This paper presents a novel method for communicating environmental information in an engaging and memorable manner. Instead of traditional visual or written communication, our approach involves physical representation of data, using weight as the key element. Using food as a case study, we demonstrate the carbon footprint of food items through life-sized models that accurately reflect their actual weight. In an educational setting, students collectively discuss and estimate emissions for sample foods, followed by hands-on interaction. Each model's weight mirrors its carbon footprint, from 50 grams for half a kilo of potatoes to 13 kilograms for half a kilo of beef. Early tests show a significant "Wow!" factor, particularly for high-emission foods. This tangible experience leaves a lasting impression, potentially influencing future choices. Our approach can extend to other areas like energy. The paper concludes with design recommendations for future work.

Effectively communicating vital sustainability topics, such as personal CO2e emissions stemming from daily activities, is challenging since there is a general lack of "carbon literacy." Despite efforts, like employing data visualizations, conveying this information in engaging and memorable ways remains difficult, often resulting in rapid forgetfulness. Our demonstration presents a pedagogical approach aimed at addressing this challenge. Through the integration of surprise elements, data physicalization, and embodied learning, we have developed two interactive mediated non-digital learning experiences focusing on CO2e emissions from food and from consumption. At the core of our pedagogical approach are physical artifacts representing CO2e emissions where the weight of the artifacts directly corresponds to the CO2e emissions they represent. By employing a structured interactive pedagogical setup involving peer discussion, hands-on manipulation of the artifacts, and subsequent explanations, we have created an engaging experience that encourages long-term learning.

Programme Integrating Courses (PICs) aim to tie students, teachers and courses in education programmes closer together. In this study, we investigate three PICs, as part of engineering programmes in computer science and media technology. The purpose of this study was to gain a deeper understanding of how students and mentors experience the PICs with a focus on the assessment and the relationship between students, and students and mentors. We used a mixed method approach, interviewed 22 students and 6 mentors, and sent out questionnaires to all 25 mentors and all students from two of the three courses (630+470 students). The results showed that the students and mentors appreciated the social aspects of the courses, getting to know each other and share experiences. However, some were uncomfortable reflecting upon the given non-technical topics. On a general level, the students stated that their mentors assessed their reflections correctly but they were sceptical towards being graded on a scale other than pass/fail.