Students are divided into three groups to work on different scenarios and reveal their implications. One group works with the business as usual scenario (energy production and consumption follow the same trends as today). Another group works with a scenario based on the spread of solar energy in which consumption remains the same as today, while the third group works with a scenario in which energy consumption is considerably reduced. The three groups present findings and discuss together what would be the best scenario and route to reduce emissions of greenhouse gases to avoid the 2ºC temperature increase by 2100.
The teacher brings the statistics of the 5 countries with the lowest access to water worldwide (in 2018: Eritrea 19%, Papua New Guinea 37%, Uganda 39%, Ethiopia 39%, Dem Rep of the Congo 39%).
Students divide into 5 groups, each group chooses a country and investigates reasons for poor access to water (e.g. in 2018: Eritrea 19%, Papua New Guinea 37%, Uganda 39%, Ethiopia 39%, Democratic Republic of the Congo 39%), taking into account geopolitical factors and scale issues, as well as socio-cultural and economic conditions that can create inequalities. The groups share their findings and discuss commonalities, differences and interdependencies.