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CEO2: The climate business game
http://knowledge.allianz.com/ceo2/en_ext.html

LGM Interactive, Allianz/WWF

CEO2 is a role-playing game that helps students explore different business strategies in order to maximize profit, significantly cut CO2 emissions, and develop low-carbon products by 2030.

Activity takes 2-3 hours of productive exploration.

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Learn more about Teaching Climate Literacy and Energy Awareness»

Climate Literacy
About Teaching Climate Literacy

A combination of strategies is needed to reduce greenhouse gas emissions. The most immediate strategy is conservation of oil, gas, and coal, which we rely on as fuels for most of our transportation, heating, cooling, agriculture, and electricity. Short-term strategies involve switching from carbon-intensive to renewable energy sources, which also requires building new infrastructure for alternative energy sources. Long-term strategies involve innovative research and a fundamental change in the way humans use energy.
About Teaching the Guiding Principle
Other materials addressing GPe
Actions taken by individuals, communities, states, and countries all influence climate. Practices and policies followed in homes, schools, businesses, and governments can affect climate. Climate-related decisions made by one generation can provide opportunities as well as limit the range of possibilities open to the next generation. Steps toward reducing the impact of climate change may influence the present generation by providing other benefits such as improved public health infrastructure and sustainable built environments.
About Teaching the Guiding Principle
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Energy Literacy

Humans transfer and transform energy from the environment into forms useful for human endeavors.
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4.1 Humans transfer and transform energy.
Different sources of energy and the different ways energy can be transformed, transported and stored each have different benefits and drawbacks.
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4.7 Different sources of energy have different benefits and drawbacks.
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Various sources of energy are used to power human activities .
Decisions concerning the use of energy resources are made at many levels.
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5.1 Energy decisions are made at many levels.
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Energy decisions are influenced by several factors.
One way to manage energy resources is through conservation.
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6.2 Conserving energy.
Social and technological innovation affects the amount of energy used by human society.
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6.5 Social and technological innovation.
Amount of energy used can be calculated and monitored.
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6.8 Calculating and monitoring energy use.
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Human use of energy.

Benchmarks for Science Literacy
Learn more about the Benchmarks

Different ways of obtaining, transforming, and distributing energy have different environmental consequences.
Explore the map of concepts related to this benchmark
When selecting fuels, it is important to consider the relative advantages and disadvantages of each fuel.
Explore the map of concepts related to this benchmark
Decisions to slow the depletion of energy resources can be made at many levels, from personal to national, and they always involve trade-offs involving economic costs and social values.
Explore the map of concepts related to this benchmark

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Debrief after this game.
  • Students should follow up with a summary of their experience with two scenarios.
  • This game will require separate computers for individual students or student groups.
  • Students can be encouraged to read the about this game themselves and proceed at their own pace.
  • Educators may wish to assign students to one of each of the four scenarios and/or use this game in a group setting to promote active discussion of options and tradeoffs.
  • This resource could be used to encourage further research into business and policy options.
  • Students should be challenged to examine the scientific assumptions embedded in this game.
  • Students should be encouraged to talk about possible motivations of the game sponsor.

About the Science

  • While based on assessments and interpretation of scientific work by the NGO World Wide Fund for Nature (WWF), no claims for accuracy, comprehensiveness, or even suitable complexity are made. These disclaimers may limit the game's utility in an education setting. The scientific justification for the strategic options and their collective impacts are completely hidden in this game.
  • However, the richness of the options and tradeoffs make for a compelling qualitative exploration of possible business responses to climate change.
  • Passed initial science review - expert science review pending.

About the Pedagogy

  • Through its visuals and interactivity, the game does a good job of putting students in the mind of a CEO of one of these four industries. They need to select a portfolio of options based on information provided by advisors and intelligence reports.
  • There is a lot of qualitative information for students to review. But the format is engaging and the task is clear and easily understood.
  • While no assessment strategies are given, the performance of the selected set of options with respect to the objectives will be a good indicator of how well the student has understood the options and tradeoffs.
  • The advice of the advisors is provided in both audio and text forms – adding to the realism of the game and supporting different learning styles.
  • More information about climate change can be found at either WWF http://wwf.panda.org/about_our_earth/aboutcc/how_cc_works/ or Allianz Knowledge http://knowledge.allianz.com/climate/science/ websites, to supplement the game.

Technical Details/Ease of Use

  • This is a well-designed game with good visuals and interactivity. The game is intuitive and really puts students on the front lines of problem solving and decision making regarding climate change.
  • There are multiple ways to do everything and the demos and background materials are provided in a way that is not distracting.
  • No supplemental educator guidance is provided for this resource.

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