Lesson overview

GROW · Science · Week 11B · Do

Climate Action: Plan, Measure, Improve

Sequence outcome: Describe causes and effects of global warming and how to reduce our impact.

🎯 Learning objective: I can explain how an action reduces climate impact, distinguish reducing causes from coping with effects, and plan evidence to check whether it worked.

✅ Success criteria

I can distinguish mitigation from adaptation.
I can connect an action to a scientific mechanism.
I can choose a baseline and repeated measure before making a claim.

Arrival · retrieve last lessonStarter · create the need to knowI Do · picture firstWe Do · everyone commitsI Do 2 · connect the second ideaWe Do 2 · interactive labIndependent · evidence of learningExit ticket · response becomes the next step

🧪 Action Lab: choose a safe change and design the evidence before claiming success.⏱ 40 minutes🔁 Live Lundy loop↺ Retry without penalty

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min

🚪 Arrival · retrieve last lesson

Retrieve only what has already been taught

W11A: extra greenhouse gases strengthen the greenhouse effect.
Lessons 5–6: a finding needs relevant, traceable evidence.
W5: compare fairly and repeat measurements.
Lead-in: what should we measure before saying an action worked?

New to this class, absent, or not sure? Everything needed is in the retrieval box above. Read it, point to it or ask a familiar adult to read it exactly.

◆ Supported

Point to the action that reduces wasted energy.
Choose: shade reduces heat exposure — yes or no?
Match before to baseline.
Complete: We measure before and ___.

▲ Standard

State how switching off an unused light could reduce emissions.
Explain one difference between mitigation and adaptation.
Name one measure needed before an action starts.
Explain why a poster alone is not evidence of impact.

★ Stretch

Give one mitigation and one adaptation for different problems.
Trace an action through energy demand to possible emissions.
Name one variable that must stay comparable before and after.
Explain why a local result cannot prove a global climate outcome.

Equivalent response routes

☝ point / choose🗣 say / sign🧩 demonstrate⌨ type / exact scribe↺ re-attempt

🔊 Read-aloud route: a familiar adult may read the task exactly while the text remains visible. No device voice or media permission is required.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min

🌱 Starter · create the need to know

Which plan reduces a cause, and which plan helps people cope with an effect?

LOCAL VISUAL HOOK · FRAME 1

PROBLEM · name it

Name the cause and the effect separately.

LOCAL VISUAL HOOK · FRAME 2

ACTION · explain the mechanism

Reducing a cause and coping with an effect are both useful — and different.

LOCAL VISUAL HOOK · FRAME 3

MEASURE · compare and review

An action without a before-and-after measure is a hope, not evidence.

Commit one first idea. Predictions are held, not marked. Pointing, selecting, saying or signing all count.

Choose one idea. The lesson will test it; nothing is scored or saved.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

👩‍🏫 I Do · picture first

Make the first scientific idea visible

MITIGATIONreduce a causean action that reduces a cause of climate change

ADAPTATIONcope with an effectan action that reduces harm from a climate effect

BASELINEwhat happens beforea measurement taken before a change is made

WHAT THIS MODEL HELPS US SEE

The before-and-after route keeps the claim connected to something observable rather than a promise or poster.

WHAT THIS MODEL DOES NOT SHOW

Light-on minutes suggest possible electricity savings only when the same lamps and conditions are compared; they do not measure a global climate result.

Step 1

Problem: lights are sometimes left on in empty rooms, using electricity unnecessarily.

Step 2

Action and mechanism: switch them off safely; where fossil fuels supply energy, lower demand can mean fewer emissions.

Step 3

Contrast: safe shade lowers heat exposure. It is useful adaptation, but it does not directly reduce the cause.

Word help keeps the scientific term visible and adds a plain-language bridge.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🤝 We Do · everyone commits

Which plan can check whether the lighting action worked?

Everyone commits before explanation.

Use a button, point, say/sign or let an adult operate the chosen button. A retry is information, not a penalty.

Choose one response, then use the model to explain or retry.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min

👩‍🏫 I Do 2 · connect the second idea

Connect the model to the second idea

Connection: the model is useful when its visible pattern is translated into a scientific explanation.

Connection 1

Baseline: record what happens before the change. Prediction: state what should change and why.

Connection 2

Action: make only a teacher-approved safe change. Measure repeatedly using the same rule.

Connection 3

Review: compare the evidence and keep 'not yet known' if the evidence is too weak.

MODEL STRENGTH

The before-and-after route keeps the claim connected to something observable rather than a promise or poster.

MODEL LIMIT

Light-on minutes suggest possible electricity savings only when the same lamps and conditions are compared; they do not measure a global climate result.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🤝 We Do 2 · interactive lab

Before/After Evidence Lab

Sort each card as Mitigation, Adaptation or Evidence check. Use the fictional data only to practise reasoning.

Name the problemClassify the actionCompare the baselineState a limited conclusion

Cards to place

Matching groups

The fictional records are ready: before 60, 45, 75, 50, 70; after 15, 20, 10, 25, 20.

🧩 Science glitch · find and repair it

Claim: Wasted-light time fell, so this one action fixed climate change.

The incorrect idea is shown as a challenge, never as teaching.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 15 min

✏️ Independent · evidence of learning

Choose one approved school scenario and create an action, mechanism and measurement plan before making any success claim.

👐 Physical route

Scenario cards; before/after planning mat; pencil; optional local data-strip route.

Same outcome: I can explain how an action reduces climate impact, distinguish reducing causes from coping with effects, and plan evidence to check whether it worked.

🖥 Offline digital / director route

Use the on-screen scenario and fictional before/after cards, then give the action, mechanism and measure by pointing, speaking, typing in a pupil document or exact adult scribing.

Same evidence: A safe action-to-mechanism chain, baseline, repeated measure, comparable condition and one limitation.

🧰 Equipment / setupScenario cards; before/after planning mat; pencil; optional local data-strip route.

🛡 Safety / sensoryPupils do not touch sockets, plugs, boilers, thermostats or site controls. Staff approval comes before any action.

🖥 Offline parityUse the on-screen scenario and fictional before/after cards, then give the action, mechanism and measure by pointing, speaking, typing in a pupil document or exact adult scribing.

No-equipment/access route: Use the paper mat, point to cards or dictate exact words. No equipment or live site action is needed.

📨 First question card for Lessons 9–10

The safe question I choose for Lessons 9–10 is ______.We will measure ______.

Keep this pupil-owned card with the lesson evidence so Lessons 9–10 starts from the chosen question.

◆ Supported

Select labelled cards for Action, How it helps and What we measure.

Scaffold

Choose between two approved scenarios and use a before/after picture strip.

▲ Standard

Complete the full plan with a baseline, prediction, repeated measure and one controlled condition.

Scaffold

Use the prompt: If we ___, then ___ because ___. We will measure ___.

★ Stretch

Compare mitigation with adaptation and identify one confounding factor or evidence limit.

Scaffold

Explain why the result must stay local and provisional until the evidence is collected.

Evidence gate

1 · Pupil decisionPrediction, question, method or choice is visible.

2 · Observable evidenceA result, source note, model state or adult observation is preserved.

3 · Pupil meaningA safe action-to-mechanism chain, baseline, repeated measure, comparable condition and one limitation.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🎫 Exit ticket · response becomes the next step

Finish with evidence, a genuine Audience and one next step

Supported

Mitigation or adaptation: switching off an unused light?

Standard

Explain one action-to-mechanism chain.

Stretch

Name the measure, one limitation and why success cannot be claimed before evidence.

Adult Audience

The familiar adult genuinely receives the pupil response, then says back the Science they heard or saw. The adult does not add a score or rewrite the pupil.

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Receive the pupil’s Voice, complete real Audience, then choose what changes.

What I said, and what it changed:Next I will ______.One next step chosen after the adult listened.

Session state is temporary. Reload clears responses; there is no account, upload or saved pupil identity.

← Previous · W11A · Climate Chain: From Gas to Warming ⌂ Start Next · W12A · Science Connections: Evidence Control →

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Climate Action: Plan, Measure, Improve

Which plan reduces a cause, and which plan helps people cope with an effect?

Make the first scientific idea visible

WHAT THIS MODEL HELPS US SEE

WHAT THIS MODEL DOES NOT SHOW

🧭 Action sorter · reduce the cause, or cope with the effect?

Which plan can check whether the lighting action worked?

Connect the model to the second idea

MODEL STRENGTH

MODEL LIMIT

Before/After Evidence Lab

Cards to place

Matching groups

🧩 Science glitch · find and repair it

Choose one approved school scenario and create an action, mechanism and measurement plan before making any success claim.

👐 Physical route

🖥 Offline digital / director route

📨 First question card for Lessons 9–10

◆ Supported

▲ Standard

★ Stretch

Evidence gate

Finish with evidence, a genuine Audience and one next step

Adult Audience

GROW Science · W11B · Climate Action: Plan, Measure, Improve

Model helps us see

Model does not show

Supported

Standard

Stretch

Evidence target

Exit, Audience and evidence · W11B

First question card for Lessons 9–10

What I said, and what it changed

Next I will ______.

Influence — visible teaching change

Adult witness note