Farming and climate change

Short clip of the story

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An innovative way to facilitate a paper-based class debate on farming, climate change and the dependence on oil using a range of group and class methodologies. Students summarise the outcome of the class debate in a short newspaper article.

Lesson objectives

By the end of the lesson, ALL students will learn: About the link between farming techniques, climate change and the role of oil in farming.

By the end of the lesson, MOST students should learn: To understand the link between farming techniques, climate change and the role of oil in farming and to develop a personal response on the issue.

By the end of the lesson, SOME students could learn: To critically analyse the link between farming techniques, climate change and the role of oil in farming and their consequent personal response to the issue.

Activities for the lesson

Equipment required: ICT Internet / projector, Whiteboard, Printed handouts

Lesson starter

Whole class

Students to list 10 words associated with climate change on Handout 1 - List to definition, then challenge the students to join the words together to make a definition of climate change.


Whole class

Teacher to receive feedback on their definitions. Class to vote on the best definition provided.

Teacher Input

Whole class

Teacher to use the definitions to revise students' knowledge and understanding of climate change - causes and effects.

Standing vote

Whole class

Ask students to stand if they agree with the teacher's statements as follows:

  • Farming is a cause of climate change.
  • Farming is a victim of climate change.
  • Modern day farming relies heavily on oil.

Agree / disagree


Teacher to select a pupil standing and ask them for a reason why they agree with the statement.

Video clip


Using Handout 2 - Video sheet , students to watch the video at the top of this page and complete the sheet as the video progresses.

Class discussion

Whole class

Teacher to discuss class comments from the video and discuss their views on Gareth's perspective on the use of oil, climate change and farming.

Information on climate change


Ask students to work in groups and using highlighters, students are to identify important points related to climate change / farming / use of oil on Handout 3 - Information sheet on climate change..

What's your response?


Continuing to work in groups, students are to consider the statements on the Handout 4 - What's your response? (enlarged to A3).

Each group to record one statement in each of the boxes - agreeing or disagreeing with the statement and giving one reason for the groups' viewpoint.

Allow 3-4 minutes to complete the boxes and then ask groups to exchange their sheets in a clockwise direction until all groups have completed all sheets. Students may respond to comments made by other students.

For and against


Teacher to ask members of the groups to look at their original sheet and collate arguments for and against the statements on Handout 5 - Arguments for and against.

Newspaper report


Students to write a short newspaper article on 'Farming and Oil - the future' using the arguments for and against given on the group work sheet using Handouts 3 & 4.

Class feedback


Students to read the newspaper article to class.

Ending : The review


Students to read comments posted on the website and to write a comment on the story.

Written comment


Teachers can use Handout 6 - Comment sheet to collect written comments from the students.

Icon key

Icon Key

Key skills and learning skills

  • Communication
  • Application of number
  • ICT
  • Problem solving
  • Working with others
  • Improving own performance
  • Critical thinking
  • Creative thinking
  • Exploring meaning
  • Reflection
  • Research skills
  • Presentation skills

AFL strategies

  • Sharing learning objectives
  • Use of questioning
  • Effective feedback
  • Modelling
  • Pupil self assessment
  • Peer assessment
  • Ongoing assessment
  • Adjusting teaching/reviewing
  • Plenary

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