Geography · 6th Class · Environmental Awareness and Care · Summer Term

Living Sustainably and Taking Action

Discover what sustainable living means, from renewable energy to fair trade, and explore how you can be an active citizen who contributes to a healthier environment.

TL;DR:Let's become changemakers for our planet! In this topic, we'll investigate how we can live more sustainably and take real action to protect our environment, right here in our own school.

• NCCA Curriculum Specifications
• SESE Geography: Strand - Environmental Awareness and Care
• Strand Unit - Caring for the environment

About This Topic

This topic aligns directly with the 'Environmental Awareness and Care' strand of the SESE Geography Curriculum for 6th Class. It aims to move pupils from awareness to action, empowering them as active citizens. The first part focuses on foundational knowledge: understanding sustainability as a concept that balances environmental, social, and economic needs. This involves a deep dive into energy, contrasting non-renewable sources historically significant in Ireland, like peat, with the growing importance of renewable sources like wind and solar power, linking to Ireland's climate action targets.

The second part of the topic explores the global and local implications of our consumption habits. Concepts like 'food miles' and 'Fair Trade' are introduced to help pupils understand that their choices in a local shop can have a significant impact on communities and environments across the world. This section connects abstract ideas to tangible products they encounter daily, fostering a sense of global citizenship. The Fairtrade Ireland movement and the origin of common supermarket goods provide excellent, relatable case studies.

Finally, the topic culminates in 'Taking Action'. This is where pupils apply their learning in a practical, school-based context. It strongly supports initiatives like the Green-Schools programme, which is prevalent across Ireland. Pupils are encouraged to identify an environmental issue within their school or local community, research potential solutions, and plan a project. This process develops critical thinking, collaboration, and a sense of agency, demonstrating that their individual and collective actions are crucial for creating a healthier, more sustainable future.

Key Questions

1. Explain the difference between renewable and non-renewable energy sources, giving examples of each.
2. Justify the importance of individual actions, like choosing sustainable products, in creating large-scale environmental change.
3. Evaluate a proposal for a school-based environmental project, such as a school garden or a 'Walk on Wednesday' campaign.

Learning Objectives

• Differentiate between renewable and non-renewable energy sources, providing Irish examples for each.
• Explain the concepts of Fair Trade and food miles using the journey of a common product.
• Formulate a persuasive argument for adopting a specific sustainable practice within the school.
• Collaborate to design a simple action plan for a school-based environmental project.
• Evaluate the impact of personal lifestyle choices on the local and global environment.

Key Vocabulary

Sustainability	Meeting our own needs without compromising the ability of future generations to meet their own needs.
Renewable Energy	Energy from a source that doesn't run out when used, such as wind, solar, or hydro power.
Non-Renewable Energy	Energy from a finite source that will eventually run out, such as fossil fuels like coal, oil, peat, and natural gas.
Carbon Footprint	The total amount of greenhouse gases produced to support a person's activities, usually measured in tonnes of carbon dioxide equivalent.
Fair Trade	A trading partnership that ensures producers in developing countries get fair prices and decent working conditions.
Active Citizenship	Taking an active role in community life and working with others to make a positive difference for society or the environment.

Watch Out for These Misconceptions

Common Misconception

My small actions, like recycling one bottle, don't really make a difference.

What to Teach Instead

While one action seems small, it's the combined effect of everyone doing it that creates massive change. Think of it like a team scoring a goal: it takes lots of small, individual passes to get the ball into the net. When our whole community recycles, we save huge amounts of energy and resources.

Common Misconception

Renewable energy is perfect and has no negative effects.

What to Teach Instead

All forms of energy generation have some impact. For example, wind turbines can be noisy and affect local wildlife, and solar panels require a lot of resources to build. However, the overall environmental impact of renewables is far, far lower than that of burning fossil fuels.

Common Misconception

Being 'eco-friendly' is all about recycling.

What to Teach Instead

Recycling is very important, but it's actually the third 'R'. 'Reduce' (using less stuff in the first place) and 'Reuse' (using items again) are even more effective because they prevent waste from ever being created.

Active Learning Ideas

Project-Based Learning

The Great Energy Debate

Pupils are divided into groups, each representing a different energy source in Ireland (e.g., wind, solar, peat, natural gas). They research the pros and cons of their assigned source and then debate which should receive future government investment.

60 min·Small Groups

Project-Based Learning

Fair Trade Tuck Shop Challenge

In groups, pupils design a 'sustainable tuck shop' for the school. They must research Fairtrade products available in Ireland, calculate prices, and create posters explaining why choosing Fairtrade makes a difference.

90 min·Small Groups

Project-Based Learning

School Sustainability Audit

Pupils become 'eco-detectives', conducting an audit of the classroom or school's waste management, energy use, or water consumption. They record their findings and present a report with recommendations for improvement.

45 min·Pairs

Real-World Connections

• Participating in the national Green-Schools programme within their own school.
• Investigating a local planning application for a new wind farm or solar park.
• Contacting a local Tidy Towns group to learn about their community environmental projects.
• Analysing the family's electricity bill to see where their power comes from.
• Mapping the origin of the fruit and vegetables in a local supermarket to understand food miles.

Assessment Ideas

Exit Ticket

Use an 'Exit Ticket' where pupils must write down one action they can take at home to save energy and one question they still have about sustainability.

Peer Assessment

Pupils create a detailed poster or a short digital presentation proposing a 'Green School' initiative. They must explain the problem, their proposed solution, and the expected benefits.

Quick Check

Pupils complete a 'K-W-L' chart at the beginning and end of the topic to reflect on what they Knew, what they Wanted to know, and what they Learned about sustainable living.

Frequently Asked Questions

What does the Fairtrade logo on a chocolate bar actually mean?

It's a guarantee that the farmers who grew the cocoa beans were paid a fair and stable price for their crop. It also means they have safe working conditions and receive an extra sum of money, the Fairtrade Premium, to invest in their communities on projects like schools or clean water.

Why can't Ireland just switch to 100% wind power tomorrow?

It's a huge and complex job. We need to build many more wind farms, which takes time and money. We also need to upgrade our national electricity grid to handle power that isn't available 24/7, because the wind doesn't always blow. It requires a gradual transition with lots of planning.

What is a 'carbon footprint'?

It's a way of measuring the total impact your lifestyle has on the environment. It calculates all the greenhouse gases, like carbon dioxide, that are released from your activities, such as the energy you use at home, the car journeys you take, and the food you eat.