PGCE Primary Interview – Group Task 18/01/2012-Select book would use in primary classroom-Consider how would use it to support learning and teaching in other areas of the curriculum-How might this enhance aspects of social and emotional development?

“Under the Weather – Stories About Climate Change” edited by Tony BradmanYear 5/6 (KS2) Book and Curriculum Extensions

Prepared by Nicola Stephens

Under the weather – stories of Climate

Change

How to build the perfect sandcastle-Philippines Island-Sea temp rise and impact on flooding, sand, coral destruction and tourism-LINK to exploring other countries, comparing to UK flooding, water cycle activities-Discuss how narrator uses tips are used as a mechanic in the text, use to assess grammar and word forms

Wasters-Future image of world and how look back on 21st Century-Good example of dictionary definitions, can compare to current, can also use to discuss plant growth, devise own vision of the future and own personal responsibility

Future dreaming- Australian girl having dreams of floods which prompts her to take small step at her own school

Sea canaries-Beluga whales in Manitoba, Canada and impact of rise in sea temp-Girls dream to be marine biologist to help-Discuss habitat and personal responsibility as well as rel with parents

As busy as...-Bees and impact of climate change on pollination and farming-UK, USA, Zambia-Cycle of plant life and development, global link of issues, flooding

Tommo and the bike train-UK based flooding, and comparison with Bangladesh-Use with news reports of real UK flooding and compare

Climate (short) change-Siberia exploration of impact of climate change and the scientists evaluating it on Siberian life-Use to stimulate sample data graphs, pros and cons of intervention and action

Moonlight-Sri Lanka family in poverty, malaria increase due to temp change, death of girl leading family-Stimulate learning about other cultures and ways of life

Areas of Climate Change covered in text:-Sea temperature rise and flooding in Philippines, UK, Bangladesh, Zambia, Australia-Land temperature rise and increase in infectious disease – Sri Lanka-Impact on Arctic and temperature – Siberia-Specific impact on animal food chain – Manitoba-Future view of unchanged world

Key dates/issues in 2012-Earth day – April 22nd 2012 – local event registration ‘a billion acts of green before Rio’-Rio+20 summit (UN) 4th – 6th June - focus likely to be on climate management ‘ecosystem services’ like pollination management, rather than climate change

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Under the weather –

Stories about Climate Change

Activity KS2 Citizenship link

Generation of ideas on a class and school level which could influence climate change

1a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society1c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action2a. to research, discuss and debate topical issues, problems and events3j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment

Development of school Green Club if not already have one 5a. take responsibility [for example, for planning and looking after the school environment

Design a poster of individual pledge 1c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action

Interview family about views on Climate Change, invite local community volunteers or pressure groups to come in to talk about Climate Change

4a. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view5e. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]

Discuss situation, culture and feelings of each of the narrators of the short story

2e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences4b. to think about the lives of people living in other places and times, and people with different values and customs

Activity KS2 Maths link

Research online data about climate change, and comparisons of different places described in stories – e.g. of carbon emissions, transport links, wealth and represent findings as a group to class

MA41f. decide how best to organise and present findings1g. use the precise mathematical language and vocabulary for handling data2b. interpret tables, lists and charts used in everyday life; construct and interpret frequency tables, including tables for grouped discrete data2c. represent and interpret discrete data using graphs and diagrams, including pictograms, bar charts and line graphs, then interpret a wider range of graphs and diagrams, using ICT where appropriate

Research the amount of carbon their own personal actions could save and discuss in small groups the most efficient methods of change

MA42f draw conclusions from statistics and graphs and recognise when information is presented in a misleading way; explore doubt and certainty and develop an understanding of probability through classroom situations; discuss events using a vocabulary that includes the words 'equally likely', 'fair', 'unfair', 'certain'.

Activity ICT

Devise a questionnaire to evaluate friends; understanding of Climate Change, use Excel to assess responses and graphically show results

1b. how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent]1c. to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.

Other curriculum activities can be presented using ICT in support and for online research

5b. working with others to explore a variety of information sources and ICT tools [for example, searching the internet for information about a different part of the world, designing textile patterns using graphics software, using ICT tools to capture and change sounds]

Activity KS2 Science

Research online for debate, including data on temperature change SC12l. use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions2m. review their work and the work of others and describe its significance and limitations.

Discuss causes of Climate Change including deforestation and consequences

Use Beluga whale story to talk about food chains, and effect of sea temperature rises on whole sea food chain – ask class to draw flow chart to explain effect

SC23a. the effect of light, air, water and temperature on plant growth5d. to use food chains to show feeding relationships in a habitat

Activity KS2 Geography link

In Maths - Research online data about climate change, and comparisons of different places described in stories – e.g. of carbon emissions, transport links, wealth and represent findings as a group to class

1b. collect and record evidence [for example, by carrying out a survey of shop functions and showing them on a graph]1c. analyse evidence and draw conclusions [for example, by comparing population data for two localities]

In English - Research different viewpoints on climate change and develop them to role play a debate of the different pros and cons of acting at a local and global level

1d. identify and explain different views that people, including themselves, hold about topical geographical issues [for example, views about plans to build an hotel in an overseas locality]

Starter of using inflatable globe to identify areas featured in the short stories

Review on Google Earth the type of landscapes in the locations

2c. to use atlases and globes, and maps and plans at a range of scales [for example, using contents, keys, grids]2d. to use secondary sources of information, including aerial photographs [for example, stories, information texts, the internet, satellite images, photographs, videos]

Develop a synopsis of a story in a small group to describe the place, the environmental impact and the feelings/actions of the narrator

Choose a UK based real life event – e.g. Carlisle or Cornish floods and in pairs research, with one in pair writing a news article about the UK based event and one writing a news article about the Phillipines, UK, Bangladesh fictional stories

3a. to identify and describe what places are like [for example, in terms of weather, jobs]3b. the location of places and environments they study and other significant places and environments [for example, places and environments in the news]3f. to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world [for example, comparing a village with a part of a city in the same country]

In Citizenship – debate personal actions, and set up a Green Club

Starter activity of ‘fact’ or ‘fib ‘ group session on carpet – try to split into four teams and decide as team whether presented fact is fact or fib – prize for winners

5a. recognise how people can improve the environment [for example, by reclaiming derelict land] or damage it [for example, by polluting a river], and how decisions about places and environments affect the future quality of people's lives5b. recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement [for example, taking part in a local conservation project].

Using one of websites noted explore the water cycle and design a poster to explain how this works to a KS1 class

Choose one of the stories and try to imagine the causes for the issue being seen in the story – and what you would recommend to the narrator in writing an imaginary letter to them

6c. water and its effects on landscapes and people, including the physical features of rivers [for example, flood plain] or coasts [for example, beach], and the processes of erosion and deposition that affect them6e. an environmental issue, caused by change in an environment [for example, increasing traffic congestion, hedgerow loss, drought], and attempts to manage the environment sustainably [for example, by improving public transport, creating a new nature reserve, reducing water use].

Activity KS2 Literacy link

Have story read at start of lesson and discuss feelings towards it, read story in small groups and discuss issues raised – develop synopsis to share with class

EN13a. make contributions relevant to the topic and take turns in discussionEN2 2c. make connections between different parts of a text [for example, how stories begin and end, what has been included and omitted in information writing]EN24c. identify how character and setting are created, and how plot, narrative structure and themes are developed4d. recognise the differences between author, narrator and character8e.texts drawn from a variety of cultures and traditionsEN39d. to review and comment on what has been read, seen or heard, focusing on both the topic and the writer's view of it.

Research news articles about climate change, and write own news bulletin – use peer assessment to evaluate different aspects of compelling nature, grammar, accuracy

EN23f. distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]EN31b. broaden their vocabulary and use it in inventive ways1c. use language and style that are appropriate to the reader1d. use and adapt the features of a form of writing, drawing on their reading

Find or write a concrete (shape poem) about an aspect of Climate Change

EN31d. use and adapt the features of a form of writing, drawing on their reading

Use text of story to identify kinds of works – e.g. Adjectives, pronouns

Dictionary challenge – share story as group, each have a dictionary - have 30 secs to find words used in ‘Wasters’ chapter – first to find word and share current definition with class wins a sticker – then class discuss what think of current and future definitions

EN22d. draw on different features of texts, including print, sound and image, to obtain meaningEN34i. the relevance of word families, roots and origins of words4j. the use of appropriate terminology, including vowel, consonant, homophone and syllable.

Research different viewpoints on climate change and develop them to role play a debate of the different pros and cons of acting at a local and global level –

-‘Persuasion alley’ approach where two lines of children one for and against, child walks down middle and asks questions, and each side have to convince them to join their side of the debate-Alternative to use circle formation, where have hands on knees – one person starts with ‘ I believe’ and others have to keep hands still if agree or fold arms. Choose a folded arm person, they speak their piece and everyone changes hand position if change opinion-Research ideas to present a press conference as assembly to the rest of the school-‘Hot seating’ – act as character, e.g. Tommo and rest of children ask questions

EN11a. use vocabulary and syntax that enables them to communicate more complex meanings1b. gain and maintain the interest and response of different audiences [for example, by exaggeration, humour, varying pace and using persuasive language to achieve particular effects]EN23f. distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]3g. consider an argument critically.EN39c. to persuade, focusing on how arguments and evidence are built up and language used to convince the reader

Activity KS2 Literacy link

Have story read at start of lesson and discuss feelings towards it, read story in small groups and discuss issues raised – develop synopsis to share with class

EN13a. make contributions relevant to the topic and take turns in discussionEN2 2c. make connections between different parts of a text [for example, how stories begin and end, what has been included and omitted in information writing]EN24c. identify how character and setting are created, and how plot, narrative structure and themes are developed4d. recognise the differences between author, narrator and character8e.texts drawn from a variety of cultures and traditionsEN39d. to review and comment on what has been read, seen or heard, focusing on both the topic and the writer's view of it.

Research news articles about climate change, and write own news bulletin – use peer assessment to evaluate different aspects of compelling nature, grammar, accuracy

EN23f. distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]EN31b. broaden their vocabulary and use it in inventive ways1c. use language and style that are appropriate to the reader1d. use and adapt the features of a form of writing, drawing on their reading

Find or write a concrete (shape poem) about an aspect of Climate Change EN31d. use and adapt the features of a form of writing, drawing on their reading

Use text of story to identify kinds of works – e.g. Adjectives, pronouns

Dictionary challenge – share story as group, each have a dictionary - have 30 secs to find words used in ‘Wasters’ chapter – first to find word and share current definition with class wins a sticker – then class discuss what think of current and future definitions

EN22d. draw on different features of texts, including print, sound and image, to obtain meaningEN34i. the relevance of word families, roots and origins of words4j. the use of appropriate terminology, including vowel, consonant, homophone and syllable.

Research different viewpoints on climate change and develop them to role play a debate of the different pros and cons of acting at a local and global level –

-‘Persuasion alley’ approach where two lines of children one for and against, child walks down middle and asks questions, and each side have to convince them to join their side of the debate-Alternative to use circle formation, where have hands on knees – one person starts with ‘ I believe’ and others have to keep hands still if agree or fold arms. Choose a folded arm person, they speak their piece and everyone changes hand position if change opinion-Research ideas to present a press conference as assembly to the rest of the school-‘Hot seating’ – act as character, e.g. Tommo and rest of children ask questions

EN11a. use vocabulary and syntax that enables them to communicate more complex meanings1b. gain and maintain the interest and response of different audiences [for example, by exaggeration, humour, varying pace and using persuasive language to achieve particular effects]EN23f. distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]3g. consider an argument critically.EN39c. to persuade, focusing on how arguments and evidence are built up and language used to convince the reader

Year 5 – Narrative Unit 3 – Stories from other culturesRead examples of stories from different cultures and traditions. Include a serialised class novel. Deduce differences in patterns of relationships, customs and attitudes with particular reference to the way characters act and interact. Look at an author's use of language, for example literal and figurative language for descriptions; to create a comic or dramatic effect.Identify point of view from which a story is told. Select a character and use improvisation and role-play to explore the story from their point of view. Write in role, for example a letter from one character to another. Plan and retell a whole story from an alternative point of view. Discuss and make decisions about how to portray characters and incidents, what detail to include. Vary pace by using direct and reported speech.

Year 5 – Non fiction Unit 3 – Persuasive WritingRead and evaluate letters, for example from newspapers or magazines, intended to inform, protest, complain, persuade, considering (i) how they are set out, and (ii) how language is used (e.g. to gain attention, respect, manipulate). Select, read and evaluate a range of texts, in print and other media, on paper and on screen (e.g. newspaper comment, headlines, adverts, flyers) for persuasiveness, clarity, quality of information, and to compare writing which informs and persuades, considering for example the deliberate use of ambiguity, half-truth, bias; how opinion can be disguised to seem like fact. Infer writers' perspectives from what is written and from what is implied. Collect and investigate use of persuasive devices such as words and phrases (e.g. 'surely', 'it wouldn't be very difficult…') persuasive definitions (e.g. 'no one but a complete idiot…', 'every right-thinking person would…, 'the real truth is…'), rhetorical questions (e.g. 'are we expected to…?', 'where will future audiences come from…?'), pandering, condescension, concession (e.g. 'naturally it takes time for local residents…'), deliberate ambiguities (e.g. 'probably the best…in the world', 'known to cure all…', 'the professional's choice'). Draft and write individual, group or class persuasive letters for real purposes, for example put a point of view, comment on an emotive issue, protest; edit and present to finished state. Write a commentary on an issue on paper or screen, for example as a news editorial or leaflet, setting out and justifying a personal view. Use structures from reading to set out and link points (e.g. numbered lists, bullet points). Construct an argument in note form to persuade others of a point of view, sequencing points logically. Explore how ICT or other use of multimodality might support this (e.g. develop a presentation slideshow). Present as a spoken argument to the class or a group making use of persuasive language. Listen to others doing the same and evaluate own and others' presentations. Understand how persuasive writing can be adapted for different audiences and purposes (e.g. by using formal language where appropriate), and how it can be incorporated into or combined with other text types

How Under the Weather can fit with the National Literacy Units in the Primary Framework

Activity KS2 Geography link

In Maths - Research online data about climate change, and comparisons of different places described in stories – e.g. of carbon emissions, transport links, wealth and represent findings as a group to class

1b. collect and record evidence [for example, by carrying out a survey of shop functions and showing them on a graph]1c. analyse evidence and draw conclusions [for example, by comparing population data for two localities]

In English - Research different viewpoints on climate change and develop them to role play a debate of the different pros and cons of acting at a local and global level

1d. identify and explain different views that people, including themselves, hold about topical geographical issues [for example, views about plans to build an hotel in an overseas locality]

Starter of using inflatable globe to identify areas featured in the short stories

Review on Google Earth the type of landscapes in the locations

2c. to use atlases and globes, and maps and plans at a range of scales [for example, using contents, keys, grids]2d. to use secondary sources of information, including aerial photographs [for example, stories, information texts, the internet, satellite images, photographs, videos]

Develop a synopsis of a story in a small group to describe the place, the environmental impact and the feelings/actions of the narrator

Choose a UK based real life event – e.g. Carlisle or Cornish floods and in pairs research, with one in pair writing a news article about the UK based event and one writing a news article about the Phillipines, UK, Bangladesh fictional stories

3a. to identify and describe what places are like [for example, in terms of weather, jobs]3b. the location of places and environments they study and other significant places and environments [for example, places and environments in the news]3f. to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world [for example, comparing a village with a part of a city in the same country]

In Citizenship – debate personal actions, and set up a Green Club

Starter activity of ‘fact’ or ‘fib ‘ group session on carpet – try to split into four teams and decide as team whether presented fact is fact or fib – prize for winners

5a. recognise how people can improve the environment [for example, by reclaiming derelict land] or damage it [for example, by polluting a river], and how decisions about places and environments affect the future quality of people's lives5b. recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement [for example, taking part in a local conservation project].

Using one of websites noted explore the water cycle and design a poster to explain how this works to a KS1 class

Choose one of the stories and try to imagine the causes for the issue being seen in the story – and what you would recommend to the narrator in writing an imaginary letter to them

6c. water and its effects on landscapes and people, including the physical features of rivers [for example, flood plain] or coasts [for example, beach], and the processes of erosion and deposition that affect them6e. an environmental issue, caused by change in an environment [for example, increasing traffic congestion, hedgerow loss, drought], and attempts to manage the environment sustainably [for example, by improving public transport, creating a new nature reserve, reducing water use].

Activity KS2 Maths link

Research online data about climate change, and comparisons of different places described in stories – e.g. of carbon emissions, transport links, wealth and represent findings as a group to class

MA41f. decide how best to organise and present findings1g. use the precise mathematical language and vocabulary for handling data2b. interpret tables, lists and charts used in everyday life; construct and interpret frequency tables, including tables for grouped discrete data2c. represent and interpret discrete data using graphs and diagrams, including pictograms, bar charts and line graphs, then interpret a wider range of graphs and diagrams, using ICT where appropriate

Research the amount of carbon their own personal actions could save and discuss in small groups the most efficient methods of change

MA42f draw conclusions from statistics and graphs and recognise when information is presented in a misleading way; explore doubt and certainty and develop an understanding of probability through classroom situations; discuss events using a vocabulary that includes the words 'equally likely', 'fair', 'unfair', 'certain'.

Activity KS2 Science

Research online for debate, including data on temperature change

SC12l. use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions2m. review their work and the work of others and describe its significance and limitations.

Discuss causes of Climate Change including deforestation and consequences

Use Beluga whale story to talk about food chains, and effect of sea temperature rises on whole sea food chain – ask class to draw flow chart to explain effect

SC23a. the effect of light, air, water and temperature on plant growth5d. to use food chains to show feeding relationships in a habitat

Activity KS2 Citizenship link

Generation of ideas on a class and school level which could influence climate change

1a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society1c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action2a. to research, discuss and debate topical issues, problems and events3j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment

Development of school Green Club if not already have one 5a. take responsibility [for example, for planning and looking after the school environment

Design a poster of individual pledge 1c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action

Interview family about views on Climate Change, invite local community volunteers or pressure groups to come in to talk about Climate Change

4a. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view5e. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]

Discuss situation, culture and feelings of each of the narrators of the short story

2e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences4b. to think about the lives of people living in other places and times, and people with different values and customs

Activity ICT

Devise a questionnaire to evaluate friends; understanding of Climate Change, use Excel to assess responses and graphically show results

1b. how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent]1c. to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.

Other curriculum activities can be presented using ICT in support and for online research

5b. working with others to explore a variety of information sources and ICT tools [for example, searching the internet for information about a different part of the world, designing textile patterns using graphics software, using ICT tools to capture and change sounds]

Social and Emotional Aspects of Learning (SEAL) development:-Theme 1 – New beginnings

- Understanding other cultures and viewpoints (and showing empathy)- Discussing rights and responsibilities

-Theme 2 – Getting on and falling out- Working together on set tasks and exploration- Learning how to deliver and receive feedback from peers- Debating and accepting other viewpoints

-Theme 4 – Going for goals- Exploring the idea of personal responsibility and how to develop own ideas about future and personal impact- Engagement with a global issue at a local level, leading to further co-operation and responsibility

– e.g. Green Club-Theme 5 – Good to be me

- Assertiveness and standing up for own viewpoint, personal pride at own pledges-Theme 6 – Relationships

- Illustration of loss in Moonlight, discussion around feelings of Chandrika and her brothers

Assessment for Learning ideas-Group discussion using whiteboards to explore current understanding of Climate Change before read text extract-Plenary – thumbs up or down for understanding of topic-Plenary – ask class to summarise what they have learnt in 1 min- Peer assessment – evaluate poems, news stories and use peer smiley face system on posters for personal pledges-Self assessment of learning – either through adding a red, amber or green dot to own work in book to show whether feel understood, or (as some children de-motivated by red dot) use individual whiteboard slider to show learning at start of class, then move line to show learning by end of task – so looking for progression rather than absolute statement of learning.

Homework and G&T ideas:-Discuss synopsis of a story with parents and gain their views on Climate Change-Identify a house energy audit to see where could save energy-Draw a design for a poster showing your personal pledge-Use virtual learning environment (e.g. at Old Basing Wizz Kids) to post links to games, or energy audits, and ask children to complete online from home-Question time – generate questions in plenary that children still want answered about CC and post on virtual learning environment - research for homework then present back-Working as a group design and produce a leaflet to explain Climate Change to KS1 class

Sample differentiation-Group work activity to produce a leaflet explaining Climate Change to a KS1 class – could be done in Jigsaw pattern with groups assigning tasks of story synopsis, images, graphs and overview research to different parts of team and coming back together to collate ideas-Pair less and more able children to discuss feelings towards story and personal pledges-Pair less and more able children to research data for charts as ICT task-Extension activities – how link stories to specific areas of water cycle, write list of how stories are different to your experience – narrator’s lives, ways of life, culture, temperature, weather, how would you teach another child about the issues raised in the story? What did you like/dislike about the story itself, the way it was told?

Different learning styles-Variety of activities to draw on written skills, oral and listening skills, imagery and ICT to draw in children with skills/preference for different styles-Activities try to use kinaesthetic principles (e.g. Persuasion Alley) to get children up and moving, as well as using visual aids and cues (e.g. whiteboards) and oral debate again to draw on different learning styles and experiences. -Breadth across subjects helps to use different children’s strengths in different activities

Links to United Nations Convention on the Rights of the Child (UNHRC – 1991)-Article 6 – right of life (discuss in context of ‘Moonlight’ chapter)-Article 12 – right to say what you think should happen and opinions taken into account (discuss in relation to setting up own Green Club, personal pledges)-Article 13 – Children have a right to find out things and share what they think with others (discuss in relation to persuasion alley, talking through own opinions, setting own pledges)-Article 24 – right to good quality health care and to clean water, nutritious food and a clean environment to stay healthy (class discussion in context of different characters in story and if these rights are in place)-Article 28 – right to education (Class discussion in relation to ‘Moonlight’ and ‘Perfect Sandcastle’)-Article 32 – right to protection from work that is dangerous to health or education (Class discussion in relation to ‘Moonlight’)

REFER TO SAMPLE SESSION PLANNING

Websites to support Climate Change topics:http://www.geography.org.uk/resources/flooding/carlisle/mapsdata/Very thorough resources to review Carlisle Floods in 2005.http://www.teachfind.com/teachers-tv/understanding-water-cornish-floodswww.globalgang.orgwww.switchonswitchoff.org/playwww.wdm.org.uk/resourceswww.energysavingtrust.org.ukhttp://www.ncb.org.uk/osow/resources/children-and-young-peopleNational Children’s Bureau – lots of resources and links to other sites on climate changehttp://news.bbc.co.uk/1/hi/in_depth/629/629/7074601.stmArguments for and against climate change from the BBChttp://wwf.panda.org/what_we_do/where_we_work/arctic/wildlife/polar_bear/kids_zone/Games associated with food chain and impact of climate changehttp://www.oxfam.org.uk/education/resources/category.htm?9Oxfam resources on many topics including Climate Change, poverty, children’s rights and global citizenship http://news.bbc.co.uk/cbbcnews/hi/specials/climate_change/default.stmhttp://www.climatechoices.org.uk/pages/activities0.htmInc curriculum links and downloadable teachers guideshttp://www.powerdown.actionaid.org.uk