In a press-conference simulation workshop for Gymnasium Thun-Schadau students today, myclimate presented the results of the grammar school’s carbon footprint. The analysis by another class shows that commuting students, energy consumption and school materials (especially paper) account for the biggest share in school emissions.
According to the study conducted by grammar school students (class Eliane Schneeberger) in December 2012, the carbon footprint of the Gymnasium Thun-Schadau adds up to 690.3 t CO2e per year or 1.2 t per student per year.
Due to data restrictions and the limited time frame of three lessons, the results lack the absolute scientific rigor of a large-scale carbon footprint analysis as i.e. realized by myclimate Carbon Management Services. However, the overall image can be considered as sufficiently adequate as the students used methods like extrapolation from their own class data to the whole school or fast-track survey in a creative and innovative manner.
Thus, the students were able to get an insight in life-cycle analysis and carbon accounting, acquired methodological skills and scientific reasoning and a base for future carbon-reducing action in the school. Discussed projects include a vegetarian week, full-scale introduction of recycling paper, publicizing bicycle riding and clever airing of heatened spaces, and the introduction of airlock doors at the school entrance.
Climate-friendly measures already in place are i.e. the wood pellet heating system or the ban of flights for the degree excursion week (Maturwoche).
Press conference simulation encourages climate discussions
Today, myclimate’s Dominik Mösching simulated a press conference on the study results for another class of the Gymnasium (class André Eggenschwiler). They took the roles of different important actors – industry, environmental NGOs, the press, or science – and published their short articles just 30 minutes later as it would have been in real-life journalism and PR.
The students did a great job delivering short, concise articles clearly linkable to the roles they had taken. Doing so, they synthesized the information on causes and consequences of climate change, the presented carbon footprint study, and information on the actor’s positions based on internet research.
Cycle of three myclimate visits at Thun-Schadau
The workshop was linked to yet another school visit in December 2012 when a history class (class Max Bratschi) analyzed the climate debate positioning different organizations and parties within a three-dimensional opinion space.
Taken together, the three school visits of myclimate form a cycle of intertwined projects.