Learning Objectives

Students will learn about the technologies currently available that can substantially cut carbon emissions, develop critical reasoning skills as they create their own portfolio of strategies to cut emissions, and verbally communicate the rationale for their selections. Working in teams, students will develop the skills to negotiate a solution that is both physically plausible and politically acceptable, and defend their solution to a larger group.

Teaching Process

I. Introduction (40 minutes)

a. Motivation. Review the urgency of the carbon and climate problem and potential ways it may impact the students’ futures.

b. Present the Concepts. Introduce the ideas of the Stabilization Triangle and its eight “wedges”.

c. Introduce the Technologies. Briefly describe the 15 wedge strategies identified by CMI, then have students familiarize themselves with the strategies as homework. Participants are free to critique any of the wedge strategies that CMI has identified, and teams should feel free to use strategies not on our list.

d. Form Teams. Teams of 3 to 6 players are best, and it is particularly helpful to have each student be an appointed “expert” in a few of the technologies to promote good discussions. You may want to identify a recorder and reporter in each group.

e. Explain the Rules. See instructions in Student Game Materials at back of packet

II. Playing the Game (40 minutes)

a. Filling in the Stabilization Triangle. Teammates should work together to build a team stabilization triangle using 8 color-coded wedges labelled with specific strategies. Many strategies can be used more than once.

b. Wedge Worksheet. Each team should fill in one stabilization wedge worksheet to make sure players haven’t violated the constraints of the game, to tally costs, and to predict judges’ ratings of their solution. NOTE: Costs are for guidance only – they are not meant to be used to produce a numerical score that wins or loses the game!

c. Reviewing the Triangle. Each team should review the strengths and weaknesses of its strategies in preparation for reporting and defending its solutions to the class.

III. Reports (depending on the number of groups this may require an additional class period)

a. Representatives from each team will defend their solutions to the class in a 5-minute report. The presentation can be a simple verbal discussion by the group or a reporter designated by the group. If additional time is available, the presentations could include visual aids, such as a poster, PowerPoint presentation, etc.

b. Students should address not only the technical viability of their wedges, but also the economic, social, environmental and political implications of implementing their chosen strategies on a massive scale.

II. Playing the Game (40 minutes)

a. Filling in the Stabilization Triangle. Teammates should work together to build a team stabilization triangle using 8 color-coded wedges labeled with specific strategies. Many strategies can be used more than once.

b. Wedge Worksheet. Each team should fill in one stabilization wedge worksheet to make sure players haven’t violated the constraints of the game, to tally costs, and to predict judges’ ratings of their solution. NOTE: Costs are for guidance only – they are not meant to be used to produce a numerical score that wins or loses the game!

c. Reviewing the Triangle. Each team should review the strengths and weaknesses of its strategies in preparation for reporting and defending its solutions to the class.

III. Reports (depending on the number of groups this may require an additional class period)

a. Representatives from each team will defend their solutions to the class in 5-minute report. The presentation can be a simple verbal discussion by the group or a reporter designated by the group. If additional time is available, the presentations could include visual aids, such as a poster, PowerPoint presentation, etc.

b. Students should address not only the technical viability of their wedges, but also the economic, social, environmental and political implications of implementing their chosen strategies on a massive scale.

Teachers Notes

We suggest using 2-3 standard (40-50 minute) class periods to prepare for and play the Stabilization Wedges game. In the first period, the Stabilization Triangle and the concept of wedges are discussed and the technologies introduced. Students can further research the technologies as homework. In the second period, students play the game and present their results. Depending on the number of groups in the class, an additional period may be needed for the presentation of results. Assessment and application questions are included and may be assigned as homework after the game has been played, or discussed as a group as part of an additional class period/assignment.

Instructions for Students

See page 11 of the attached lesson plan for Student Game Instructions & Materials Handout