7.4 – Practical Exercises

PRACTICAL EXERCISE 1 – COMMUTER’S FOOTPRINT

Objectives

  • Compare the environmental impact of different modes of transport.
  • Calculate and interpret the carbon footprint of a journey.
  • Analyse data using digital tools.
  • Propose more sustainable commuting options.

Duration

Around 2 didactic hours – adapt as needed

Materials

Google Maps, an online carbon footprint calculator, Microsoft Excel, Canva (or similar tools of your choice)

Step-by-step instructions

STEP 1: Choose a Daily Journey (10 minutes).

Students work individually or in pairs/teams (depending on their number) and select a common journey (i.e., home to school or school to a local landmark). Using Google Maps, they identify the distance of the journey and the estimated travel time by: car, bus, bicycle, and walking (where applicable).

STEP 2: Calculate the Carbon Footprint (10 minutes).

Students use an online Carbon Footprint Calculator to estimate the CO₂ emissions for the journey using different transport methods.

STEP 3: Compare the Results (20 minutes).

Students enter their findings into Google Sheets or Microsoft Excel and create a simple bar chart comparing the carbon emissions of each transport option.

Discuss briefly:

  • Which mode of transport has the lowest environmental impact?
  • Which option is the most practical for everyday use?
  • What factors might influence people’s transport choices (i.e., distance, cost, weather, accessibility)?
STEP 4: Share Sustainable Solutions (45 minutes).

Each pair creates a one-page infographic using Canva (or a single presentation slide) summarising:

  • Their results
  • The most sustainable commuting option
  • Three practical recommendations for reducing transport-related emissions in their community.

Then they present their findings to the class.

 

IDEAS FOR FURTHER ACTIVITIES

Students conduct a class survey on how classmates travel to school using Google Forms (or a similar tool of their choice). They analyse the collected data in Google Sheets to calculate the class’s overall commuting carbon footprint and propose a “Green Travel Week” campaign to encourage more sustainable commuting choices. They can create the promotional material for the Green Travel Week using Canva or a similar tool of their choice.

Reflection / Debrief (10 mins)

  • What factors influence your own choice of transport (i.e., distance, cost, convenience, safety)?
  • What is one realistic change you could make to reduce your commuting carbon footprint?

PRACTICAL EXERCISE 2 – MOSQUITO HUNT

 Objectives

·       Identify environmental conditions that promote mosquito breeding.

·       Explain how climate change can influence mosquito populations and public health.

·       Collect and record field observations using a citizen science digital tool.

·       Analyse environmental data and propose actions to reduce mosquito breeding sites.

Duration

Around 2 didactic hours – adapt as needed

Materials

GLOBE Observer – Mosquito Habitat Mapper, Google Maps, Smartphone/Tablet Camera, Microsoft Excel or similar tools of your choice

Step-by-step instructions
STEP 1 – Introduction (10 minutes)

Introduce the relationship between climate change, rising temperatures, increased rainfall or flooding, standing water, and mosquito populations. Students learn that warmer temperatures and poor drainage can create ideal breeding conditions for mosquitoes, some of which can transmit diseases.

 

STEP 2 – Field Survey (30 minutes)

Working in small groups, students explore the schoolyard or a nearby park using the GLOBE Observer – Mosquito Habitat Mapper app. They identify and record potential mosquito breeding sites, such as:

·       Puddles or standing water

·       Drains or ditches

·       Buckets or containers holding water

·       Plant pots or bird baths

·       Areas with poor drainage.

For each location, students:

·       Record the GPS location using the app

·       Take photographs

·       Note the type and size of the water source.

 

STEP 3 – Analyse the Results (20 minutes)

Back in the classroom, students compile their observations in Google Sheets or Microsoft Excel. They create a summary table showing:

·       Number of potential breeding sites

·       Types of standing water found

·       Areas with the greatest mosquito habitat risk.

Discuss:

·       Which locations presented the highest risk?

·       What simple actions could reduce mosquito breeding around the school or community?

STEP  4 – Develop a Prevention Plan (30 minutes)

Each group creates a short digital presentation or infographic (using Google Slides, PowerPoint, or Canva) outlining:

·       Their survey findings

·       The connection between climate change and mosquito habitats

·       Three practical recommendations to reduce standing water and protect public health.

 

Groups briefly present their plans to the class.

Reflection / Debrief (5 minutes)

What actions could your school or community take to reduce standing water and improve public health?
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