“I am only one, but still I am one. I cannot do everything, but still I can do something; and because I cannot do everything I will not refuse to do the something that I can do.”

Edward Everett Hale, author, 1822 – 1909

Q

IDEAS FOR THE CLASSROOM

Travel & traffic“By 2020 the Government would like all schools to be models of sustainable travel, where vehicles are used only when absolutely necessary and where there are exemplary facilities for healthier, less polluting or less dangerous modes of transport.”

Sustainable Schools, National Framework, DfES

The planet has already warmed by about 0.7oC and urgent action is required if we are to avoid exceeding the critical threshold of 2 oC above pre-industrial levels. In order to achieve this, industrialised countries will need to secure an 80% reduction in CO2 emissions by 2050.

In 2002, transport accounted for 21% of greenhouse gas emissions in the EU. In that same year, the EU announced that all sectors of the economy had managed to reduce their emissions below 1990 levels – apart from the transport sector where emissions rose by 22%.

Increased emissions from road transport have been caused by the increase in vehicle numbers and usage – swallowing-up the benefits of technological developments like improved vehicle fuel consumption and reduced emissions. Current UK trends suggest that by 2020, road transport will provide the largest source of greenhouse gas emissions and aviation is already the fastest-growing source of emissions.

Aviation poses an even greater threat than road transport – recent reports suggest that aviation will consume the entire UK carbon budget by 2050 and that the radiative forcing resulting from an aircraft’s vapour trails may cause between two and four times as much damage as its CO2 emissions.

So how can schools help?Action to reduce greenhouse gas emissions from the transport sector is urgently required. Schools have an important role to play – by educating pupils about the issues, by taking the message to a wider audience and by taking action to reduce the carbon footprint arising from the travel and traffic generated by the school. You can also take part in WWF’s Climate Change Bill Campaign – see www.wwflearning.org.uk for more

information.

IN FOCUS

“I am only one, but still I am one. I cannot do everything, but still I can do something;

and because I cannot do everything I will not refuse to do the something that I can do.” Edward Everett Hale, author, 1822 – 1909

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This edition of Learn focuses on ‘Travel and

Traffic’, one of the ‘Doorways’ or access

points identified in the National Framework

for Sustainable Schools, published by the

Department for Children, Schools and Families

(formerly DfES) in January 2007. See the

‘In focus’ section for more details.

The National Framework defines a sustainable school as one that places the principle of care at the centre of everything that it does:

• Care for oneself

• Care for each other

• Care for the environment.

The travel and traffic doorway provides opportunities to investigate questions touching upon each of these aspects of care e.g. Do pupils and parents realise that walking to and from school could be an important part of their daily exercise? Does travelling to school by car make it more dangerous for others to walk or cycle? How does the traffic generated by your school affect issues like local air quality and global warming?

Welcome to Learn WWF’s termly free poster resource for schools

Let’s make the Climate Change Bill work!

You may be aware that the Government is currently preparing a new Climate Change Bill. WWF welcomes this Bill and believes that this is arguably the most important environmental legislation to go before Parliament. However, if the UK is going to deliver its fair

share of the responsibility for tackling the global climate change challenge, we need to strengthen the Bill. Particularly, WWF are calling for the CO2 reduction targets to be raised from 60% to 80% and for aviation and shipping to be included in the Bill. Every voice counts in getting this Bill strengthened and you and your pupils can get involved but time is short! Visit www.wwflearning.org.uk for more information.

FlamingosEncourage your pupils to use the ‘movies’ and ‘images’ section on the www.arkive.org website to create a short news item about flamingos. Pupils should be asked to include information about appearance, behaviour and predators. The ‘more information’ section will help pupils to find out more – including information about threats and conservation.

Linking travel, traffic and climate changeInvite pupils to use the following weblinks to explore the links between travel, traffic and climate change. The images from the photo gallery will help them to create a mapping diagram that explains these links:www.climatechallenge.gov.uk/multimedia/ flashmovie.htmlwww.managenergy.net/kidscorner/en/o11/o11_tr.htmlwww.managenergy.net/kidscorner/en/o11/photos.html

Let’s see Imagine that your school is planning to take 10 children on a trip to see flamingos in the wild. Ask pupils to use the following websites to find the approximate carbon emissions that would result from trips to the countries where these birds live. Pupils could then use the material to produce a presentation to persuade the school to cancel this trip.www.arkive.orgwww.carbonfootprint.com/flight_calc.html

Listening to lichen The exhaust fumes from petrol and diesel engines contain greenhouse gases and pollutants that can cause serious health problems. Encourage your pupils to collect samples of lichen on twigs. They can then use the following online guide to find out what lichen can tell you about the air pollution where you live:www.nhm.ac.uk/jdsml/nature-online/lichen-id-guide/

Additional travel costs Pupils can use the following website to calculate the effects of their transport emissions. They can then describe their reactions to the findings and explain what steps could be taken to reduce the environmental impact of their travel:www.travelcalculator.org/calc.html

School footprint As a school you may wish to explore the Schools’ Global Footprint calculator and make notes about the different ways that your school community could reduce its travel footprint. This version is specific to Scotland currently: www.ltscotland.org.uk/sustainabledevelopment/findresources/globalfootprint/index.asp

Walk to school month International Walk to School Month takes place in October 2007. Together with your pupils, make a plan that will ensure that your school is fully involved. Think about pupils, parents and all of the adults that work at your school.

www.walktoschool.org.uk

DeclarationYour school can create a ‘Sustainable travel and traffic declaration’ – a statement of intent that’s been developed and accepted by your school community. WWF would like to invite you to share this declaration with others through its education website – wwflearning.org.uk. Send your declaration to kgates@wwf.org.uk. We will send you a certificate to commend your declaration.

Travel and traffic Ask pupils to reflect on the following:I think the key issues about travel and traffic in school are…This topic has helped me realise that…In future I will…Invite pupils to reflect on the quote on the front of the poster:Should we act as if what we do makes a difference?

What do you think…? Ask pupils to answer the following questions:1. UK cars average CO

2 emissions: a)

17g/km b) 170g/km c) 17kg/km (NB A party balloon would hold about 10g of CO

2)

2. The percentage of children who walk or cycle to school: Netherlands a) 55% b) 65% c) 75% UK a) 40% b) 50% c) 60%3. Annual UK deaths and injuries resulting from ‘school run’

related traffic congestion is approximately: a) 7,000 b) 700 c) 704. By 2050, climate change could cause: Species extinctions – a) 10,000 b) 100,000 c) 1,000,000 Refugees – a) 2 million b) 20 million c) 200 million

Answers: 1.b, 2.c and b. 3.a. 4.Both c.

Espresso linksAs you maybe aware, WWF has a partnership with Espresso Education. If you are a subscriber to Espresso, you can find WWF’s Sustainability Module under the Geography 2 Channnel. Here are some links to complement this issue of Learn.

Geography 1: Sophie and Sal – Our journey to school. Use some of the videos in the travel and traffic section of the Sustainability module library to help you decide if Sophie and Sal are helping to protect the environment.

Geography 2: Sustainability School survey – watch the video and complete the survey. Use the search facility to find out more about Walk to School Week.

Want to explore things further?

Check out more activities at www.wwflearning.org.uk

Get involved in the ‘Velvet Young Nature Photographer of the Year’ Competition

WWF and Velvet have recently joined forces to create a brand new competition called the ‘Velvet Young Nature Photographer of the Year’. It’s a perfect partnership as both WWF and SCA (the maker of Velvet) want to encourage children to think about the environment and help them to preserve the planet’s resources.

Working together to protect the environmentSCA recently came top in a WWF survey of the big 5 tissue manufacturers, who make up 75% of the European market, based on their environmental performance. In fact SCA has worked hard to manage the trees it grows in a way that benefits both people and nature.

The perfect half-term projectThere are two photo entry themes, either ‘Species’ or ‘Spaces’ and children up to the age of 16 can take part. Pupils can enter either individually or as a class. There are numerous fantastic prizes on offer and one Grand Prize winner will be crowned the ‘Velvet Young Nature Photographer of the Year’.

• The competition ends 7th January 2008

• Prizes include a luxury family weekend away, photographic equipment for your school, WWF diaries and adoption of an animal

• Entries can be sent by email, post or through the website.

For more details on how to enter and get your pupils involved, go to: www.velvetbabymd.com/wwf

INSIDE THIS ISSUE• A2 full colour poster with inspirational

quotation

• Questions to explore the poster image and quotation

• Starter activity ideas with links to further online activities

• ‘In focus’ – an insight into the issues of transport and how it relates to school life.

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QUESTION TIME

1. What can you see?

2. What sort of birds are they? Where do you think they live? How could you find out more about them?

3. Why do birds and other animals travel from one place to another? How do they travel? How does this affect the environment?

4. Why do we travel from one place to another? How do we travel? How does this affect the environment?

5. What’s the link between travel and climate change?

6. How might these birds and their habitat be affected by climate change? What can they do about it?

7. Why might travelling by plane to see these birds in the wild be especially bad for the environment?

8. Think about different ways to travel between home and school. Where would you place them on the following line?

less sustainable more sustainable

9. How could we make some of these forms of transport more sustainable?

10. Think about how you might create a sustainable travel plan for your school. What do you need to know? How will you find out? How will you persuade people to travel more sustainably? How will you know if you’ve made a difference?

11. How might you persuade your parents, friends and other people to travel more sustainably?

12. Look at the quote at the bottom of the poster. What do you think it means? Think about the ways in which you travel. What things would you include in a list entitled ‘the something that I can do’?

ANSWERS AND INTERESTING FACTS1. Life on Earth is sustained by the Sun: the source of most of our energy. These birds get their energy from eating algae. The algae, like plants, use the Sun’s energy to make food. The lake is sustained by the water cycle, which is driven by the Sun. The build up of greenhouse gases mean that our atmosphere absorbs too much of the Sun’s energy. This is resulting in changes to our climatic conditions on Earth, causing sea levels and temperatures to rise. 2. Flamingos can be found in Africa, South America, Spain, India, Pakistan, Afghanistan and Iran. See the Arkive website for more information. 3. Food, water, breeding, migration – negligible affect. 4 and 5. Think about daily and weekend travel, holidays and the transport of food and things we buy. Using fossil fuels (e.g. aviation fuel, petrol and diesel) creates greenhouse gases. 6. Flamingos, like many species, live in specialised habitats and find it very difficult to relocate or adapt. 7. Radiative forcing – vapour trails from aircraft trap heat in the atmosphere causing between two and four times as much impact on climate change as the aircraft’s CO2 emissions. 8. Examples – walk, car, bicycle, helicopter, bus, tram, skateboard, train, SUV. 8. Think about: park and stride, biofuels, car share, electric cars, walk-to-school-Wednesdays.

Factbites – Did you know...?

A recent report by the Institute for European Environmental Policy blames over-use of cars for fuelling the ‘twin crises’ of global warming and an obesity epidemic and calls for the creation of an exclusion zone around schools to force parents and children to walk. The report says:

• The number of cars involved in the school run in the UK has doubled in the last decade and the number of obese children has doubled since 1982.

• The average journey to school for 5 to 10 year olds is 1.5 miles or 23 minutes of brisk walking (3.3 miles or 50 minutes walk for 11 to 16 year olds).

• The proportion of children who manage to complete the recommended 90 minutes of daily exercise is only 1 in 10.

Factbites – Did you know...?

A recent report by the Institute for European Environmental Policy blames over-use of cars for fuelling the ‘twin crises’ of global warming and an obesity epidemic and calls for the creation of an exclusion zone around schools to force parents and children to walk. The report says:

• The number of cars involved in the school run in the UK has doubled in the last decade and the number of obese children has doubled since 1982.

• The average journey to school for 5 to 10 year olds is 1.5 miles or 23 minutes of brisk walking (3.3 miles or 50 minutes walk for 11 to 16 year olds).

• The proportion of children who manage to complete the recommended 90 minutes of daily exercise is only 1 in 10.

Q

IDEAS FOR THE CLASSROOM

Travel & traffic“By 2020 the Government would like all schools to be models of sustainable travel, where vehicles are used only when absolutely necessary and where there are exemplary facilities for healthier, less polluting or less dangerous modes of transport.”

Sustainable Schools, National Framework, DfES

The planet has already warmed by about 0.7oC and urgent action is required if we are to avoid exceeding the critical threshold of 2 oC above pre-industrial levels. In order to achieve this, industrialised countries will need to secure an 80% reduction in CO2 emissions by 2050.

In 2002, transport accounted for 21% of greenhouse gas emissions in the EU. In that same year, the EU announced that all sectors of the economy had managed to reduce their emissions below 1990 levels – apart from the transport sector where emissions rose by 22%.

Increased emissions from road transport have been caused by the increase in vehicle numbers and usage – swallowing-up the benefits of technological developments like improved vehicle fuel consumption and reduced emissions. Current UK trends suggest that by 2020, road transport will provide the largest source of greenhouse gas emissions and aviation is already the fastest-growing source of emissions.

Aviation poses an even greater threat than road transport – recent reports suggest that aviation will consume the entire UK carbon budget by 2050 and that the radiative forcing resulting from an aircraft’s vapour trails may cause between two and four times as much damage as its CO2 emissions.

So how can schools help?Action to reduce greenhouse gas emissions from the transport sector is urgently required. Schools have an important role to play – by educating pupils about the issues, by taking the message to a wider audience and by taking action to reduce the carbon footprint arising from the travel and traffic generated by the school. You can also take part in WWF’s Climate Change Bill Campaign – see www.wwflearning.org.uk for more

information.

IN FOCUS

“I am only one, but still I am one. I cannot do everything, but still I can do something;

and because I cannot do everything I will not refuse to do the something that I can do.” Edward Everett Hale, author, 1822 – 1909

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01483 426444 f: 01483 426409 www.wwflearning.org.uk

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This edition of Learn focuses on ‘Travel and

Traffic’, one of the ‘Doorways’ or access

points identified in the National Framework

for Sustainable Schools, published by the

Department for Children, Schools and Families

(formerly DfES) in January 2007. See the

‘In focus’ section for more details.

The National Framework defines a sustainable school as one that places the principle of care at the centre of everything that it does:

• Care for oneself

• Care for each other

• Care for the environment.

The travel and traffic doorway provides opportunities to investigate questions touching upon each of these aspects of care e.g. Do pupils and parents realise that walking to and from school could be an important part of their daily exercise? Does travelling to school by car make it more dangerous for others to walk or cycle? How does the traffic generated by your school affect issues like local air quality and global warming?

Welcome to Learn WWF’s termly free poster resource for schools

Let’s make the Climate Change Bill work!

You may be aware that the Government is currently preparing a new Climate Change Bill. WWF welcomes this Bill and believes that this is arguably the most important environmental legislation to go before Parliament. However, if the UK is going to deliver its fair

share of the responsibility for tackling the global climate change challenge, we need to strengthen the Bill. Particularly, WWF are calling for the CO2 reduction targets to be raised from 60% to 80% and for aviation and shipping to be included in the Bill. Every voice counts in getting this Bill strengthened and you and your pupils can get involved but time is short! Visit www.wwflearning.org.uk for more information.

FlamingosEncourage your pupils to use the ‘movies’ and ‘images’ section on the www.arkive.org website to create a short news item about flamingos. Pupils should be asked to include information about appearance, behaviour and predators. The ‘more information’ section will help pupils to find out more – including information about threats and conservation.

Linking travel, traffic and climate changeInvite pupils to use the following weblinks to explore the links between travel, traffic and climate change. The images from the photo gallery will help them to create a mapping diagram that explains these links:www.climatechallenge.gov.uk/multimedia/ flashmovie.htmlwww.managenergy.net/kidscorner/en/o11/o11_tr.htmlwww.managenergy.net/kidscorner/en/o11/photos.html

Let’s see Imagine that your school is planning to take 10 children on a trip to see flamingos in the wild. Ask pupils to use the following websites to find the approximate carbon emissions that would result from trips to the countries where these birds live. Pupils could then use the material to produce a presentation to persuade the school to cancel this trip.www.arkive.orgwww.carbonfootprint.com/flight_calc.html

Listening to lichen The exhaust fumes from petrol and diesel engines contain greenhouse gases and pollutants that can cause serious health problems. Encourage your pupils to collect samples of lichen on twigs. They can then use the following online guide to find out what lichen can tell you about the air pollution where you live:www.nhm.ac.uk/jdsml/nature-online/lichen-id-guide/

Additional travel costs Pupils can use the following website to calculate the effects of their transport emissions. They can then describe their reactions to the findings and explain what steps could be taken to reduce the environmental impact of their travel:www.travelcalculator.org/calc.html

School footprint As a school you may wish to explore the Schools’ Global Footprint calculator and make notes about the different ways that your school community could reduce its travel footprint. This version is specific to Scotland currently: www.ltscotland.org.uk/sustainabledevelopment/findresources/globalfootprint/index.asp

Walk to school month International Walk to School Month takes place in October 2007. Together with your pupils, make a plan that will ensure that your school is fully involved. Think about pupils, parents and all of the adults that work at your school.

www.walktoschool.org.uk

DeclarationYour school can create a ‘Sustainable travel and traffic declaration’ – a statement of intent that’s been developed and accepted by your school community. WWF would like to invite you to share this declaration with others through its education website – wwflearning.org.uk. Send your declaration to kgates@wwf.org.uk. We will send you a certificate to commend your declaration.

Travel and traffic Ask pupils to reflect on the following:I think the key issues about travel and traffic in school are…This topic has helped me realise that…In future I will…Invite pupils to reflect on the quote on the front of the poster:Should we act as if what we do makes a difference?

What do you think…? Ask pupils to answer the following questions:1. UK cars average CO

2 emissions: a)

17g/km b) 170g/km c) 17kg/km (NB A party balloon would hold about 10g of CO

2)

2. The percentage of children who walk or cycle to school: Netherlands a) 55% b) 65% c) 75% UK a) 40% b) 50% c) 60%3. Annual UK deaths and injuries resulting from ‘school run’

related traffic congestion is approximately: a) 7,000 b) 700 c) 704. By 2050, climate change could cause: Species extinctions – a) 10,000 b) 100,000 c) 1,000,000 Refugees – a) 2 million b) 20 million c) 200 million

Answers: 1.b, 2.c and b. 3.a. 4.Both c.

Espresso linksAs you maybe aware, WWF has a partnership with Espresso Education. If you are a subscriber to Espresso, you can find WWF’s Sustainability Module under the Geography 2 Channnel. Here are some links to complement this issue of Learn.

Geography 1: Sophie and Sal – Our journey to school. Use some of the videos in the travel and traffic section of the Sustainability module library to help you decide if Sophie and Sal are helping to protect the environment.

Geography 2: Sustainability School survey – watch the video and complete the survey. Use the search facility to find out more about Walk to School Week.

Want to explore things further?

Check out more activities at www.wwflearning.org.uk

Get involved in the ‘Velvet Young Nature Photographer of the Year’ Competition

WWF and Velvet have recently joined forces to create a brand new competition called the ‘Velvet Young Nature Photographer of the Year’. It’s a perfect partnership as both WWF and SCA (the maker of Velvet) want to encourage children to think about the environment and help them to preserve the planet’s resources.

Working together to protect the environmentSCA recently came top in a WWF survey of the big 5 tissue manufacturers, who make up 75% of the European market, based on their environmental performance. In fact SCA has worked hard to manage the trees it grows in a way that benefits both people and nature.

The perfect half-term projectThere are two photo entry themes, either ‘Species’ or ‘Spaces’ and children up to the age of 16 can take part. Pupils can enter either individually or as a class. There are numerous fantastic prizes on offer and one Grand Prize winner will be crowned the ‘Velvet Young Nature Photographer of the Year’.

• The competition ends 7th January 2008

• Prizes include a luxury family weekend away, photographic equipment for your school, WWF diaries and adoption of an animal

• Entries can be sent by email, post or through the website.

For more details on how to enter and get your pupils involved, go to: www.velvetbabymd.com/wwf

INSIDE THIS ISSUE• A2 full colour poster with inspirational

quotation

• Questions to explore the poster image and quotation

• Starter activity ideas with links to further online activities

• ‘In focus’ – an insight into the issues of transport and how it relates to school life.

* In

the

‘Sec

ond

Sco

ring

of t

he T

issu

e G

iant

s 20

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epor

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y W

WF,

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QUESTION TIME

1. What can you see?

2. What sort of birds are they? Where do you think they live? How could you find out more about them?

3. Why do birds and other animals travel from one place to another? How do they travel? How does this affect the environment?

4. Why do we travel from one place to another? How do we travel? How does this affect the environment?

5. What’s the link between travel and climate change?

6. How might these birds and their habitat be affected by climate change? What can they do about it?

7. Why might travelling by plane to see these birds in the wild be especially bad for the environment?

8. Think about different ways to travel between home and school. Where would you place them on the following line?

less sustainable more sustainable

9. How could we make some of these forms of transport more sustainable?

10. Think about how you might create a sustainable travel plan for your school. What do you need to know? How will you find out? How will you persuade people to travel more sustainably? How will you know if you’ve made a difference?

11. How might you persuade your parents, friends and other people to travel more sustainably?

12. Look at the quote at the bottom of the poster. What do you think it means? Think about the ways in which you travel. What things would you include in a list entitled ‘the something that I can do’?

ANSWERS AND INTERESTING FACTS1. Life on Earth is sustained by the Sun: the source of most of our energy. These birds get their energy from eating algae. The algae, like plants, use the Sun’s energy to make food. The lake is sustained by the water cycle, which is driven by the Sun. The build up of greenhouse gases mean that our atmosphere absorbs too much of the Sun’s energy. This is resulting in changes to our climatic conditions on Earth, causing sea levels and temperatures to rise. 2. Flamingos can be found in Africa, South America, Spain, India, Pakistan, Afghanistan and Iran. See the Arkive website for more information. 3. Food, water, breeding, migration – negligible affect. 4 and 5. Think about daily and weekend travel, holidays and the transport of food and things we buy. Using fossil fuels (e.g. aviation fuel, petrol and diesel) creates greenhouse gases. 6. Flamingos, like many species, live in specialised habitats and find it very difficult to relocate or adapt. 7. Radiative forcing – vapour trails from aircraft trap heat in the atmosphere causing between two and four times as much impact on climate change as the aircraft’s CO2 emissions. 8. Examples – walk, car, bicycle, helicopter, bus, tram, skateboard, train, SUV. 8. Think about: park and stride, biofuels, car share, electric cars, walk-to-school-Wednesdays.

Factbites – Did you know...?

A recent report by the Institute for European Environmental Policy blames over-use of cars for fuelling the ‘twin crises’ of global warming and an obesity epidemic and calls for the creation of an exclusion zone around schools to force parents and children to walk. The report says:

• The number of cars involved in the school run in the UK has doubled in the last decade and the number of obese children has doubled since 1982.

• The average journey to school for 5 to 10 year olds is 1.5 miles or 23 minutes of brisk walking (3.3 miles or 50 minutes walk for 11 to 16 year olds).

• The proportion of children who manage to complete the recommended 90 minutes of daily exercise is only 1 in 10.

Factbites – Did you know...?

A recent report by the Institute for European Environmental Policy blames over-use of cars for fuelling the ‘twin crises’ of global warming and an obesity epidemic and calls for the creation of an exclusion zone around schools to force parents and children to walk. The report says:

• The number of cars involved in the school run in the UK has doubled in the last decade and the number of obese children has doubled since 1982.

• The average journey to school for 5 to 10 year olds is 1.5 miles or 23 minutes of brisk walking (3.3 miles or 50 minutes walk for 11 to 16 year olds).

• The proportion of children who manage to complete the recommended 90 minutes of daily exercise is only 1 in 10.

Q

IDEAS FOR THE CLASSROOM

Travel & traffic“By 2020 the Government would like all schools to be models of sustainable travel, where vehicles are used only when absolutely necessary and where there are exemplary facilities for healthier, less polluting or less dangerous modes of transport.”

Sustainable Schools, National Framework, DfES

The planet has already warmed by about 0.7oC and urgent action is required if we are to avoid exceeding the critical threshold of 2 oC above pre-industrial levels. In order to achieve this, industrialised countries will need to secure an 80% reduction in CO2 emissions by 2050.

In 2002, transport accounted for 21% of greenhouse gas emissions in the EU. In that same year, the EU announced that all sectors of the economy had managed to reduce their emissions below 1990 levels – apart from the transport sector where emissions rose by 22%.

Increased emissions from road transport have been caused by the increase in vehicle numbers and usage – swallowing-up the benefits of technological developments like improved vehicle fuel consumption and reduced emissions. Current UK trends suggest that by 2020, road transport will provide the largest source of greenhouse gas emissions and aviation is already the fastest-growing source of emissions.

Aviation poses an even greater threat than road transport – recent reports suggest that aviation will consume the entire UK carbon budget by 2050 and that the radiative forcing resulting from an aircraft’s vapour trails may cause between two and four times as much damage as its CO2 emissions.

So how can schools help?Action to reduce greenhouse gas emissions from the transport sector is urgently required. Schools have an important role to play – by educating pupils about the issues, by taking the message to a wider audience and by taking action to reduce the carbon footprint arising from the travel and traffic generated by the school. You can also take part in WWF’s Climate Change Bill Campaign – see www.wwflearning.org.uk for more

information.

IN FOCUS

“I am only one, but still I am one. I cannot do everything, but still I can do something;

and because I cannot do everything I will not refuse to do the something that I can do.” Edward Everett Hale, author, 1822 – 1909

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01483 426444 f: 01483 426409 www.wwflearning.org.uk

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This edition of Learn focuses on ‘Travel and

Traffic’, one of the ‘Doorways’ or access

points identified in the National Framework

for Sustainable Schools, published by the

Department for Children, Schools and Families

(formerly DfES) in January 2007. See the

‘In focus’ section for more details.

The National Framework defines a sustainable school as one that places the principle of care at the centre of everything that it does:

• Care for oneself

• Care for each other

• Care for the environment.

The travel and traffic doorway provides opportunities to investigate questions touching upon each of these aspects of care e.g. Do pupils and parents realise that walking to and from school could be an important part of their daily exercise? Does travelling to school by car make it more dangerous for others to walk or cycle? How does the traffic generated by your school affect issues like local air quality and global warming?

Welcome to Learn WWF’s termly free poster resource for schools

Let’s make the Climate Change Bill work!

You may be aware that the Government is currently preparing a new Climate Change Bill. WWF welcomes this Bill and believes that this is arguably the most important environmental legislation to go before Parliament. However, if the UK is going to deliver its fair

share of the responsibility for tackling the global climate change challenge, we need to strengthen the Bill. Particularly, WWF are calling for the CO2 reduction targets to be raised from 60% to 80% and for aviation and shipping to be included in the Bill. Every voice counts in getting this Bill strengthened and you and your pupils can get involved but time is short! Visit www.wwflearning.org.uk for more information.

FlamingosEncourage your pupils to use the ‘movies’ and ‘images’ section on the www.arkive.org website to create a short news item about flamingos. Pupils should be asked to include information about appearance, behaviour and predators. The ‘more information’ section will help pupils to find out more – including information about threats and conservation.

Linking travel, traffic and climate changeInvite pupils to use the following weblinks to explore the links between travel, traffic and climate change. The images from the photo gallery will help them to create a mapping diagram that explains these links:www.climatechallenge.gov.uk/multimedia/ flashmovie.htmlwww.managenergy.net/kidscorner/en/o11/o11_tr.htmlwww.managenergy.net/kidscorner/en/o11/photos.html

Let’s see Imagine that your school is planning to take 10 children on a trip to see flamingos in the wild. Ask pupils to use the following websites to find the approximate carbon emissions that would result from trips to the countries where these birds live. Pupils could then use the material to produce a presentation to persuade the school to cancel this trip.www.arkive.orgwww.carbonfootprint.com/flight_calc.html

Listening to lichen The exhaust fumes from petrol and diesel engines contain greenhouse gases and pollutants that can cause serious health problems. Encourage your pupils to collect samples of lichen on twigs. They can then use the following online guide to find out what lichen can tell you about the air pollution where you live:www.nhm.ac.uk/jdsml/nature-online/lichen-id-guide/

Additional travel costs Pupils can use the following website to calculate the effects of their transport emissions. They can then describe their reactions to the findings and explain what steps could be taken to reduce the environmental impact of their travel:www.travelcalculator.org/calc.html

School footprint As a school you may wish to explore the Schools’ Global Footprint calculator and make notes about the different ways that your school community could reduce its travel footprint. This version is specific to Scotland currently: www.ltscotland.org.uk/sustainabledevelopment/findresources/globalfootprint/index.asp

Walk to school month International Walk to School Month takes place in October 2007. Together with your pupils, make a plan that will ensure that your school is fully involved. Think about pupils, parents and all of the adults that work at your school.

www.walktoschool.org.uk

DeclarationYour school can create a ‘Sustainable travel and traffic declaration’ – a statement of intent that’s been developed and accepted by your school community. WWF would like to invite you to share this declaration with others through its education website – wwflearning.org.uk. Send your declaration to kgates@wwf.org.uk. We will send you a certificate to commend your declaration.

Travel and traffic Ask pupils to reflect on the following:I think the key issues about travel and traffic in school are…This topic has helped me realise that…In future I will…Invite pupils to reflect on the quote on the front of the poster:Should we act as if what we do makes a difference?

What do you think…? Ask pupils to answer the following questions:1. UK cars average CO

2 emissions: a)

17g/km b) 170g/km c) 17kg/km (NB A party balloon would hold about 10g of CO

2)

2. The percentage of children who walk or cycle to school: Netherlands a) 55% b) 65% c) 75% UK a) 40% b) 50% c) 60%3. Annual UK deaths and injuries resulting from ‘school run’

related traffic congestion is approximately: a) 7,000 b) 700 c) 704. By 2050, climate change could cause: Species extinctions – a) 10,000 b) 100,000 c) 1,000,000 Refugees – a) 2 million b) 20 million c) 200 million

Answers: 1.b, 2.c and b. 3.a. 4.Both c.

Espresso linksAs you maybe aware, WWF has a partnership with Espresso Education. If you are a subscriber to Espresso, you can find WWF’s Sustainability Module under the Geography 2 Channnel. Here are some links to complement this issue of Learn.

Geography 1: Sophie and Sal – Our journey to school. Use some of the videos in the travel and traffic section of the Sustainability module library to help you decide if Sophie and Sal are helping to protect the environment.

Geography 2: Sustainability School survey – watch the video and complete the survey. Use the search facility to find out more about Walk to School Week.

Want to explore things further?

Check out more activities at www.wwflearning.org.uk

Get involved in the ‘Velvet Young Nature Photographer of the Year’ Competition

WWF and Velvet have recently joined forces to create a brand new competition called the ‘Velvet Young Nature Photographer of the Year’. It’s a perfect partnership as both WWF and SCA (the maker of Velvet) want to encourage children to think about the environment and help them to preserve the planet’s resources.

Working together to protect the environmentSCA recently came top in a WWF survey of the big 5 tissue manufacturers, who make up 75% of the European market, based on their environmental performance. In fact SCA has worked hard to manage the trees it grows in a way that benefits both people and nature.

The perfect half-term projectThere are two photo entry themes, either ‘Species’ or ‘Spaces’ and children up to the age of 16 can take part. Pupils can enter either individually or as a class. There are numerous fantastic prizes on offer and one Grand Prize winner will be crowned the ‘Velvet Young Nature Photographer of the Year’.

• The competition ends 7th January 2008

• Prizes include a luxury family weekend away, photographic equipment for your school, WWF diaries and adoption of an animal

• Entries can be sent by email, post or through the website.

For more details on how to enter and get your pupils involved, go to: www.velvetbabymd.com/wwf

INSIDE THIS ISSUE• A2 full colour poster with inspirational

quotation

• Questions to explore the poster image and quotation

• Starter activity ideas with links to further online activities

• ‘In focus’ – an insight into the issues of transport and how it relates to school life.

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QUESTION TIME

1. What can you see?

2. What sort of birds are they? Where do you think they live? How could you find out more about them?

3. Why do birds and other animals travel from one place to another? How do they travel? How does this affect the environment?

4. Why do we travel from one place to another? How do we travel? How does this affect the environment?

5. What’s the link between travel and climate change?

6. How might these birds and their habitat be affected by climate change? What can they do about it?

7. Why might travelling by plane to see these birds in the wild be especially bad for the environment?

8. Think about different ways to travel between home and school. Where would you place them on the following line?

less sustainable more sustainable

9. How could we make some of these forms of transport more sustainable?

10. Think about how you might create a sustainable travel plan for your school. What do you need to know? How will you find out? How will you persuade people to travel more sustainably? How will you know if you’ve made a difference?

11. How might you persuade your parents, friends and other people to travel more sustainably?

12. Look at the quote at the bottom of the poster. What do you think it means? Think about the ways in which you travel. What things would you include in a list entitled ‘the something that I can do’?

ANSWERS AND INTERESTING FACTS1. Life on Earth is sustained by the Sun: the source of most of our energy. These birds get their energy from eating algae. The algae, like plants, use the Sun’s energy to make food. The lake is sustained by the water cycle, which is driven by the Sun. The build up of greenhouse gases mean that our atmosphere absorbs too much of the Sun’s energy. This is resulting in changes to our climatic conditions on Earth, causing sea levels and temperatures to rise. 2. Flamingos can be found in Africa, South America, Spain, India, Pakistan, Afghanistan and Iran. See the Arkive website for more information. 3. Food, water, breeding, migration – negligible affect. 4 and 5. Think about daily and weekend travel, holidays and the transport of food and things we buy. Using fossil fuels (e.g. aviation fuel, petrol and diesel) creates greenhouse gases. 6. Flamingos, like many species, live in specialised habitats and find it very difficult to relocate or adapt. 7. Radiative forcing – vapour trails from aircraft trap heat in the atmosphere causing between two and four times as much impact on climate change as the aircraft’s CO2 emissions. 8. Examples – walk, car, bicycle, helicopter, bus, tram, skateboard, train, SUV. 8. Think about: park and stride, biofuels, car share, electric cars, walk-to-school-Wednesdays.

Factbites – Did you know...?

A recent report by the Institute for European Environmental Policy blames over-use of cars for fuelling the ‘twin crises’ of global warming and an obesity epidemic and calls for the creation of an exclusion zone around schools to force parents and children to walk. The report says:

• The number of cars involved in the school run in the UK has doubled in the last decade and the number of obese children has doubled since 1982.

• The average journey to school for 5 to 10 year olds is 1.5 miles or 23 minutes of brisk walking (3.3 miles or 50 minutes walk for 11 to 16 year olds).

• The proportion of children who manage to complete the recommended 90 minutes of daily exercise is only 1 in 10.

Factbites – Did you know...?

A recent report by the Institute for European Environmental Policy blames over-use of cars for fuelling the ‘twin crises’ of global warming and an obesity epidemic and calls for the creation of an exclusion zone around schools to force parents and children to walk. The report says:

• The number of cars involved in the school run in the UK has doubled in the last decade and the number of obese children has doubled since 1982.

• The average journey to school for 5 to 10 year olds is 1.5 miles or 23 minutes of brisk walking (3.3 miles or 50 minutes walk for 11 to 16 year olds).

• The proportion of children who manage to complete the recommended 90 minutes of daily exercise is only 1 in 10.

Q

IDEAS FOR THE CLASSROOM

Travel & traffic“By 2020 the Government would like all schools to be models of sustainable travel, where vehicles are used only when absolutely necessary and where there are exemplary facilities for healthier, less polluting or less dangerous modes of transport.”

Sustainable Schools, National Framework, DfES

The planet has already warmed by about 0.7oC and urgent action is required if we are to avoid exceeding the critical threshold of 2 oC above pre-industrial levels. In order to achieve this, industrialised countries will need to secure an 80% reduction in CO2 emissions by 2050.

In 2002, transport accounted for 21% of greenhouse gas emissions in the EU. In that same year, the EU announced that all sectors of the economy had managed to reduce their emissions below 1990 levels – apart from the transport sector where emissions rose by 22%.

Increased emissions from road transport have been caused by the increase in vehicle numbers and usage – swallowing-up the benefits of technological developments like improved vehicle fuel consumption and reduced emissions. Current UK trends suggest that by 2020, road transport will provide the largest source of greenhouse gas emissions and aviation is already the fastest-growing source of emissions.

Aviation poses an even greater threat than road transport – recent reports suggest that aviation will consume the entire UK carbon budget by 2050 and that the radiative forcing resulting from an aircraft’s vapour trails may cause between two and four times as much damage as its CO2 emissions.

So how can schools help?Action to reduce greenhouse gas emissions from the transport sector is urgently required. Schools have an important role to play – by educating pupils about the issues, by taking the message to a wider audience and by taking action to reduce the carbon footprint arising from the travel and traffic generated by the school. You can also take part in WWF’s Climate Change Bill Campaign – see www.wwflearning.org.uk for more

information.

IN FOCUS

“I am only one, but still I am one. I cannot do everything, but still I can do something;

and because I cannot do everything I will not refuse to do the something that I can do.” Edward Everett Hale, author, 1822 – 1909

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Panda House, Weyside Park, Godalming, Surrey GU7 1XR

01483 426444 f: 01483 426409 www.wwflearning.org.uk

QQQ

QQQQ

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This edition of Learn focuses on ‘Travel and

Traffic’, one of the ‘Doorways’ or access

points identified in the National Framework

for Sustainable Schools, published by the

Department for Children, Schools and Families

(formerly DfES) in January 2007. See the

‘In focus’ section for more details.

The National Framework defines a sustainable school as one that places the principle of care at the centre of everything that it does:

• Care for oneself

• Care for each other

• Care for the environment.

The travel and traffic doorway provides opportunities to investigate questions touching upon each of these aspects of care e.g. Do pupils and parents realise that walking to and from school could be an important part of their daily exercise? Does travelling to school by car make it more dangerous for others to walk or cycle? How does the traffic generated by your school affect issues like local air quality and global warming?

Welcome to Learn WWF’s termly free poster resource for schools

Let’s make the Climate Change Bill work!

You may be aware that the Government is currently preparing a new Climate Change Bill. WWF welcomes this Bill and believes that this is arguably the most important environmental legislation to go before Parliament. However, if the UK is going to deliver its fair

share of the responsibility for tackling the global climate change challenge, we need to strengthen the Bill. Particularly, WWF are calling for the CO2 reduction targets to be raised from 60% to 80% and for aviation and shipping to be included in the Bill. Every voice counts in getting this Bill strengthened and you and your pupils can get involved but time is short! Visit www.wwflearning.org.uk for more information.

FlamingosEncourage your pupils to use the ‘movies’ and ‘images’ section on the www.arkive.org website to create a short news item about flamingos. Pupils should be asked to include information about appearance, behaviour and predators. The ‘more information’ section will help pupils to find out more – including information about threats and conservation.

Linking travel, traffic and climate changeInvite pupils to use the following weblinks to explore the links between travel, traffic and climate change. The images from the photo gallery will help them to create a mapping diagram that explains these links:www.climatechallenge.gov.uk/multimedia/ flashmovie.htmlwww.managenergy.net/kidscorner/en/o11/o11_tr.htmlwww.managenergy.net/kidscorner/en/o11/photos.html

Let’s see Imagine that your school is planning to take 10 children on a trip to see flamingos in the wild. Ask pupils to use the following websites to find the approximate carbon emissions that would result from trips to the countries where these birds live. Pupils could then use the material to produce a presentation to persuade the school to cancel this trip.www.arkive.orgwww.carbonfootprint.com/flight_calc.html

Listening to lichen The exhaust fumes from petrol and diesel engines contain greenhouse gases and pollutants that can cause serious health problems. Encourage your pupils to collect samples of lichen on twigs. They can then use the following online guide to find out what lichen can tell you about the air pollution where you live:www.nhm.ac.uk/jdsml/nature-online/lichen-id-guide/

Additional travel costs Pupils can use the following website to calculate the effects of their transport emissions. They can then describe their reactions to the findings and explain what steps could be taken to reduce the environmental impact of their travel:www.travelcalculator.org/calc.html

School footprint As a school you may wish to explore the Schools’ Global Footprint calculator and make notes about the different ways that your school community could reduce its travel footprint. This version is specific to Scotland currently: www.ltscotland.org.uk/sustainabledevelopment/findresources/globalfootprint/index.asp

Walk to school month International Walk to School Month takes place in October 2007. Together with your pupils, make a plan that will ensure that your school is fully involved. Think about pupils, parents and all of the adults that work at your school.

www.walktoschool.org.uk

DeclarationYour school can create a ‘Sustainable travel and traffic declaration’ – a statement of intent that’s been developed and accepted by your school community. WWF would like to invite you to share this declaration with others through its education website – wwflearning.org.uk. Send your declaration to kgates@wwf.org.uk. We will send you a certificate to commend your declaration.

Travel and traffic Ask pupils to reflect on the following:I think the key issues about travel and traffic in school are…This topic has helped me realise that…In future I will…Invite pupils to reflect on the quote on the front of the poster:Should we act as if what we do makes a difference?

What do you think…? Ask pupils to answer the following questions:1. UK cars average CO

2 emissions: a)

17g/km b) 170g/km c) 17kg/km (NB A party balloon would hold about 10g of CO

2)

2. The percentage of children who walk or cycle to school: Netherlands a) 55% b) 65% c) 75% UK a) 40% b) 50% c) 60%3. Annual UK deaths and injuries resulting from ‘school run’

related traffic congestion is approximately: a) 7,000 b) 700 c) 704. By 2050, climate change could cause: Species extinctions – a) 10,000 b) 100,000 c) 1,000,000 Refugees – a) 2 million b) 20 million c) 200 million

Answers: 1.b, 2.c and b. 3.a. 4.Both c.

Espresso linksAs you maybe aware, WWF has a partnership with Espresso Education. If you are a subscriber to Espresso, you can find WWF’s Sustainability Module under the Geography 2 Channnel. Here are some links to complement this issue of Learn.

Geography 1: Sophie and Sal – Our journey to school. Use some of the videos in the travel and traffic section of the Sustainability module library to help you decide if Sophie and Sal are helping to protect the environment.

Geography 2: Sustainability School survey – watch the video and complete the survey. Use the search facility to find out more about Walk to School Week.

Want to explore things further?

Check out more activities at www.wwflearning.org.uk

Get involved in the ‘Velvet Young Nature Photographer of the Year’ Competition

WWF and Velvet have recently joined forces to create a brand new competition called the ‘Velvet Young Nature Photographer of the Year’. It’s a perfect partnership as both WWF and SCA (the maker of Velvet) want to encourage children to think about the environment and help them to preserve the planet’s resources.

Working together to protect the environmentSCA recently came top in a WWF survey of the big 5 tissue manufacturers, who make up 75% of the European market, based on their environmental performance. In fact SCA has worked hard to manage the trees it grows in a way that benefits both people and nature.

The perfect half-term projectThere are two photo entry themes, either ‘Species’ or ‘Spaces’ and children up to the age of 16 can take part. Pupils can enter either individually or as a class. There are numerous fantastic prizes on offer and one Grand Prize winner will be crowned the ‘Velvet Young Nature Photographer of the Year’.

• The competition ends 7th January 2008

• Prizes include a luxury family weekend away, photographic equipment for your school, WWF diaries and adoption of an animal

• Entries can be sent by email, post or through the website.

For more details on how to enter and get your pupils involved, go to: www.velvetbabymd.com/wwf

INSIDE THIS ISSUE• A2 full colour poster with inspirational

quotation

• Questions to explore the poster image and quotation

• Starter activity ideas with links to further online activities

• ‘In focus’ – an insight into the issues of transport and how it relates to school life.

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QUESTION TIME

1. What can you see?

2. What sort of birds are they? Where do you think they live? How could you find out more about them?

3. Why do birds and other animals travel from one place to another? How do they travel? How does this affect the environment?

4. Why do we travel from one place to another? How do we travel? How does this affect the environment?

5. What’s the link between travel and climate change?

6. How might these birds and their habitat be affected by climate change? What can they do about it?

7. Why might travelling by plane to see these birds in the wild be especially bad for the environment?

8. Think about different ways to travel between home and school. Where would you place them on the following line?

less sustainable more sustainable

9. How could we make some of these forms of transport more sustainable?

10. Think about how you might create a sustainable travel plan for your school. What do you need to know? How will you find out? How will you persuade people to travel more sustainably? How will you know if you’ve made a difference?

11. How might you persuade your parents, friends and other people to travel more sustainably?

12. Look at the quote at the bottom of the poster. What do you think it means? Think about the ways in which you travel. What things would you include in a list entitled ‘the something that I can do’?

ANSWERS AND INTERESTING FACTS1. Life on Earth is sustained by the Sun: the source of most of our energy. These birds get their energy from eating algae. The algae, like plants, use the Sun’s energy to make food. The lake is sustained by the water cycle, which is driven by the Sun. The build up of greenhouse gases mean that our atmosphere absorbs too much of the Sun’s energy. This is resulting in changes to our climatic conditions on Earth, causing sea levels and temperatures to rise. 2. Flamingos can be found in Africa, South America, Spain, India, Pakistan, Afghanistan and Iran. See the Arkive website for more information. 3. Food, water, breeding, migration – negligible affect. 4 and 5. Think about daily and weekend travel, holidays and the transport of food and things we buy. Using fossil fuels (e.g. aviation fuel, petrol and diesel) creates greenhouse gases. 6. Flamingos, like many species, live in specialised habitats and find it very difficult to relocate or adapt. 7. Radiative forcing – vapour trails from aircraft trap heat in the atmosphere causing between two and four times as much impact on climate change as the aircraft’s CO2 emissions. 8. Examples – walk, car, bicycle, helicopter, bus, tram, skateboard, train, SUV. 8. Think about: park and stride, biofuels, car share, electric cars, walk-to-school-Wednesdays.

Factbites – Did you know...?

A recent report by the Institute for European Environmental Policy blames over-use of cars for fuelling the ‘twin crises’ of global warming and an obesity epidemic and calls for the creation of an exclusion zone around schools to force parents and children to walk. The report says:

• The number of cars involved in the school run in the UK has doubled in the last decade and the number of obese children has doubled since 1982.

• The average journey to school for 5 to 10 year olds is 1.5 miles or 23 minutes of brisk walking (3.3 miles or 50 minutes walk for 11 to 16 year olds).

• The proportion of children who manage to complete the recommended 90 minutes of daily exercise is only 1 in 10.

Factbites – Did you know...?

A recent report by the Institute for European Environmental Policy blames over-use of cars for fuelling the ‘twin crises’ of global warming and an obesity epidemic and calls for the creation of an exclusion zone around schools to force parents and children to walk. The report says:

• The number of cars involved in the school run in the UK has doubled in the last decade and the number of obese children has doubled since 1982.

• The average journey to school for 5 to 10 year olds is 1.5 miles or 23 minutes of brisk walking (3.3 miles or 50 minutes walk for 11 to 16 year olds).

• The proportion of children who manage to complete the recommended 90 minutes of daily exercise is only 1 in 10.