Content note In 1992, the United Nations (UN) defined sustainability as: ‘Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.’ (Source: Brundtland Report for the World Commission on Environment and Development (1987)).


The word sustainable has generally come to mean ‘able to be maintained at a certain rate or level’.


B


Make sure students understand that they must get their answers from the Reduce the Hospital Carbon Footprint text. But you can ask them to try to answer the questions in advance, and then read for research. Set for individual work and pairwork checking. Feed back, dealing with new vocabulary, especially "footprint, sus"tainable.


Answers


1. The effect you, or an organization, has on the environment.


2. 3. CO2 5.


In healthcare, a lot of the activity and waste (see Exercise A) contributes to pollution, and causes further pressure on the environment (heating, food waste, use of electricity, etc.). – carbon dioxide


4. They are responsible for pollution, and possibly climate change.


It is difficult to give an exact answer without research, so don’t confirm or correct, but research in healthcare shows that consumables (i.e., masks, clothing, sharps, medications) contribute most.


C


Ask students if they think that they, personally, have a high or low carbon footprint. Say that this is the opportunity to find out! The footprint calculator used in this lesson will give them a general idea of how large their footprint might be. Later in the lesson, students are invited to search for and complete more comprehensive surveys.


Set for pairwork. Students ask each other and record their partner’s replies. Assist with unknown vocabulary and write any meanings of words on the board when asked.


Answers Students’ own answers.


D


Students look at their answers and indicate, by writing a number between 1 and 10, how bad or good their footprint is likely to be. Then they compare their estimate with the scores on page 161, and with their partner. Monitor and assist. Feed back, getting results from some of the students.


Answers Students’ own answers.


E


To get a more exact answer about their carbon footprint, students need to go online and search for ‘personal carbon footprint calculator’. They will find many different ones. Students choose one which they then use to determine their own footprint. Compare results.


Extra practice It will be interesting to compare the results of more than one online calculator. Students then compare the results: is the outcome the same, or are there differences (and, if so, what could explain these)? Is this so for everybody in the group? There are many calculators online, and they differ quite substantially.


F


Set as a whole-class discussion. Try to reach a consensus of good ways to reduce carbon footprint for the particular group of students.


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