Discussion Ideas
Jump to: Building | Plastics | Lifestyle
Building
Walls
Start the discussion with children in pairs each with an opposite view. Either pair children with opposite choices or introduce the idea of role play (representing another’s point of view) with more mature children. The children must try to persuade their partner that their idea is best. This initial discussion will reinforce their ideas and show them what sort of thinks might be said against their choice.
- What is the best/most positive thing about each of the building materials?
- What is the worst/least positive thing about each of the building materials?
- Do you think energy will be needed to make the lime cement used in hempcrete?
- Will the carbon dioxide taken in when the hemp grows stay in the hempcrete forever?
The pairs then snowball into groups of 4 and then 8 to gather ideas and extend the discussion. In the plenary ask if any of the children changed their ideas and what it was that convinced them.
Insulation
Each group is given one of the materials to find out about.
They could try to find out:
- What is it?
- Where does it comes from/how is it made?
- Does it use energy when it is made?
- Is it made or grown just for this or does it have other uses?
The group can then decide how well it will do the job and how friendly to the environment it is. Each group member then moves to another group to tell them all about the material their group has researched.
Plastics
Plants or oil?
Ask the children to think of reasons that plants might or might not be better to make plastics. Share ideas with your talk partner and see how many different ideas you had.
- Have you got more reasons to use plants or more reasons to keep using oil?
- What else is oil used for?
- What else do we grow plants for?
- What happens to waste plastic made from oil?
- What happens to waste plastic made from plants?
- Is choosing oil or plants to make plastic important?
Plastic pick 'n' mix
Ask the children to think about why the different types of plastic are needed for each product. Take turns in pairs to tell your partner what you think.
Lifestyle
Lifestyle
Children are split into groups. Each child in the group has a different product to research. New groups are made from children researching the same type of product i.e. cosmetics. When research is complete original groups reform to feed back on each product.
- How important is the product to you or your family?
- What would life be like if you had to do without it?
- What are the main non-plant ingredients?
- What are the main plant ingredients?
- Where are the plants for the ingredients grown?
- Do you think getting ingredients from plants uses more or less energy than with non-plant ingredients?
Cars
Most of the plant products used in this car are waste from food production.
This means the plant crops are grown for two purposes. Ask the children to think about this, and then to share their ideas with a partner.
- Is it a good idea to grow crops for two purposes?
- What would happen to the waste from food crops if it wasn't used to make bioproducst?
- Do you think ordinary cars will ever be made from these plant materials
Teachers - see the discussion page for more about these approaches