10-15 mins.
15+ players
Large Space
4
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Explore the relationships between efficient transportation and carbon dioxide emissions
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Explore approaches to climate change mitigation
1. Chalk or signs to show where the different forms of transportation should go
2. Name Tags for the students representing vehicles (optional)
--> Car
--> Bus
--> Bicycle
3. 4 buckets, 3 labeled:
--> Car
--> Bus
--> Bicycle
4. Colored paper with point values written inside and crumbled into balls
--> Red (worth 2 points)
--> Yellow (worth 1 point)
--> Green (worth 0 points)
FACILITATION GUIDELINES
DEBRIEFING QUESTIONS
MATERIALS
LEARNING OBJECTIVES
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Draw a pathway representing streets with chalk or put up signs to show the pathways. If possible, make intersections for fun.
- Separate players into groups and assign each player a vehicle.
-
--> 1 car = 1 student
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--> 1 bicycle = 1 student
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--> 1 bus = 6-8 students
-
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Each car will receive one yellow ball, each bus will receive one red ball total, each bicycle will receive one green ball.
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Players will walk around the course and put their ball in the bucket at the end of the lap, then pick up another ball (of the same color) at the start.
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Repeat for a predetermined number of laps.
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Have players gather back into their 3 groups (cars, buses and bicycles) and hand back their balls to them.
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Have them open their papers and count up the number of point their grouphas.
- Write down the total point value for each group and the number of people that were in the group for everyone to see. Explain that each point is carbon emission, so the group with the highest number of points emits the most pollutant gases.
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Why does the bus have a lower carbon footprint?
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Why should we use bikes when possible?
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Thessaloniki is a city with a lot of traffic. Why does public transportation seem to be a good alternative?
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