Classroom Environment CO2

This lesson guide and associated activities are available to you in web form on this website or to download in Word and PowerPoint. Should you require any other format, please contact us at the Data Education Team in Moray House College of Education and Sport, University of Edinburgh.

Synopsis

 

  • This topic helps learners understand how sensors can gather information about building environments, such as CO2, temperature, humidity and light levels.
  • Learners investigate how these environmental factors can impact learning. They research and discuss how, at certain levels, environmental variables such as CO2 can harm the capacity to learn.
  • Learners will use the PPDAC process to identify problems, plan solutions, gather and analyse data, and draw conclusions.
  • Learners plan and carry out experiments to measure the impact of changes to their classroom environment, for example, how the introduction of plants reduces the level of CO2 and its subsequent impact on their learning.
  • Central to this topic is using sensors to gather data about building environments. Learners will have access to an Elsys ERS Smart Building Sensor, which measures levels of CO2, temperature, humidity and light in their classroom over time.
  • Learners read and analyse data gathered by the sensor to provide information about their learning environment. During this longitudinal study, learners will correlate changes in environmental variables (eg, light, CO2 and temperature) with their readiness and learning capacity.
  • Learners may extend their learning about classroom environments and apply it to other contexts, such as offices and homes.
  • Some classes may wish to connect with other schools carrying out similar research – details of participating schools can be provided by the Data Education Team at the University of Edinburgh.
  • Through their involvement in this project, learners will develop an understanding of how sensors contribute to the Internet of Things (IoT) – the system of interrelated computing devices, mechanical and digital machines, which transfer data over a network without requiring human intervention.

 

Duration

 

This longitudinal study requires ongoing gathering and analysis of classroom environmental data.

While the class may choose to determine the length of the research period, 12 weeks is the recommended minimum period for the investigation for learners to gather robust data for analysis and evaluation. Some classes may engage in extension activities that will extend the length of the project.

Time should be set aside every week for revisiting the investigation and analysis of sensor data.  Their classroom data is presented via a digital dashboard curated by the University of Edinburgh.

At the end of the investigation period, time should be available for learners to draw conclusions, discuss the impact of their findings and share their learning.

Objectives

 

  • To develop scientific inquiry and investigative skills.
  • To introduce learners to concepts about data and its use in problem-solving.
  • To raise awareness of how sensors are used to gather environmental data.
  • To analyse, interpret, evaluate and present scientific findings.

Age and stage

 

  • CfE second level
  • Coverage of CfE experiences and outcomes, science benchmarks & skills development, and IDL links are shown below.

 

Curriculum areas and benchmarks

Second Level Science Skill   
  • Selects appropriate methods to record data/information.
  • Identifies relationships between the independent and dependent variables.
  • Relates findings to the wider world.
  • Draws basic conclusions consistent with findings.
  • Identifies and discusses additional knowledge and understanding gained.

Second Level Topical Science

  • various depending on wider context

Digital Learning

  • I can select and use digital technologies to access and select relevant information. TCH 02-02a

Maths/Numeracy        

  • I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. MNU 2-20b
  • I can display data using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21b

Literacy    

  • As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts LIT 2-15a  

Knowledge, Understanding and Skills

 

  • Know that sensors can be used to gather data on environmental entities.
  • Understand how sensor data could be used to solve a problem.
  • Analyse, interpret and evaluate scientific/numeric findings.
  • Present scientific findings.

 

Resources

 

Resources to support this activity are highlighted in the lesson plans. This includes PowerPoint presentations, learner instructions, data observation sheets and activity templates.  An Elsys ERS Smart Building Sensor is used to measure levels of CO2, temperature, humidity and light in the classroom, along with instructions for installation and operation.

 

Learning Intentions (covering the entire project)

 

  • We are finding out how CO2 affects our learning environment. 
  • We are learning about how sensors can capture data about our environment.
  • We are exploring ways of improving our learning environment so that we become more successful learners.

 

Success Criteria (covering the entire project)

 

We will know if we have achieved our goal if I can:

  • Identify problems caused by a poor classroom environment.
  • Understand how sensors collect environmental data.
  • Analyse data arising from our investigation.
  • Suggest how we can improve our learning environment using sensors to help us.
  • Follow instructions and work well in a group.

Assessment

 

  • Observation of learner engagement during learning activities and understanding of background science.
  • Questioning during the plenary and presentations.

Resources

 

  • PowerPoint – Activities 1 to 6
  • Environmental sensor
  • Sensor data from Cladach Primary (Activity 2)

 

Lesson Activities

 

Activity 1 Investigating environmental factors Planning
Activity 2  Introduction to sensors and environmental data Problem
Activity 3 Investigating our learning environment Data
Activity 4 Analysing the data Analyse
Activity 5 Improving our learning environment Conclusions
Activity 6 Further extension activities Problem, Data, Analyse, Conclusions

 

 

Activity 1   Investigating Environmental Factors

 

Learning intention
  • We are learning how environmental factors, such as CO2, can affect children’s learning.
Success criteria
  • We can find evidence that shows how environmental factors affect learning
  • We can share and present our findings
  • We can work well in groups
Task 1.1

The class (working in groups) conducts Internet research to discover how environmental factors such as CO2 can affect learning.

 

Links may be suggested to support this activity, for example, in relation CO2. We are still looking for some level 2 learner resources for this activity. In the meantime…

 

https://letstalkscience.ca/educational-resources/stem-in-context/there-too-much-carbon-dioxide-in-your-classroom

http://learnometer.net/variables.html

https://energyair.com/classroom-temperature-affect-learning/

https://heppell.net/byop/

https://thinkprogress.org/exclusive-elevated-co2-levels-directly-affect-human-cognition-new-harvard-study-shows-2748e7378941/
Task 1.2 Learners share and present their findings.

 

 

Activity 2   Introduction to sensors and environmental data

Learning Intention
  • We are learning how sensors can record environmental data. 
Success criteria
  • I can describe types of environmental data recorded by a sensor.
  • I can say why data about the environment is helpful.
  • I can analyse environmental data about a classroom.
Task 2.1 Recap on Activity 1 – looking at how environmental conditions like CO2 can affect learning.
Task 2.2 Learners are introduced to using sensors to monitor indoor environments such as classrooms, offices and homes.
Task 2.3 Learners consider the purpose of monitoring environmental conditions such as CO2 levels in workplaces and homes.  Possible considerations include health and well-being, safety, productivity, comfort and being eco-friendly.
Task 2.4 Learners are presented with the data from the classroom at Cladach Primary School, which measures the CO2 throughout the school day.
Task 2.5

In groups, learners discuss and analyse the data from Cladach Primary.  They should be encouraged to identify trends and changes during the day, eg CO2 levels rising steadily throughout the morning and with a similar pattern in the afternoon. They should discuss the data and develop hypotheses to explain why such changes occurred.  For example: 

  • CO₂ levels increase from 9 am due to pupils and teachers breathing and speaking. This falls over lunchtime when pupils are outside but increases steadily again during the afternoon until 2 pm.
  • CO₂ levels fall significantly between 2 pm and 3 pm. This suggests that the teacher has opened the windows to let fresh air into the classroom. Alternatively, it may be that the class is elsewhere, for example, doing PE in the school gym.
  • CO2 levels increase from 9 am because pupils and teachers breathe and speak. This falls over lunchtime when pupils are outside but increases steadily again during the afternoon, following a similar pattern.

 

 

Activity 3   Investigating Our Learning Environment

Learning intention
  • We are learning how to plan and carry out an investigation into our classroom environment using the PPDAC model.
Success criteria
  • I can identify the problem to be investigated.
  • I can plan an investigation.
  • I can describe how our sensor will provide us with data.
  • I can work well in groups  
Task 3.1

The main purpose of the investigation is for learners to determine how environmental conditions in their classroom affect their learning. 

Learners will investigate to determine the impact of environmental factors on their learning.

The class should use the PPDAC model:

  • Identify the problem
  • Plan how to carry out research
  • Identify/gather data required to help solve the problem
  • Analyse the data
  • Draw conclusions
Task 3.2

The process may be presented to the class in this way.

Problem:  We want to know if CO2 could be affecting our learning.

Plan:  We will plan how we will gather the data on CO2.

Data:  We will gather data about CO2 in our classroom.

Analysis:  We will analyse the data to understand if CO2 could be affecting our learning.

Conclusion:  We will conclude our investigation.
Task 3.3 Learners discuss the problem of CO2 in the classroom, prompted by the teacher.
Task 3.4

How might we check and see if it could be affecting our learning?  Learners know that Cladach Primary used a sensor to gather this data (Activity 2) so they should use their sensor to generate similar data about their classroom.

Learners learn about the Elsys ERS Smart Building Sensor in their classroom to support their research.

They learn how the sensor operates, captures data and sends it to the University’s cloud-based computers.  They learn how they will access data about their classroom through their dashboard.
Task 3.5

Learners discuss where the sensor should be located within the classroom. Consideration is given to where in the room data gathering will be optimised. Teachers should know that the sensor measures the CO2 and other entities in the immediate vicinity.  For example, placing the sensor on the teacher’s desk or on pupil desks will likely measure increased levels of CO2.  This should not be confused with the ambient levels of CO2.

At the outset, learners need to establish the normal pattern of CO2 for their classroom and how it varies throughout the day and week.
Task 3.6 The data from the sensor is collected over a time determined in the group discussion.

 

 

Activity 4   Analysing the Data

Learning intention
  • We are learning how to analyse sensor data about our classroom.
Success criteria
  • I can identify changes to classroom CO2 data.
  • I can suggest possible reasons for changing data during the school day.
Task 4.1 For 3+ weeks, learners analyse the data from the sensor dashboard and discuss changes to CO2 levels.
Task 4.2

Learners explore how environmental metrics change during the school day and week.

  • At what times of day are CO₂ levels highest/lowest?
  • What might be the cause of these changes?
Task 4.3

At the end of the data collection period, the class could be split into groups. Each group present their findings to the class.

  • In groups, discuss what we’ve learned from our analysis of data.
  • Agree on possible explanations for changes to sensor data during the day and week.
  • Describe how changes to our classroom environment might affect learning.

 

 

Activity 5   Improving Our Learning Environment

Every classroom in every school will have heightened CO2 levels at some point during the day and week.  Based on the learners’ findings from the analysis in Activity 4, learners look for ways of improving their classroom environment by reducing the amount of CO2 overall or looking at mitigating measures at the pinch points identified in the data. 

One way that has had proven success in schools worldwide is the introduction of plants into the classroom (See Activity 6).  Other interventions for pinch points, including opening windows and doors, should also be considered.

Learning intention
  • We can conclude our learning environment investigation.
  • We are looking to improve our learning environment
  • We will create a presentation about our investigation and share it with the class.
Success criteria
  • I can describe the problem to be investigated.
  • I can describe how we planned the investigation.
  • I can describe the role of data in our investigation.
  • I can describe how we analysed the data.
  • I can describe the main conclusions of our investigation.
  • I can suggest ways of improving our classroom environment.
Task 5.1 Learners reflect on what they have learned about the impact of CO2 on their learning.
Task 5.2

Learners discuss what they would need to do in groups or as a whole class to improve their learning environment.

  • Opening windows and/or doors to reduce CO2.
  • Introducing plants to the classroom.  (Note: there is a separate extension activity which focuses on the impact of plants on the classroom environment).
Task 5.3 Learners create a presentation about their investigation and share it with the class.  Each group may present the entirety of the investigation or each group presents only one of the PPDAC stages.  The Data Education in Schools team will link you with other classes doing the same investigation so that you can collaborate online and perhaps present findings to each other.

 

 

Activity 6 and further extension work

The sensors you have deployed in school are available for long-term use. Should time permit with the class, it would be useful to implement the interventions and see their effect on the CO2 levels.

 

Learning intention
  • We can implement suitable interventions to improve air quality in the classroom.
  • We see the changes in CO2 data from the sensors
  • We can suggest further interventions to improve air quality
Success criteria
  • I can summarise the interventions I have put in place and the effects that I would expect to see.
  • I can conclude the sensor data analysis once the interventions are in place.
  • I can suggest further ways of improving our classroom environment.
Task 6.1 Over the following weeks, learners regularly analyse sensor data to see if their interventions have achieved optimal levels.
Task 6.2 Learners summarise their findings and conclude.

 

 

Extension Activities - Introducing Plants into the Classroom

 

Schools that have introduced plants into their classroom have noticed a difference in the air quality, depending on the number and type of plants.

 

Introducing plants is likely the most active way for children to improve their learning environment.  Evidence shows that even a few plants reduce CO2 in a learning space/classroom. Stephen Heppell’s website (BYOP – bring your own plant) is a good source of information and ideas about improving air quality.

Extract from: https://heppell.net/byop/

 

Getting the CO2 down and the learning up!

Higher than normal CO2 levels will directly impact badly on human cognition. As more and more research comes in, we realise that the level for damage to occur is lower than was first thought. Many, many children's school performances are currently damaged. As we seek to make learning better, a simple target for improvement and for significant marginal gain is getting the CO2 levels down.

There is much interest in plants and air quality - countless studies confirm that the right plants can have an active role in reducing CO2 and increasing oxygen, particularly in any closed space (although plants also respire and are counter-effective as oxygen producers at night in the dark).

We have been encouraging schools to harness the power of plants through Bring Your Own Plant projects, which do make things better during the school day. Better oxygen brings behaviour, engagement, well-being and other gains.

Ideally, the plant needs to be in a white pot - normally the school provides these for uniformity and to ensure they fit the plant pot holders. Photosynthesis uses light absorption, and white pots reflect light a little more to help balance this. The data gains for white pots vs dark pots might seem very small, but the impact in terms of meta-cognition is significant: children think about ‘Why white?’  A white background behind the plants helps too.

Measuring the CO2 at 3 points during the day, before and after the plants were added, will give surprising results. It provides a good data visualisation and graphing task too. Target CO2 is to keep below 1,000 parts per million (ppm) throughout the day, and you will all notice when levels are worse (above) than that.

Plants and humidity

The Covid pandemic has brought several problems to schools and working spaces. CO2 spikes can be a helpful indicator that you are not ventilating the space well enough to minimise aerosol plumes in confined spaces. But lately the role of humidity has become increasingly clear in research: put, moist air (above 40% humidity) helps the body to battle infections and of course, with windows necessarily open to ventilate, with dry winter air, and/or with air conditioning too, air can become very dry. Water troughs or even wet towels on radiators can boost humidity, but actually, Plant Walls or just lots of plants (1 per learner) with moist soil do help get the humidity up. Even more reasons for BYOP!

 

Extension Activities

 

  • Learners can research which plants are best for reducing CO₂ (spider plants are particularly effective).  The NASA Mars Mission has already researched and produced a top list of plants.
  • Each learner can bring their own plant to school with their name written on the pot, and they are tasked with looking after it and monitoring moisture levels.
  • Plants could be introduced gradually so learners can monitor and analyse the incremental changes to CO2 levels.
  • Plant walls are available to purchase – learners may discuss ways of raising funds to purchase plants or a plant wall.
  • Learners may decide to grow their plants.
  • Contact can be made with other schools doing similar research to find out the results of their investigations and compare them with their own. The Data Education in Schools team at the University of Edinburgh will supply details of participating schools.
  • Some schools may consider venturing into hydroponics, or BBC Microbit controlled watering systems.  The Data Education in Schools team can point you in the right direction.
  • Various activities may be undertaken to extend the lesson or create additional lessons to increase breadth/depth and promote interdisciplinary learning.
  • Learners discuss why data about environmental conditions in other indoor settings such as offices, factories and in homes might be important.
  • Learners develop a deeper knowledge of data by reviewing all the data produced during their research, analysing, comparing, and summarising the data.
  • Learners use online visualisation websites like https://app.flourish.studio to produce graphical representations of the data.
  • Contact is made with other schools doing similar research to find out the results of their investigations and compare them with their own.
  • Write a blog or newspaper article about their research for a local newspaper or school magazine.

 

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