1. Target audience: 7e–5e (first to third year of secondary education)
2. Room: A projector can be used for the presentation, which can optionally be controlled using an iPad or a computer in the classroom.
3. Facilities: Each pupil needs a smartphone or tablet and a pair of headphones, so that they can watch the information video on the internet.
4. Time: Two lessons – ideally one double lesson.

A recently published study shows that the carbon footprint of the internet is at least as big as that of all air traffic worldwide (Freitag et al., 2021) or even bigger. The researchers estimate that the internet and computers account for between 2.1% and 3.9% of global greenhouse gas emissions. Depending on the source, the proportion of carbon emissions caused by air traffic varies between 2.5% and 3.01% of global CO2 emissions (Statista, 2022, IEA, 2020, Ritchie, 2021).

Everything on the internet consumes energy, be it googling something, sending emails or streaming. For a single search query on Google, the average computer consumes exactly the same amount of electricity that is needed to light a room with a 40-watt energy-saving bulb for half an hour. However, how much a device actually consumes depends on the hardware and on the behaviour of the user.

Streaming videos or music also uses energy. One hour of streaming or a one-hour video conference call will produce 3,200 grammes of carbon emissions (Statista, 2022). Among other things, this is due to the huge cooling systems that have to run around the clock to make sure the data infrastructure doesn’t overheat. For comparison purposes: Driving 10 kilometres causes 1,500 grammes of carbon emissions. The climate compatibility of cloud services such as video streaming therefore depends largely on which energy sources the providers (e.g. Netflix) use to power their data centres. In the case of YouTube, 56% of the electricity consumed is ‘clean energy’ (Cook, 2017). It also makes a difference which technology is used to transmit the data from the provider to the users. For example, the German Environment Agency (2020) found that transmission via fibre optic cables is the most environmentally friendly method.

Digitalisation and using the internet have become an integral part of the lives of pupils and are also necessary for them to participate in social life. However, within the context of climate change, they are not completely harmless. This topic is therefore especially suitable for making the pupils question their own value hierarchies

In preparation for the subsequent double lesson, the pupils figure out themselves at home how the argumentation seesaw works. This flipped approach leaves more time in the classroom setting to work on the topic ‘Climate Killer Internet’ and apply the seesaw method. Pupils receive a corresponding worksheet (M1) and try out the concept at home.

As an introduction to the classroom phase, the teacher projects the two pictures (M2) as inspiration for ideas. In a group brainstorming exercise, the pupils discuss the pictures (approx. 10–15 minutes). Their comments are either recorded on a digital pinboard (Miro, Padlet, TaskCards), or they can be written down on index cards and pinned to a board. In this phase, the teacher directs the lesson with stimulus and guiding questions, in order to ensure that the pupils understand and can explain the concept of the ecological footprint and they can define ‘ecological footprint’ in their own words. They also identify which of their own behaviours might increase and/or reduce their personal ecological footprint.

In a transition phase (5 minutes), the teacher discusses the explanations and definitions of the pupils and explains how the concept can be used to ‘measure’ lifestyles: Every human being leaves behind their own ecological footprint (also called ‘environmental footprint’ or ‘carbon footprint’). This makes our personal lifestyle (how we live) measurable and comparable. Our planet’s resources are finite. The question should therefore be: ‘How much do I consume myself?’ Food, clothing, mobility and energy consumption are all taken into account in the ecological footprint. It is possible to calculate how much CO2 an individual generates through behaviours such as eating meat or travelling. The smaller the footprint, the less damage their behaviour causes to the planet. In this phase, the pupils can put their own thoughts and ideas into context within the scientific discourse on sustainability.

The following work phases are based on the think-pair-share concept. The first work phase (15–20 minutes) is therefore the think phase, during which the teacher sets the pupils a task to complete individually. The pupils watch the video on their tablets with headphones (M3). They are also given a worksheet (M4) with guiding questions for analysing the video. As an alternative, weaker pupils can be given a text in plain language (M5) and a corresponding worksheet (M6) instead. The pupils must identify and document the arguments ‘against’ that are put forward in the video. Using the worksheet, they also develop and document arguments ‘for’ independently.

In the subsequent transition phase (10–15 minutes), the teacher can clarify any questions about the video in the group. The argumentation seesaw introduced in phase 0 is then presented as a tool for the subsequent work, and the pupils are split into groups of two to four, depending on the size of the class. This concludes the first of the two lessons.

The second lesson begins with the pair phase, in which the teacher sets the pupils the following task: ‘Using the argumentation seesaw, come up with a reasoned opinion on the suggestion that the internet should be shut down for climate reasons.’ The pupils present their arguments for and against (which they wrote down on their worksheet during the think phase) to the other group members, and they position these arguments on the argumentation seesaw. In so doing, they discuss their individual weighting of the arguments with the group and can change their mind if they wish. The teacher can listen in to the discussions in the groups and, if necessary, provide stimulus and guide the pupils, so that they move beyond merely collecting facts on the argumentation seesaw to a real collection of arguments.

In the subsequent share phase (15–20 minutes), each group shares its ‘for’ and ‘against’ arguments from the pair phase with the class as a whole using the flash feedback method (max. 2 minutes per group). The respective argumentation seesaw is projected for this purpose and the pupils summarise and explain their overall result.

At the end of the lesson (5–10 minutes), the teacher summarises the group results and establishes a link to the concept of ‘ecological footprint’ described at the beginning.

The pupils reflect on their attitudes within the context of the overall class result.

The information video can be stopped at any point by the pupils or re-watched in parts. Pupils with poorer listening comprehension skills can be given the information in plain language instead (text M5). The worksheet M6 is used here.

1. The Luxembourgish context: Global warming and environmental damage are global problems that also affect pupils in Luxembourg. With the introduction of the new subject Digital Sciences in particular, the pupils are to be made aware of the effects of digitalisation.
2. Differentiation: The information can be provided in different media formats which take into account the different levels of ability of the pupils, both in terms of the complexity of the task and the amount of assistance provided.
3. Media Compass: See the learning outcomes of the media literacy framework in the didactic analysis of this document.
4. The 4Cs model: Communication, collaboration, creativity, critical thinking. The 4Cs model is taken into account in various ways through the different social forms and teaching activities.
5. Relation to current research: Global warming and environmental damage are very important topics in various fields of research. Reducing the ecological footprint with the help of new and innovative methods is a primary goal for many scientists.
6. Relation to research in Luxembourg: In the interview with engineer Dr. Benoit Mattlet, he explains how Luxembourg is using its electricity grid to support the energy transition and become more energy-efficient.

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