Verbatim SoW objective: Describe causes and effects of global warming and how to reduce our impact.
Arrival · 5 min
Sort these: weather today; climate over many years. Point to the long-term idea.
Offer a predictable seat or standing spot and the first visual cue. No public test.
Starter · 3 min
Think back. Say, point or write one answer for each question.
- Name one fact about the Solar System and its class card.
- Why does one place have night?
- Name one way friction can affect motion.
Today I will check:
- I can put cause before effect.
- I can say how gases add to warming.
- I can compare a cut in emissions with help for an impact.
Ask three low-stakes retrieval questions; prior coverage must be checked.
I do · 5 min
I order the chain: burn fuel → more carbon dioxide → more heat stays → warming. Cutting emissions acts near the start. A flood defence helps with an impact.
Words: climate · carbon dioxide · greenhouse gas · impact
| Word | It means | Example |
|---|---|---|
| climate | the pattern of weather over many years | Climate is not the weather on one day. |
| carbon dioxide | a gas added to the air when fossil fuels burn | Burning coal adds carbon dioxide to the air. |
| greenhouse gas | a gas in the air that slows heat leaving Earth | Carbon dioxide is a greenhouse gas. |
| impact | an effect on people or places | More heat can have an impact on people. |
Watch: Burn fossil fuel → add carbon dioxide → more heat stays → heat risks. Cut fuel use to cut emissions; plan shade to help with heat.
Show me: Point to the cause card: burning fuel or a hotter day?
Model the full reasoning step, pre-teach four words and ask the show-me question.
We do · 7 min
The burn fuel and impact cards are in place. Sort the missing gas and warming cards. Explain the link.
Our turn: Burn fuel → add carbon dioxide → ____ → heat risks.
Talk, then sort.
Ready to sort.
F · help
Lay the first and last cards; point to each missing space before choosing a card.
M · say why
Explain two chain links.
H · stretch
Explain why a flood defence does not remove carbon dioxide already added by burning fuel.
Try it with kit
Guess first: Will ice on dark and light card melt alike?
Kit: Two equal ice pieces · Two trays · Dark card · Light card · Staff clock
- Put equal ice pieces on cards in trays.
- Place both trays in the same light.
- Observe both at one set time.
- Record what you see. Say why this is not a climate model.
| Time | dark card ice | light card ice |
|---|---|---|
| Start | observation | observation |
| Later | observation | observation |
Risk: Melted ice can leave a slippery spill.
Safe: Keep ice in trays. Wipe spills and use no heater.
Check against the school risk assessment and CLEAPSS guidance. Dry spills; use no heat source. This surface observation is not proof of the greenhouse effect.
Show the part-done example, then allow paired talk before an answer. One-minute reset inside this stage.
We do 2 · 5 min
Choose what follows burning more fossil fuel in our warming chain. Everyone answers together.
Choose a step.
All of us: A bus depot burns more diesel. Which immediate link belongs in its emissions chain?
Point. Tell a partner why.
Take one quiet minute to reset.
All pupils answer the four-option hinge; use the decision rule, not a score.
Independent · 8 min
Build a cause-to-impact chain. Compare an emissions cut with help for an impact. Give one reason for each.
Talk first. You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or show a staff-captured photo.
F
Order one cause and effect.
Say first: First ___, then ___.
M
Explain two chain links.
Say first: Burning ___ adds ___; this leads to ___ because ___.
H
Compare an emissions cut with an adaptation.
Say first: Action A changes ___, while action B helps with ___; I would choose ___ because ___.
Go deeper: Why might a council cut fuel use and plan flood defences? Name a limit of each.
Two kinds of action: Choose a council goal, justify the first action and explain the problem still left.
One adult supports agreed pupils, the other holds the group; swap across the week. One-minute reset inside this stage.
Review · 4 min
Hear feedback. Move one chain card and say why.
VF: hear one comment. NS(+): name a next step. //: edit one part. ?: ask for a read-back. Take one quiet minute.
Give a specific verbal comment (VF) and invite one self-edit (//) or read-back (?).
Exit · 3 min
Name a cause, an effect and an action. Which link does your action change?
? Read it back: explain a cause and an effect of global warming, then compare two kinds of action.
My feedback was… say what changed. Next I need to… name a fix.
How I know: I can put cause before effect. I can say how gases add to warming. I can compare a cut in emissions with help for an impact.
The adult hears you and chooses our next example. Take one quiet minute.
Hear the answer and name how it changes the next example or support. One-minute reset and handoff.