NASA made this public science explanation; page updated 13 July 2026, read 21 September 2026.

NASA Causes; public explanation, updated 2026

Limit: This explanation supports a mechanism. The selected CO2 table is not a temperature record.

C A weaker claim

AUTHORED EXAMPLE created for this lesson on 21 September 2026: an unattributed post says CO2 figures prove every place warmed by the same amount. Its imagined purpose is to persuade, but it supplies no author, measurement method or evidence.

Authored source-critique example; not a real post

Limit: A confident claim is not a measurement. Do not use this invented post as evidence about climate.

D What the unit measures

NOAA states that CO2 is expressed as a mole fraction in dry air, abbreviated ppm. Read ppm as parts per million. The producer is NOAA GML; the file dated 5 September 2026 makes monitoring data available for scientific and public use.

NOAA GML file header; accessed 21 September 2026

Limit: Concentration is evidence about a cause of warming, not a reading of temperature. Keep those quantities separate.

Feedback loop

SPACE

VOICE · Read cards A and D for units and…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Read cards A and D for units and values; no earlier lesson is needed. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Arrival task, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Read cards A and D for units and values; no earlier lesson is needed” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Read cards A and D for units and values; no earlier lesson is needed” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Read cards A and D for units and values; no earlier lesson is needed” and take the reason in the pupil’s own mode.

Did it and explained → move on: Start the enquiry

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Starter

LAUNCH · Humanities · Summer 1 · Week 1

Start the enquiry

Read cards A to D. Check producer, date and purpose, then annotate the six NOAA rows and distinguish the authored weak source.

Choose help or a further challenge

Read one evidence card, identify its source and plan a reason before responding.

Read cards A to D. Check producer, date and purpose, then annotate the six NOAA rows and distinguish the authored weak source.

Propose a further evidence check and explain its value.

What I notice and what I need to check

Feedback loop

SPACE

VOICE · Read cards A to D.

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Read cards A to D. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Start the enquiry, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Read cards A to D” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Read cards A to D” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Read cards A to D” and take the reason in the pupil’s own mode.

Did it and explained → move on: I do · a worked method

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

I do

LAUNCH · Humanities · Summer 1 · Week 1

I do · a worked method

Choose help or a further challenge

Plot the full set, label axes and use values in a pattern statement.

Read all model steps

Question: What pattern can I describe in the selected NOAA record?

Evidence: The annual means are 338.76 ppm in 1980 and 427.35 ppm in 2025.

Explain: These selected values rise. NASA links fossil-fuel burning to added CO2 and warming.

Check: One observatory is not a global average. CO2 concentration is not temperature.

Evidence and source credits

A The measured record

NOAA Global Monitoring Laboratory publishes the Mauna Loa annual mean CO2 series to monitor atmospheric change. File created 5 September 2026; accessed 21 September 2026. The selected values run from 338.76 ppm in 1980 to 427.35 ppm in 2025.

NOAA GML annual mean CO2 file; 2026 release

Limit: One observatory record is not the global average. The selected years omit changes between them; values can be revised.

B Explaining the cause

NASA explains that burning fossil fuels releases CO2 and that greenhouse gases slow heat loss to space. This connects resource use for energy with climate change. NASA made this public science explanation; page updated 13 July 2026, read 21 September 2026.

NASA Causes; public explanation, updated 2026

Limit: This explanation supports a mechanism. The selected CO2 table is not a temperature record.

C A weaker claim

AUTHORED EXAMPLE created for this lesson on 21 September 2026: an unattributed post says CO2 figures prove every place warmed by the same amount. Its imagined purpose is to persuade, but it supplies no author, measurement method or evidence.

Authored source-critique example; not a real post

Limit: A confident claim is not a measurement. Do not use this invented post as evidence about climate.

D What the unit measures

NOAA states that CO2 is expressed as a mole fraction in dry air, abbreviated ppm. Read ppm as parts per million. The producer is NOAA GML; the file dated 5 September 2026 makes monitoring data available for scientific and public use.

NOAA GML file header; accessed 21 September 2026

Limit: Concentration is evidence about a cause of warming, not a reading of temperature. Keep those quantities separate.

Evidence and factual claim record

Exact unit scheme and access text

Authored scenarios and limits

Watch the captioned model video

Silent authored model with four caption cards. Read, pause and rehearse each step; use the matching transcript for access.

We do

LAUNCH · Humanities · Summer 1 · Week 1

We do · build a graph

Read cards A to D. Check producer, date and purpose, then annotate the six NOAA rows and distinguish the authored weak source.
Plot the checked table with year and ppm labels. Describe its pattern, connect fossil-fuel use with CO2 using NASA, and state a limit.

Choose help or a further challenge

Plot the full set, label axes and use values in a pattern statement.

Chart title

Pattern with values and a limitation

Our explanation of the decision

Evidence beside the activity

A The measured record

NOAA Global Monitoring Laboratory publishes the Mauna Loa annual mean CO2 series to monitor atmospheric change. File created 5 September 2026; accessed 21 September 2026. The selected values run from 338.76 ppm in 1980 to 427.35 ppm in 2025.

NOAA GML annual mean CO2 file; 2026 release

Limit: One observatory record is not the global average. The selected years omit changes between them; values can be revised.

B Explaining the cause

NASA explains that burning fossil fuels releases CO2 and that greenhouse gases slow heat loss to space. This connects resource use for energy with climate change. NASA made this public science explanation; page updated 13 July 2026, read 21 September 2026.

NASA Causes; public explanation, updated 2026

Limit: This explanation supports a mechanism. The selected CO2 table is not a temperature record.

C A weaker claim

AUTHORED EXAMPLE created for this lesson on 21 September 2026: an unattributed post says CO2 figures prove every place warmed by the same amount. Its imagined purpose is to persuade, but it supplies no author, measurement method or evidence.

Authored source-critique example; not a real post

Limit: A confident claim is not a measurement. Do not use this invented post as evidence about climate.

D What the unit measures

NOAA states that CO2 is expressed as a mole fraction in dry air, abbreviated ppm. Read ppm as parts per million. The producer is NOAA GML; the file dated 5 September 2026 makes monitoring data available for scientific and public use.

NOAA GML file header; accessed 21 September 2026

Limit: Concentration is evidence about a cause of warming, not a reading of temperature. Keep those quantities separate.

NOAA Mauna Loa annual mean CO2 selected years

NOAA GML annual mean CO2 file, created 5 September 2026; accessed 21 September 2026.

Year	CO2 ppm
1980	338.76
1990	354.45
2000	369.71
2010	390.10
2020	414.21
2025	427.35

One observatory is not the global average. CO2 concentration is evidence of a cause, not a measure of temperature. Selected years omit intervening values; data can be revised.

Choose one useful support: fewer visible cards, reading together or a private response. Try it and decide whether it helped.

Paper cards and partner routine

Shared investigation

1. Read cards A to D. Check producer, date and purpose, then annotate the six NOAA rows and distinguish the authored weak source.

2. Plot the checked table with year and ppm labels. Describe its pattern, connect fossil-fuel use with CO2 using NASA, and state a limit.

Work with a partner or adult, or use your own table. One person suggests; the other checks the evidence. Swap after one turn. Passing is allowed.

Use the evidence cards and any visual sheet. Follow the two shared steps above, then record one decision.

Our explanation

Support: Read one evidence card, identify its source and plan a reason before responding.

Further challenge: Propose a further evidence check and explain its value.

Feedback loop

SPACE

VOICE · Read cards A to D.

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Read cards A to D. In-lesson edit; structured verbal response; for full essays, deferred edit.

At We do, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Read cards A to D” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Read cards A to D” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Read cards A to D” and take the reason in the pupil’s own mode.

Did it and explained → move on: Check the method

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Check

LAUNCH · Humanities · Summer 1 · Week 1

Check the method

What pattern can I describe in the selected NOAA record?

My first answer

Choose help or a further challenge

Read one evidence card, identify its source and plan a reason before responding.

Read cards A to D. Check producer, date and purpose, then annotate the six NOAA rows and distinguish the authored weak source.

Propose a further evidence check and explain its value.

Feedback loop

SPACE

VOICE · Check the method

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Check the method In-lesson edit; structured verbal response; for full essays, deferred edit.

At Check the method, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Check the method” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Check the method” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Check the method” and take the reason in the pupil’s own mode.

Did it and explained → move on: Independent application

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Independent

LAUNCH · Humanities · Summer 1 · Week 1

Independent application

Choose one route and one response mode. Keep the same learning goal.

Standard task

Annotate producer, date, purpose and units for the NOAA table.
Plot all six rows and describe a pattern with two values.
Independently explain the resource-use link and compare the usefulness of cards A and C.

Use the cards and organiser. Choose your own evidence and explanation.

Producer date purpose and unitPattern with two checked valuesResource-use explanation and sourceEvidence limit and next check

Compare your reasoning with one alternative.

Save before closing the lesson.

Feedback loop

SPACE

VOICE · Choose one route and one response mode.

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Choose one route and one response mode. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Independent application, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Choose one route and one response mode” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Choose one route and one response mode” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Choose one route and one response mode” and take the reason in the pupil’s own mode.

Did it and explained → move on: Review and improve

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Review

LAUNCH · Humanities · Summer 1 · Week 1

Review and improve

Check the required evidence: source annotation, evidence selection and questioning.

Choose help or a further challenge

Plot the full set, label axes and use values in a pattern statement.

One thing I checked or improved

Model knowledge check

Question: What pattern can I describe in the selected NOAA record? Evidence: The annual means are 338.76 ppm in 1980 and 427.35 ppm in 2025. Explain: These selected values rise. NASA links fossil-fuel burning to added CO2 and warming. Check: One observatory is not a global average. CO2 concentration is not temperature.

Feedback loop

SPACE

VOICE · Review LAUNCH · Humanities · Summer 1 ·…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Review LAUNCH · Humanities · Summer 1 · Week 1 Check the required evidence: source annotation, evidence selection and… In-lesson edit; structured verbal response; for full essays, deferred edit.

At Review and improve, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Review LAUNCH · Humanities · Summer 1 · Week 1 Check the required evidence: source annotation, evidence selection and” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review LAUNCH · Humanities · Summer 1 · Week 1 Check the required evidence: source annotation, evidence selection and” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review LAUNCH · Humanities · Summer 1 · Week 1 Check the required evidence: source annotation, evidence selection and” and take the reason in the pupil’s own mode.

Did it and explained → move on: Exit ticket

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Exit

LAUNCH · Humanities · Summer 1 · Week 1

Exit ticket

1. Explain the resource-use link with a source.

Use a named detail and your own explanation.

My response

2. What can the selected table not establish?

Use a named detail and your own explanation.

My response

Share privately, speak, point, type or write. Save or print your work before closing.

Feedback loop

SPACE

VOICE · Use a named detail and your own…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Use a named detail and your own explanation. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Exit ticket, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Use a named detail and your own explanation” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Use a named detail and your own explanation” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Use a named detail and your own explanation” and take the reason in the pupil’s own mode.

Did it and explained → move on: Exit ticket

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Word	Meaning
provenance	Who made a source, when and why
concentration	Amount of a substance within a mixture
resource	Something people use to meet a need
limitation	A boundary on what evidence can establish

Resource use and carbon dioxide

Arrival task

1. Who produced card A?

2. Which unit is printed for CO2?

3. Which selected year has the highest value?

4. Can this table give the air temperature?

1. What does provenance ask us to check?

2. Name the first and last selected values.

3. How does NASA link fossil fuels to CO2?

4. Why is card C weaker for a factual claim?

1. Why does a clear source date matter?

2. Does a rise between selected rows describe every intervening year?

3. Can one observatory equal a global average?

4. What extra evidence would test a temperature claim?

A The measured record

B Explaining the cause

C A weaker claim

D What the unit measures

Start the enquiry

I do · a worked method

A The measured record

B Explaining the cause

C A weaker claim

D What the unit measures

We do · build a graph

A The measured record

B Explaining the cause

C A weaker claim

D What the unit measures

NOAA Mauna Loa annual mean CO2 selected years

Shared investigation

Check the method

What pattern can I describe in the selected NOAA record?

Independent application

Supported task

Standard task

Stretch task

Review and improve

Exit ticket

1. Name a selected CO2 value with its unit.

2. Give one limit of that record.

1. Explain the resource-use link with a source.

2. What can the selected table not establish?

1. Why is your chosen evidence more useful than the weak example?

2. Which further check would strengthen your explanation?