carbon neutral cop 26

Guideline
for teachers
Guideline
for scientists
Materials for
student to develop
science-actions
Activities for
students to interact
with their families
Open schooling means partnerships between schools, universities, enterprises to
empower youth to solve real-life problems supported by teachers, experts and families

Carbon neutral
The world is running out of time
to protect the planet from the
worst effects of climate change.
Many countries have committed
to be carbon neutral by 2050.
Everyone must play their part:
individuals, households and
businesses.
In this activity students apply
their knowledge of Earth’s
atmosphere and global warming
and learn the skill of consider
different perspectives, as they
help a café to become carbon
neutral.

Carbon Neutral
It’s part of CONNECT
In the race towards exams, it can be easy to forget the other
goals of science education: scientific literacy and STEM careers.
Science teachers can work towards these missing goals using -
CONNECT an EC-funded project which offers a new kind of
resource.
Called a Science Action, it’s a set of activities to integrate a
real-life challenge into an existing topic.
It ticks lots of boxes:
 Applies a science concept
 Teaches an enquiry skill
 Provides an authentic end of unit assessment
 Shows students how science affects their world
 Gets students interacting with a scientist or engineer
(supplied by the project)
 talking about science with their family
STEM professional can play two
main roles in a science action:
Inspire
students by
showing them
what
professional
scientists do
Support
students in
learning
scientific
enquiry skills
for Science teachers

First, students find out the different ways
households and businesses emit carbon dioxide.
Then they consider consequences to choose
actions to reduce or offset emissions.
Finally, they compete against each other to win
the job of being the café’s carbon consultants by
presenting their recommendations.
There are four different activities, which can be
fitted around existing science lessons:
You can take part in any of these activities:
Challenge
Reduce your footprint
Choose actions
Provide Recommendations

Activity Learning objective What students do Who can be involved
Challenge
Care about the issue
Understand the
scientific context
Explore what carbon neutral and carbon
footprint mean.
Calculate their household’s carbon
footprint and decide ways to reduce it.
Are introduced to the challenge of
helping a café become carbon neutral.
Teacher,
STEM professional
Family
Carbon
Apply Earth’s
atmosphere to a new
context
Find out the different ways that
businesses create CO2 emissions, with a
worked example: ‘fast fashion’.
Apply this to help the café how their
actions produce CO2 emissions.
Teacher
Game
Learn the skill
‘consider different
perspectives’.
Practise the skill of considering the
economic, social and environmental
consequences of an action, through a
game.
Apply this to evaluate the actions the
café can take to reduce their footprint.
Teacher
STEM professional
Recommendations
Coordinate scientific
knowledge and skill in
a performance
assessment.
Use carbon offsetting with their family.
Write a plan for the café on
recommendations for being carbon
neutral.
Compete against other teams to win the
job.
Teacher
STEM professional
Family

Carbon neutral integrates with the Year 10 unit: atmosphere.
In the Blueprint 5-year plan there are 2 Key Concepts
Earth’s atmosphere and Global warming.
Here’s how it fits into the unit:
Yellow boxes = existing lessons. Green boxes = Carbon neutral activities.

Involve a STEM professional
Carbon neutral provides an easy-to-use and effective approach for involving a scientist or
engineer. This will give students insight into STEM careers and make the issue more real.
If you are working with a STEM professional, give them the ‘Information for STEM
professional’. The activities they can support:
Game: to help students learn the new enquiry skill, by explaining it, demonstrating it, or
guiding students as they practise it.
Recommendations: to act as an audience, review the quality of presentations, give feedback
and be a judge.
The detailed running notes below describe these roles.
Some scientists can also support the first activity Care: A scientist or engineer could introduce
what a carbon footprint it and why we need to reduce carbon emissions
Involve families
Carbon neutral allows you to engage parents or other family members
in talking about science. This could especially benefit those students
whose families have little experience of science.
There are two Carbon neutral activities designed to involve families:
Care In the ‘home’ task households use a website to calculate their
carbon footprint. They then discuss together which actions they will
take to reduce it.
Recommendations Households find out about carbon offsetting and
choose actions to reduce their carbon footprint to become carbon
neutral.

1. Challenge
If you are using a STEM professional, the running notes show how they can help, in bold.
Advance preparation: Either print out the document Carbon neutral 1 Home (one for each
student) or upload them so students can access at home. They will need to print off the
second sheet. You can get more background information about the topic from this video: Can
YOU fix climate change?

2. Carbon
In this activity, students will apply the
scientific idea of Earth’s atmosphere to
a new context. They also learn a step-
by-step strategy for solving problems.
Use the presentation: Carbon neutral 2
Carbon.
Print off copies of the student sheets
(SS1-4) (slides 13-16) for each group of
8 students.

In this activity we have not included the Demonstrate stage,
as students are practicing a skill taught in KS3.
If you are using a STEM professional, the running notes show
how they can help, in bold.
Use the presentation: Carbon neutral 3 Game.
Print copies of the student sheets SS1-6 (slides 10-15) for
each group of 3 students.
3. Game
In this activity students will practice the skill: Consider different perspectives.
We have adopted the ‘EDGE’ approach for teaching a skill systematically:
 Explain to students the need for the skill
 Demonstrate how to use the skill using modelling
 Guide students so they can use the skill with support
 Empower students to use the skill independently

4. Recommendations
In this activity, students work in groups to prepare and present their plan
to the café owner outlining the recommendations for achieving carbon
neutral.
If you are using a STEM professional, the running notes show how they
can help, in bold.
Print the student sheets from the document: Carbon neutral 4
Recommendations.
SS1: Offset your household’s footprint, one per student
SS2: Help Coffee Club become carbon neutral, one per group
SS3: Action costs and savings, one per group
SS5: Assessment checklist, for the STEM professional
Groups will also need copies of SS5-6 from Carbon neutral 3 Game.

1 Challenge
In this activity students are introduced to the challenge – to help a
café to become carbon neutral.
You could talk to students about what is meant by carbon
footprint and carbon neutral. You could do this face to face, record
a short video or talk to the students remotely.
3 Game
In this activity, students practice a scientific enquiry skill: Consider
different perspectives.
Students will have been taught this skill before, so in this activity
they are practising the skill using a new context. They first play a
game that helps them to make scientific decisions by considering
the consequences of an action deciding if it is positive or negative.
They also classify actions as economic, social or environmental.
Students then use the skill to evaluate different actions the café
could take to reduce their carbon emissions.
It is recommended that you view the resource for this activity:
Carbon neutral 3 Game.
There are several ways you can help students:
Explaining how STEM professionals use the skill in their work
Guiding students as they practise using the skill
Guidelines for STEM professionals

STAGE/PURPOSE RUNNING NOTES
ENGAGE
Introduce the task
Check student’s understanding about the links between deforestation, CO2 and climate change
(2).
Introduce the challenge – to help the café to reduce its CO2 emissions. The question is set:
‘How can we decide which actions are best?’(3).
Show the objectives for the lesson (4).
EXPLAIN
Clarify the need for the
new skill and where it
fits
Explain that every action has different consequences (social, economic and environmental) (5)
and you can weigh up them up to make a decision (6). This justifies the need to learn a new
skill (5).
The STEM professional can talk about how this skill is relevant to their work.
GUIDE
Coaching/support for students
Set the task: to play a game to practice making decisions (7).
The action the class will be using needs to be added to the box. You can decide in the lesson as a class or add it before
the lesson. Some examples are: should... schools ban all junk food, homework be banned, mobile phones be banned in
school, all 12-16 year olds have to do an hour a week litter picking on the streets, children go to school on Saturdays?
Students are introduced to 'a game of consequences' which will help them to decide if an action is a good idea. They
work in a group of 3 and follow the instructions on the slide and SS2. To make the game more competitive an extra
option is to allow students only 20 seconds to come up with a consequence when filling the 2 and 3 boxes. If they fail
to do this, they miss their turn. The player with the most cards on the board at the end is then the winner.
Spend some time going round each group asking them if they found that the action had more negative or positive
consequences, examples of some of the consequences they came up with and if they are social, economic or
environmental consequences.
EMPOWER
Students make their decision
Still in their group, give each student a copy of SS4, 5 or 6. They mimic what they did in the game and list possible
consequences of each action, if they are positive or negative and if they are social, economic or environmental. They
decide which action they think is best before feeding back to the group. The STEM professional can help students to
think about the consequences.
Note: There is a homework activity that can be completed following this lesson – see below.
ENGAGE
Introduce the task
Check student’s understanding about how CO2 is linked to climate change (2).
Introduce the challenge – to help the café to reduce its CO2 emissions. The question is set: ‘How can we decide which
actions are best?’(3).
Show the objectives for the lesson (4).

4. Recommendations
In this activity, students work in groups to prepare and present their plan to the café owner
outlining the recommendations for achieving carbon neutral. You may be asked to watch
presentations (in person or remotely) or read a written outcome.
You can:
Be the scientific audience
Review the quality of the work
Give praise and feedback to students
Act as the café owner and choose which group’s recommendations you will follow.
You will be given an assessment checklist by the teacher. You can use this to give feedback on
what was good and at least one thing they could improve.
Presenting your work
You may be asked to talk to the class about your work. Here are some tips for keeping students
engaged:
Start with an interesting visual or question
Communicate the information as a story
Make it interactive and ask questions
And here’s some guidance to help you keep things simple:
Use actual examples instead of abstract ideas
Don’t use too much data
Check the terminology you use with the teacher

November 2021
World leaders gather in Glasgow for a
climate change conference.

Are real changes going to be made?
Or will it all be
Click for video
?

The government has
pledged that the UK will
be carbon neutral by
2050.
Both households and
companies have to play
their part.
How will it be more than
‘blah, blah, blah’?
What does carbon neutral mean?

Being carbon neutral means balancing the amount of
carbon dioxide we release into the atmosphere with
the amount we take out.
Amount of
CO2 released =
Amount of
CO2 taken out
How are we going to achieve being carbon neutral?

Young people are telling
local companies to reduce
how much CO2 they release.
This is called their carbon
footprint. You could do this
too.
First, learn how to make a
persuasive case.
Let’s practise by helping a
café become carbon neutral.

Welcome to my café - Coffee Club!
We already buy
environmentally-friendly
coffee. But our carbon
footprint is 15 tons of
CO2 a year.
How do we become
carbon neutral, without
spending lots of money?
Please help!

Reduce your
footprint
The UK has made a pledge to be carbon neutral by 2050.
To make it happen, we must all play our part.
CARE home
task
What is a carbon footprint?
1. Calculate your footprint
Go to: www.climatehero.me. Complete the test as a household. In the section on ’travelling habits’
estimate the trips for one person in your household.
How many tonnes of CO2 do your activities emit? Are you a:
Many of the activities you carry out in your life contribute to
carbon dioxide (CO2) being produced and released into the air:
Climate
Villain
(>10
tons)
2. What are you doing well?
Read through the report to find out what you are doing well.
3. What can you improve?
Now you are ready to make a pledge.
Read through what changes you can make. For each one, discuss if you want to make it or not.
See how much you can reduce your footprint by – can you become a climate hero?
Climate
Consumer
(5-10 tons)
Climate
Friend
(2-5 tons)
Climate
Hero
(<2 tons)
We release …… tons of CO2.
To get our footprint to 2 tons or below, we have to reduce it by ….. tons.
A carbon footprint is a way to measure the amount of CO2 your activities produce.
You are going to use a website to calculate the carbon footprint for your household and see
what you can do to reduce it.
Using electricity
A lot of our electricity
comes from power
stations, which release
CO2.
Transport
Vehicles burn fuel
and release CO2.
Waste
The rubbish you throw
away is burnt or put into a
landfill. Both release CO2.

Our starting carbon footprint is ….. tons.
Our pledge
By making these changes, the amount of CO2 we will save is ….. tons., making us a climate
consumer/friend/hero.
We, the ……………………………….. household, promise to make these changes to reduce our footprint.
They will help the UK become carbon neutral by 2050, and protect the planet from climate change.
Signed:
Date:
Change 2:
It will save …. tons
Yes – we’ll do this No thanks
Change 1:
Change 4:
Change 3:
Change 6:
Change 5:
Change 8:
Change 7:
Change 10:
Change 9:
CARE home
task

First, learn how to work out where
CO2 emissions come from, with a
simple example.
Please help
my café to
become
carbon
neutral.
Then, move on to working out all the
CO2 emissions of the café.

Apply your knowledge of Earth’s
atmosphere
Use the Detect-Recall-Solve
process for solving problems
In this lesson, you will:

Fabrics
manufactured
What are the CO2 emissions of fast fashion?
Fabrics
transported to
clothes factory
Clothes made
Fabric offcuts
thrown away
Clothes transported
to shops
Clothes worn a few
times
Clothes thrown away
India
In Europe
We live in a world of fast fashion.
100 billion garments are made every
year. Most end up being thrown
away.
Click for video

This means working out
what you need to do to
answer the question.
So, the concept we need to use is Earth’s
atmosphere.
Concept
The flow chart
shows the stages
in fast fashion.
Diagram
For each stage, we need to work out where
CO2 is emitted and why.
Unknown

There are three main sources of CO2:
1. Vehicles
Burning fuels like petrol or diesel releases
carbon dioxide.
This means thinking
about what you already
know.
Why is combustion an example of oxidation?
This is a combustion reaction:
Fuel + oxygen 
carbon dioxide + water

Burning fuels in power stations releases
carbon dioxide. The UK uses coal, gas and
biomass (like wood).
2. Electricity
In newly industrialised
countries like India and
China they mostly burn
coal to generate
electricity.
CO2 CO2
CO2
CO2
Why is the UK closing down coal power plants?

When rubbish decays in landfill or is burnt in
incinerators it releases carbon dioxide.
3. Waste
CO2 CO2
CO2
CO2
CO2
CO2
CO2
CO2
CO2
CO2
CO2
Why do decomposers (organisms that carry out
decay) release carbon dioxide?

We know that CO2 is released when materials burn
in:
• power stations
• vehicle engines
• incinerators.
And when rubbish decays in landfills.
Now we look for these in the stages of fast fashion.
This means using what you
know to answer the
question.

Factory machines for fabrics and clothes use
electricity. When electricity is generated by
burning fossil fuels it releases CO2.
Vehicles for transporting fabrics
and clothes burn petrol and diesel,
which releases CO2.
Fabric offcuts and clothes are thrown away. They
are burnt, which releases CO2, or put into landfill,
which releases CO2 when they decay.
Answer:
Click to zoom

Now you’re ready to
start helping the café,
by identifying their
CO2 emissions.
Activity: Identify the CO2 emissions of the café SS1-4
• There are 4 areas to look at: staff transport, goods
transport, electricity and waste. Take one per pair.
• Discuss what creates CO2 emissions.
• Decide what produces the most CO2 and why.
• Share what you found out in a group.
• Finally, work alone to explain all the ways the café emits
CO2.

SS1
Transport (staff)
Name Rose Billy Ren Maria Femi
Position Owner Assistant
manager
Supervisor Barista Barista
Hours per
week
40 35 20 12 6
How far
they live
from the
café
7.5 km 6 km 5 km 10 km 1.5 km
How they
get to
work
Train Drive
(petrol
Bus Drive
(petrol
Walk
Train
station
Bus
stop
Café
100 m
Town map
Staff
Our people have to travel to the café. They use different types of
transport. The map shows the location of the café.
Discuss:
1. Why does transport produce CO2 emissions?
2. Which person’s transport produces most CO2? Why?

Goods for the café are delivered from a wholesaler who is 10 km away.
Goods are delivered once per week by lorry.
SS2
Transport (goods)
Goods delivered every week
Coffee beans from
Brazil
(9000 km away)
Milk from farms
across the UK
(20 – 400 km away)
Pre packaged cakes and
biscuits from UK factory
(260 km away)
Cane sugar from
Belize (8000 km
away)
Cups and lids from
a UK manufacturer
(108 km away)
Discuss:
1. Why does transporting goods produce CO2 emissions?
2. Which good produces most CO2 emissions when it’s transported? Why?

Appliance Power in
kW
Time it is used for
(average per
month in hours)
Average number of
units used per
month
Cost to run
per month
Lighting 1.6 240 384 £57.60
Heating 2.5 100 250 £37.50
Coffee
machine
3.8 180 684 £102.60
Dishwasher 1.8 90 162 £24.30
Fridge 0.2 720 144 £21.60
SS3
Electricity
Unit (kWh) =
Power (kW) x time (hour)
Each units costs
15p
The café buys its electricity from a supplier. They buy electricity from all the different power stations in the
country. These include nuclear, biomass and fossil fuel power plants, wind farms and solar panels.
Discuss:
1. Why do electrical appliances produce CO2 emissions?
2. Which appliance produces most CO2 emissions? Why?

SS4
Waste
Five empty
plastic bags
50 plastic
bottles
300 plastic
wrappers
1000 paper cups
and plastic lids
750 paper
wrappers
10 kg of coffee
grounds
Our paper cups and empty milk cartons are recyclable. The cafe has recycling bins. Most waste is sent to landfill or burnt
in an incinerator. Customers also take used cups out of the the building and throw them away.
Recycling (lower
carbon footprint)
Waste per week
Raw material
(wood)
Product
Product
Paper pulp
Making new product from
raw materials (higher carbon
footprint)
Discuss:
1. Why does waste produce CO2 emissions?
2. Which waste from the café produces most CO2 emissions? Why?

Assessment rubric
Score Level Description Example of a typical student response for one part of the answer
1 No link Relevant ideas “Two of the staff drive cars, and these release carbon dioxide.”
2 Partial link Relevant ideas with
simple connections
“Two of the staff drive petrol cars to get to the café. Inside the engine, petrol is burnt which releases carbon dioxide.”
3 Full link At least two ideas
logically connected.
Use of some scientific
language.
“Two of the staff drive petrol cars to get to the café. Inside the engine, petrol is burnt which is a combustion reaction.
Carbon dioxide is one of the products of this reaction. Other forms of transport the staff use incudes buses and trains,
which also release carbon dioxide.”
4 Extended
link
Several ideas connected
with scientific
reasoning. May link to
other concepts.
Use of accurate
scientific language.
“Two of the staff drive petrol cars to get to the café. Inside the engine, petrol is burnt which is a combustion reaction.
Carbon atoms in the petrol molecules are oxidised to produce carbon dioxide. Other forms of transport the staff use
incudes buses and trains, which also release carbon dioxide. However, as they are sharing the transport with many
others the amount of CO2 emitted per person is lower than if you drive a car alone. One staff member walks. This is
the only form of transport that does not release carbon dioxide.”

World leaders promise to end
deforestation by 2030
ENGAGE
How will this help slow down climate change?

I need your help to make my café
carbon neutral. I’ve been researching
different ways to reduce our CO2
emissions.
But I can’t afford
to do them all.
How can I decide
which actions are
best?

Learn how to make a scientific
decision by examining the
consequences of different actions
In this lesson, you will:

One way is to think of all the
possible consequences.
EXPLAIN
How might
people be
affected?
How much
money does
it cost?
How might
habitats be
affected?
Social Economic Environmental
How can we decide which actions are best?

Consequences may be positive or negative.
To make a decision you weigh them up:
EXPLAIN
Positive
consequences
Negative
consequences

Practise making scientific decisions by
playing the Consequences Game.
Should...
GUIDE
Activity: Consequences Game
• Work in a group of 3.
• Cut out the blank cards (SS1).
• Read the rules (SS2).
• Play the game on the board (SS3).
• Decide if the action is a good idea.

Please look at the actions
to reduce my café’s CO2
emissions and their
consequences.
Remember, we only have
a limited budget.
EMPOWER
Activity: Examine the consequences SS4-6
• Have each person in a group take one problem: transport
(SS4), electricity (SS5) and waste (SS6).
• Go through the consequences of each action.
• Decide which one is best, with reasons.
• Explain your choice to the group.

4 Now, you must fill up the boxes marked with a 2
only. These are consequences
of the suggestions in the ‘1’ boxes.
5 Continue until all the ‘2’ boxes are filled. Then
move onto the ‘3’ boxes.
6 When all boxes are filled, go through each
of the ‘2’ and ‘3’ boxes and decide if it is
a negative or positive consequence
(some might be both). Mark all the negative
consequences with the red pen and positive with
the green pen.
7 Then, count up how many consequences are
negative and how many are positive.
A consequence is an action
that has an effect that can be
negative or positive
You will need:
Instructions
1 Write the action on the large card and
place in the centre of the board.
2 Place the other cards in a pile.
3 The first player thinks of one consequence
of the action and shares it with the other
players. If they agree that it is a
consequence then the player takes a small
card from the pile and writes on the
consequence along with their initials. This
is placed on one of the boxes marked with
a 1. Take it in turns so all the ‘1’ boxes are
filled up.
Red and green pen/pencil 3 players
A game of consequences board Blank cards cut up
Game rules SS2

Student sheets
1
1 1
2
2
2
2 2
2
3
3
3
3
3
3
Action
Game of consequences board SS3

SS4
Problem: Transport
Transport releases carbon dioxide:
• Staff travel to the café. Some use vehicles that burn
petrol or diesel.
• Café supplies are delivered in a lorry once a week from
a wholesalers 10 km away.
• Supplies come from around the world e.g. coffee from
Brazil and milk from all around the UK.
Action 1: Demand that all staff walk, cycle or use public
transport to get to work.
Cost: £££
Carbon reduction:
Action 2: Buy all staff a bike so they can cycle to work.
Cost: £££
Carbon reduction:
Action 3: Where possible, buy goods from local
suppliers e.g. milk from a nearby farm. They
may be more expensive but they don’t have to
travel so far.
Cost: £££
Carbon reduction:
SS4
Problem: Transport
Transport releases carbon dioxide:
• Staff travel to the café. Some use vehicles that burn
petrol or diesel.
• Café supplies are delivered in a lorry once a week from
a wholesalers 10 km away.
• Supplies come from around the world e.g. coffee from
Brazil and milk from all around the UK.
Action 1: Demand that all staff walk, cycle or use public
transport to get to work.
Cost: £££
Carbon reduction:
Action 2: Buy all staff a bike so they can cycle to work.
Cost: £££
Carbon reduction:
Action 3: Where possible, buy goods from local
suppliers e.g. milk from a nearby farm. They
may be more expensive but they don’t have to
travel so far.
Cost: £££
Carbon reduction:

SS5
Problem: Electricity
Using electricity releases carbon dioxide:
• The café uses electricity for light and heat.
• There are many electrical appliances – a coffee machine,
dishwasher and fridge.
• The café buys electricity from a supplier who uses fossil
fuel power stations. Burning fossil fuels (coal, oil and gas)
releases carbon dioxide.
Action 1: Buy new appliances that are
energy efficient. They are expensive to buy
but use less electricity so will also save
money in electricity bills.
Cost: £££
Carbon reduction:
Action 2: Swap to a new electricity supplier
that is more expensive per unit but only
buys electricity from sources that release
no CO2 e.g. wind farms.
Cost: £££
Carbon reduction:
Action 3: Put solar panels on the roof. They are very
expensive to buy, but it will mean the café can buy less
electricity from a supplier, saving money in the long-term.
Cost: £££
Carbon reduction:
SS5
Problem: Electricity
Using electricity releases carbon dioxide:
• The café uses electricity for light and heat.
• There are many electrical appliances – a coffee machine,
dishwasher and fridge.
• The café buys electricity from a supplier who uses fossil
fuel power stations. Burning fossil fuels (coal, oil and gas)
releases carbon dioxide.
Action 1: Buy new appliances that are
energy efficient. They are expensive to buy
but use less electricity so will also save
money in electricity bills.
Cost: £££
Carbon reduction:
Action 2: Swap to a new electricity supplier
that is more expensive per unit but only
buys electricity from sources that release
no CO2 e.g. wind farms.
Cost: £££
Carbon reduction:
Action 3: Put solar panels on the roof. They are very
expensive to buy, but it will mean the café can buy less
electricity from a supplier, saving money in the long-term.
Cost: £££
Carbon reduction:

COFFEE
CLUB
SS6
Problem: Waste
Waste releases carbon dioxide:
• Rubbish put into bins ends up in landfills or is burnt in an
incinerator.
• In landfills, bacteria decay the rubbish and release carbon
dioxide.
• Burning rubbish releases carbon dioxide.
Action 1: Reduce packaging or use recyclable
packaging (which is more expensive). Encourage
customers to recycle their cups.
Cost: £££
Carbon reduction:
Action 3: Donate all left-over food to a homeless charity
and used coffee grounds to the local allotments (it is great
fertiliser).
Cost: £££
Carbon reduction:
Action 2: Sell reusable cups with the café
name on them, and give customers a 10%
discount on their drink if they use one.
Cost: £££
Carbon reduction:
COFFEE
CLUB
SS6
Problem: Waste
Waste releases carbon dioxide:
• Rubbish put into bins ends up in landfills or is burnt in an
incinerator.
• In landfills, bacteria decay the rubbish and release carbon
dioxide.
• Burning rubbish releases carbon dioxide.
Action 1: Reduce packaging or use recyclable
packaging (which is more expensive). Encourage
customers to recycle their cups.
Cost: £££
Carbon reduction:
Action 3: Donate all left-over food to a homeless charity
and used coffee grounds to the local allotments (it is great
fertiliser).
Cost: £££
Carbon reduction:
Action 2: Sell reusable cups with the café
name on them, and give customers a 10%
discount on their drink if they use one.
Cost: £££
Carbon reduction:

carbon neutral cop 26

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carbon neutral cop 26