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Nuclear
Energy
Gender
Structural
FundsTravelling and energy consumption |
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organisation
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| Norges Naturvernforbund, SPARE (INFORSE member) |
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| age group | ||||||||||||||||||||||||||
| 12 - 16 | ||||||||||||||||||||||||||
| outcome | ||||||||||||||||||||||||||
| Awareness of energy consumption in different means of transport and the impact of increased travelling. | ||||||||||||||||||||||||||
| resources | ||||||||||||||||||||||||||
| Maps, atlases and globes | ||||||||||||||||||||||||||
| task | ||||||||||||||||||||||||||
Compare the longest travel made by today's pupils with those of their parents and grandparents, when they were at the same age. 1. Ask the pupils to gather information about the longest journey (from - too) and the means of transportation in the three generations. Put up three maps in the classroom where all students draw the longest journey of their own, their parents and grandparents. 2. It is possible to follow up the visual impressions by calculating the changes in energy consumption and Carbon Dioxide (CO2) emissions over generations, for each family or class average (a typical family) by using the following key-figures:
MJ - megajoule (1
million joules) |
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| evaluation | ||||||||||||||||||||||||||
The
maps normally give a very clear visual illustration of the changes
in
travelling habits over three generations. By using information relating
to the means of transport and calculating the CO2
emissions, it also becomes obvious that the environmental effect is increasing
as the journeys become longer (and more frequent) and the highly energy
consuming means of transport (like flying) become more normal. |
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