1. Weather or climate
Is one rainy afternoon weather or climate?
Help beside the question
Point, choose or say. One event versus long-term patterns.
Answer guidance
Answer: Weather.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 2 MINUTES
Climate Chain: From Gas to Warming
Learning objective
I can explain how extra greenhouse gases affect warming, then plan a safe action and a useful way to check it.
Success looks like
- Link a human activity to greenhouse gases and warming.
- Distinguish weather, climate, mitigation and adaptation.
- Use comparable before/after evidence without overstating what it proves.
A science team needs a calm explanation and an action that can be checked. Use evidence, not blame or a frightening prediction.
Two separate lessons
A · Explore and explain · 40 minutes
B · Climate Action: Plan, Measure, Improve · 40 minutes
Stop after Lesson A. Lesson B has its own start and exit.
Point, speak, sign, move cards, draw, write or direct an adult. Choose one route; equivalent science evidence does not require a written conversion.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 5 MINUTES
Four clues to start
Choose a route. Today’s responses decide the help you use. No previous worksheet is needed.
Supported · 4 questions
2. Energy source
What supplies most of the energy warming Earth’s surface?
Help beside the question
Point, choose or say. Think sunlight.
Answer guidance
Answer: The Sun.
3. Gas source
Burning coal adds which gas: carbon dioxide or helium?
Help beside the question
Point, choose or say. Choose the greenhouse gas.
Answer guidance
Answer: Carbon dioxide.
4. Natural effect
Does the natural greenhouse effect help keep Earth warm: yes or no?
Help beside the question
Separate natural from extra.
Answer guidance
Answer: Yes.
Standard · 4 questions
1. Weather or climate
Is one rainy afternoon weather or climate?
Help beside the question
One event versus long-term patterns.
Answer guidance
Answer: Weather.
2. Energy source
What supplies most of the energy warming Earth’s surface?
Help beside the question
Think sunlight.
Answer guidance
Answer: The Sun.
3. Gas source
Burning coal adds which gas: carbon dioxide or helium?
Help beside the question
Choose the greenhouse gas.
Answer guidance
Answer: Carbon dioxide.
4. Natural effect
Is the natural greenhouse effect entirely harmful?
Help beside the question
It keeps Earth warmer than it would otherwise be.
Answer guidance
Answer: No. The natural effect is important; extra gases enhance warming.
Stretch · 4 questions
1. Weather or climate
Why is one cold afternoon not enough to disprove global warming?
Help beside the question
Think about scale and timespan.
Answer guidance
Answer: A local short event is not the long-term global average.
2. Energy source
What supplies most of the energy warming Earth’s surface?
Help beside the question
Use an accurate science word. Think sunlight.
Answer guidance
Answer: The Sun.
3. Gas source
Burning coal adds which gas: carbon dioxide or helium?
Help beside the question
Use an accurate science word. Choose the greenhouse gas.
Answer guidance
Answer: Carbon dioxide.
4. Natural effect
Is the natural greenhouse effect entirely harmful?
Help beside the question
Use an accurate science word. It keeps Earth warmer than it would otherwise be.
Answer guidance
Answer: No. The natural effect is important; extra gases enhance warming.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 4 MINUTES
Does one day settle the question?
A cold morning occurs during a warming climate. Is that impossible?
No answer chosen yet. Think or discuss first.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 7 MINUTES
Watch, predict, explain
Predict, model, explain
Activity → extra greenhouse gases → changed energy balance → warming → an effect. Match an action to its mechanism.
Make a prediction. Change one view, then use a label to explain what you notice.
Sunlight warms the surface. Earth emits infrared; some energy escapes to space.
Worked explanation · reveal after thinking
Greenhouse gases absorb and emit infrared in different directions; energy still escapes to space. Extra greenhouse gases initially reduce outgoing energy at a given temperature; warming moves towards a new balance. This is not a sealed lid. One cold day neither proves nor disproves a long-term global trend. Land ice, not a floating ice cube analogy, is used for sea-level effects.
Local explainer · 32 seconds · silent with captions
Use instead of part of the demonstration. It never autoplays and needs no internet.
Full text / no-video alternative
00–08 seconds · Energy moves
Sunlight warms the surface. Earth emits infrared; some energy escapes to space.
08–16 seconds · Extra greenhouse gases
More greenhouse gases can initially reduce net energy loss, so the climate system warms.
16–24 seconds · Follow a cause chain
Burning fossil fuels adds carbon dioxide. Warming can melt land ice and raise sea level.
24–32 seconds · Choose and check an action
Mitigation addresses causes; adaptation reduces harm. A before/after check needs comparable conditions.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 10 MINUTES
Build and explain the warming chain
Choose a card, read its evidence, then place it in a group. Explain one decision together.
Drag, or select a card and press a group button. Tab and Enter work too; an adult can follow your pointing.
Human activity / gas source
Energy process
Possible effect
Needs correction
Choose a card first. No cards have been placed.
Read the card clues
Burning coal: Combustion adds carbon dioxide to the air.
Extra carbon dioxide: More greenhouse gas can initially reduce net energy loss at the same temperature.
Infrared emission: The surface emits infrared; greenhouse gases absorb and emit some of it.
Land ice melts: Warming can add meltwater from land ice to the sea.
A sealed lid: Energy still escapes; the atmosphere is not a sealed lid.
One cold day: A local day is not a measurement of a global long-term trend.
Would a small change help? · optional
You may ask for a clearer diagram, fewer cards at once, reading help or more thinking time. Tell your teacher, ask privately, point or pass. Your teacher will say what can change and check whether it helped. No extra sheet is needed.
Group explanations · reveal after sorting
Burning coal: Human activity / gas source. Combustion adds carbon dioxide to the air.
Extra carbon dioxide: Energy process. More greenhouse gas can initially reduce net energy loss at the same temperature.
Infrared emission: Energy process. The surface emits infrared; greenhouse gases absorb and emit some of it.
Land ice melts: Possible effect. Warming can add meltwater from land ice to the sea.
A sealed lid: Needs correction. Energy still escapes; the atmosphere is not a sealed lid.
One cold day: Needs correction. A local day is not a measurement of a global long-term trend.
With JavaScript off, point to the cards and labels or use the paper versions.
Burning coal: Combustion adds carbon dioxide to the air.
Extra carbon dioxide: More greenhouse gas can initially reduce net energy loss at the same temperature.
Infrared emission: The surface emits infrared; greenhouse gases absorb and emit some of it.
Land ice melts: Warming can add meltwater from land ice to the sea.
A sealed lid: Energy still escapes; the atmosphere is not a sealed lid.
One cold day: A local day is not a measurement of a global long-term trend.
Supplied resources · read or print
Five-link warming explanation
Use these five links
Burn fossil fuels / add carbon dioxide / initially reduce net energy loss / increase global average temperature / melt land ice and raise sea level.
My ordered chain
1. ____________________ → 2. ____________________ → 3. ____________________ → 4. ____________________ → 5. ____________________
Explain an arrow
____________________________________________________________
One limit
____________________________________________________________
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 10 MINUTES
Use the evidence yourself
Supported · use one response mode
1. Build the chain
Place the five supplied links in order with an adult.
Help: Activity → gas → energy loss → warming → effect.
2. Use the model
Point to an arrow showing energy escaping to space.
Help: Look for the outgoing arrow.
3. Keep the claim fair
Choose “land ice may melt” rather than “all days are hot”.
Help: Do not blame individuals.
Standard · use one response mode
1. Build the chain
Order five links from burning fossil fuels to a possible effect.
Help: Use because for one link.
2. Use the model
Correct “the atmosphere keeps every bit of heat in”.
Help: Use some, not all.
3. Keep the claim fair
State one possible effect and a limit of our diagram.
Help: A simple arrow chain omits many factors.
Stretch · use one response mode
1. Build the chain
Explain two causal arrows, including changed net energy loss.
Help: Some energy still escapes.
2. Use the model
Contrast the natural effect with the enhanced greenhouse effect.
Help: Consider energy balance at the initial temperature.
3. Keep the claim fair
Distinguish a global long-term claim from a local weather observation.
Help: Scale and timespan matter.
Use the application model · an alternative to writing
Order the five-link explanation
Use the digital choices or the matching paper page. One response mode is enough.
Supplied resources · read or print
Five-link warming explanation
Use these five links
Burn fossil fuels / add carbon dioxide / initially reduce net energy loss / increase global average temperature / melt land ice and raise sea level.
My ordered chain
1. ____________________ → 2. ____________________ → 3. ____________________ → 4. ____________________ → 5. ____________________
Explain an arrow
____________________________________________________________
One limit
____________________________________________________________
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 2 MINUTES
Two small checks
Supported · 2 questions
1. Cause and process
Complete: burning fossil fuels → more ___ → changed energy loss → warming.
Help beside the question
Point, choose or say. Use carbon dioxide.
Answer guidance
Answer: Carbon dioxide / greenhouse gas.
2. Effect
Choose land ice melting or “every day is hot” as a valid warming effect.
Help beside the question
Not every local day changes the same way.
Answer guidance
Answer: Land ice melting.
Standard · 2 questions
1. Cause and process
Complete: burning fossil fuels → more ___ → changed energy loss → warming.
Help beside the question
Use carbon dioxide.
Answer guidance
Answer: Carbon dioxide / greenhouse gas.
2. Effect
Give one possible effect of global warming and the link.
Help beside the question
Use land ice and sea level.
Answer guidance
Answer: Warming can melt land ice; added water can raise sea level.
Stretch · 2 questions
1. Cause and process
Explain why “greenhouse gases stop all heat escaping” is inaccurate.
Help beside the question
Energy still leaves Earth.
Answer guidance
Answer: They absorb and emit infrared; extra gases initially reduce net loss, but energy still escapes to space.
2. Effect
Give one possible effect of global warming and the link.
Help beside the question
Use an accurate science word. Use land ice and sea level.
Answer guidance
Answer: Warming can melt land ice; added water can raise sea level.
Lesson A ends here. Keep any useful science evidence. Lesson B starts fresh with the supplied materials.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON B · 4 MINUTES
Climate Action: Plan, Measure, Improve
Fresh start · your 32-minute workshop
Climate Action: Plan, Measure, Improve
Arrival, investigation, checking and refining total 32 minutes. Then review the evidence for four minutes and complete two exit checks in four minutes.
Supported · 4 questions
1. Cause link
How can reducing wasted electricity reduce emissions?
Help beside the question
Point, choose or say. Consider fossil-fuel generation; supply mix matters.
Answer guidance
Answer: It can reduce demand for fossil-fuel generation and associated emissions.
2. Adaptation
Does shade mainly cut exposure to heat or remove carbon dioxide?
Help beside the question
Think about the direct effect.
Answer guidance
Answer: Cut exposure to heat.
3. Baseline
When do you collect a baseline: before or only after an action?
Help beside the question
Point, choose or say. You need a comparison.
Answer guidance
Answer: Before.
4. Fair check
Should a five-hour “before” be compared directly with a one-hour “after”?
Help beside the question
Point, choose or say. Keep observation periods comparable.
Answer guidance
Answer: No.
Standard · 4 questions
1. Cause link
How can reducing wasted electricity reduce emissions?
Help beside the question
Consider fossil-fuel generation; supply mix matters.
Answer guidance
Answer: It can reduce demand for fossil-fuel generation and associated emissions.
2. Adaptation
Is a safe shade plan mainly mitigation or adaptation?
Help beside the question
It reduces heat exposure, not the greenhouse-gas cause.
Answer guidance
Answer: Adaptation.
3. Baseline
When do you collect a baseline: before or only after an action?
Help beside the question
You need a comparison.
Answer guidance
Answer: Before.
4. Fair check
Should a five-hour “before” be compared directly with a one-hour “after”?
Help beside the question
Keep observation periods comparable.
Answer guidance
Answer: No.
Stretch · 4 questions
1. Cause link
How can reducing wasted electricity reduce emissions?
Help beside the question
Use an accurate science word. Consider fossil-fuel generation; supply mix matters.
Answer guidance
Answer: It can reduce demand for fossil-fuel generation and associated emissions.
2. Adaptation
Is a safe shade plan mainly mitigation or adaptation?
Help beside the question
Use an accurate science word. It reduces heat exposure, not the greenhouse-gas cause.
Answer guidance
Answer: Adaptation.
3. Baseline
When do you collect a baseline: before or only after an action?
Help beside the question
Use an accurate science word. You need a comparison.
Answer guidance
Answer: Before.
4. Fair check
What else besides the action could change unused-light minutes?
Help beside the question
Think room use and occupancy.
Answer guidance
Answer: A different timetable, occupancy or observation duration could affect the comparison.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON B · 20 MINUTES
Gather and use evidence
Use diagrams, clean cards and fictional examples. No family carbon data, spending or pledges are required. Only adults authorise changes to school equipment. Never switch off safety lighting, necessary heating, ventilation, fridges or medical equipment.
4 min · Distinguish cause, impact and a baseline.
20 min · Choose an authorised action; state the mechanism, measure and controls. Use the fictional light-minute table or an adult-approved observation.
2 min · Check comparable observation lengths and room use.
6 min · Interpret the evidence, improve the plan and state a limit.
Supplied fictional teaching evidence—not results collected by this class.
| Fictional comparable school sessions | Before: unused-light minutes | After: unused-light minutes |
|---|---|---|
| Session 1 · same observation length | 18 | 8 |
| Session 2 · same observation length | 20 | 9 |
| Session 3 · same observation length | 22 | 7 |
Supported route
Choose between reducing unused-light time and a safe shade plan. Match cause or impact; compare one fictional before/after row.
Standard route
Make an action–mechanism–measure plan. Compare all three fictional light-minute pairs and state a limitation.
Stretch route
Calculate means of 20 and 8 unused-light minutes, a 12-minute difference. Discuss confounders and why this alone does not quantify carbon or global cooling.
Order the five-link explanation
Use the digital choices or the matching paper page. One response mode is enough.
Revisit the controllable model
Sunlight warms the surface. Earth emits infrared; some energy escapes to space.
Supplied resources · read or print
Action, mechanism and evidence
Action and permission
An adult-approved change: __________________________________
Direct mechanism
This reduces a cause / reduces harm because: ___________________
Baseline and measure
Before / after, same observation period: ________________________
Keep comparable
Room use / duration / conditions: ______________________________
Review without overclaiming
The evidence supports: ______________ It cannot establish: __________
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON B · 2 MINUTES
Check one piece of evidence
Check one piece of evidence
Label the table as fictional teaching data, not school observations. Compare equal observation periods and similar use; check whether the action is mitigation or adaptation.
Worked explanation · reveal after thinking
Fictional light-minute data fall by 10, 11 and 15 minutes; mean before 20, after 8, mean difference 12 minutes. This is a local energy-waste indicator, not kWh, emissions or global temperature. Turning off unnecessary use is mitigation when it reduces emissions; safe shade is adaptation.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON B · 6 MINUTES
Improve one science explanation
Improve the science, not the amount of writing
Add a baseline, a repeated measure, an adult authorisation or a condition kept comparable. State what your chosen indicator can actually show.
Point, speak, sign, move a card, draw or write. One useful change is enough.
Worked explanation · reveal after thinking
Fictional light-minute data fall by 10, 11 and 15 minutes; mean before 20, after 8, mean difference 12 minutes. This is a local energy-waste indicator, not kWh, emissions or global temperature. Turning off unnecessary use is mitigation when it reduces emissions; safe shade is adaptation.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON B · 4 MINUTES
Does the claim fit?
Test the claim
“Our room’s light minutes fell, so we proved the whole planet cooled.”
Match the scale and type of the measurements to the conclusion.
Does the claim fit the evidence?
No answer chosen yet. Think or discuss first.
Would a small change help? · optional
You may ask for a clearer diagram, fewer cards at once, reading help or more thinking time. Tell your teacher, ask privately, point or pass. Your teacher will say what can change and check whether it helped. No extra sheet is needed.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON B · 4 MINUTES
Two checks to finish
Supported · 2 questions
1. Action mechanism
Name a mitigation or adaptation action and explain its direct purpose.
Help beside the question
Point, choose or say. Causes versus harm.
Answer guidance
Answer: Example: reduce unnecessary electricity use to reduce energy demand; or shade to reduce heat exposure.
2. Honest conclusion
Choose: a local action check, or proof that the whole planet cooled?
Help beside the question
Match the scale of the evidence.
Answer guidance
Answer: A local action check.
Standard · 2 questions
1. Action mechanism
Name a mitigation or adaptation action and explain its direct purpose.
Help beside the question
Causes versus harm.
Answer guidance
Answer: Example: reduce unnecessary electricity use to reduce energy demand; or shade to reduce heat exposure.
2. Honest conclusion
Unused-light minutes fell in one room. Does that prove global temperature fell?
Help beside the question
A local indicator is not a global thermometer.
Answer guidance
Answer: No. It supports a local change in wasted-use time, with comparison limits.
Stretch · 2 questions
1. Action mechanism
Name a mitigation or adaptation action and explain its direct purpose.
Help beside the question
Use an accurate science word. Causes versus harm.
Answer guidance
Answer: Example: reduce unnecessary electricity use to reduce energy demand; or shade to reduce heat exposure.
2. Honest conclusion
Unused-light minutes fell in one room. Does that prove global temperature fell?
Help beside the question
Use an accurate science word. A local indicator is not a global thermometer.
Answer guidance
Answer: No. It supports a local change in wasted-use time, with comparison limits.
Lesson B ends here. Keep useful science evidence; no extra feedback form is needed.