Teaching Climate Change Using Geospatial Technologies October 12, 2012.
The climate change film pack Œ Guidance for teaching staff · 2.1 An Inconvenient Truth - Scene...
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The climate change film pack Guidance for teaching staff
Transcript of The climate change film pack Œ Guidance for teaching staff · 2.1 An Inconvenient Truth - Scene...
The climate change film pack � Guidance for teaching staff
1
Contents 1. Introduction � using this guidance 2 2. Science 5
2.1 An Inconvenient Truth - Scene links to the science curriculum
2.2 Teaching climate change in science 18 3. Geography 24
3.1 An Inconvenient Truth - Scene links to the geography curriculum
3.2 Teaching climate change in geography 40 4. Citizenship 45
4.1 Climate change debate topics 4.2 Planning a whole day event on climate change 49
5. FAQs 53 6. Further resources 56
2
1. Introduction - Using this guidance In recent years climate change has become an issue of global significance. It has moved from being a subject covered in science magazines to one that is approached and discussed by governments, world leaders and the United Nations. It is recognised as one of the most significant challenges facing the world and international community today. However, many of the facts surrounding climate change and the evidence relating to the issues involved have been presented in ways that may be confusing or distracting. Climate change is in fact not one subject but a number of interwoven themes that together create an overall picture. Breaking down those themes and understanding and interpreting those facts can be confusing for all of us, especially young people. That is why this resource has sought to pull together some of the central arguments and apply them to the existing National Curriculum of science, geography and citizenship to encourage pupils to explore questions in a way that is familiar to them. An Inconvenient Truth (�AIT�) is a film that has had a big impact. Its aim is to make the science and the arguments about global warming and climate change and its effects accessible to all audiences. It also presents a powerful case in favour of one particular type of political response to climate change. The Film has a huge potential for engaging pupils on a complex subject. There are four central scientific hypotheses which underlie the film: global average temperatures have been rising significantly over the past half century and are likely to continue to rise; this is mainly attributable to man-made emissions of greenhouse gases; if unchecked, this will have significant adverse effects on the world and its populations; and there are measures which individuals and governments can take which will help to reduce climate change or mitigate its effects. All of these hypotheses are regarded as valid by the great majority of scientific opinion worldwide. However, in parts of the film, Gore presents evidence and arguments which do not accord with mainstream scientific opinion. This guidance points out, on a scene by scene basis, the areas where further input will be required from teaching staff. This guidance is designed to help teaching staff encourage their pupils to assess the validity and credibility of different information sources and explore different points of view so as to form their own opinions. The film takes the audience through the themes with each one presented in its own segment. Holding the films segments together is Al Gore�s narrative of his own journey in trying to come to terms with this information and then trying to get the rest of the world to do the same. The two styles enable the audience to relate to the global facts and to the individual person, helping to introduce the questions �What are the facts?� �What does this mean to me?� �What differences can I make? �Should I be doing anything?� - Questions with real significance to pupils. This pack seeks to help teaching staff to engage pupils with those questions, discuss the facts and test the science. The film is divided into parts or scenes that can be applied to different parts of the curriculum. This pack intends to help teaching staff draw on their own expertise and use the film as a stimulus for teaching existing subject issues. The information presented here is not intended to replace current teaching activities. Instead it is intended to illustrate areas of existing programmes of study. The pack is intended to provide a useful resource. However, teaching staff should feel free to supplement the information in this Pack with their own materials and resources as they consider appropriate.
3
Throughout this guidance the film has been broken down into scenes, which match the scene selection on the DVD. Before using the scenes advised by any of the subjects it is advisable for teaching staff to watch the whole film to become familiar with the scene separations and the overall delivery style. Legal obligations of teaching staff under ss. 406 and 407 of the Education Act 1996 Section 406 of the Education Act 1996 provides: �The local [education] authority, governing body and head teachers shall forbid... the promotion of partisan political views in the teaching of any subject in the school�. Section 407 provides: �The local [education] authority, governing body and head teacher shall take such steps as are reasonably practicable to secure that, where political issues are brought to the attention of pupils while they are
(a) in attendance at a maintained school, or (b) taking part in extra-curricular activities which are provided or organised for
registered pupils at the school by or on behalf of the school, they are offered a balanced presentation of opposing views�.
The High Court has indicated that schools can lawfully show AIT to pupils without breaching ss. 406 or 407 of the Education Act 1996, but that, in doing so they must bear in mind the following points:
• AIT promotes partisan political views (that is to say, one sided views about political issues)
• teaching staff must be careful to ensure that they do not themselves promote those views;
• in order to make sure of that, they should take care to help pupils examine the scientific evidence critically (rather than simply accepting what is said at face value) and to point out where Gore�s view may be inaccurate or departs from that of mainstream scientific opinion;
• where the film suggests that viewers should take particular action at the political level (e.g. to lobby their democratic representatives to vote for measures to cut carbon emissions), teaching staff must be careful to offer pupils a balanced presentation of opposing views and not to promote either the view expressed in the film or any other particular view.
The sceptical view Teaching staff will be aware that a minority of scientists disagree with the central thesis that climate change over the past half-century is mainly attributable to man-made greenhouse gases. However, the High Court has made clear the law does not require teaching staff to adopt a position of neutrality between views which accord with the great majority of scientific opinion and those which do not. The notes set out in this guidance have been drafted in accordance with the Fourth Assessment Reports of the Intergovernmental Panel on Climate Change, published
4
in 2007 under the auspices of the United Nations and the World Meteorological Organisation. AIT was made before these latest reports had been published, but it is important that pupils should have access to the latest and most authoritative scientific information. The IPCC derives its credibility from the fact that its conclusions are drawn from a �meta-review� of a massive number of independently peer-reviewed journal articles, and from the expertise and diversity of those on the reviewing panels. The Citizenship component The citizenship opportunity with this film has been addressed in three ways:
• In each of the subject grids there is an additional column providing information as to how citizenship needs can be met discretely by science and geography teachers. That information can also help citizenship teaching staff with an arts background understand how the arguments may apply to other subjects.
• Topic debates - sections of the film have been selected that could be used to
illustrate or introduce a short debate, taking about 15 to 20 minutes in total. Those segments can be used in tutor group time or using 2 or three together can help deliver a whole citizenship lesson.
• A structure for holding a whole day examining climate change that can be
supported by the other subject areas and using other resources in addition to the �An Inconvenient Truth� film.
Use of this film can help meet the current citizenship schemes of work in:
• Key Stage 3: Units 1, 5, 9, 10, 18 and 21 • Key Stage 4: units 5, 7, 8 and 12
Visit www.standards.dfes.gov.uk/schemes for the schemes listed above.
For non-specialist citizenship teaching staff: the questions that are raised are often as important as finding answers. Encouraging pupils to seek solutions or formulate responses is important. There is also a section at the end of this pack looking at FAQs and links to further resources. The climate change film pack is just one of the resources being produced as part of the DCSF Sustainable Schools Year of Action. Sustainable Schools offers a National Framework and supporting materials to help schools on their journey to embed sustainable development � not only across the curriculum but also through how the school operates (e.g. energy and water use) and its links with the wider community. To find out more about Sustainable Schools visit www.teachernet.gov.uk/sustainableschools.
2. S
cien
ce
5
2.1
An
Inco
nven
ient
Tru
th -
Scen
e lin
ks to
the
scie
nce
curr
icul
um
This
grid
set
s ou
t whe
re s
cene
s fro
m th
e fil
m c
an b
e ap
plie
d to
exp
lore
sci
entif
ic e
nqui
ry a
nd d
evel
op k
now
ledg
e, u
nder
stan
ding
and
ski
lls
and
how
that
can
be
appl
ied
to th
e in
form
atio
n an
d th
e fa
cts
surro
undi
ng c
limat
e ch
ange
. Cur
ricul
um c
onte
nt is
par
aphr
ased
for b
revi
ty.
Som
e su
gges
tions
are
mad
e fo
r que
stio
ns w
hich
can
be
used
to a
ppro
ach
the
topi
c in
this
con
text
. The
fina
l col
umn
enco
urag
es th
e us
e of
ci
tizen
ship
issu
es a
nd te
chni
ques
to b
e us
ed w
hils
t tea
chin
g as
pect
s of
this
cur
ricul
um. T
his
can
enric
h th
e sc
ienc
e co
nten
t.
K
ey s
tage
s: c
urric
ulum
link
s an
d le
arni
ng o
utco
mes
Sc
ene
Des
crip
tion
KS3
K
S4
AS/
A2
C
itize
nshi
p lin
ks
3 B
asic
Sci
ence
of
Glo
bal W
arm
ing
(1m
in)
Dis
tinct
ion
betw
een
tem
pera
ture
an
d he
at.
Diff
eren
ces
in te
mpe
ratu
re c
an
lead
to tr
ansf
er o
f ene
rgy.
En
ergy
is tr
ansf
erre
d di
rect
ly b
y ra
diat
ion.
Ener
gy tr
ansf
er b
y ra
diat
ion.
Th
e at
mos
pher
e �
its c
ompo
sitio
n an
d hi
stor
y.
Elec
trom
agne
tic ra
diat
ion
and
its
trans
mis
sion
, sca
tterin
g an
d ab
sorp
tion.
En
ergy
flow
s th
roug
h ec
o sy
stem
s.
A
ctiv
ities
doc
umen
t re
fere
nces
See
2.2
� Te
achi
ng c
limat
e ch
ange
in s
cien
ce -
Ener
gy tr
ansf
er b
y ra
diat
ion
4 G
loba
l War
min
g C
arto
on (2
min
)
The
Sun
as th
e ul
timat
e so
urce
of
mos
t of t
he E
arth
�s e
nerg
y re
sour
ces.
Dis
cuss
if c
arto
ons
can
help
to
unde
rsta
nd th
e sc
ienc
e or
do
they
dis
tract
from
the
mes
sage
. D
o th
ey c
reat
e a
�dum
bing
dow
n�
of th
e sc
ienc
e?
- Thi
s w
ould
hel
p un
ders
tand
m
edia
repr
esen
tatio
ns o
f iss
ues.
Act
iviti
es d
ocum
ent
refe
renc
es
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
- En
ergy
tran
sfer
by
radi
atio
n
6 C
O2 M
easu
re s
ince
19
58 (2
min
)
Elem
ents
com
bine
thro
ugh
chem
ical
reac
tions
to fo
rm
com
poun
ds (e
.g. w
ater
, car
bon
diox
ide)
. Po
ssib
le e
ffect
s of
bur
ning
foss
il fu
els
on th
e en
viro
nmen
t -w
ays
in w
hich
ene
rgy
can
be
usef
ully
tran
sfer
red
and
stor
ed.
That
pla
nts
need
car
bon
diox
ide,
w
ater
and
ligh
t for
pho
tosy
nthe
sis,
an
d pr
oduc
e bi
omas
s an
d ox
ygen
.
Form
atio
n of
foss
il fu
els
Extra
ctio
n an
d us
es o
f cru
de o
il N
ew m
ater
ials
from
raw
mat
eria
ls
by c
hem
ical
reac
tions
. C
hang
es in
sur
face
and
at
mos
pher
e of
the
Earth
sin
ce
form
atio
n.
Phot
osyn
thes
is
Dyn
amic
equ
ilibr
ium
bet
wee
n liv
ing
orga
nism
s an
d th
eir
envi
ronm
ent.
Rai
se th
e qu
estio
n: D
oes
the
scie
nce
help
peo
ple
unde
rsta
nd
the
issu
e of
clim
ate
chan
ge?
How
can
we
rela
te th
is
info
rmat
ion
to o
ur e
very
day
lives
? As
k th
em to
pro
vide
ex
ampl
es.
2. S
cien
ce
6
To
sum
mar
ise
phot
osyn
thes
is in
a
wor
d eq
uatio
n.
7 G
laci
ers
Rec
ede
(2m
in)
Not
e: O
ppor
tuni
ty to
ex
plor
e th
e lin
ks
betw
een
glac
ial
rece
ssio
n an
d cl
imat
e ch
ange
� c
ould
the
mel
ting
of g
laci
ers
in
som
e pa
rts
of th
e w
orld
be
dow
n to
ot
her f
acto
rs?
Do
glob
al tr
ends
in
glac
ial r
eces
sion
pr
ovid
e ev
iden
ce to
su
gges
t the
influ
ence
of
clim
ate
chan
ge?
Alth
ough
man
y of
the
exam
ples
in th
is
scen
e ar
e w
ell
chos
en to
illu
stra
te
the
effe
cts
of h
uman
-in
duce
d cl
imat
e ch
ange
, the
cau
ses
of th
e re
cess
ion
of
snow
s on
Kili
man
jaro
ar
e co
mpl
ex a
nd
rela
ted
to lo
cal
fact
ors.
It c
anno
t be
esta
blis
hed
that
this
is
mai
nly
attr
ibut
able
to
hum
an-in
duce
d cl
imat
e ch
ange
. [IP
CC
AR
4 W
GII
SPM
p8
] [IP
CC
AR
4 W
GII,
TS
p48
and
Ch
9, p
439
-44
0]
Parti
cle
mod
els
and
chan
ge o
f st
ate.
Th
e ro
ck c
ycle
Wha
t is
happ
enin
g to
the
parti
cles
in
the
glac
ier a
s it
mov
es d
ownh
ill?
Wha
t has
cha
nged
abo
ut th
is o
ver
the
last
20
year
s?
Why
is th
is im
porta
nt?
The
rock
cyc
le
D
raw
out
the
disc
ussi
on a
roun
d th
e im
pact
of g
laci
al re
cess
ion
� w
here
doe
s th
e re
spon
sibi
lity
lie
for m
akin
g th
at in
form
atio
n kn
own?
Wha
t is
the
sign
ifica
nce
of th
e fa
ct th
at A
IT h
as in
clud
ed
an e
xam
ple
(Kilim
anja
ro) w
hich
is
not
gen
eral
ly th
ough
t to
be
attri
buta
ble
to h
uman
-indu
ced
clim
ate
chan
ge?
2. S
cien
ce
7
Act
iviti
es D
ocum
ent
refe
renc
es
See
2.2
� Te
achi
ng c
limat
e ch
ange
in s
cien
ce �
Sta
tes
of m
atte
r
8 Ic
e C
ores
(2m
in)
Inve
stig
atio
n St
ates
of m
atte
r So
lubi
lity
H
ow c
an ic
e co
res
tell
scie
ntis
ts
abou
t: •
Car
bon
diox
ide
conc
entra
tions
th
ousa
nds
of y
ears
ago
•
The
tem
pera
ture
of t
he E
arth
th
ousa
nds
of y
ears
ago
•
Air p
ollu
tion
in th
e la
st 5
0 ye
ars
In w
hat w
ay is
the
ice
like
sedi
men
tary
rock
?
Com
posi
tion
of th
e at
mos
pher
e Is
otop
es
Isot
opes
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
� S
tate
s of
mat
ter
9 C
O2 L
evel
s B
ack
650,
000
Year
s (4
min
) N
ote:
Pup
ils w
atch
ing
this
seg
men
t mig
ht
get t
he im
pres
sion
th
at th
e gr
aph
plot
ting
CO2
agai
nst
tem
pera
ture
ove
r 65
0,00
0 ye
ars
prov
es
that
rece
nt ri
ses
in
tem
pera
ture
are
ca
used
by
CO2.
The
la
tter c
oncl
usio
n is
ac
cept
ed b
y th
e gr
eat
maj
ority
of t
he
wor
ld�s
clim
ate
scie
ntis
ts, b
ut c
anno
t be
pro
ved
by
Com
posi
tion
of th
e at
mos
pher
e Is
otop
es
Isot
opes
, hal
f liv
es.
Ask
the
pupi
ls w
hat G
ore
mea
ns
by �m
oral
and
eth
ical
�, - w
ho is
re
spon
sibl
e fo
r tho
se m
oral
and
et
hica
l que
stio
ns?
Wha
t rol
e do
sci
entis
ts h
ave
in
tack
ling
mor
al a
nd e
thic
al
ques
tions
? Ar
e sc
ient
ists
just
th
ere
to p
rese
nt th
e ev
iden
ce?
Cal
cula
te th
eir o
wn
cont
ribut
ions
to
risi
ng C
O2 l
evel
s an
d th
en a
sk
them
to s
ee if
they
can
find
way
s to
cut
it. I
s it
poss
ible
to s
et
targ
ets
in th
eir o
wn
lives
?
2. S
cien
ce
8
refe
renc
e to
this
gr
aph.
Clo
ser
exam
inat
ion
show
s th
at, f
or m
ost o
f the
la
st 6
50,0
00 y
ears
, te
mpe
ratu
re
incr
ease
s pr
eced
e C
O2
incr
ease
s by
se
vera
l hun
dred
ye
ars.
Som
e sc
eptic
s ha
ve u
sed
this
to
supp
ort t
heir
clai
m
that
rece
nt
tem
pera
ture
rise
s m
ay n
ot b
e ca
used
by
CO
2. B
ut it
is
gene
rally
acc
epte
d th
at th
e ca
usat
ive
rela
tions
hip
betw
een
CO
2 an
d te
mpe
ratu
re
over
the
last
650
,000
ye
ars
goes
bot
h w
ays
and
that
, now
, it i
s C
O2
whi
ch is
driv
ing
tem
pera
ture
. The
re
latio
nshi
p be
twee
n in
crea
ses
in C
O2
and
incr
ease
s in
te
mpe
ratu
re is
not
lin
ear,
it is
lo
garit
hmic
. The
IPC
C
estim
ates
that
the
equi
libriu
m w
arm
ing
if C
O2
conc
entr
atio
ns
wer
e do
uble
d is
like
ly
to b
e in
the
rang
e o
f 2°
C to
4.5
°C w
ith a
be
st e
stim
ate
of 3
°C.
[IPC
C A
R4
WG
1 TS
p2
4-27
and
SPM
1-1
0]
Act
iviti
es D
ocum
ent
refe
renc
es
See
2.2
� Te
achi
ng c
limat
e ch
ange
in s
cien
ce -
Stat
es o
f mat
ter a
nd C
ombu
stio
n of
foss
il fu
els
and
Prod
uctio
n of
Car
bon
diox
ide
2. S
cien
ce
9
11
R
isin
g Te
mpe
ratu
res
(2m
in)
Hea
t ene
rgy
and
tem
pera
ture
D
ata
anal
ysis
Are
indi
vidu
al c
ount
ries
resp
onsi
ble
for m
onito
ring
risin
g te
mpe
ratu
res
or s
houl
d it
be a
n in
tern
atio
nal a
rrang
emen
t? W
ho
shou
ld c
o-or
dina
te it
? W
ho
shou
ld b
e to
ld a
bout
the
evid
ence
and
how
?
Act
iviti
es D
ocum
ent
refe
renc
es
See
2.2
� Te
achi
ng c
limat
e ch
ange
in s
cien
ce -
Stat
es o
f mat
ter,
Ener
gy tr
ansf
er b
y ra
diat
ion
and
Ani
mal
s &
ada
ptat
ion
12
Not
e: T
here
is
insu
ffici
ent e
vide
nce
to e
stab
lish
clea
rly
that
par
ticul
ar o
ne-o
ff w
eath
er e
vent
s, s
uch
as H
urric
ane
Kat
rina,
ar
e at
trib
utab
le to
cl
imat
e ch
ange
. H
owev
er, t
he IP
CC
co
nclu
des
that
it is
lik
ely
that
ther
e ha
s be
en a
n in
crea
se in
in
tens
e tr
opic
al
cycl
one
activ
ity in
so
me
regi
ons
and
mor
e lik
ely
than
not
th
at h
uman
s ha
ve
cont
ribut
ed to
this
: se
e w
ww
.ipcc
.ch
[IPC
C A
R4
WG
1 SP
M
p8 a
nd IP
CC
AR
4 W
G1
TS p
41 a
nd
IPC
C A
R4
WG
1 FA
Q
9.1]
Is
Gor
e�s
use
of H
urric
ane
Kat
rina
(with
its
emot
ive
imag
es) f
air,
give
n th
e ge
nera
lly a
ccep
ted
scie
ntifi
c po
sitio
n?
14
Prec
ipita
tion
and
Evap
orat
ion
(2m
in)
Not
e: It
is g
ener
ally
A
ccep
ted
that
the
ev
iden
ce re
mai
ns
insu
ffici
ent t
o
Parti
cle
mod
el o
f mat
ter
Stat
es o
f mat
ter
Wou
ld y
ou e
xpec
t hig
her
tem
pera
ture
s to
lead
to m
ore
or
Gor
e po
ints
to a
reas
of t
he w
orld
as
soci
ated
with
pro
blem
s of
co
nflic
t suc
h as
Dar
fur.
R
aise
the
issu
e th
at li
ke m
any
conf
licts
one
of t
he u
nder
lyin
g fa
ctor
s in
the
Dar
fur c
onfli
ct
2. S
cien
ce
10
esta
blis
h a
clea
r at
trib
utio
n fo
r the
dr
ying
out
of L
ake
Cha
d.
[IPC
C A
R4
WG
1 FA
Q
9.1]
N
OTE
: The
re is
in
suffi
cien
t evi
denc
e to
est
ablis
h th
at
part
icul
ar o
ne o
ff w
eath
er e
vent
s (a
nd
the
loss
es th
at fo
llow
fr
om p
artic
ular
ev
ents
) are
at
trib
utab
le to
clim
ate
chan
ge. H
owev
er, t
he
effe
ct o
f clim
ate
chan
ge o
n th
e in
sura
nce
sect
or is
a
com
plex
are
a, w
hich
th
e IP
CC
dea
ls w
ith a
t th
e fo
llow
ing
plac
es
[AR
4, W
G2,
Ch
1 pa
ges
110-
111;
AR
4,
WG
2, C
h 19
, pag
e 79
0; a
nd A
R4,
WG
2,
Ch
7 pp
361
and
379.
]. Th
e IP
CC
con
clud
es
at W
G2
Ch
19.3
.2.2
th
at fo
r som
e se
ctor
s,
such
as
insu
ranc
e,
the
impa
cts
of
clim
ate
chan
ge a
re
likel
y to
resu
lt in
in
crea
sed
dam
age
paym
ents
and
pr
emiu
ms.
less
rain
fall?
� w
hat e
xper
ienc
es
do y
ou h
ave
to h
elp
mak
e th
is
pred
ictio
n?
orig
inat
es in
a c
ompe
titio
n ov
er
reso
urce
s (w
ater
, fer
tile
land
et
c). W
hat c
ould
be
the
long
term
co
nseq
uenc
es fo
r pea
ce a
roun
d th
e gl
obe
if cl
imat
e ch
ange
co
ntin
ues
and
thre
aten
s na
tura
l re
sour
ces?
W
hat s
houl
d be
the
prio
rity
for
scie
ntis
ts �
find
ing
the
evid
ence
or
find
ing
solu
tions
? In
vie
w o
f the
IPC
C's
conc
lusi
ons
that
: 1)
ther
e is
insu
ffici
ent e
vide
nce
to e
stab
lish
that
par
ticul
ar o
ne o
ff w
eath
er e
vent
s ar
e at
tribu
tabl
e to
clim
ate
chan
ge (,
see
not
e to
sc
ene
12 a
bove
and
AR
4, W
G1,
FA
Q 9
.1);
and
2) it
is li
kely
that
in th
e la
te 2
0th
Cen
tury
, the
re h
as b
een
an
incr
ease
in -
tropi
cal c
yclo
ne
activ
ity; h
eavy
pre
cipi
tatio
n ev
ents
; war
m s
pells
/hea
t wav
es
and
area
s af
fect
ed b
y dr
ough
t Is
the
use
of h
isto
rical
insu
ranc
e st
atis
tics
in th
is s
cene
fair?
Doe
s it
invi
te th
e vi
ewer
to d
raw
co
nclu
sion
s th
at c
anno
t be
draw
n on
the
evid
ence
ava
ilabl
e or
doe
s it
prov
ide
an il
lust
ratio
n of
the
pote
ntia
l cos
ts o
f clim
ate
chan
ge?
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
- St
ates
of m
atte
r
16
The
Arc
tic (4
min
) N
ote:
It is
not
cle
ar
Stat
es o
f mat
ter
W
hat i
s ha
ppen
ing
to th
e ic
e th
at
Inte
rdep
ende
nce
and
adap
tatio
n H
ydro
gen
bond
ing
and
the
stru
ctur
e of
ice.
To w
hat e
xten
t is
the
impa
ct o
n w
ildlif
e a
scie
ntifi
c co
ncer
n? W
ho
are
the
peop
le re
spon
sibl
e fo
r
2. S
cien
ce
11
whi
ch s
tudy
Gor
e is
re
ferr
ing
to w
hen
he
talk
s ab
out P
olar
B
ears
dro
wni
ng.
How
ever
, a 2
005
stud
y by
Mon
net,
Gle
eson
and
R
otte
rman
(see
the
Furt
her R
esou
rces
se
ctio
n at
the
end
of
this
doc
umen
t) su
gges
ts th
at 4
pol
ar
bear
s ha
d dr
owne
d be
caus
e of
a s
torm
. It
also
pre
dict
s th
at
drow
ning
-rel
ated
de
aths
of
pola
r bea
rs m
ay
incr
ease
in th
e fu
ture
if
the
tren
d of
re
gres
sion
of
pack
ice
and/
or
long
er o
pen
wat
er
cont
inue
s.
is fl
oatin
g?
Why
is th
is im
porta
nt?
(redu
ces
refle
ctio
n of
ligh
t, po
lar b
ear
habi
tat)
Wha
t is
happ
enin
g to
the
ice
that
is
on
land
?
Why
is th
is im
porta
nt (i
nclu
ding
lo
ss o
f per
maf
rost
and
risi
ng s
ea-
leve
ls)?
prot
ectin
g an
d m
anag
ing
wild
life?
Who
has
the
pow
er to
m
ake
a di
ffere
nce?
Wha
t are
the
diffe
rent
alte
rnat
ives
? Ex
tra in
form
atio
n ca
n be
foun
d at
w
ww
.ww
f.org
.uk/
new
s/n_
0000
0037
69.a
sp
and
ww
w.u
nep-
wcm
c.or
g.
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
- St
ates
of m
atte
r
17
The
Oce
an C
onve
yor
(3m
in)
Not
e: T
he IP
CC
asse
ss th
at it
is v
ery
unlik
ely
that
the
�oce
an c
onve
yor�
(a
lso
know
n as
the
�mer
idio
nal
over
turn
ing
circ
ulat
ion�
or
�the
rmoh
alin
e ci
rcul
atio
n�) w
ill
unde
rgo
a la
rge
abru
pt tr
ansi
tion
this
ce
ntur
y, a
lthou
gh it
is
very
like
ly to
slo
w
dow
n. M
ost s
cien
tists
w
ould
rega
rd ta
lk o
f
Phys
ical
pro
perti
es o
f mat
ter �
de
nsity
, sol
utio
ns.
In w
hat w
ay d
o th
e oc
eans
act
like
a do
mes
tic c
entra
l hea
ting
syst
em?
Dra
w o
ut a
dis
cuss
ion
abou
t us
ing
scie
ntifi
c m
odel
s to
pre
dict
fu
ture
eve
nts
� w
hat c
an th
ey
cont
ribut
e to
peo
ples
act
ions
to
day?
H
ow m
ight
they
be
used
to
unde
rsta
nd th
e in
tern
atio
nal
dim
ensi
ons
of c
limat
e ch
ange
?
2. S
cien
ce
12
an im
min
ent i
ce-a
ge
as s
pecu
latio
n.
[IPC
C A
R4
WG
1 SP
M
p16]
Act
iviti
es D
ocum
ent
refe
renc
es
See
2.2
� Te
achi
ng c
limat
e ch
ange
in s
cien
ce -
Stat
es o
f mat
ter
19
Trou
blin
g Si
gns
(3m
in)
The
IPC
C re
port
s pr
edic
t tha
t, if
the
tem
pera
ture
wer
e to
ris
e by
1-3
C,
ther
e w
ould
be
incr
ease
d co
ral
blea
chin
g an
d w
ides
prea
d co
ral
mor
talit
y un
less
cor
als
coul
d ad
apt o
r acc
limat
ise,
bu
t whi
le th
ere
is
incr
easi
ng e
vide
nce
for c
limat
e ch
ange
im
pact
s on
cor
al
reef
s th
e IP
CC
co
nclu
ded
that
se
para
ting
the
impa
cts
of c
limat
e ch
ange
-rel
ated
st
ress
es fr
om o
ther
st
ress
es s
uch
as
over
-fish
ing
and
pollu
tion
was
di
fficu
lt.
[IPC
C W
GII
CH
APT
ER
1 p8
1]
Adap
tatio
n �
food
web
s et
c.
Inte
rdep
ende
nce
and
adap
tatio
n H
uman
effe
cts
on e
nviro
nmen
t can
be
mea
sure
d us
ing
livin
g an
d no
n-liv
ing
indi
cato
rs.
Inte
rdep
ende
nce
and
adap
tatio
ns
Wha
t res
pons
ibilit
y do
hum
ans
have
to th
e en
viro
nmen
t in
whi
ch
they
live
? W
hat e
vide
nce
of c
limat
e ch
ange
on
the
envi
ronm
ent c
an b
e fo
und
in o
ur o
wn
com
mun
ities
? W
ho is
re
spon
sibl
e fo
r res
earc
hing
this
in
form
atio
n an
d w
ho s
houl
d be
re
spon
sibl
e fo
r rep
ortin
g th
is
info
rmat
ion?
2. S
cien
ce
13
[IPC
C A
R4
WG
II SP
M
p6]
Act
iviti
es D
ocum
ent
refe
renc
es
See
2.2
� Te
achi
ng c
limat
e ch
ange
in s
cien
ce �
Ani
mal
s an
d ad
apta
tions
20
Anta
rctic
a (3
min
) N
ote:
It is
not
cle
ar
wha
t �Pa
cific
na
tions
� G
ore
is
refe
rrin
g to
in th
e se
ctio
n de
alin
g w
ith
evac
uatio
ns to
New
Ze
alan
d. I
t is
not
clea
r tha
t the
re is
any
ev
iden
ce o
f ev
acua
tions
in
the
Paci
fic d
ue to
hum
an-
indu
ced
clim
ate
chan
ge. T
each
ing
staf
f may
wis
h to
use
th
is a
s an
exa
mpl
e of
th
e ne
ed in
sci
entif
ic
pres
enta
tion
to g
ive
prop
er re
fere
nces
for
evid
ence
use
d.
How
ever
, the
IPC
C
does
pre
dict
that
for
smal
l isl
ands
sea
le
vel r
ises
will
ex
acer
bate
sto
rm
surg
es a
nd o
ther
co
asta
l haz
ards
and
th
at, b
y th
e m
iddl
e of
th
is c
entu
ry, c
limat
e ch
ange
will
redu
ce
wat
er re
sour
ces
to
the
poin
t whe
re th
ey
beco
me
insu
ffici
ent
to m
eet d
eman
ds in
lo
w-r
ainf
all p
erio
ds.
[IPC
C A
R4
WG
II SP
M
p15]
Sate
llite
tech
nolo
gy
Stat
es o
f mat
ter
Food
web
s W
hat i
s ha
ppen
ing
to th
e ic
e th
at
is fl
oatin
g?
Wha
t is
happ
enin
g to
the
ice
that
is
on
land
?
Why
is th
is im
porta
nt (i
nc lo
ss o
f pe
rmaf
rost
and
risi
ng s
ea-le
vels
)
Inte
rdep
ende
nce
and
adap
tatio
n
The
info
rmat
ion
pres
ente
d in
this
sc
ene
crea
tes
a pa
rado
x th
at c
an
conf
use
peop
le a
bout
clim
ate
chan
ge �
dis
cuss
if th
is c
an
caus
e pe
ople
to tr
y to
igno
re
wha
t is
happ
enin
g.
2. S
cien
ce
14
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Tea
chin
g cl
imat
e ch
ange
in s
cien
ce �
Ani
mal
s an
d ad
apta
tions
21
Sea-
Leve
l Ris
e (4
min
) N
ote:
Pup
ils m
ight
ge
t the
impr
essi
on
that
sea
-leve
l ris
es o
f up
to 7
m (c
ause
d by
th
e co
mpl
ete
mel
ting
of G
reen
land
or h
alf
of G
reen
land
and
hal
f of
the
Wes
t Ant
arct
ic
shel
f) co
uld
happ
en
in th
e ne
xt d
ecad
es.
The
IPC
C p
redi
cts
that
it w
ould
take
m
illen
nia
for r
ises
of
that
mag
nitu
de to
oc
cur.
How
ever
, pu
pils
sho
uld
be
awar
e th
at e
ven
smal
ler r
ises
in s
ea
leve
l are
pre
dict
ed to
ha
ve v
ery
serio
us
effe
cts.
The
IPC
C
says
that
�m
any
mil
lion
s m
ore
peop
le
are
proj
ecte
d to
be
floo
ded
ever
y ye
ar
due
to s
ea-l
evel
ris
e by
the
208
0s’’
(i.
e.
wit
hin
pupi
ls’
own
life
tim
es).
[IP
CC
AR
4 W
GII
SPM
p
12 a
nd IP
CC
AR
4 W
GI S
PM p
17]
Den
sity
Ph
ysic
al p
rope
rties
of m
ater
ials
(e
xpan
sion
).
Ener
gy tr
ansf
er b
y ra
diat
ion
(war
min
g of
sea
wat
er)
Hyd
roge
n bo
ndin
g G
loba
l res
pons
ibilit
y.
Wha
t is
the
resp
onsi
bilit
y of
the
inte
rnat
iona
l com
mun
ity to
thos
e so
ciet
ies
mos
t affe
cted
by
clim
ate
chan
ge?
Shou
ld
coun
tries
less
affe
cted
by
clim
ate
chan
ge m
ake
chan
ges
to h
elp
the
othe
rs �
who
sho
uld
orga
nise
th
ose
chan
ges
and
wha
t sho
uld
they
be?
Th
e in
form
atio
n pr
esen
ted
in th
is
scen
e cr
eate
s a
para
dox
that
co
uld
conf
use
peop
le a
bout
cl
imat
e ch
ange
� d
iscu
ss if
that
is
why
peo
ple
have
trie
d to
ig
nore
wha
t is
happ
enin
g.
2. S
cien
ce
15
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
� S
tate
s of
mat
ter
22
Chi
na (2
min
) R
enew
able
and
non
-ren
ewab
le
ener
gy s
ourc
es.
Dra
w o
ut a
dis
cuss
ion
on th
e pr
essu
res
put o
n sc
ient
ists
to
find
alte
rnat
ives
to fo
ssil
fuel
s.
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
� E
nerg
y tr
ansf
er b
y ra
diat
ion
26
Is T
here
a
Con
trov
ersy
? (2
min
) Pr
opos
ed `h
ow s
cien
ce w
orks
� ap
proa
ch.
Who
has
obs
erve
d th
e ch
ange
s in
cl
imat
e? (a
ver
y op
en q
uest
ion
as
all o
f us
have
exp
erie
nced
the
clim
ate
trend
s)
Whi
ch s
cien
tists
are
rese
arch
ing
clim
ate
chan
ge a
nd w
ho c
o-or
dina
tes
this
rese
arch
? W
ho is
co
llect
ing
data
, how
, whe
re a
nd
why
?
How
Sci
ence
Wor
ks
Usi
ng th
e qu
ote:
�Rep
ositio
ning
G
loba
l war
min
g as
a th
eory
rath
er
than
fact
� � w
hat i
s th
e sc
ient
ific
use
of th
e w
ord
�theo
ry� a
nd h
ow is
th
is d
iffer
ent t
o ev
eryd
ay u
se o
f the
w
ord?
W
here
did
the
cont
rove
rsy
com
e fro
m?
U
sing
the
quot
e: �R
epos
ition
ing
Glo
bal w
arm
ing
as a
theo
ry
rath
er th
an fa
ct�
Wha
t are
the
impl
icat
ions
for t
he
scie
nce
com
mun
ity fr
om th
is
stat
emen
t?
In M
arch
200
7 �T
he G
reat
Glo
bal
War
min
g Sw
indl
e� w
as s
how
n on
C
hann
el 4
. The
impa
ct o
f the
pr
ogra
mm
e pr
ovid
es a
goo
d op
portu
nity
to e
xplo
re a
ltern
ativ
e vi
ews
on c
limat
e ch
ange
, the
role
of
the
med
ia a
nd re
actio
n of
the
wid
er s
cien
tific
com
mun
ity, v
isit
ww
w.g
reat
glob
alw
arm
ings
win
dle.
co.u
k/.
Alte
rnat
ive
theo
ries
on th
e ca
uses
of c
limat
e ch
ange
, suc
h as
thos
e se
t out
in th
e C
H4
docu
men
tary
, are
not
acc
epte
d by
the
vast
maj
ority
of t
he
scie
ntifi
c co
mm
unity
. An
an
alys
is o
f the
se a
ltern
ativ
e th
eorie
s is
incl
uded
on
the
Roy
al
Soci
ety
web
site
, vis
it w
ww
.roya
lsoc
.ac.
uk/p
age.
asp?
id=6
229&
gclid
=CN
H6k
_OPz
IsC
FQ3o
lAod
d1U
HAw
.
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
- A
nim
als
and
adap
tatio
ns
2. S
cien
ce
16
27
Scie
nce
Frau
d (2
min
)
Inve
stig
ativ
e sk
ills �
fair
test
In
vest
igat
ive
skills
, H
ow S
cien
ce
Wor
ks
Use
and
inte
rpre
tatio
n of
dat
a (s
tatis
tics)
U
se th
e m
ater
ial f
rom
sce
ne 2
6 ab
ove.
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
- A
nim
als
and
adap
tatio
ns
28
Bal
anci
ng th
e Ec
onom
y an
d En
viro
nmen
t (2m
in)
Ener
gy re
sour
ces
Ren
ewab
le/n
on re
new
able
ene
rgy.
Ener
gy e
ffici
ency
� e
cono
mic
and
en
viro
nmen
tal c
osts
.
Dis
cuss
wha
t rol
e do
es s
cien
ce
have
for b
uild
ing
and
supp
ortin
g su
stai
nabl
e co
mm
uniti
es?
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
- A
nim
als
and
adap
tatio
ns
30
The
Solu
tions
are
in
Our
Han
ds (2
min
) En
ergy
effi
cien
cy
Ener
gy i
n ac
tion
Ener
gy tr
ansf
ers
can
be m
easu
red
and
effic
ienc
y ca
lcul
ated
�
asse
ssm
ent o
f cos
t/ben
efit.
Nuc
lear
pow
er
W
hat a
re th
e ar
gum
ents
aro
und
the
use
of a
ltern
ativ
e en
ergy
so
urce
s? W
hy a
re s
ome
peop
le
agai
nst s
ome
of th
e al
tern
ativ
es?
Is th
ere
evid
ence
for r
enew
able
en
ergy
bei
ng u
sed
in th
e co
mm
unity
aro
und
you?
Who
sh
ould
be
resp
onsi
ble
for
intro
duci
ng th
ese
initi
ativ
es?
A
ctiv
ities
Doc
umen
t re
fere
nces
Se
e 2.
2 �
Teac
hing
clim
ate
chan
ge in
sci
ence
- A
nim
als
and
adap
tatio
ns a
nd D
efra
film
`My
CO
2�
31
Are
We
Cap
able
of
Doi
ng G
reat
Thi
ngs?
(2
min
)
Ener
gy e
ffici
ency
O
zone
laye
r ini
tiativ
es
Ener
gy a
nd e
nerg
y ef
ficie
ncy
Th
e oz
one
laye
r ini
tiativ
es w
ere
a co
-ope
ratio
n of
sci
ence
and
m
ass
popu
lar s
uppo
rt - w
hat c
an
this
tell
us fo
r fut
ure
initi
ativ
es?
See
2.2
� Te
achi
ng c
limat
e ch
ange
in s
cien
ce -
Ani
mal
s an
d ad
apta
tions
and
Def
ra fi
lm M
y CO
2
2. S
cien
ce
17
Clim
ate
chan
ge: s
hort
film
s fr
om D
efra
This
grid
set
s ou
t how
eac
h D
efra
film
link
s to
key
are
as in
the
scie
nce
curri
culu
m a
nd b
eyon
d. T
he fi
lms
are
avai
labl
e in
the
clim
ate
chan
ge
film
pac
k.
K
ey s
tage
s: c
urric
ulum
link
s an
d le
arni
ng o
utco
mes
Fi
lm
Des
crip
tion
KS3
K
S4
AS/
A2
1.
Tom
orro
w�s
Clim
ate
Toda
y�s
Cha
lleng
e (2
m
ins)
Gas
em
issi
on s
ourc
es
Ren
ewab
le a
nd n
on re
new
able
en
ergy
. Fo
ssil
fuel
form
atio
n an
d us
e
Elec
trici
ty g
ener
atio
n an
d tra
nsfe
r R
earr
ange
men
t of a
tom
s in
ch
emic
al re
actio
ns.
Nuc
lear
pow
er
2. M
y CO
2 (2
min
s)
Elec
trici
ty u
se
En
ergy
tran
sfer
G
ener
atio
n of
ele
ctric
ity
3. C
ham
pion
s� D
iarie
s (a
ppro
x. 8
min
s)
Youn
g am
bass
ador
s
4. C
arbo
n C
ycle
ani
mat
ion
(3 m
ins)
Th
e C
arbo
n cy
cle
Ph
otos
ynth
esis
R
espi
ratio
n C
ombu
stio
n Fo
ssil
fuel
s
Phot
osyn
thes
is
Res
pira
tion
Com
bust
ion
Foss
il fu
els
� co
mbu
stio
ns a
nd
use
� in
clud
ing
fract
iona
l di
stilla
tion,
cra
ckin
g an
d po
lym
eris
atio
n.
Use
s of
gas
es (C
O2)
Isot
opes
, org
anic
che
mis
try.
2. S
cien
ce
18
2.2
Teac
hing
Clim
ate
Cha
nge
in S
cien
ce
Key
Sta
ge 3
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Pu
rpos
e an
d ke
y as
pect
s of
this
uni
t Te
achi
ng s
taff
may
wan
t to
use
the
film
in s
hort
sect
ions
to s
uppo
rt pu
pil
inve
stig
atio
ns o
r to
show
long
er s
ectio
ns p
rior t
o or
afte
r pup
il in
vest
igat
ions
. B
y co
mpl
etin
g th
ese
units
pup
ils w
ill h
ave
an o
vera
ll le
arni
ng o
bjec
tive
of:
Evi
denc
e (in
clud
ing
sym
ptom
s) !
Sci
ence
! A
ctio
ns
With
in th
is, a
rang
e of
app
roac
hes
and
activ
ities
will
be u
sed
to ta
ckle
the
mis
conc
eptio
ns w
hich
may
be
held
by
both
teac
hing
sta
ff an
d pu
pils
, to
enga
ge a
nd
invo
lve
pupi
ls in
thei
r ow
n co
ntrib
utio
n to
inve
stig
atin
g th
e is
sue
and
to d
evel
op th
e un
ders
tand
ing
of th
e lin
ks b
etw
een
pers
onal
act
ions
and
glo
bal e
ffect
s.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
In
tend
ed o
utco
mes
P
upils
will
: •
Und
erst
and
the
scie
nce
of g
loba
l war
min
g to
hel
p id
entif
y sm
all c
hang
es
and
actio
n to
hel
p so
lve
the
prob
lem
•
Con
side
r the
impa
ct o
f clim
ate
chan
ge o
n di
ffere
nt c
omm
uniti
es a
nd
habi
tats
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Evid
ence
Th
e ev
iden
ce in
clud
es b
oth
the
scie
ntifi
c nu
mer
ical
dat
a re
gard
ing
tem
pera
ture
and
C
O2
conc
entra
tion,
as
illust
rate
d in
the
film
and
sym
ptom
s of
risi
ng te
mpe
ratu
res,
ris
ing
sea-
leve
ls a
nd e
ffect
s on
the
lives
of p
lant
s an
d an
imal
s. T
he o
btai
ning
, in
terp
reta
tion
and
ques
tions
rais
ed b
y da
ta a
nd o
ther
obs
erva
tions
is a
them
e th
at
shou
ld ru
n th
roug
h m
any
of th
e le
arni
ng a
ctiv
ities
ass
ocia
ted
with
`An
Inco
nven
ient
Tr
uth�
(AIT
). D
ata
and
Evi
denc
e fo
rms
a ke
y pa
rt of
the
KS
4 pr
ogra
mm
e of
stu
dy
(How
sci
ence
wor
ks) a
nd th
ese
aspe
cts
are
likel
y to
form
par
t of t
he re
vise
d K
S3
prog
ram
me
of s
tudy
(ava
ilabl
e S
epte
mbe
r 200
7).
The
AIT
film
has
asp
ects
whi
ch c
over
all
thes
e ar
eas
of �H
ow s
cien
ce w
orks
� in
the
KS
4 pr
ogra
mm
e of
stu
dy a
nd c
ould
be
used
, as
a w
hole
, to
illust
rate
the
voca
bula
ry
and
how
the
voca
bula
ry c
an b
e m
isus
ed.
Mis
use
of th
e w
ord
`theo
ry� i
s an
exa
mpl
e.
AIT
refe
rs to
the
mov
e by
som
e to
repo
sitio
n th
e gl
obal
war
min
g sc
ienc
e as
`the
ory�
.
This
take
s ad
vant
age
of th
e co
lloqu
ial u
se o
f the
wor
d to
mea
n lit
tle m
ore
than
a
gues
s. (
In th
eory
, a b
us s
houl
d be
her
e so
on).
How
ever
the
scie
nce
use
of th
e w
ord
`theo
ry� i
s fo
r som
ethi
ng th
at is
bac
ked
up b
y a
sign
ifica
nt a
mou
nt o
f evi
denc
e pr
ovid
ed b
y sc
ient
ifica
lly o
btai
ned
data
(e.g
. the
`the
ory�
of e
volu
tion,
rel
ativ
ity `t
heor
y�
Key
Res
ourc
es
Web
bas
ed r
esou
rces
B
BC
ww
w.b
bc.c
o.uk
/clim
ate
Met
Offi
ce w
ww
.met
offic
e.go
v.uk
/edu
catio
n
Roy
al S
ocie
ty o
f Che
mis
try
ww
w.c
hem
soc.
org/
netw
orks
/lear
nnet
/clim
ate.
htm
Sc
ienc
e U
PD8
ww
w.u
pd8.
org
teac
hing
mat
eria
ls b
ased
on
curr
ent i
ssue
s Sc
ienc
e ac
ross
the
wor
ld w
ww
.sci
ence
acro
ss.o
rg c
lass
link
ing
prog
ram
me
with
clim
ate
chan
ge re
sour
ces
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
C
urric
ulum
link
s
Key
Sta
ge 3
1.
S
tate
s of
Mat
ter (
solid
s, li
quid
s an
d ga
ses)
and
the
parti
cle
theo
ry o
f mat
ter (
Sc3
1a
, 1b,
2a-
c)
2.
Com
bust
ion
of fo
ssil
fuel
s an
d P
rodu
ctio
n of
Car
bon
diox
ide
(Sc3
1e,
1f,
2i)
3.
Ene
rgy
trans
fer b
y ra
diat
ion
(Sc4
5b,
5d,
5f)
4.
Ada
ptat
ion
of a
nim
als
and
plan
ts to
thei
r en
viro
nmen
t (S
c2 5
a-e)
Fo
r KS4
stu
dent
s, v
iew
ing
the
film
whi
lst t
ryin
g to
iden
tify
exam
ples
of d
ata,
ev
iden
ce, p
heno
men
a, m
odel
s an
d id
eas
wou
ld e
mph
asis
e th
e sc
ient
ific
natu
re o
f the
is
sue
of g
loba
l war
min
g.
2. S
cien
ce
19
1. S
tate
s of
Mat
ter
Lear
ning
obj
ectiv
es
Pos
sibl
e te
achi
ng a
ctiv
ities
Li
nks
to A
n In
conv
enie
nt T
ruth
Pu
pils
sho
uld
lear
n:
• ab
out m
ater
ials
an
d th
eir
prop
ertie
s �
clas
sify
ing
and
chan
ging
m
ater
ials
Act
iviti
es a
nd In
vest
igat
ions
bas
ed o
n be
havi
our
of w
ater
in it
s th
ree
stat
es
(par
ticle
mod
el p
rior l
earn
ing
and
voca
bula
ry o
f cha
nges
of s
tate
). C
lass
inve
stig
atio
ns to
ans
wer
the
ques
tions
: Q
1: W
hat a
ffec
ts th
e ra
te a
t whi
ch ic
e m
elts
?
Act
ivity
cou
ld in
clud
e th
e ch
oice
of i
ndep
ende
nt v
aria
ble
(e.g
. ai
r tem
pera
ture
, w
ater
tem
pera
ture
if th
e ic
e is
floa
ting
(or h
eld
in a
stra
iner
), nu
mbe
r of p
iece
s of
ic
e (i.
e. d
o tw
o sm
all i
ce c
ubes
mel
t fas
ter t
han
one
larg
e ic
e cu
be?)
. T
he d
esig
n of
exp
erim
ent w
ould
als
o in
clud
e th
e ch
oice
of m
etho
d of
mea
surin
g th
e ra
te:
perio
dic
wei
ghin
g, v
isua
l to
end
poin
t, an
d th
e un
its (e
.g. g
ram
mes
/min
ute,
vol
ume
of m
elt/m
inut
e)
Q2:
Wha
t doe
s ic
e lo
ok li
ke?
Dis
tribu
te ic
e bl
ocks
from
free
zer.
Pup
ils e
xam
ine
ice
thro
ugh
mag
nify
ing
glas
ses
Ther
e w
ill b
e bu
bble
s of
gas
in th
e ic
e.
Que
stio
ns to
ans
wer
/dis
cuss
- w
ere
ther
e bu
bble
s w
hen
the
wat
er w
as p
ut in
to th
e fr
eeze
r? W
hat c
ould
a s
cien
tist f
ind
out
from
the
bubb
les
abou
t the
pla
ce a
nd ti
me
whe
n th
e w
ater
was
pou
red
into
the
icem
aker
? (T
he fi
rst i
ce th
at fo
rms
is o
n th
e su
rface
� th
us a
ny g
as th
at c
omes
out
of s
olut
ion
as th
e lo
wer
leve
ls c
ool a
nd fr
eeze
is tr
appe
d in
the
body
of t
he ic
e.)
Q3.
Doe
s a
`gre
enho
use�
aff
ect t
he s
peed
at w
hich
ice
mel
ts?
P
lace
a b
lock
of i
ce in
eac
h of
two
beak
ers.
One
bea
ker w
ith c
ling
film
ove
r it.
P
lace
bot
h be
aker
s on
bla
ck c
ard
(or i
deal
ly, m
etal
) and
pos
ition
a h
ot la
mp
to
shin
e on
bot
h so
that
the
radi
ativ
e he
at a
pplie
s eq
ually
to b
oth.
D
oes
the
clin
g fil
m g
reen
hous
e pr
otec
t the
ice
from
mel
ting
or m
ake
it m
elt f
aste
r. N
ote,
this
is
an a
dapt
ed v
ersi
on o
f the
`Gre
enho
use
effe
ct� d
emon
stra
tion
in th
e R
oyal
Soc
iety
of
Che
mis
try p
ublic
atio
n `C
lass
ic D
emon
stra
tions
�. T
he p
ublis
hed
expe
rimen
t us
es C
O2
to c
reat
e th
e gr
eenh
ouse
effe
ct a
nd if
this
cou
ld b
e do
ne, t
hen
the
inve
stig
atio
n w
ould
be
mor
e an
alog
ous
to th
e E
arth
. Q
4. I
s ho
t or c
old
wat
er m
ore
dens
e?
Slo
wly
pou
r col
oure
d ve
ry c
old
wat
er in
to a
bea
ker o
f col
ourle
ss w
arm
wat
er �
this
ca
n be
don
e to
sho
w th
e di
ffere
nce
in d
ensi
ty a
nd to
sho
w th
e ef
fect
s de
scrib
ed in
A
IT re
gard
ing
the
ocea
n co
nvey
or. T
his
can
also
can
be
done
with
col
oure
d `fr
esh�
wat
er o
n co
lour
less
brin
e.
Rel
ated
sce
nes
Sc
ene
07 R
etre
atin
g G
laci
ers
Sc
enes
16
and
20 A
rctic
and
Ant
arct
ic ic
e m
eltin
g Sc
ene
16 D
runk
en tr
ees
Scen
e 16
and
20
The
natu
re o
f the
ice
caps
Sc
ene
21 R
isin
g se
a-le
vels
Sc
ene
14 E
vapo
ratio
n an
d pr
ecip
itatio
n Sc
ene
17 O
cean
cur
rent
con
veyo
r be
lt Sc
ene
8 Ic
e co
res
A
ctiv
ity
Sce
nes
to il
lust
rate
The
Sci
entif
ic P
roce
ss:
Is th
e re
latio
nshi
p be
twee
n C
O2
conc
entr
atio
n an
d th
e Ea
rth�
s te
mpe
ratu
re o
ne o
f cau
se a
nd e
ffec
t or o
ne o
f coi
ncid
ence
?
As
prep
arat
ion,
look
at a
map
of t
he w
orld
(as
in S
cene
2)
- the
pre
viou
sly
stup
id q
uest
ion
of w
heth
er th
e co
ntin
ents
fitte
d to
geth
er.
Weg
ener
or G
ore�
s cl
assm
ate
look
ed a
nd s
aw th
e sp
atia
l rel
atio
nshi
p. A
sk p
upils
wha
t the
y th
ink
abou
t the
sha
pes
of S
Am
eric
a an
d A
frica
, or A
ustra
lia a
nd In
dia.
The
n pl
ay
scen
e 2.
Q
uest
ions
for p
upil
inve
stig
atio
n/le
arni
ng to
be
answ
ered
by
wat
chin
g th
e re
leva
nt s
ectio
ns:
•
Bet
wee
n w
hich
two
varia
bles
is th
ere
clai
med
to b
e a
rela
tions
hip?
•
How
do
ice
core
s en
able
us
to in
vest
igat
e th
is re
latio
nshi
p ov
er
long
per
iods
of t
ime?
•
The
two
grap
hs (C
O2
and
tem
pera
ture
) fol
low
the
sam
e pa
ttern
. W
hat d
oes
this
tell
us a
nd w
hat d
oes
it no
t tel
l us?
•
Wha
t oth
er k
now
ledg
e an
d cr
eativ
e th
ough
t hel
ps u
s m
ake
mor
e se
nse
of th
e re
latio
nshi
p (k
now
ing
that
fuel
bur
ning
sta
rted
to
incr
ease
gre
atly
thro
ugh
the
indu
stria
l rev
olut
ion,
the
use
of
elec
trici
ty, a
nd g
reat
er u
se o
f tra
nspo
rt an
d kn
owin
g th
at th
e cu
rren
t rat
es o
f inc
reas
e ar
e gr
eate
r tha
n hi
stor
ical
dat
a).
• W
ho h
as c
olle
cted
dat
a su
ch a
s hi
stor
ical
tem
pera
ture
reco
rdin
gs,
ice
core
dat
a, n
umbe
rs o
f ext
rem
e w
eath
er e
vent
s, C
O2
conc
entra
tion,
phe
nolo
gica
l dat
a. H
ow h
as it
all
been
col
lect
ed?
• H
ow c
an li
nks
be m
ade
betw
een
data
set
s su
ch a
s th
e ge
olog
ical
hi
stor
ical
dat
a fo
r CO
2 co
ncen
tratio
n an
d te
mpe
ratu
re fo
r the
Ear
th.
(By
plot
ting
both
aga
inst
tim
e)
• H
ow is
this
rela
tions
hip
expl
aine
d by
the
mod
el o
f the
`gre
enho
use�
ga
ses
and
thei
r effe
ct o
n ra
diat
ion
of h
eat f
rom
the
Ear
th in
to
spac
e.
2. S
cien
ce
20
2. C
ombu
stio
n of
foss
il fu
els
and
Prod
uctio
n of
Car
bon
diox
ide
Lear
ning
obj
ectiv
es
Pos
sibl
e te
achi
ng a
ctiv
ities
Li
nks
to A
n In
conv
enie
nt T
ruth
Pu
pils
sho
uld
lear
n:
• ab
out t
he p
ossi
ble
effe
cts
of b
urni
ng
foss
il fu
els
on th
e en
viro
nmen
t and
ho
w th
ese
effe
cts
can
be m
inim
ised
Man
y sc
hool
s ha
ve a
car
bon
diox
ide
mon
itor u
sed
in u
pper
sch
ool i
nves
tigat
ions
of
car
bon
diox
ide
and
phot
osyn
thes
is.
Low
er s
choo
l ide
ntifi
catio
n of
car
bon
diox
ide
is n
orm
ally
a q
ualit
ativ
e te
chni
que
of b
ubbl
ing
gas
thro
ugh
limew
ater
. If
a sc
hool
doe
s ha
ve a
CO
2 de
tect
or, t
hen
stud
y of
clim
ate
chan
ge/g
loba
l war
min
g w
ill g
reat
ly in
crea
se th
eir b
enef
it fr
om th
e eq
uipm
ent.
If th
e sc
hool
has
a c
arbo
n di
oxid
e de
tect
or a
s pa
rt of
its
data
logg
ing
equi
pmen
t �
inst
all i
t with
the
mea
sure
men
t gra
ph p
roje
cted
on
boar
d.
Clo
se a
ll th
e do
ors
and
win
dow
s an
d:
•
expl
ain
the
units
(eith
er %
or p
arts
per
milli
on) a
nd w
hat t
hat m
eans
. It
is p
ossi
ble
to c
ompa
re th
e fig
ures
with
thos
e on
the
grap
h in
AIT
(p
roba
bly
betw
een
3000
� 4
000
parts
per
milli
on)
•
Exp
lain
that
the
dete
ctor
is m
easu
ring
a ga
s ca
lled
carb
on d
ioxi
de th
at
is c
olou
rless
and
odo
urle
ss.
• A
sk fo
r pre
dict
ions
and
reas
ons
for w
hat w
ill ha
ppen
to th
e re
adin
g sh
own.
If p
ossi
ble,
allo
w p
upils
to p
redi
ct b
y dr
awin
g on
the
boar
d.
• Le
ave
the
mon
itor r
unni
ng.
• Af
ter
a le
ngth
of t
ime
to e
stab
lish
a tre
nd, s
ay th
at y
ou w
ill li
ght s
ome
Bun
sen
burn
ers
and
agai
n as
k fo
r pre
dict
ions
. Th
e tre
nd s
how
n w
ill b
e st
eadi
ly, b
ut s
low
ly u
pwar
ds w
ith a
cla
ss in
a ro
om.
The
ques
tions
to a
sk a
re:
• W
hat i
s it
that
is c
hang
ing
in th
e ro
om?
• W
hat o
ther
gas
mig
ht b
e ch
angi
ng in
con
cent
ratio
n? (o
xyge
n, w
ater
va
pour
) •
Why
can
�t w
e se
e th
at c
hang
e?
• W
here
is th
e ga
s co
min
g fr
om?
(can
intro
duce
or r
emin
d of
the
wor
d eq
uatio
n fo
r res
pira
tion)
•
Wha
t wou
ld s
top
the
conc
entra
tion
of th
e ga
s in
crea
sing
? �
If th
e su
gges
tion
is to
ope
n th
e w
indo
ws,
the
next
que
stio
n is
why
is th
e co
ncen
tratio
n lo
wer
out
side
? (th
is c
an le
ad to
dis
cuss
ion
of th
e ba
lanc
e be
twee
n ph
otos
ynth
esis
and
resp
iratio
n in
the
natu
ral e
cosy
stem
) � a
nd
that
if th
ere
wer
e en
ough
gre
en p
lant
s in
the
clas
sroo
m, t
hen
the
conc
entra
tion
wou
ldn�
t inc
reas
e •
Turn
ing
on th
e B
unse
n bu
rner
s w
ill in
crea
se th
e ra
te o
f inc
reas
e of
ca
rbon
dio
xide
. Th
e w
ord
equa
tion
for b
urni
ng fu
el c
an b
e in
trodu
ced.
•
If th
e cl
assr
oom
had
had
eno
ugh
gree
n pl
ants
to b
alan
ce th
e br
eath
ing,
w
hat w
ould
now
be
happ
enin
g? (
extra
CO
2 fr
om b
urni
ng fu
el w
ould
ex
ceed
the
capa
city
of t
he g
reen
pla
nts
to re
mov
e it
by p
hoto
synt
hesi
s)
Trad
ition
al a
ctiv
ities
:
•
Bre
athi
ng o
ut th
roug
h lim
ewat
er a
nd d
raw
ing
gase
s fr
om a
bur
ning
ca
ndle
thro
ugh
limew
ater
to il
lust
rate
that
bot
h co
ntai
n ca
rbon
dio
xide
.
Rel
ated
sce
nes
Sc
enes
5 a
nd 6
Ris
ing
tren
d of
CO
2 co
ncen
trat
ion
Sc
ene
22 R
isin
g us
e of
foss
il fu
el in
Chi
na
Scen
e 24
Impa
ct o
f ris
ing
popu
latio
n on
the
envi
ronm
ent (
food
, de
fore
stat
ion)
C
arbo
n di
oxid
e is
dis
cuss
ed in
term
s of
its
incr
easi
ng c
once
ntra
tion
in th
e at
mos
pher
e an
d its
con
tribu
tion
to e
nhan
ced
glob
al w
arm
ing.
The
re is
not
, th
ough
, an
expl
anat
ion
of it
s pr
oven
ance
from
the
burn
ing
of fo
ssil
fuel
s to
pr
ovid
e en
ergy
. Th
ese
links
are
impl
ied
and
take
n as
rea
d. F
or s
choo
ls,
ther
e w
ould
nee
d to
be
prio
r lea
rnin
g re
gard
ing
ener
gy re
sour
ces
and
foss
il fu
els.
Ac
tivity
S
cene
s to
illu
stra
te T
he S
cien
tific
Met
hod:
W
atch
sec
tions
on
Pro
fess
or R
evel
le a
nd th
e gr
aph
scen
es 6
and
9. T
he
follo
win
g qu
estio
ns c
an b
e th
e fo
cus.
• W
hat d
id R
evel
le d
ecid
e to
mea
sure
? •
Whe
re d
id h
e do
the
mea
sure
men
ts, a
nd w
hy?
• H
ow lo
ng d
id h
e do
his
mea
sure
men
ts fo
r?
• W
hy is
the
grap
h a
saw
toot
h sh
ape?
(st
op th
e fil
m a
t thi
s po
int).
Th
is is
an
oppo
rtuni
ty fo
r pup
ils to
thin
k cr
eativ
ely
to s
ee if
they
can
pu
t for
war
d id
eas.
Pro
mpt
s su
ch a
s `W
hat p
roce
ss re
duce
s ca
rbon
dio
xide
con
cent
ratio
ns?
Whe
n do
es th
is h
appe
n m
ost?
� co
uld
be u
sed.
•
Why
is th
e ge
nera
l tre
nd o
f the
gra
ph g
oing
up?
� A
gain
, pup
ils
coul
d gi
ve th
eir o
wn
idea
s.
• Is
CO
2 th
e ca
use
of ri
sing
tem
pera
ture
s or
is ri
sing
CO
2 ca
used
by
risin
g te
mpe
ratu
res.
Sce
ptic
s sa
y w
e do
n�t k
now
� w
hat
does
the
IPC
C s
ay?
Wat
ch th
e D
efra
film
`My
CO
2�. W
hat i
s th
e co
nnec
tion
betw
een
elec
trici
ty
use
and
carb
on d
ioxi
de e
mis
sion
s?
2. S
cien
ce
21
• If
CO
2 de
tect
or is
ava
ilabl
e, u
se it
in a
con
tain
er o
f gre
en p
lant
s in
a
plac
e ex
pose
d to
sun
light
in th
e da
ytim
e. L
og d
ata
over
24
hour
s.
Thi
s w
ould
hel
p to
exp
lain
the
zig-
zag
grap
h sh
ape
show
n on
AIT
.
• O
ther
use
s of
car
bon
diox
ide
(to
illust
rate
that
it is
not
a to
xic
pollu
tant
) o
fire
extin
guis
hers
(why
wou
ld th
is b
e?)
o
fizzy
drin
ks
o
dry
ice
•
The
carb
on c
ycle
: us
e of
and
lear
ning
of d
iagr
am a
nd e
xpla
natio
n of
w
hy it
is n
o lo
nger
an
equi
libriu
m.
2. S
cien
ce
22
3. E
nerg
y tr
ansf
er b
y ra
diat
ion
Le
arni
ng o
bjec
tives
P
ossi
ble
teac
hing
act
iviti
es
Link
s to
An
Inco
nven
ient
Tru
th
Pupi
ls s
houl
d le
arn:
•
Abo
ut th
e Su
n as
th
e ul
timat
e so
urce
of m
ost o
f th
e E
arth
�s e
nerg
y re
sour
ces
• Th
e di
stin
ctio
n be
twee
n te
mpe
ratu
re a
nd
heat
•
How
ene
rgy
is
tran
sfer
red
Prio
r lea
rnin
g w
ould
incl
ude
phot
osyn
thes
is �
how
sun
light
ene
rgy
is u
sed
by
plan
ts to
con
vert
carb
on d
ioxi
de a
nd w
ater
into
food
(wor
d eq
uatio
n an
d tra
ditio
nal
prac
tical
act
ivity
of m
easu
ring
star
ch in
leav
es w
hich
hav
e ha
d pa
rt of
the
surf
ace
cove
red)
If
the
scho
ol h
as a
n In
frar
ed (I
R) d
etec
tor,
a de
mon
stra
tion
wou
ld s
how
that
`c
oole
r� ob
ject
s su
ch a
s th
e hu
man
han
d do
radi
ate
dete
ctab
le le
vels
of I
R, b
ut
that
thes
e w
aves
are
eas
ily b
lock
ed b
y a
trans
pare
nt m
ater
ial (
such
as
Per
spex
/gla
ss) �
the
anal
ogy
is th
at th
e gr
eenh
ouse
gas
es b
ehav
e in
a s
imila
r w
ay, i
nhib
iting
the
tran
smis
sion
of I
R.
How
ever
the
Per
spex
is c
lear
ly tr
ansm
ittin
g vi
sibl
e lig
ht (a
s do
gre
enho
use
gase
s) �
and
als
o sh
orte
r wav
e ra
diat
ion
from
m
uch
hotte
r obj
ects
(a h
eat e
mitt
ing
filam
ent l
ight
bul
b fo
r exa
mpl
e)
Trad
ition
al A
ctiv
ities
Form
atio
n of
foss
il fu
els
(ani
mat
ions
, Ess
o vi
deo
(Har
ry th
e H
ydro
carb
on),
bo
ok d
iagr
ams,
rock
cyc
le d
iagr
ams)
•
Bac
kwar
ds ti
mel
ine
� sh
ow a
Bun
sen
burn
er a
light
. Tr
ack
a ca
rbon
ato
m
back
to w
hen
it w
as p
revi
ousl
y ca
rbon
dio
xide
. W
here
did
the
ener
gy w
e ar
e no
w u
sing
com
e fr
om?
•
Dia
gram
s, v
ideo
s et
c on
the
elec
trom
agne
tic s
pect
rum
. •
Dia
gram
s on
the
effe
ct o
f col
our
on a
bsor
ptio
n or
refle
ctio
n of
hea
t. •
Roy
al S
ocie
ty o
f Che
mis
try C
lass
ic D
emon
stra
tions
boo
k �
dem
onst
ratio
n of
tra
ppin
g of
infr
ared
radi
atio
n by
car
bon
diox
ide.
•
Use
of d
iagr
am to
sho
w th
e w
ay th
e E
arth
radi
ates
hea
t int
o sp
ace.
Rel
ated
sce
nes
Sc
enes
3 a
nd 4
Sci
ence
of g
loba
l war
min
g (in
clud
ing
Sim
pson
�s s
tyle
ca
rtoo
n)
Scen
e 16
Ani
mat
ion
of v
icio
us c
ircle
of m
eltin
g, fl
oatin
g ic
e -
less
ic
e/sn
ow to
refle
ct r
adia
tion
� m
ore
liqui
d w
ater
sur
face
to a
bsor
b en
ergy
whi
ch h
eats
the
ice
mor
e sc
ene
11 R
elat
ions
hip
of te
mpe
ratu
re w
ith e
nerg
y (in
clud
ing
heat
w
aves
, tor
nado
es a
nd h
urri
cane
s)
The
over
all q
uest
ion
is `h
ow d
o th
e di
ffere
nt p
rope
rties
of p
arts
of t
he
elec
trom
agne
tic s
pect
rum
(EM
S)
affe
ct g
loba
l war
min
g, a
nd h
ow d
oes
our
unde
rsta
ndin
g of
the
EM
S h
elp
us to
exp
lain
why
the
Ear
th is
get
ting
war
mer
. Th
e se
ctio
ns o
f AIT
det
aile
d ab
ove
give
ani
mat
ions
and
exp
lana
tions
and
will
be
mor
e re
adily
und
erst
ood
afte
r the
lear
ning
act
iviti
es.
Act
ivity
Ill
ustra
ting
The
Sci
entif
ic P
roce
ss:
The
caus
es, e
ffect
s an
d fu
ture
of g
loba
l war
min
g de
rive
from
a c
ombi
natio
n of
sci
entif
ic e
xpla
natio
ns a
nd m
odel
s. W
atch
ing
the
DV
D, p
upils
cou
ld
iden
tify
and
sum
mar
ise
thes
e in
thei
r ow
n w
ords
: •
Ene
rgy
trans
mis
sion
to th
e E
arth
from
the
Sun
. •
The
reas
on th
at th
e E
arth
is w
arm
eno
ugh
to s
uppo
rt lif
e.
• Th
e re
ason
that
less
hea
t is
esca
ping
from
the
Ear
th th
an p
revi
ousl
y.
• Th
e re
ason
s th
at th
e C
O2
conc
entra
tion
is in
crea
sing
. •
Whe
re th
e ca
rbon
has
com
e fr
om.
• W
hat p
roce
sses
redu
ce c
arbo
n di
oxid
e an
d ho
w th
is e
xpla
ins
the
saw
to
oth
grap
h.
• Th
e m
eans
by
whi
ch h
eat i
s tra
nsfe
rred
to th
e po
les
from
the
equa
tor.
• Th
e re
ason
s fo
r mor
e flo
ods
and
drou
ghts
. •
The
reas
ons
for r
isin
g se
a-le
vels
. •
The
reas
ons
that
redu
ced
ice
cove
r inc
reas
es th
e ra
te o
f ene
rgy
abso
rptio
n of
the
Ear
th.
2. S
cien
ce
23
4. A
nim
als
and
adap
tatio
ns
Lear
ning
obj
ectiv
es
Pos
sibl
e te
achi
ng a
ctiv
ities
Li
nks
to A
n In
conv
enie
nt T
ruth
Pu
pils
sho
uld
lear
n:
• ab
out h
ow li
ving
th
ings
and
the
envi
ronm
ent c
an
be p
rote
cted
•
the
inte
rdep
ende
nce
of h
abita
ts
• fo
od w
ebs
and
food
cha
ins
• W
hils
t wat
chin
g th
e sc
enes
det
aile
d in
the
next
col
umn,
pup
ils c
an c
lass
ify
the
case
s in
to tw
o: a
nim
als
or o
rgan
ism
s th
at m
ay b
enef
it fr
om g
loba
l w
arm
ing
and
thos
e th
at w
ill be
thre
aten
ed.
• A
s pa
rt of
lear
ning
abo
ut fo
od w
ebs
pupi
ls c
an p
redi
ct a
nd ju
stify
how
a
serie
s of
sta
ndar
d fo
od w
ebs
may
be
affe
cted
by
glob
al w
arm
ing.
Pup
ils
coul
d al
so s
tart
with
one
of t
he s
cena
rios
and
rese
arch
how
it m
ight
affe
ct th
e fo
od w
ebs.
For
exa
mpl
e th
e m
igra
tory
bird
s m
issi
ng th
e ca
terp
illar
s w
ill
affe
ct th
e su
rviv
al ra
te o
f the
cat
erpi
llars
and
, pre
sum
ably
, the
am
ount
of
folia
ge th
ey e
at.
The
low
er s
urvi
val r
ate
of th
e ha
tchl
ings
will
affe
ct th
e su
rviv
al ra
te o
f oth
er in
sect
s th
ey e
at in
late
r life
and
als
o re
duce
the
food
su
pply
for t
heir
pred
ator
s. A
noth
er q
uest
ion
is �
is th
e th
reat
enin
g of
pol
ar
bear
s go
od n
ews
for s
ea li
ons?
•
Pup
ils c
hoos
e an
imal
s or
pla
nts
that
may
be
affe
cted
by
glob
al w
arm
ing
� ei
ther
dire
ctly
or t
hrou
gh c
hang
es to
the
habi
tat a
nd th
e fo
od w
eb o
f whi
ch
they
are
a p
art.
Pos
sibl
e ex
ampl
es a
re:
o
blue
wha
les
o
peng
uins
o
hedg
ehog
s o
mar
ine
and
river
life
� g
reat
er fl
ow v
aria
tion,
alg
al b
loom
s o
plan
ts w
hich
are
mor
e or
less
ada
pted
to h
ot d
ry/ f
lood
ed
cond
ition
s o
inse
cts
such
as
mos
quito
es?
•
Res
earc
h in
to th
e im
pact
of c
limat
e ch
ange
on
the
(mic
ro) o
rgan
ism
s th
at
caus
e di
seas
e in
hum
ans
and
on th
e ris
k to
hum
ans.
Exa
mpl
es a
re:
o
Mal
aria
� im
pact
on
the
rang
e of
are
a ha
bita
ble
by m
osqu
itoes
o
Wat
er b
orne
dis
ease
: im
pact
from
wat
er te
mpe
ratu
re,
unpr
edic
tabl
e su
pply
, flo
ods/
heav
y ra
in a
nd d
roug
ht.
o
Abi
lity
of h
uman
s to
kee
p fo
od fr
esh
•
Phe
nolo
gy h
as p
laye
d a
part
in th
e id
entif
icat
ion
of th
e im
pact
s of
glo
bal
war
min
g. T
here
are
exa
mpl
es a
nd n
ews
repo
rts o
f the
se �
e.g
. spr
ing
flow
ers
appe
arin
g ea
rlier
, hed
geho
gs n
ot h
iber
natin
g, lo
nger
gro
win
g se
ason
fo
r law
ns.
Nat
ure
Det
ectiv
es h
as a
pro
ject
in w
hich
pup
ils c
an c
ontri
bute
to
rese
arch
by
findi
ng a
nd s
endi
ng in
dat
a on
sea
sona
l eve
nts
and
phen
omen
a w
here
they
live
. w
ww
.nat
ured
etec
tives
.org
.uk
Rel
ated
sce
nes
Sc
ene
19:
• In
terr
uptio
n of
food
cha
in �
mig
rato
ry b
irds
and
cate
rpill
ars
• P
ine
beet
les
in U
SA
•
Mos
quito
es s
urvi
ving
at h
ighe
r alti
tude
s in
clud
ing
in c
ities
orig
inal
ly b
uilt
at a
ltitu
des
too
cold
for m
osqu
itoes
•
Cor
al re
ef
• O
ther
`pro
blem
� spe
cies
spr
eadi
ng (i
nclu
ding
vec
tor f
or in
fect
ious
di
seas
es)
• E
mer
genc
e or
re-e
mer
genc
e of
pat
hoge
nic
mic
ro-o
rgan
ism
s
Scen
e 16
: •
Pol
ar b
ear:
anim
atio
n •
Dru
nken
tree
s
3. G
eogr
aphy
24
3.1
An
Inco
nven
ient
Tru
th -
Scen
e lin
ks to
the
geog
raph
y cu
rric
ulum
Th
is g
rid s
ets
out w
here
An
Inco
nven
ient
Tru
th c
an b
e ap
plie
d to
exp
lore
issu
es ra
ised
thro
ugho
ut th
e ge
ogra
phy
curri
culu
m a
nd h
ow th
ose
can
be a
pplie
d to
the
fact
s su
rroun
ding
clim
ate
chan
ge. T
he fi
nal c
olum
n en
cour
ages
the
use
of c
itize
nshi
p is
sues
and
tech
niqu
es to
be
used
whi
lst t
each
ing
aspe
cts
of th
is c
urric
ulum
. Thi
s ca
n en
rich
the
geog
raph
y co
nten
t.
K
ey s
tage
s: c
urric
ulum
link
s an
d le
arni
ng o
utco
mes
Sc
ene
Des
crip
tion
KS3
K
S4
AS/
A2
C
itize
nshi
p lin
ks
This
sce
ne in
trodu
ces
the
key
proc
esse
s of
ligh
t abs
orpt
ion
and
re-
radi
atio
n of
hea
t in
a w
ay th
at is
app
ropr
iate
for b
oth
KS3
& KS
4 le
arne
rs
stud
ying
wea
ther
or c
limat
e ch
ange
(tea
chin
g st
aff m
ay n
eed
to p
rovi
de
lear
ners
with
som
e ad
ditio
nal d
etai
l of h
ow li
ght e
nerg
y is
act
ually
co
nver
ted
into
hea
t). I
n pa
rticu
lar,
the
scen
e co
uld
supp
ort t
each
ing
of:
• KS
3 U
nit 1
0: w
eath
er o
ver W
este
rn E
urop
e &
KS3
Uni
t 14:
can
the
earth
cop
e?
• G
CSE
cou
rses
(e.g
. OC
R B
: cau
ses
of th
e gr
eenh
ouse
effe
ct )
Scen
e 3
can
help
to re
min
d st
uden
ts a
bout
the
basi
c m
echa
nism
of a
tmos
pher
ic
war
min
g as
par
t of a
n AS
/A2
met
eoro
logy
uni
t. H
owev
er,
they
will
need
to s
uppl
emen
t thi
s w
ith a
dditi
onal
info
rmat
ion
e.g.
th
e id
ea o
f car
bon
diox
ide
equi
vale
nt g
ases
[CO
2 gas
es
incl
ude
met
hane
and
wat
er
vapo
ur].
3
Basi
c Sc
ienc
e of
G
loba
l War
min
g (1
min
)
Still
imag
es c
an b
e pa
used
for c
lass
es to
take
not
es a
t tim
e-co
de 0
:08:
50 a
nd 0
:08:
57.
Th
is s
cene
may
be
best
pla
yed
alon
gsid
e th
e fir
st s
hort
Def
ra fi
lm- T
omor
row
�s C
limat
e To
day�
s C
halle
nge
to
help
pup
ils v
isua
lise
the
mul
tiple
sou
rces
of c
arbo
n em
issi
ons.
4 G
loba
l War
min
g C
arto
on (2
min
)
This
Sim
pson
�s-s
tyle
car
toon
pro
vide
s a
hum
orou
s ta
ke o
n th
e se
rious
bu
sine
ss o
f clim
ate
chan
ge (s
how
n he
re a
s gl
obal
war
min
g) w
hich
may
he
lp s
ome
KS3&
4 le
arne
rs g
rasp
the
conc
ept f
or th
e fir
st ti
me.
A s
till
imag
e ca
n be
pau
sed
for c
lass
es a
t tim
e-co
de 0
:10:
35.
D
iscu
ss if
car
toon
s ca
n he
lp to
un
ders
tand
the
scie
nce
or d
o th
ey d
istra
ct fr
om th
e m
essa
ge.
Do
they
cre
ate
a �d
umbi
ng d
own�
of
the
fact
s?
- Thi
s w
ould
hel
p un
ders
tand
m
edia
repr
esen
tatio
ns o
f iss
ues.
5 6
Prof
esso
r Rev
elle
(2
min
) C
O2 M
easu
re s
ince
19
58 (2
min
)
Scen
e 5
show
s ho
w e
vide
nce
for
risin
g C
O2 h
as b
een
colle
cted
. Sc
ene
6 sh
ows
the
risin
g tre
nd
(with
sea
sona
l flu
ctua
tions
) in
CO
2 le
vels
. Al G
ore
tells
his
life
-sto
ry a
s C
O2 l
evel
s ris
e be
hind
him
.
GC
SE c
ours
es te
nd to
focu
s on
the
caus
es a
nd im
pact
s of
clim
ate
chan
ge a
nd d
o no
t req
uire
any
de
pth
of k
now
ledg
e ab
out t
he
evid
ence
for c
limat
e ch
ange
or i
ts
sour
ces.
How
ever
, the
se s
cene
s pr
ovid
e us
eful
bac
kgro
und
Thes
e tw
o sc
enes
cou
ld b
e in
tegr
ated
into
a g
eogr
aphi
cal
skills
less
on fo
r AS
stud
ents
. Th
ey p
rovi
de a
n op
portu
nity
for
pupi
ls to
pra
ctic
e th
eir d
escr
iptiv
e w
ritin
g.
Ask
pupi
ls to
inve
stig
ate
whe
n in
form
atio
n ab
out c
limat
e ch
ange
be
cam
e av
aila
ble.
The
y m
ay
wan
t to
star
t an
exer
cise
ask
ing
thei
r ow
n fa
milie
s or
mem
bers
of
the
com
mun
ities
in w
hich
they
liv
e in
whe
n th
ey fi
rst h
eard
3. G
eogr
aphy
25
Pupi
ls m
ay a
sk: w
hat w
ere
my
pare
nts
and
gran
dpar
ents
doi
ng
durin
g th
is ti
me?
Did
they
kno
w
that
this
was
hap
peni
ng?
Whe
n di
d th
e U
K go
vern
men
t sta
rt to
ta
ke n
otic
e?
info
rmat
ion
for s
tude
nts,
esp
ecia
lly
thos
e fo
llow
ing
a sp
ecifi
catio
n w
ith
clim
ate
chan
ge in
clud
ed a
s a
sub-
unit
for s
tudy
(e.g
. AQ
A B)
.
Scen
e 6
desc
ribes
fluc
tuat
ions
oc
curri
ng a
roun
d a
mea
n va
lue
that
is s
tead
ily in
crea
sing
ove
r tim
e �
a tre
nd w
hich
som
e st
uden
ts m
ay in
itial
ly s
trugg
le to
ar
ticul
ate
clea
rly.
The
scen
e is
be
st p
ause
d fo
r ana
lysi
s an
d di
scus
sion
at t
ime-
code
0:1
5:36
.
abou
t the
issu
es a
nd w
hat t
hey
actu
ally
kno
w a
bout
them
. Th
ey c
ould
cre
ate
thei
r ow
n gr
aph
of w
hen
the
publ
ic b
egan
to
take
inte
rest
and
mea
sure
that
ag
ains
t Gov
ernm
ent s
tate
men
ts.
Use
the
Met
Offi
ce
(ww
w.m
etof
fice.
gov.
uk) a
nd th
e D
efra
(w
ww
.clim
atec
halle
nge.
gov.
uk)
web
site
s fo
r inf
orm
atio
n.
7 G
laci
ers
Rec
ede
(2m
in)
Not
e: O
ppor
tuni
ty to
ex
plor
e th
e lin
ks
betw
een
glac
ial
rece
ssio
n an
d cl
imat
e ch
ange
� c
ould
the
mel
ting
of g
laci
ers
in
som
e pa
rts
of th
e w
orld
be
dow
n to
ot
her f
acto
rs?
Do
glob
al tr
ends
in
glac
ial r
eces
sion
pr
ovid
e ev
iden
ce to
su
gges
t the
influ
ence
of
clim
ate
chan
ge?
Alth
ough
man
y of
the
Scen
es 7
, 11,
12,
14,
16,
19,
20
and
21 c
an b
e pl
ayed
seq
uent
ially
(to
tal d
urat
ion:
24-
min
utes
) to
prov
ide
pupi
ls w
ith a
n ov
ervi
ew o
f th
e m
ain
obse
rved
and
pre
dict
ed
impa
cts
of c
limat
e ch
ange
. Th
is c
ould
be
deliv
ered
as
a st
and-
alon
e le
sson
or i
nteg
rate
d in
to a
n ex
istin
g Q
CA
sche
me
of w
ork
such
as
Uni
t 14:
Can
the
earth
cop
e?
Som
e G
CSE
cou
rses
(e.g
. Ede
xcel
A)
giv
e a
smal
l am
ount
of c
over
age
to g
laci
al s
yste
ms
and
the
A Le
vel
guid
ance
not
es fo
r thi
s sc
ene
can
be a
dapt
ed b
y te
achi
ng s
taff
as
appr
opria
te.
This
sce
ne is
use
ful f
or p
upils
st
udyi
ng h
ow g
laci
al s
yste
ms
oper
ate
over
long
er ti
me-
scal
es.
Long
-term
exc
ess
of a
blat
ion
over
acc
umul
atio
n is
sho
wn
to b
e re
sulti
ng in
a s
igni
fican
t ret
reat
of
glac
ier s
nout
s in
a v
arie
ty o
f co
ntex
ts. P
ause
at 0
:16:
29 fo
r pu
pils
to s
ketc
h th
e re
treat
of t
he
Col
umbi
a gl
acie
r.
A st
rong
syn
optic
link
can
be
mad
e he
re, r
efer
enci
ng fu
ture
w
ater
sho
rtage
s in
SE
Asia
as
glac
ial m
elt-w
ater
s di
min
ish
(gla
cier
AX0
10 in
Nep
al is
sho
wn
here
).
Eith
er u
sing
this
is a
sin
gle
scen
e or
by
join
ing
the
scen
es to
geth
er
star
t to
draw
out
the
follo
win
g qu
estio
ns a
s pa
rts o
f the
di
scus
sion
: �W
hat r
espo
nsib
ility
do w
e as
a
natio
n ha
ve to
the
othe
r co
untri
es s
ever
ely
affe
cted
by
clim
ate
chan
ge?�
�W
hat r
espo
nsib
ility
do w
e as
in
divi
dual
s ha
ve to
the
indi
vidu
als
in th
ose
coun
tries
se
vere
ly a
ffect
ed b
y cl
imat
e ch
ange
?�
Abou
t the
dis
appe
aran
ce o
f
3. G
eogr
aphy
26
ex
ampl
es in
this
sc
ene
are
wel
l ch
osen
to il
lust
rate
th
e ef
fect
s of
hum
an-
indu
ced
clim
ate
chan
ge, t
he c
ause
s of
the
rece
ssio
n of
sn
ows
on K
ilim
anja
ro
are
com
plex
and
re
late
d to
loca
l fa
ctor
s. It
can
not b
e es
tabl
ishe
d th
at th
is
is m
ainl
y at
trib
utab
le
to h
uman
-indu
ced
clim
ate
chan
ge..
[IPC
C A
R4
WG
II SP
M
p8]
[IPC
C A
R4
WG
II, T
S p4
8 an
d C
h 9,
p 4
39-
440]
Still
imag
es c
an b
e pa
used
for c
lass
es a
t tim
e-co
de 0
:15:
54 o
r 0:1
6:06
or 0
:17:
33. S
how
the
clas
s D
efra
�s
�Clim
ate
Cha
mpi
ons�
film
at w
ww
.clim
atec
halle
nge.
gov.
uk/m
ultim
edia
/film
1.ht
ml
(rel
ates
to th
e G
ursc
hen
glac
ier).
Th
e th
ird s
hort
Def
ra fi
lm C
ham
pion
s� D
iarie
s sh
ows
the
retre
at o
f the
Gur
sche
n gl
acie
r ove
r tim
e. T
he
cham
pion
s st
and
on re
cent
ly-e
xpos
ed d
epos
its th
at c
orre
spon
d w
ith th
e ye
ar o
f the
ir bi
rths.
glac
iers
� a
sk th
e pu
pils
how
m
any
of th
em h
ave
seen
or b
een
to a
gla
cier
for t
hem
selv
es �
dr
aw th
eir a
ttent
ion
to th
e fa
ct
that
they
are
not
like
ly to
hav
e th
e op
portu
nity
. W
hat i
s th
e si
gnifi
canc
e of
the
fact
that
AIT
has
incl
uded
an
exam
ple
(Kilim
anja
ro) w
hich
is
not g
ener
ally
thou
ght t
o be
at
tribu
tabl
e to
hum
an-in
duce
d cl
imat
e ch
ange
?
8 Ic
e C
ores
(2m
in)
So
me
GC
SE c
ours
es (e
.g. E
dexc
el
A) g
ive
a sm
all a
mou
nt o
f cov
erag
e to
gla
cial
sys
tem
s an
d th
e A
Leve
l gu
idan
ce n
otes
for t
his
scen
e ca
n be
ada
pted
by
teac
hing
sta
ff as
ap
prop
riate
.
Vita
l evi
denc
e is
pro
vide
d fo
r pa
st g
laci
al m
ovem
ents
. The
pr
ecis
e de
tail
that
ice
core
s ca
n pr
ovid
e is
nic
ely
illus
trate
d by
a
refe
renc
e to
the
US
Cle
an A
ir Ac
t at
tim
e-co
de 0
:18:
36.
3. G
eogr
aphy
27
9 C
O2 L
evel
s Ba
ck
650,
000
Year
s (4
min
) N
ote:
Pup
ils w
atch
ing
this
seg
men
t mig
ht
get t
he im
pres
sion
th
at th
e gr
aph
plot
ting
CO2
agai
nst
tem
pera
ture
ove
r 65
0,00
0 ye
ars
prov
es
that
rece
nt ri
ses
in
tem
pera
ture
are
ca
used
by
CO2.
The
la
tter c
oncl
usio
n is
ac
cept
ed b
y th
e gr
eat
maj
ority
of t
he
wor
ld�s
clim
ate
scie
ntis
ts, b
ut c
anno
t be
pro
ved
by
refe
renc
e to
this
gr
aph.
Clo
ser
exam
inat
ion
show
s th
at, f
or m
ost o
f the
la
st 6
50,0
00 y
ears
, te
mpe
ratu
re in
crea
se
prec
ede
CO2
incr
ease
s by
sev
eral
hu
ndre
d ye
ars.
Som
e sc
eptic
s ha
ve u
sed
this
to s
uppo
rt th
eir
clai
m th
at re
cent
te
mpe
ratu
re ri
ses
may
not
be
caus
ed b
y C
O2.
But
it is
ge
nera
lly a
ccep
ted
that
the
caus
ativ
e re
latio
nshi
p be
twee
n C
O2
and
tem
pera
ture
ov
er th
e la
st 6
50,0
00
year
s go
es b
oth
way
s an
d th
at, n
ow, i
t is
CO
2 w
hich
is d
rivin
g te
mpe
ratu
re. T
he
rela
tions
hip
betw
een
incr
ease
s in
CO
2 an
d
This
sce
ne o
utlin
es th
e cr
ucia
l lin
k be
twee
n C
O2 a
nd te
mpe
ratu
re. I
t co
uld
be u
sed
to s
uppo
rt te
achi
ng o
f clim
ate
chan
ge d
irect
ly, s
tress
ing
as
it do
es th
e m
oral
and
eth
ical
dim
ensi
ons
of th
e is
sue
(men
tione
d at
the
end
of th
e sc
ene)
. It
coul
d al
so b
e us
ed a
s a
lead
-in e
xerc
ise
to s
uppo
rt en
quiry
ski
lls
teac
hing
. Fr
om 2
008,
the
revi
sed
KS3
prog
ram
me
of s
tudy
requ
ires
that
pu
pils
sho
uld
be a
ble
to id
entif
y an
d de
tect
bia
s w
hen
inve
stig
atin
g is
sues
. Som
e pu
pils
may
be
awar
e th
at th
ere
has
been
som
e co
ntro
vers
y ov
er th
e lin
kage
bet
wee
n te
mpe
ratu
re ri
ses
and
CO
2 lev
els.
It m
ay b
e po
ssib
le to
dis
cuss
this
issu
e di
rect
ly, e
spec
ially
with
gift
ed a
nd ta
lent
ed
pupi
ls.
This
sce
ne c
ould
be
inte
grat
ed
into
a g
eogr
aphi
cal s
kills
less
on
for A
S pu
pils
. Th
ere
are
plen
ty
of o
ppor
tuni
ties
for d
escr
ibin
g an
d co
mpa
ring
the
two
trend
-lin
es s
how
n. T
each
ing
staf
f may
fin
d it
usef
ul to
free
ze-fr
ame
at
time-
code
0:2
1:21
.
Ask
the
pupi
ls w
hat G
ore
mea
ns
by �
mor
al a
nd e
thic
al�,
- w
ho i
s re
spon
sibl
e fo
r th
ose
mor
al a
nd
ethi
cal q
uest
ions
? C
alcu
late
thei
r ow
n co
ntrib
utio
ns
to ri
sing
CO
2 lev
els
and
then
ask
th
em to
see
if th
ey c
an fi
nd w
ays
to c
ut it
. � Is
it p
ossi
ble
to s
et
targ
ets
in th
eir o
wn
lives
?
3. G
eogr
aphy
28
Pupi
ls c
an c
alcu
late
thei
r ow
n co
ntrib
utio
n to
risi
ng C
O2 l
evel
s by
vis
iting
w
ww
.car
bond
etec
tives
.org
.uk
or w
ww
.esd
.rgs.
org/
A w
ealth
of a
dditi
onal
gr
aphi
cs c
an b
e ac
cess
ed a
t w
ww
.vita
lgra
phic
s.ne
t/_do
cum
ents
/clm
ate_
chan
ge_u
pdat
e.v1
5.pd
f.
The
third
sho
rt D
efra
film
, the
Car
bon
Cyc
le a
nim
atio
n m
ay a
dditi
onal
ly
help
pup
ils u
nder
stan
d w
hy c
arbo
n le
vels
can
cha
nge
over
var
ying
tim
e-sc
ales
.
11
Ris
ing
Tem
pera
ture
s (2
min
) Sc
enes
7, 1
1, 1
2, 1
4, 1
6, 1
9, 2
0 an
d 21
can
be
play
ed s
eque
ntia
lly
(tota
l dur
atio
n: 2
4-m
inut
es) t
o pr
ovid
e KS
3 le
arne
rs w
ith a
n ov
ervi
ew o
f the
mai
n ob
serv
ed a
nd
pred
icte
d im
pact
s of
clim
ate
chan
ge.
This
sce
ne s
uppo
rts A
S/A2
and
som
e G
CSE
teac
hing
of c
limat
e m
odul
es. I
n pa
rticu
lar i
t can
nur
ture
des
crip
tive
skills
for t
his
topi
c.
• Fr
eeze
-fram
e at
tim
e-co
de 0
:27:
12 a
nd a
sk p
upils
to d
escr
ibe
the
patte
rn o
f tem
pera
ture
cha
nges
sho
wn.
•
Free
ze-fr
ame
at ti
me-
code
0:2
7:38
and
ask
pup
ils to
des
crib
e an
d ex
plai
n w
hat t
he �t
empe
ratu
re a
nom
aly�
map
act
ually
sho
ws.
12
Hur
rican
es (4
min
) N
ote:
The
re is
in
suffi
cien
t evi
denc
e to
est
ablis
h cl
early
th
at p
artic
ular
one
-off
wea
ther
eve
nts,
suc
h as
Hur
rican
e K
atrin
a,
are
attr
ibut
able
to
clim
ate
chan
ge.
How
ever
, the
IPC
C
conc
lude
s th
at it
is
likel
y th
at th
ere
has
been
an
incr
ease
in
inte
nse
trop
ical
cy
clon
e ac
tivity
in
Scen
es 7
, 11,
12,
14,
16,
19,
20
and
21 c
an b
e pl
ayed
seq
uent
ially
(to
tal d
urat
ion:
24-
min
utes
) to
prov
ide
pupi
ls w
ith a
n ov
ervi
ew o
f th
e m
ain
obse
rved
and
pre
dict
ed
impa
cts
of c
limat
e ch
ange
. Th
e sc
ene
ends
with
refe
renc
es to
th
e 19
30s
that
may
nee
d ex
plai
ning
to s
ome
lear
ners
.
This
sce
ne s
uppo
rts G
CSE
te
achi
ng o
f hur
rican
es (o
r tro
pica
l cy
clon
es).
At th
is le
vel,
stud
ents
w
ill be
abl
e to
est
ablis
h th
e po
ssib
le li
nk b
etw
een
war
min
g w
ater
s an
d in
crea
sing
hur
rican
e fre
quen
cy a
nd s
ever
ity (�
look
at
that
hur
rican
e�s
eye!
�). P
upils
sh
ould
dis
cuss
whe
ther
indi
vidu
al
even
ts s
uch
as H
urric
ane
Katri
na
prov
ide
relia
ble
evid
ence
of c
limat
e ch
ange
. Do
glob
al p
atte
rns
of
extre
me
wea
ther
eve
nts
prov
ide
evid
ence
for c
limat
e ch
ange
?
This
sce
ne s
uppo
rts A
S/A2
te
achi
ng o
f clim
ate
mod
ules
and
na
tura
l haz
ards
. It p
rovi
des
evid
ence
for w
arm
er
tem
pera
ture
s re
sulti
ng in
st
rong
er h
urric
anes
. Th
e hu
man
ca
uses
of i
ncre
asin
g ris
k ar
e al
so
show
n (th
e pr
esen
ce o
f oil
rigs)
.
Ask
pupi
ls to
find
evi
denc
e of
ex
trem
e w
eath
er c
ondi
tions
in
thei
r ow
n ar
eas,
and
acr
oss
the
UK.
3. G
eogr
aphy
29
so
me
regi
ons
and
mor
e lik
ely
than
not
th
at h
uman
s ha
ve
cont
ribut
ed to
this
. [IP
CC
AR
4 W
G1
SPM
p8
and
IPC
C A
R4
WG
1 TS
p41
and
IP
CC
AR
4 W
G1
FAQ
9.
1]
Still
imag
es c
an b
e pa
used
for c
lass
es a
t tim
e-co
des
0:29
:27
or 0
:30:
30. D
ownl
oad
usef
ul h
urric
ane
imag
es
for o
verh
ead
proj
ectio
n fro
m w
ww
.geo
grap
hyin
then
ews.
rgs.
org/
new
s/ar
ticle
/?id
=450
. Fr
ee re
sour
ces
that
re
late
to h
urric
anes
, wea
ther
and
clim
ate
can
be o
rder
ed fo
rm
ww
w.m
etof
fice.
gov.
uk/e
duca
tion/
reso
urce
s/in
dex.
htm
l.
3. G
eogr
aphy
30
14
Prec
ipita
tion
and
Evap
orat
ion
(2m
in)
Not
e: It
is g
ener
ally
A
ccep
ted
that
the
ev
iden
ce re
mai
ns
insu
ffici
ent t
o es
tabl
ish
a cl
ear
attr
ibut
ion
for t
he
dryi
ng o
ut o
f Lak
e C
had.
[IP
CC
AR
4 W
G1
FAQ
9.
1]
NO
TE: T
here
is
insu
ffici
ent e
vide
nce
to e
stab
lish
that
pa
rtic
ular
one
off
wea
ther
eve
nts
(and
th
e lo
sses
that
follo
w
from
par
ticul
ar
even
ts) a
re
attr
ibut
able
to c
limat
e ch
ange
. How
ever
, the
ef
fect
of c
limat
e ch
ange
on
the
insu
ranc
e se
ctor
is a
co
mpl
ex a
rea,
whi
ch
the
IPC
C d
eals
with
at
the
follo
win
g pl
aces
[A
R4,
WG
2, C
h 1
page
s 11
0-11
1; A
R4,
W
G2,
Ch
19, p
age
790;
and
AR
4, W
G2,
C
h 7
pp36
1 an
d 37
9.].
The
IPC
C c
oncl
udes
at
WG
2 C
h 19
.3.2
.2
that
for s
ome
sect
ors,
su
ch a
s in
sura
nce,
Scen
es 7
, 11,
12,
14,
16,
19,
20
and
21 c
an b
e pl
ayed
seq
uent
ially
(to
tal d
urat
ion:
24-
min
utes
) to
prov
ide
pupi
ls w
ith a
n ov
ervi
ew o
f th
e m
ain
obse
rved
and
pre
dict
ed
impa
cts
of c
limat
e ch
ange
. It
may
be
diffi
cult
for s
ome
pupi
ls
to fu
lly g
rasp
the
com
plex
ities
of
this
par
ticul
ar s
cene
and
teac
hing
st
aff m
ay n
eed
to p
rovi
de s
ome
supp
ort.
The
A Le
vel g
uida
nce
note
s fo
r the
hy
drol
ogic
al c
ycle
can
be
adop
ted
for s
ome
GC
SE c
ours
es a
nd
stud
ents
, whe
re a
ppro
pria
te.
This
sce
ne h
ighl
ight
s th
e co
mpl
exity
of c
limat
e ch
ange
and
su
ppor
ts A
S/A2
stu
dies
in
seve
ral w
ays:
•
supp
orts
teac
hing
of
hydr
olog
ical
cyc
le (H
orto
n ov
erla
nd fl
ow re
sulti
ng fo
r ex
trem
e st
orm
eve
nts)
•
nurtu
res
criti
cal t
hink
ing
abou
t sys
tem
s: w
hy m
ight
w
arm
er c
ondi
tions
als
o be
w
ette
r?
• al
low
s A2
syn
optic
link
s to
be
dra
wn
betw
een
chan
ging
ra
infa
ll pa
ttern
s an
d va
nish
ing
lake
s.
Gor
e po
ints
to a
reas
of t
he w
orld
as
soci
ated
with
pro
blem
s of
co
nflic
t suc
h as
Dar
fur.
R
aise
the
issu
e th
at li
ke m
any
conf
licts
one
of t
he u
nder
lyin
g fa
ctor
s to
the
Dar
fur c
onfli
ct
orig
inat
es in
a c
ompe
titio
n ov
er
reso
urce
s (w
ater
, fer
tile
land
et
c).
Wha
t cou
ld b
e th
e lo
ng te
rm
cons
eque
nces
for p
eace
aro
und
the
glob
e if
clim
ate
chan
ge
cont
inue
s an
d th
reat
ens
natu
ral
reso
urce
s?
In v
iew
of t
he IP
CC
's co
nclu
sion
s th
at:
1) th
ere
is in
suffi
cien
t evi
denc
e to
est
ablis
h th
at p
artic
ular
one
off
wea
ther
eve
nts
are
attri
buta
ble
to c
limat
e ch
ange
(, s
ee n
ote
to
scen
e 12
abo
ve a
nd A
R4,
WG
1,
FAQ
9.1
); an
d 2)
it is
like
ly th
at in
the
late
20t
h C
entu
ry, t
here
has
bee
n an
in
crea
se in
- tro
pica
l cyc
lone
ac
tivity
; hea
vy p
reci
pita
tion
even
ts; w
arm
spe
lls/h
eat w
aves
an
d ar
eas
affe
cted
by
drou
ght
Is th
e us
e of
his
toric
al in
sura
nce
stat
istic
s in
this
sce
ne fa
ir? D
oes
it in
vite
the
view
er to
dra
w
conc
lusi
ons
that
can
not b
e dr
awn
on th
e ev
iden
ce a
vaila
ble
or d
oes
it pr
ovid
e an
illu
stra
tion
of th
e po
tent
ial c
osts
of c
limat
e ch
ange
?
3. G
eogr
aphy
31
th
e im
pact
s of
cl
imat
e ch
ange
are
lik
ely
to re
sult
in
incr
ease
d da
mag
e pa
ymen
ts a
nd
prem
ium
s.
Futu
re s
cena
rios
for U
K cl
imat
e ca
n be
exa
min
ed a
t ww
w.u
kcip
.org
.uk/
clim
ate_
chan
ge/u
k_fu
ture
.asp
.
16
The
Arct
ic (4
min
) N
ote:
It is
not
cle
ar
whi
ch s
tudy
Gor
e is
re
ferr
ing
to w
hen
he
talk
s ab
out P
olar
B
ears
dro
wni
ng.
How
ever
, a 2
005
stud
y by
Mon
net,
Gle
eson
and
R
otte
rman
(see
the
Furt
her R
esou
rces
se
ctio
n at
the
end
of
this
doc
umen
t) su
gges
ts th
at 4
pol
ar
bear
s ha
d dr
owne
d be
caus
e of
a s
torm
. It
also
pre
dict
s th
at
drow
ning
-rel
ated
de
aths
of
pola
r bea
rs m
ay
incr
ease
in th
e fu
ture
if
the
tren
d of
re
gres
sion
of
pack
ice
and/
or
long
er o
pen
wat
er
cont
inue
s.
Scen
es 7
, 11,
12,
14,
16,
19,
20
and
21 c
an b
e pl
ayed
seq
uent
ially
(to
tal d
urat
ion:
24-
min
utes
) to
prov
ide
pupi
ls w
ith a
n ov
ervi
ew o
f th
e m
ain
obse
rved
and
pre
dict
ed
impa
cts
of c
limat
e ch
ange
. Th
e po
lar b
ear a
nim
atio
n w
ill m
ost
likel
y be
a s
trong
foca
l poi
nt fo
r di
scus
sion
am
ongs
t thi
s ag
e gr
oup,
gen
erat
ing
ques
tions
abo
ut
our e
nviro
nmen
tal r
espo
nsib
ilitie
s.
It m
ay b
e di
fficu
lt fo
r som
e pu
pils
to
fully
gra
sp s
ome
of th
e co
mpl
exiti
es o
f thi
s pa
rticu
lar
scen
e (p
erm
afro
st a
nd p
ositi
ve
feed
back
are
men
tione
d).
Teac
hing
sta
ff m
ay n
eed
to
prov
ide
addi
tiona
l sup
port.
Th
is s
cene
sup
ports
A2
teac
hing
of
: •
perig
laci
al la
ndsc
apes
and
pe
rmaf
rost
deg
rada
tion
(free
ze-fr
ame
at 0
:40:
58)
• w
ilder
ness
env
ironm
ents
(A
lask
a)
• sy
nopt
ic li
nks
incl
ude
�Tun
dra
Trav
el D
ays�
(fr
eeze
-fram
e at
0:4
1:31
) •
met
eoro
logy
(alb
edo
is
expl
aine
d)
The
seco
nd h
alf o
f the
sce
ne
desc
ribes
an
inte
rest
ing
sour
ce
of q
uant
itativ
e da
ta (i
ce th
ickn
ess
read
ings
from
sub
mar
ines
).
Posi
tive
feed
back
is d
iscu
ssed
in
the
cont
ext o
f mel
ting
ice.
The
impa
ct o
n th
e liv
es o
f an
imal
s w
ill be
impo
rtant
to m
any
of th
e pu
pils
� us
e th
is to
exp
lore
th
e is
sues
of h
ow d
ecis
ions
to
prot
ect a
nd s
afeg
uard
wild
life
are
mad
e. W
ho h
as th
e po
wer
to
mak
e a
diffe
renc
e? W
hat a
re th
e al
tern
ativ
es?
Addi
tiona
l inf
orm
atio
n ca
n be
fo
und
at
ww
w.w
wf.o
rg.u
k/ne
ws/
n_00
0000
3769
.asp
and
ww
w.u
nep-
wcm
c.or
g.
17
The
Oce
an C
onve
yor
(3m
in)
Not
e: T
he IP
CC
asse
ss th
at it
is v
ery
unlik
ely
that
the
�oce
an c
onve
yor�
(a
lso
know
n as
the
�mer
idio
nal
over
turn
ing
This
sce
ne s
uppo
rts A
S/A2
te
achi
ng o
f clim
ate
mod
ules
. Fr
eeze
-fram
e at
tim
e-co
de
0:44
:16
to s
uppo
rt te
achi
ng o
f pl
anet
ary
air m
ovem
ent a
nd
ocea
n ci
rcul
atio
n
The
expl
anat
ion
of th
e oc
ean
conv
eyer
is u
sefu
l for
the
3. G
eogr
aphy
32
circ
ulat
ion�
or
�the
rmoh
alin
e ci
rcul
atio
n�) w
ill
unde
rgo
a la
rge
abru
pt tr
ansi
tion
this
ce
ntur
y, a
lthou
gh it
is
very
like
ly to
slo
w
dow
n. M
ost s
cien
tists
w
ould
rega
rd ta
lk o
f an
imm
inen
t ice
-age
as
spe
cula
tion.
[IP
CC
AR
4 W
G1
SPM
p1
6]
teac
hing
of s
yste
m th
eory
and
sy
nopt
ic g
eogr
aphy
(the
si
gnifi
canc
e it
hold
s fo
r se
ttlem
ent i
n Eu
rope
)
19
Trou
blin
g Si
gns
(3m
in)
The
IPC
C re
port
s pr
edic
t tha
t, if
the
tem
pera
ture
wer
e to
ris
e by
1-3
C,
ther
e w
ould
be
incr
ease
d co
ral
blea
chin
g an
d w
ides
prea
d co
ral
mor
talit
y un
less
cor
als
coul
d ad
apt o
r acc
limat
ise,
bu
t whi
le th
ere
is
incr
easi
ng e
vide
nce
Scen
es 7
, 11,
12,
14,
16,
19,
20
and
21 c
an b
e pl
ayed
seq
uent
ially
(to
tal d
urat
ion:
24-
min
utes
) to
prov
ide
pupi
ls w
ith a
n ov
ervi
ew o
f th
e m
ain
obse
rved
and
pre
dict
ed
impa
cts
of c
limat
e ch
ange
. Th
is s
cene
cou
ld a
lso
be u
sed
to
supp
ort
QC
A sc
hem
e of
wor
k un
it 23
(S
ectio
n 3)
: Wha
t is
a na
tiona
l pa
rk?
Pup
ils c
ould
ask
: wha
t will
happ
en if
rare
spe
cies
mig
rate
aw
ay fr
om n
atur
e re
serv
es a
s a
resu
lt of
clim
ate
chan
ge?
This
sce
ne s
uppo
rts th
e te
achi
ng o
f ec
osys
tem
s an
d fo
od w
ebs
at
GC
SE (e
.g. O
CR
B).
Stu
dent
s co
uld
deba
te w
hat f
urth
er im
pact
s on
the
food
web
cou
ld fo
llow
on
from
the
impa
cts
desc
ribed
by
Al
Gor
e.
The
A Le
vel g
uida
nce
note
s m
ay
be a
lso
appr
opria
te fo
r som
e G
CSE
cou
rses
whe
re s
ome
know
ledg
e of
bio
me
dist
ribut
ion
is
requ
ired.
This
sce
ne s
uppo
rts A
S/A2
te
achi
ng o
f bio
dive
rsity
. Kn
owle
dge
and
unde
rsta
ndin
g of
th
is to
pic
can
be e
xten
ded
by
cons
ider
ing
how
the
rang
e of
sp
ecie
s co
uld
be s
hifti
ng a
nd
how
the
dist
ribut
ion
patte
rn o
f gl
obal
bio
mes
and
soi
ls c
ould
be
com
e m
odifi
ed a
s a
resu
lt of
cl
imat
e ch
ange
. Li
nks
can
also
be
mad
e w
ith th
e te
achi
ng o
f geo
grap
hies
of
dise
ase
for h
ealth
and
wel
fare
(E
dexc
el B
).
Ref
er to
the
poin
ts in
sce
ne 1
6 ab
ove.
Th
en a
sk p
upils
to re
flect
on
the
diffe
renc
es it
will
mak
e to
thei
r ow
n liv
es to
lose
wild
life
and
also
th
e co
untry
side
they
are
fam
iliar
with
. As
k th
em to
cre
ate
a ch
art o
f the
an
imal
s th
at a
re m
ost t
hrea
tene
d an
d po
ssib
le s
olut
ions
to s
ave
them
.
3. G
eogr
aphy
33
fo
r clim
ate
chan
ge
impa
cts
on c
oral
re
efs
the
IPC
C
conc
lude
d th
at
sepa
ratin
g th
e im
pact
s of
clim
ate
chan
ge-r
elat
ed
stre
sses
from
oth
er
stre
sses
suc
h as
ov
er-fi
shin
g an
d po
llutio
n w
as
diffi
cult.
(IP
CC
WG
II C
HA
PTER
1
PAG
E 81
), [IP
CC
AR
4 W
GII
SPM
p6
]
Res
ourc
es fo
r all
key
stag
es (i
nclu
ding
A L
evel
) exp
lorin
g th
ese
kind
s of
cha
nges
in m
ore
deta
il ca
n be
foun
d at
ww
w.y
ourc
limat
eyou
rlife
.org
.uk
(ava
ilabl
e fro
m J
uly
2007
) lin
king
clim
ate
chan
ge to
the
geog
raph
y cu
rricu
lum
.
20
Anta
rctic
a (3
min
) N
ote:
It is
not
cle
ar
wha
t �Pa
cific
na
tions
� G
ore
is
refe
rrin
g to
in th
e se
ctio
n de
alin
g w
ith
evac
uatio
ns to
New
Ze
alan
d. It
is n
ot
clea
r tha
t the
re is
any
ev
iden
ce o
f ev
acua
tions
in th
e Pa
cific
due
to h
uman
-in
duce
d cl
imat
e ch
ange
. Tea
chin
g st
aff m
ay w
ish
to u
se
this
as
an e
xam
ple
of
the
need
in s
cien
tific
pr
esen
tatio
n to
giv
e
Scen
es 7
, 11,
12,
14,
16,
19,
20
and
21 c
an b
e pl
ayed
seq
uent
ially
(to
tal d
urat
ion:
24-
min
utes
) to
prov
ide
pupi
ls w
ith a
n ov
ervi
ew o
f th
e m
ain
obse
rved
and
pre
dict
ed
impa
cts
of c
limat
e ch
ange
. Th
is s
cene
als
o di
rect
ly s
uppo
rts
teac
hing
of
KS3
Uni
t 23
(Sec
tion
4): W
hy is
An
tarc
tica
a fra
gile
env
ironm
ent?
Som
e G
CSE
cou
rses
(e.g
. Ede
xcel
A)
giv
e a
smal
l am
ount
of c
over
age
to g
laci
al s
yste
ms
and
A Le
vel
guid
ance
not
es fo
r thi
s sc
ene
can
be a
dapt
ed b
y te
achi
ng s
taff
as
appr
opria
te.
Stud
ents
of A
2 gl
acia
tion
(e.g
. O
CR
A) w
ill be
nefit
from
this
sc
ene,
whi
ch d
escr
ibes
how
a
colla
pse
of th
e An
tarc
tic ic
e sh
elf
wou
ld a
ctua
lly le
ad to
an
adva
nce
of la
nd-b
ased
gla
cier
s.
No
long
er im
poun
ded
behi
nd th
e ic
e sh
elf,
they
wou
ld s
urge
fo
rwar
ds (t
hus
ther
e is
ano
ther
po
tent
ial
�par
adox
� of c
limat
e ch
ange
to b
e ex
plai
ned)
. A
good
cas
e st
udy
is a
lso
prov
ided
late
r in
scen
e 21
of
abla
tion
mec
hani
sms
in
Gre
enla
nd .
Free
ze-fr
ame
at
0:56
:04
for a
dia
gram
of m
oulin
s fo
r stu
dent
s to
cop
y.
The
info
rmat
ion
pres
ente
d in
this
sc
ene
crea
tes
a pa
rado
x th
at c
an
conf
use
peop
le a
bout
clim
ate
chan
ge �
dis
cuss
if th
is c
an
caus
e pe
ople
to tr
y to
igno
re
wha
t is
happ
enin
g.
A
gene
ral d
iscu
ssio
n on
the
impo
rtanc
e of
Ant
arct
ica
wou
ld
also
ben
efit
citiz
ensh
ip a
s lo
ng
as th
e is
sues
of w
ho is
re
spon
sibl
e fo
r act
ions
is
incl
uded
.
3. G
eogr
aphy
34
pr
oper
refe
renc
es fo
r ev
iden
ce u
sed.
H
owev
er, t
he IP
CC
do
es p
redi
ct th
at fo
r sm
all i
slan
ds s
ea
leve
l ris
es w
ill
exac
erba
te s
torm
su
rges
and
oth
er
coas
tal h
azar
ds a
nd
that
, by
the
mid
dle
of
this
cen
tury
, clim
ate
chan
ge w
ill re
duce
w
ater
reso
urce
s to
th
e po
int w
here
they
be
com
e in
suffi
cien
t to
mee
t dem
ands
in
low
-rai
nfal
l per
iods
. [IP
CC
AR
4 W
GII
SPM
p1
1]
Still
imag
es c
an b
e pa
used
for c
lass
es a
t tim
e-co
des
0:52
:18
or 0
:52:
42.
Ther
e ar
e m
any
inte
ract
ive
exer
cise
s fo
r KS3
pup
ils a
t the
Roy
al G
eogr
aphi
cal S
ocie
ty�s
Ant
arct
ica
web
site
w
ww
.dis
cove
ringa
ntar
ctic
a.or
g.uk
.
21
Sea
Leve
l Ris
e (4
min
) N
ote:
Pup
ils m
ight
ge
t the
impr
essi
on
that
sea
-leve
l ris
es o
f up
to 7
m (c
ause
d by
th
e co
mpl
ete
mel
ting
of G
reen
land
or h
alf
of G
reen
land
and
hal
f of
the
Wes
t Ant
arct
ic
shel
f) co
uld
happ
en
in th
e ne
xt d
ecad
es.
The
IPC
C p
redi
cts
that
it w
ould
take
m
illen
nia
for r
ises
of
Scen
es 7
, 11,
12,
14,
16,
19,
20
and
21 c
an b
e pl
ayed
seq
uent
ially
(to
tal d
urat
ion:
24
min
utes
) to
prov
ide
pupi
ls w
ith a
n ov
ervi
ew o
f th
e m
ain
obse
rved
and
pre
dict
ed
impa
cts
of c
limat
e ch
ange
.
This
sce
ne s
uppo
rts te
achi
ng o
f set
tlem
ent c
hang
es a
nd m
igra
tion
at
GC
SE a
nd A
S le
vel.
Impa
cts
are
show
n in
a v
arie
ty o
f set
tings
and
st
uden
ts c
an w
rite
an a
ccou
nt o
f how
suc
h ch
ange
s w
ill m
odify
se
ttlem
ent p
atte
rns
and
trigg
er re
fuge
e m
ovem
ents
. How
ever
, tea
cher
gu
idan
ce w
ill be
nee
ded
- esp
ecia
lly a
t GC
SE �
in re
latio
n to
the
time-
scal
e th
ese
impa
cts
will
be e
xper
ienc
ed o
ver.
Cha
nges
will
not b
e in
stan
tane
ous,
as
the
imag
es m
ight
sug
gest
. Stu
dent
s sh
ould
thin
k ab
out h
ow lo
ng it
will
take
for s
ea le
vel r
ises
to b
e ex
perie
nced
and
w
heth
er a
ny fa
talit
ies
are
actu
ally
like
ly to
occ
ur.
Seve
ral G
CSE
cou
rses
als
o re
quire
that
stu
dent
s ca
n w
rite
abou
t the
im
pact
of g
loba
l war
min
g on
one
regi
on/c
ount
ry e
.g. c
oast
al fl
oodi
ng in
Ba
ngla
desh
as
a re
sult
of th
e ris
e in
sea
-leve
l affe
ctin
g lo
w ly
ing
area
s (6
0m p
eopl
e ar
e at
risk
).
The
imag
es fr
om th
is s
ectio
n in
clud
e th
e ev
eryd
ay im
pact
on
ordi
nary
peo
ple�
s liv
es.
Rai
se a
dis
cuss
ion
abou
t glo
bal
resp
onsi
bilit
y to
war
ds in
divi
dual
s.
Pose
the
ques
tion:
�Is
the
prio
rity
to s
low
clim
ate
chan
ge o
r to
crea
te in
tern
atio
nal
syst
ems
to h
elp
thos
e m
ost
affe
cted
by
it?�
3. G
eogr
aphy
35
th
at m
agni
tude
to
occu
r. H
owev
er,
pupi
ls s
houl
d be
aw
are
that
eve
n sm
alle
r ris
es in
sea
le
vel a
re p
redi
cted
to
have
ver
y se
rious
ef
fect
s. T
he IP
CC
sa
ys th
at �
man
y m
illi
ons
mor
e pe
ople
ar
e pr
ojec
ted
to b
e fl
oode
d ev
ery
year
du
e to
sea
-lev
el r
ise
by t
he 2
080s
’’ (
i.e.
w
ithi
n pu
pils
’ ow
n li
feti
mes
).
[IPC
C A
R4
WG
II S
PM
p 12
and
IPC
C A
R4
WG
I SPM
p17
]
Dow
nloa
d us
eful
imag
es fo
r ove
rhea
d pr
ojec
tion
from
ht
tp://
map
s.gr
ida.
no/g
o/gr
aphi
c/ca
uses
_of_
sea_
leve
l_ris
e_fro
m_c
limat
e_ch
ange
.
22
Chi
na (2
min
)
23
Popu
latio
n Ex
plos
ion
(2m
in)
Sc
enes
22-
24 c
an b
e sh
own
as a
pa
rt of
a p
opul
atio
n an
d re
sour
ces
unit:
•
Scen
e 22
ask
s if
popu
latio
n pr
essu
re c
an b
e al
levi
ated
3. G
eogr
aphy
36
Scen
e 24
ask
s: w
ho is
to b
lam
e? W
here
doe
s th
e re
spon
sibi
lity
lie fo
r ta
cklin
g th
e en
viro
nmen
tal p
robl
ems
show
n in
this
sce
ne?
The
sequ
ence
fe
atur
ing
an a
nim
ated
frog
is a
hel
pful
imag
e to
get
pup
ils th
inki
ng a
bout
ho
w ri
sk c
an b
e id
entif
ied.
Thi
s sc
ene
coul
d be
hel
pful
for b
oth
KS3
&
KS4
in a
var
iety
of c
onte
xts.
So
me
GC
SE c
ours
es (e
.g. E
dexc
el B
) req
uire
that
stu
dent
s re
cogn
ise
way
s in
whi
ch a
ttitu
des
of in
divi
dual
s an
d or
gani
satio
ns in
fluen
ce th
e m
easu
res
they
mig
ht ta
ke (n
ot e
very
one
belie
ves
actio
n is
nec
essa
ry).
This
sce
ne e
nds
in a
way
whi
ch m
ight
hel
p le
arne
rs u
nder
stan
d w
hy
som
e co
untri
es h
ave
been
slo
w to
resp
ond
to th
e th
reat
of c
limat
e ch
ange
. Th
e se
cond
Def
ra s
hort
film
My
CO
2 cou
ld b
e sh
own
alon
gsid
e th
ese
scen
es. T
he fi
lm lo
oks
at th
e co
nsum
ptio
n of
ele
ctric
ity.
thro
ugh
tech
nolo
gica
l so
lutio
ns (e
choi
ng th
e Bo
seru
p th
esis
).
• In
sce
ne 2
3, a
stri
king
imag
e of
the
bord
er b
etw
een
Hai
ti an
d D
omin
ican
Rep
ublic
(fr
eeze
-fram
e at
1:0
2:07
) hi
ghlig
hts
diffe
renc
es
betw
een
natio
ns in
term
s of
re
sour
ce g
over
nanc
e.
• Sc
ene
24 d
escr
ibes
the
dual
ro
le th
at te
chno
logy
pla
ys in
cr
eatin
g ne
w p
robl
ems
whi
le
also
sol
ving
them
•
Scen
e 24
sug
gest
s th
at th
e Bo
seru
p th
esis
(�ne
cess
ity is
th
e m
othe
r of i
nven
tion�
) co
uld
be fl
awed
if, l
ike
the
frog,
we
do n
ot re
cogn
ise
nece
ssity
.
24
Old
hab
its a
nd n
ew
tech
nolo
gy (2
min
)
Still
imag
es c
an b
e pa
used
for c
lass
es to
dis
cuss
at t
ime-
code
1:0
4:49
and
1:0
5:12
. Pu
pils
can
cal
cula
te
thei
r ow
n co
ntrib
utio
n to
risi
ng C
O2 l
evel
s at
ww
w.c
arbo
ndet
ectiv
es.o
rg.u
k or
ww
w.e
sd.rg
s.or
g.
Ask
pupi
ls to
iden
tify
who
they
th
ink
shou
ld b
e ta
king
the
lead
to
tack
le c
limat
e ch
ange
. W
hat a
re th
e di
ffere
nt o
ptio
ns
avai
labl
e fo
r cha
nge?
3. G
eogr
aphy
37
Scen
es 1
8, 2
6 &
27 c
an b
e sh
own
sequ
entia
lly a
s pa
rt of
a le
sson
de
alin
g w
ith th
e un
certa
intie
s th
at s
urro
und
clim
ate
chan
ge.
Thes
e ke
y sc
enes
dea
l with
the
cont
rove
rsy
surro
undi
ng re
porti
ng o
f the
fa
cts
abou
t clim
ate
chan
ge. A
lthou
gh th
is m
ay b
e a
diffi
cult
them
e fo
r so
me
KS3
pupi
ls, t
he re
vise
d KS
3 pr
ogra
mm
e of
stu
dy re
quire
s th
at
pupi
ls a
re a
ble
to re
cogn
ise
bias
in d
ata
anal
ysis
and
thes
e sc
enes
pr
ovid
e ex
celle
nt s
uppo
rt by
com
parin
g sc
ient
ific
and
med
ia re
porti
ng.
The
sam
e th
emes
are
equ
ally
impo
rtant
for G
CSE
stu
dent
s al
so.
This
sce
ne c
ould
be
empl
oyed
as
par
t of a
geo
grap
hica
l ski
lls
less
on th
at lo
oks
at h
ow d
ata
is
pres
ente
d an
d m
anip
ulat
ed.
The
idea
of a
par
adig
m in
sci
ence
(or
soci
al s
cien
ce) c
ould
be
intro
duce
d by
teac
hing
sta
ff.
Para
llels
can
be
draw
n w
ith th
e un
certa
intie
s su
rroun
ding
pla
te
tect
onic
theo
ry.
Usi
ng th
e qu
ote
�Rep
ositi
onin
g G
loba
l war
min
g as
a th
eory
ra
ther
than
fact
� D
iscu
ss: w
hy p
eopl
e w
ould
see
k to
do
this
; wha
t hav
e be
en th
e co
nseq
uenc
es o
f thi
s pr
actic
e;
wha
t rol
e do
spe
cial
ists
pla
y in
th
is?
In M
arch
200
7 �T
he G
reat
Glo
bal
War
min
g Sw
indl
e� w
as s
how
n on
C
hann
el 4
. The
impa
ct o
f the
pr
ogra
mm
e pr
ovid
es a
goo
d op
portu
nity
to e
xplo
re a
ltern
ativ
e vi
ews
on c
limat
e ch
ange
, the
role
of
the
med
ia a
nd re
actio
n of
the
wid
er s
cien
tific
com
mun
ity. V
isit
ww
w.g
reat
glob
alw
arm
ings
win
dle.
co.u
k.
Alte
rnat
ive
theo
ries
on th
e ca
uses
of c
limat
e ch
ange
, suc
h as
thos
e se
t out
in th
e C
H4
docu
men
tary
, are
not
acc
epte
d by
the
vast
maj
ority
of t
he
scie
ntifi
c co
mm
unity
. An
an
alys
is o
f the
se a
ltern
ativ
e th
eorie
s is
incl
uded
on
the
Roy
al
Soci
ety
web
site
:, vi
sit
ww
w.ro
yals
oc.a
c.uk
/pag
e.as
p?i
d=62
29&
gclid
=CN
H6k
_OP
zIs
CFQ
3olA
odd1
UH
Aw
.
26 27
Is T
here
a
Con
trove
rsy?
(2m
in)
Sc
ienc
e Fr
aud
(2m
in)
Cla
rific
atio
n of
the
situ
atio
n fo
r tea
chin
g st
aff w
ho w
ant t
o kn
ow m
ore
abou
t the
se is
sues
can
be
soug
ht fr
om
the
Had
ley
Cen
tre a
t ww
w.m
etof
fice.
gov.
uk/re
sear
ch/h
adle
ycen
tre/in
dex.
htm
l. Th
ey a
lso
give
s ac
cess
to k
ey
rece
nt o
ffici
al d
ocum
ents
rela
ting
to c
limat
e ch
ange
(IP
CC
repo
rt (2
007)
, Ste
rn R
evie
w (2
006)
)
28
Bala
ncin
g th
e Ec
onom
y an
d En
viro
nmen
t (2m
in)
This
sce
ne in
trodu
ces
the
basi
c ch
alle
nge
of s
usta
inab
le e
cono
mic
de
velo
pmen
t. W
ith a
n am
usin
g de
liver
y th
at w
ill en
gage
you
nger
pup
ils,
Al G
ore
show
s th
at it
is a
�fal
se c
hoic
e.� P
upils
cou
ld b
e as
ked
to p
rovi
de
exam
ples
of c
ompr
omis
e so
lutio
ns th
ey h
ave
hear
d of
that
mig
ht �s
ave
the
plan
et� w
hile
als
o re
mai
ning
pro
fitab
le (e
.g. b
iofu
els,
loca
l pro
duce
, re
new
able
ene
rgy
sour
ces,
etc
.)
Ex
plor
e is
sues
sur
roun
ding
su
stai
nabl
e ec
onom
ies
� ho
w
does
that
rela
te to
thei
r ow
n liv
es.
Ask
pupi
ls to
dis
cuss
wha
t is
3. G
eogr
aphy
38
GC
SE c
ours
es re
quire
that
stu
dent
s re
cogn
ise
that
dam
age
to th
e ph
ysic
al e
nviro
nmen
t may
be
a si
de-e
ffect
of t
he c
reat
ion
of w
ealth
and
jo
b op
portu
nitie
s. S
ome
boar
ds (e
.g. A
QA
B) m
ay a
sk th
em to
dev
elop
an
und
erst
andi
ng o
f ste
war
dshi
p of
the
envi
ronm
ent,
whi
ch c
an b
e se
en
in th
is c
onte
xt a
s an
atte
mpt
to o
verc
ome
a �fa
lse
choi
ce�.
GC
SE
stud
ents
sho
uld
rem
ain
awar
e th
at e
ven
if th
ey c
hoos
e to
bel
ieve
that
cl
imat
e ch
ange
is n
ot re
ally
hap
peni
ng, t
hey
still
need
to c
onsi
der h
ow
our p
lane
t�s re
sour
ces
can
be u
sed
mor
e eq
uita
bly
(exp
loita
tion
vers
us
cons
erva
tion
and
stew
ards
hip)
.
mea
nt b
y co
nsum
ptio
n �
wha
t is
thei
r ow
n pe
rson
al c
onsu
mpt
ion.
D
o th
ey li
ve in
a s
usta
inab
le
way
? W
ho is
mos
t res
pons
ible
for
crea
ting
sust
aina
ble
com
mun
ities
?
Thes
e sc
enes
dea
l with
eth
ical
and
mor
al g
eogr
aphi
es, i
mpo
rtant
for t
he
deliv
ery
of c
itize
nshi
p th
roug
h ge
ogra
phy
at a
ll ke
y st
ages
. Th
ey c
an
trigg
er a
dis
cuss
ion
of h
ow w
e ca
n be
st m
anag
e th
e en
viro
nmen
t in
a m
ore
sust
aina
ble
way
. •
At K
S3, t
hese
sce
nes
supp
ort U
nit 1
6 (S
ectio
n 3)
: Wha
t is
deve
lopm
ent?
Her
e, p
upils
exp
lore
the
idea
of s
usta
inab
le
deve
lopm
ent a
nd re
cogn
ise
its im
plic
atio
ns fo
r peo
ple,
pla
ces
and
envi
ronm
ents
and
for t
heir
own
lives
. •
At G
CSE
, som
e bo
ards
requ
ire s
tude
nts
to lo
ok a
t stra
tegi
es to
ad
dres
s th
e ef
fect
s of
glo
bal w
arm
ing.
(e.g
. OC
R A
loo
ks a
t the
ch
alle
nges
of g
loba
l int
erde
pend
ence
and
resp
onsi
bilit
y, in
clud
ing
sust
aina
ble
deve
lopm
ent a
nd L
ocal
Age
nda
21).
Teac
hing
sta
ff m
ay n
eed
to p
repa
re a
n ex
plan
atio
n of
ozo
ne d
eple
tion
for
pupi
ls (t
he ro
le th
at C
FCs
play
ed in
the
dest
ruct
ion
of s
trato
sphe
ric
ozon
e an
d th
e im
pact
this
had
on
ultra
-vio
let p
enet
ratio
n �
and
our g
loba
l su
cces
s in
tack
ling
this
).
Thes
e sc
enes
cou
ld b
e us
ed a
s pa
rt of
a p
lena
ry s
essi
on fo
r A2
stud
ents
who
hav
e a
syno
ptic
pa
per o
r dec
isio
n-m
akin
g ex
erci
se to
sit.
The
mes
incl
ude:
•
the
idea
of s
tabi
lizat
ion
wed
ges
(sce
ne 3
0), w
here
a
varie
ty o
f sol
utio
ns a
re
show
n to
brid
ge th
e ga
p be
twee
n hi
gh-le
vel a
nd lo
w-
leve
l em
issi
ons
• th
e m
emor
able
quo
te th
at
�pol
itica
l will
is a
rene
wab
le
reso
urce
� whi
ch h
ighl
ight
s th
e po
ssib
ility
of im
prov
ed
envi
ronm
enta
l gov
erna
nce
• re
fere
nces
to th
e Ky
oto
Prot
ocol
•
reco
gniti
on th
at th
ere
are
diffe
rent
sca
les
of
envi
ronm
enta
l man
agem
ent
that
exi
st (s
tate
and
fede
ral
in th
e U
S)
less
ons
lear
ned
in ta
cklin
g oz
one
depl
etio
n (a
�suc
cess
sto
ry�)
30
31
The
Solu
tions
are
in
Our
Han
ds (2
min
) Ar
e W
e C
apab
le o
f D
oing
Gre
at T
hing
s?
(2m
in)
Use
ful w
ebsi
tes
that
dea
l with
sol
utio
ns in
clud
e w
ww
.teac
hern
et.g
ov.u
k/su
stai
nabl
esch
ools
/yea
rofa
ctio
n (w
hat y
our s
choo
l can
do)
, the
film
�s o
ffici
al w
ebsi
te w
ww
.clim
atec
risis
.net
or c
oine
t.org
.uk.
Whi
lst a
ddre
ssin
g th
e et
hica
l and
m
oral
issu
es �
ask
the
ques
tion
�Are
we
livin
g in
and
sup
porti
ng
fair
treat
men
t in
our l
ocal
, re
gion
al a
nd g
loba
l co
mm
uniti
es?�
D
iscu
ss w
hat i
s m
eant
by:
�p
oliti
cal w
ill is
a re
new
able
re
sour
ce� -
How
can
that
be
appl
ied,
loca
l, re
gion
ally
, na
tiona
lly a
nd g
loba
lly?
32
Our
Onl
y H
ome
& Ac
tion
Poin
ts (i
n cr
edits
) (6m
in)
The
final
sce
ne b
road
cast
s a
num
ber o
f sug
gest
ions
for a
ctio
n, s
tarti
ng a
t tim
e-co
de 1
-25-
56 a
nd e
ndin
g at
1:
29:2
0. F
or p
upils
at a
ll ke
y st
ages
, it c
an b
e us
ed a
s a
star
ter f
or d
iscu
ssio
n of
the
criti
cal q
uest
ion:
wha
t ca
n I d
o?
This
is a
n op
portu
nity
to s
tart
disc
ussi
ng s
olut
ions
to th
e is
sues
ra
ised
� a
re th
ere
solu
tions
that
in
divi
dual
s ca
n ta
ke p
art i
n?
3. G
eogr
aphy
39
At K
S3 w
e m
ight
exp
ect p
upils
to d
escr
ibe
a lis
t of a
ctio
ns.
By A
Lev
el, w
e w
ould
wan
t the
m to
reco
gnis
e st
reng
ths
and
wea
knes
ses
of th
e pr
opos
ed s
olut
ions
. Fo
r ins
tanc
e, b
iofu
els
are
a co
ntro
vers
ial m
etho
d fo
r ov
eral
l red
uctio
n of
CO
2 em
issi
ons.
An
exc
elle
nt s
umm
ary
of th
e fil
m p
rodu
ced
by A
ustra
lian
Teac
hers
of M
edia
is a
vaila
ble
at
ww
w.a
ninc
onve
nien
ttrut
h.co
m.a
u/tru
th/g
uide
.htm
. Als
o he
lpfu
l is
the
Sust
aina
ble
Scho
ols
Car
bon
Det
ectiv
e Ki
t (re
gist
er fr
om A
pril
2007
) ww
w.c
arbo
ndet
ectiv
es.o
rg.u
k.
3. G
eogr
aphy
40
3.2
Teac
hing
Clim
ate
Cha
nge
in G
eogr
aphy
K
ey S
tage
3
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Purp
ose
and
key
aspe
cts
of th
is u
nit
This
is p
rimar
ily a
geo
grap
hy s
ub-u
nit o
f wor
k. T
he p
urpo
se o
f it i
s to
exp
lore
how
cl
imat
e ch
ange
will
impa
ct u
pon
a ra
nge
of d
iffer
ent i
ssue
s an
d en
viro
nmen
ts. I
n ad
ditio
n, it
will
fost
er a
n un
ders
tand
ing
of (i
) the
inte
rcon
nect
edne
ss o
f diff
eren
t en
viro
nmen
ts a
nd s
ocie
ties
and
(ii) t
he c
once
pt o
f int
erde
pend
ence
. In
rece
nt y
ears
, clim
ate
chan
ge h
as b
ecom
e th
e le
adin
g en
viro
nmen
tal c
once
rn fo
r bo
th th
e pu
blic
and
for p
olic
y-m
aker
s. H
owev
er, t
he n
atur
e of
mos
t of t
he is
sues
that
ar
e de
scrib
ed a
s im
pact
s of
clim
ate
chan
ge �
be
it co
llaps
ing
ice
shee
ts, h
urric
anes
or
disa
ppea
ring
cora
l ree
fs �
may
leav
e so
me
pupi
ls w
onde
ring
�wha
t�s th
is g
ot to
do
with
me?
�
This
sub
-uni
t � w
hich
can
eith
er b
e ap
pend
ed to
exi
stin
g Q
CA
sch
emes
of w
ork
or c
an
form
the
nucl
eus
for a
new
KS
3 un
it fo
r tea
chin
g in
sch
ools
from
Sep
tem
ber 2
008
- lo
oks
at h
ow s
ome
of th
e im
pact
s de
scrib
ed in
�An
Inco
nven
ient
Tru
th� h
ave
very
se
rious
impl
icat
ions
for e
very
tow
n an
d sc
hool
in th
e U
K.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
In
tend
ed o
utco
mes
B
y th
e en
d of
this
uni
t pup
ils w
ill:
• un
ders
tand
the
impo
rtanc
e of
clim
ate
chan
ge
• ha
ve d
escr
ibed
its
mai
n cu
rren
t and
pre
dict
ed im
pact
s •
be a
ble
to id
entif
y ar
eas
of th
e w
orld
and
par
ts o
f the
env
ironm
ent t
hat a
re
espe
cial
ly a
t ris
k fr
om c
limat
e ch
ange
and
sea
-leve
l ris
e •
be a
ble
to id
entif
y so
me
of th
e im
pact
s th
at th
ese
chan
ges
will
have
on
peop
le
livin
g in
the
UK
•
unde
rsta
nd th
e di
sadv
anta
ges
of n
ot a
ctin
g qu
ickl
y to
slo
w d
own
the
rate
of
clim
ate
chan
ge a
s m
uch
as p
ossi
ble
• ha
ve d
evel
oped
thei
r ow
n op
inio
ns a
bout
wha
t the
UK
can
do
to h
elp
slow
the
rate
of c
limat
e ch
ange
- an
d be
abl
e to
offe
r som
e po
sitiv
e su
gges
tions
for
actio
n
Key
Res
ourc
es
Web
bas
ed r
esou
rces
R
oyal
Geo
grap
hica
l Soc
iety
(& D
efra
) clim
ate
chan
ge w
ebsi
te
ww
w.y
ourc
limat
eyou
rlife
.org
.uk
Roy
al G
eogr
aphi
cal S
ocie
ty (&
BA
S) A
ntar
ctic
a w
ebsi
te
ww
w.d
isco
verin
gant
arct
ica.
org.
uk
US
and
UK
An
Inco
nven
ient
Tru
th (A
IT) w
ebsi
tes
ww
w.c
limat
ecris
is.n
et a
nd w
ww
.ani
ncon
veni
enttr
uth.
co.u
k
Aus
tralia
n A
IT w
ebsi
te w
ww
.ani
ncon
veni
enttr
uth.
com
.au/
truth
/gui
de.h
tm.
Prin
ted
reso
urce
s Th
e bo
ok o
f the
film
is c
alle
d �A
n In
conv
enie
nt T
ruth
: The
Pla
neta
ry E
mer
genc
y of
G
loba
l War
min
g an
d W
hat W
e C
an D
o A
bout
It�
(Rod
ale
Pre
ss 2
006)
ISB
N-1
0: 1
5948
6567
1 __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Cur
ricul
um li
nks
Th
is u
nit p
rovi
des
oppo
rtuni
ties
for p
upils
to:
• as
k ge
ogra
phic
al q
uest
ions
and
to id
entif
y is
sues
(1a)
• co
llect
, rec
ord
and
pres
ent e
vide
nce
(1c)
• us
e at
lase
s an
d gl
obes
to lo
cate
pla
ces
(2c)
Pup
ils w
ill b
e ta
ught
: •
eigh
t key
are
as o
f im
pact
of c
limat
e ch
ange
•
whe
re c
hang
es a
re ta
king
pla
ce a
nd th
e is
sues
that
aris
e fr
om th
ese
chan
ges
•
to e
xpla
in h
ow th
e U
K a
nd o
ther
pla
ces
are
inte
rdep
ende
nt
3. G
eogr
aphy
41
1. W
hat a
re th
e m
ain
impa
cts
of c
limat
e ch
ange
? (a
ppro
x. 4
0 m
inut
es)
Lear
ning
obj
ectiv
es
Pos
sibl
e te
achi
ng a
ctiv
ities
Le
arni
ng o
utco
mes
P
oint
s to
not
e Pu
pils
sho
uld
lear
n:
• w
hy c
limat
e ch
ange
is
impo
rtan
t on
a gl
obal
sca
le a
nd
wha
t its
mai
n im
pact
s ar
e (a
nd
coul
d be
)
A b
rief s
tarte
r act
ivity
wou
ld b
e to
ask
pup
ils w
here
they
thin
k th
e gr
eate
st im
pact
s of
clim
ate
chan
ge w
ill be
exp
erie
nced
: A
rctic
, Am
azon
, Asi
a or
Afri
ca?
Whi
ch o
f the
�4A
s �w
ill it
be?
M
any
will
choo
se th
e A
rctic
, as
they
will
belie
ve th
at th
e m
ost
ice
will
be m
elte
d th
ere.
The
y sh
ould
then
be
rem
inde
d th
at
geog
raph
ers
need
to th
ink
abou
t peo
ple
as w
ell a
s pl
aces
. G
iven
that
Asi
a is
whe
re m
ost p
eopl
e liv
e, it
is th
e co
ntin
ent
whe
re m
ost p
eopl
e w
ill be
effe
cted
.
Onc
e th
ey re
cogn
ise
that
we
need
to th
ink
abou
t bot
h ph
ysic
al
and
hum
an im
pact
s, th
e m
ain
part
of th
e le
sson
can
pro
ceed
, co
nsis
ting
of a
24-
min
ute
sequ
ence
of c
limat
e ch
ange
impa
cts
take
n fr
om �A
n In
conv
enie
nt T
ruth
� (fo
llow
ing
a br
ief
intro
duct
ory
stat
emen
t abo
ut w
ho A
l Gor
e is
, and
why
his
film
is
impo
rtan
t).
Pho
toco
py th
e su
pplie
d gr
id fo
r pup
ils to
writ
e do
wn
the
mai
n pr
oble
ms
that
clim
ate
chan
ge is
brin
ging
and
not
e th
e na
mes
of
any
plac
es th
at a
re o
r will
be p
artic
ular
ly b
adly
effe
cted
. Th
is a
ctiv
ity c
ould
be
spre
ad o
ver t
wo
less
ons
if te
achi
ng s
taff
wan
t to
paus
e pl
ayba
ck o
f the
film
mor
e fre
quen
tly in
ord
er to
cl
arify
poi
nts
or a
llow
gre
ater
tim
e fo
r pup
ils to
writ
e no
tes.
Pup
ils:
• le
arn
abou
t wha
t im
pact
cl
imat
e ch
ange
is a
lread
y th
ough
t to
have
had
on
glac
iers
, tem
pera
ture
s,
hurr
ican
es, p
reci
pita
tion,
A
rctic
circ
le, b
iodi
vers
ity,
Ant
arct
ica
and
sea-
leve
l ris
e •
iden
tify
how
thes
e ch
ange
s m
ay a
ccel
erat
e fu
rther
in th
e fu
ture
•
appr
ecia
te th
e im
porta
nce
of
clim
ate
chan
ge in
sha
ping
the
wor
ld th
ey w
ill be
livi
ng in
as
adul
ts
Rel
ated
sce
nes
Scen
e 0
7 G
laci
ers
rece
de
Scen
e 1
1 R
isin
g te
mpe
ratu
res
Sc
ene
12
Hur
rica
nes
Sc
ene
14
Prec
ipita
tion
and
evap
orat
ion
Sc
ene
16
The
Arc
tic
Scen
e 1
9 Tr
oubl
ing
sign
s
Scen
e 2
0 A
ntar
ctic
a
Scen
e 2
1 Se
a-le
vel r
ise
B
ackg
roun
d in
form
atio
n
Prio
r lea
rnin
g is
exp
ecte
d of
wha
t the
gre
enho
use
effe
ct is
(eith
er fr
om s
cien
ce o
r geo
grap
hy).
Prio
r lea
rnin
g is
exp
ecte
d of
the
mai
n so
urce
s of
C
O2
that
are
cau
sing
the
atm
osph
eric
bla
nket
to
thic
ken
(thus
�mak
ing
ever
yone
�s b
ed to
o w
arm
!�)
If re
min
ders
are
nee
ded,
stil
l im
ages
of t
he
gree
nhou
se e
ffect
in a
ctio
n ca
n be
pro
ject
ed if
the
film
is p
ause
d at
cod
e 0:
08:5
0 an
d ag
ain
at
0:08
:57.
3. G
eogr
aphy
42
2. W
hat w
ill th
e im
pact
of c
limat
e ch
ange
be
on o
ur p
lace
? (a
ppro
x. 4
0 m
inut
es)
Lear
ning
obj
ectiv
es
Pos
sibl
e te
achi
ng a
ctiv
ities
Le
arni
ng o
utco
mes
P
oint
s to
not
e Pu
pils
sho
uld
lear
n:
• to
ass
ess
the
poss
ible
co
nseq
uenc
es o
f cl
imat
e ch
ange
for
thei
r lo
cal
com
mun
ity a
nd
phys
ical
en
viro
nmen
t
Div
ide
the
clas
s in
to g
roup
s an
d as
k ea
ch to
cho
ose
one
of th
e m
ain
area
s of
impa
ct lo
oked
at i
n th
e la
st le
sson
. Firs
tly, t
hey
shou
ld r
emin
d th
emse
lves
wha
t the
y le
arne
d pr
evio
usly
. The
y sh
ould
then
thin
k ho
w th
eir c
hose
n cl
imat
e ch
ange
issu
e co
uld
have
impa
cts
on th
eir o
wn
loca
l com
mun
ity a
nd /
or th
e ph
ysic
al
envi
ronm
ent a
roun
d th
eir s
choo
l.
The
impa
cts
coul
d be
phy
sica
l but
they
mig
ht a
lso
expl
ore
the
conc
epts
of i
nter
conn
ecte
dnes
s an
d in
terd
epen
denc
y. W
hat
prod
ucts
may
no
long
er b
e so
ld in
loca
l sho
ps d
ue to
cha
nges
oc
curr
ing
in th
e re
gion
s w
here
thes
e pr
oduc
ts w
ere
mad
e /
grow
n? H
ow m
ight
the
holid
ay d
estin
atio
ns o
f loc
al p
eopl
e,
fam
ily a
nd fr
iend
s ch
ange
? M
ight
mor
e re
fuge
es n
eed
to c
ome
and
live
here
if th
eir o
wn
coun
tries
bec
ome
unin
habi
tabl
e? In
w
hat w
ays
mig
ht c
limat
e ch
ange
cau
se o
ther
type
s of
co
nnec
tions
with
the
wid
er w
orld
to s
tart
to c
hang
e in
our
ow
n ne
ighb
ourh
oods
? E
ach
grou
p sh
ould
be
give
n an
OS
map
of t
he a
rea
arou
nd th
e sc
hool
to h
elp
them
iden
tify
area
s or
act
iviti
es th
ey th
ink
coul
d be
par
ticul
arly
at r
isk.
In th
e se
cond
hal
f of t
he le
sson
, the
y co
uld
prod
uce
a P
ower
Poi
nt p
rese
ntat
ion
of th
eir f
indi
ngs.
Or
a sp
okes
pers
on fo
r eac
h gr
oup
coul
d m
ake
a pr
esen
tatio
n to
the
who
le c
lass
.
Pup
ils w
ill:
• co
nsid
er h
ow s
peci
fic im
pact
s of
clim
ate
chan
ge m
ay h
ave
an im
pact
on
key
aspe
cts
of
life
in th
eir l
ocal
ne
ighb
ourh
ood,
thre
aten
ing
sust
aina
ble
deve
lopm
ent
Res
ourc
es
OS
map
s of
the
area
aro
und
the
scho
ol c
an b
e co
nsul
ted
� w
hat i
s at
risk
? Th
e E
nviro
nmen
t Age
ncy
web
site
will
show
if th
ere
is a
lread
y a
flood
risk
that
cou
ld b
e ex
acer
bate
d by
se
a-le
vel r
ise
(ent
er y
our p
ostc
ode
whe
re in
dica
ted)
: w
ww
.env
ironm
ent-a
genc
y.go
v.uk
/sub
ject
s/flo
od/
Bac
kgro
und
info
rmat
ion
Pup
ils s
houl
d ap
ply
know
ledg
e of
thei
r loc
al
neig
hbou
rhoo
d, it
s pe
ople
, eco
nom
y an
d en
viro
nmen
t.
3. G
eogr
aphy
43
Wha
t are
the
mai
n im
pact
s of
clim
ate
chan
ge?
Act
ivity
grid
Th
e im
pact
of
Clim
ate
Cha
nge
on:
Rec
ent c
hang
es (o
utlin
e th
e ke
y id
eas
and
try
to a
dd s
ome
fact
s an
d fig
ures
to s
uppo
rt e
ach
idea
)
Nam
es o
f the
pla
ces
that
are
mos
t bad
ly
affe
cted
Gla
cier
s al
l ov
er th
e w
orld
Wor
ld a
ir te
mpe
ratu
res
Hur
rican
es
and
stor
ms
Rai
nfal
l, ev
apor
atio
n an
d dr
ough
t
3. G
eogr
aphy
44
The
Arc
tic
circ
le, b
oth
land
and
ice
Bio
dive
rsity
an
d w
here
th
ings
live
Ant
arct
ica
Sea-
leve
l ris
e an
d in
habi
ted
area
s
4. Citizenship
45
Citizenship 4.1 Climate change debate topics Teaching staff introducing the subject in citizenship should be particularly aware of the duties (outlined at the start of this guidance) which arise because of the political content of AIT. This section of the guidance should be read with the scene by scene guidance above, which contains important points to note and particular questions, which teaching staff may wish to use. Debate topics in the film that can be used to start classroom or group discussion with Key Stages 3, 4 and A Level. Introduction Discussion and debate about climate change fit into a number of the areas of the citizenship curriculum:
• The work of community-based, national, international and voluntary groups • the importance of resolving conflict fairly • the significance of the media in society • the world as a global community, and the political, economic, environmental
and social implications of this, and the role of the European Union, the Commonwealth and the United Nations.
Also because of the controversy around the subject and the way in which it has emerged it is an ideal subject to draw out investigation and discussion skills. All of the �An Inconvenient Truth� film can be used to spark discussion and debate with pupils, however as there is not usually the time to look at the whole film the following topics can be used to draw out some of the key themes. These topics have also been selected as they are useful for discussion led with out specialist knowledge. Show the scenes and then raise the questions.
Topic 1: What are the issues � where has this all come from?(Scenes 3, 4, 5 and 6) Introducing the subject of climate change, this selection provides the basic information for understanding what it is about. Raise the questions:
• What did you know about this before? • Why do you think this matters? • Have these scenes helped you understand what the issues are? • How do you think this relates to your life? • Do you have a part to play in the rise of CO2 levels?
- Use the RGS site or the Sustainable Schools Carbon Detective Kit to measure pupil and school contributions to carbon: www.esd.rgs.org and www.carbondetective.org.uk.
4. Citizenship
46
Topic 2: The role of the Media and the science community � have they helped or hindered the public understanding? (Scenes 18, 25, 26, and 27) These scenes ask pupils to consider the role that the media and the science community have played in presenting these issues to the public and its understanding of what is happening. Raise the questions:
• What lessons can be learnt by the way that tobacco has been presented? • Does the media have a responsibility to only present the facts about
climate change � or should it also comment on the arguments? � What are the implications for the role the media has played in this?
• Do scientists have a responsibility to make their findings accessible to the general public? Or is that the role of government?
• What are the implications for the statement �Reposition global warming as theory rather than fact�?
• Explore the way in which AIT deals with facts and argument. Should the film have included more evidence to establish the conclusions which Gore wishes to draw?
• How does the use of emotive material, and departures from mainstream scientific opinion, help Gore get his message across? Is this appropriate in a science film? Is AIT a science film?
Topic 3: The role of the politicians(Scenes 13, 18, 23, 24 and 27 � choose those that you feel are must appropriate) These scenes show some of the ways in which (American) politicians have responded to the issue of climate change. Raise the questions:
• Consider the reasons why politicians may have chosen not to act about climate change?
• What decisions might politicians have to make in response to climate change?
• Should politicians take the lead on climate change � is it an issue that can be legislated about?
• Are politicians responsible to their own electorate or the international community? �What are the consequences of those responsibilities?
• Should we be taking action on climate change? How can people who want to take action (or people who oppose such action) use the democratic system to achieve that?
• Find out about the Kyoto Protocol � what has the UK promised, are we on target? What were the US Government�s reasons for not signing up to the Kyoto Protocol? What other alternative ways of combating climate change, other than national emissions targets, are there?
Useful websites: http://unfccc.int/essential_background/convention/items/2627.php http://unfcc.int/kyoto_protocol/items/2830.php www.bbc.co.uk/climate/policies/kyoto.shtml For alternative view see US Government response to Kyoto: www.whitehouse.gov/infocus/environment www.whitehouse.gov/news/releases/2001/03/20010314.html http://news.bbc.co.uk/1/hi/sci/tech/4077137.stm
Topic 4: Nature the threat to animals and the habitat (scenes 16, 19 and 24) These scenes explore some of the ways in which climate change is affecting our natural habitat. Issues about animal welfare and also preservation are addressed. Raise the questions:
• How can decisions to protect and safeguard wildlife be made? • Who has the power to make a difference? Whose responsibility is it? • Are the threats to the natural world more or less important then the threat
climate change poses to human societies? • Do the changes in animal habitat, breeding and migration patterns and
their existence at all have any implications for our own lives? • Can we see the changes on wildlife that climate change has had in our
own communities? hhtp://www.unep-wcmc.org http://www.wwf.org.uk/news/n_0000003769.asp
Topic 4: Al Gore�s lifetime and personal narrative (Scenes 2,3,5,11,15 and 29 � choose only a selection of these) The film uses Al Gore�s own life as a way of holding the science and factual information together. It also provides a way to explore the changes that have happened in one lifetime. These scenes can be used to help pupils understand the speed the changes have occurred but also asses the values of using the human experience in this way. Raise the questions:
• Why does Al Gore use his own life as a narrative to hold this documentary together? Is it because he is famous in the USA?
• Does having a politician rather than a scientist or journalist present this material mean anything? Does it detract from the objectivity of the film?
• Are there any benefits to having the science explained over one person�s life time or is it a distraction from the hard science?
• Do his efforts to get people to learn about climate change tell us anything about the issues?
• Would it be possible to map the changes to the climate to our own lives � starting with what we know about it and when we found out?
4. Citizenship
47
Topic 5: The industrialisation of the developing world (Scenes 22, 23 and 24) These scenes explore the industrialisation of the developing world which is now growing as a contributor to carbon emissions. Pupils need to explore the impact of this industrialisation and the reasons why they are doing this? Raise the questions:
• The industrialisation of the developed world (UK, Europe, USA) led to the rise in carbon emissions. Do we now have a right to stop developing countries from doing the same thing? Do they have a right to try and advance technologically just as the developed world did?
• In what ways can the developing world be assisted by the developed world?
• What are the pressures placed on the developing world to not control its carbon emissions?
• Whose responsibility is it to galvanise the international community to co-operate and share technologies?
4. Citizenship
48
Topic 6: Realistic solutions (Scenes 28, 30, 31) These scenes explore the ways in which climate change can be related to our ownlives and how changes can be made. Raise the questions:
• What options does the film present us with to consider? • What other options should we consider? Is �do nothing� an option? • Why do some people think that climate change is not a priority? • Can the actions of the individual make a difference? • Should we influence policy makers to try and change what is happening? �
How? • Earlier in the film Al Gore quotes Winston Churchill, �The Era of
Procrastination of half measures of soothing and baffling expedients, of delays, is coming to a close. In its place we are entering a period of consequences� � discuss what you think this means? Are emotive quotations such as these useful when discussing hard science?
• Al Gore uses the quote �It is difficult to get a man to understand something when his salary depends on him not understanding it�, by Upton Sinclair. What do you think he meant by this? What is he accusing his opponents of? Does he justify the charge in the film?
• Find out about the arguments concerning recycling versus consumption. • Do you know your own carbon footprint and how to change things? Use
the following resources to find out more: www.esd.rgs.org www.carbondetective.org.uk www.teachernet.gov.uk/_doc/10752/Sustainable%20Schools%20Assemblies.pdf
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Citizenship 4.2 Planning a whole day event on climate change Introduction Below is a suggested outline for a whole day exploring climate change. This can be organised solely as a citizenship day but would work most effectively if it includes the contributions of the science and geography departments. Suggested lessons for those two subjects are available in this guidance - remember in this instance it is the information and experience that pupils take away from the science and geography sessions that is important not the extent to which they expand their understanding of the individual subjects. For the discussion groups the questions presented in the citizenship topics should be used to initiate the debate. If the opportunity of having a cross-curricular day is not possible then replace the morning session three with either a guest speaker, extra group discussion or new group discussion based on the short films produced by Defra. Please remember: the points made at the start of this guidance about the legal duties of teaching staff and the points made in the scene by scene sections of the guidance should be borne in mind when organising a whole-day event. Pupils should be made aware that the film contains partisan political views and teaching staff should be careful not to promote those views. Pupils should also be made aware that while much of the scientific content of the film accords with mainstream scientific views, some of the arguments and evidence do not. In particular a day such as this would apply to Key Stage 3 QCA scheme of work Unit 21 � People and the environment: �Pupils are encouraged to consider the positive and negative effects of scientific and technological developments on the environment. They take account of other views and understand why opinions differ. They evaluate the strength of the evidence they have collected. They select and use a wide range of reference sources. They communicate clearly the results of their research and explain its significance. They begin to appreciate the power and the limitations of scientific methodology. The specific science content will, however, depend on the issues that pupils investigate.� Learning aims:
• To introduce the topic as a subject worthy of a whole day • To draw together the different specialist subjects into one day to present a
coherent overview. • To provide an intensive environment for pupils to address and discuss many
of the different issues in one day. • To encourage pupils to consider the issues and how they effect their own
lives • To provide an opportunity to discuss the issues with their peers • To encourage pupils to explore the opportunities within their own lives for
making changes and suggesting solutions • To encourage pupils to understand the relationship between evidence and
affect • To engage pupils with the impact of climate change locally and globally • To encourage pupils to use tools to record information and use skills of
testing, debate, measuring evidence and using maps.
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Planning your whole school day � an example Session one Show first half of An Inconvenient Truth � stopping at the end of scene 19. Session two Break into groups to discuss issues: Topic 1: What are the issues � where has this all come from? Topic 4: Al Gore�s lifetime and personal narrative Section three Option one: science experiments Option two: geography lesson Examples of both are included in this guidance If this is not a cross curricular day use more of the topics for discussion. Lunch Climate change fair The showing of the Defra films Afternoon sessions Session four The second half of the film starting from scene 20 Session five Break into groups to discuss: Topic 2: The role of the Media and the science community � have they helped or hindered the public understanding? Topic 3: The role of the politicians Topic 5: The industrialisation of the Developing World Session six Option one: Working in groups and using one of the following recourses to help pupils investigate solutions to tackle climate change that they can actually do. www.carbondetectives.org.uk www.teachernet.gov.uk/_doc/10752/Sustainable%20Schools%20Assemblies.pdf Option two: Invite in a guest speaker to go over the issues raised across the day and to discuss solutions. Use - Topic 6: Realistic solutions. But please remember that teaching staff must not promote any particular political response to climate change and, when such potential responses are brought to the attention of pupils, must try to ensure that pupils are offered a balanced presentation of opposing views.. Follow up The day should be finished by the solutions being written onto boards that can be displayed around the school. Extension work could then be to take some points to be discussed by the school council and or to set up working groups to monitor the schools behaviour as a contributor to climate change and explore ways of challenging it.
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Support activities for throughout the day Activity one Pin up two maps, one of the UK one of the world. Next to the maps will be stickers of three different colours indicating:
• Low • Moderate • Serious
As the day go on pupils can write about issues on the stickers and place them on the maps where they think it is relevant e.g. sea-level rises, hurricanes, electricity use. Activity two Throughout the day pupils should be encouraged to find out their own contribution to CO2 levels by going to: www.carbondetectives.org.uk or www.esd.rgs.org. Activity three � see next page.
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Activity three In small groups ask the pupils to complete the table below. Term Meaning/description Importance to Climate
Change Permafrost
Hurricane
Global warming
CO2
Glaciers
Rising sea-levels
Fossil fuels
Ocean currents
Carbon emissions
Kyoto Protocol
Biofuels
Ozone layer
Antarctica
Precipitation
Animal habitat
Personal consumption
Food miles
Reusable resources
Evidence collection
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5. FAQs Q: Is there any doubt as to whether global warming is occurring? A: No. The temperatures of many places on Earth have been measured for many years and the data shows a clear pattern of rising temperatures. Even those whose views on the causes of climate change differ from the scientific consensus are unlikely to deny average global temperatures are rising. Q Is there any doubt that increasing levels of man-made CO2 and other greenhouse gases are the main contributor to global warming? A: There is a strong scientific consensus that man-made emissions of CO2 are the main driver behind rising global temperatures as reflected in the recent report by the Intergovernmental Panel on Climate Change (IPCC) www.ipcc.ch . There are a small number of scientists who have alternative theories but they are a tiny minority in the scientific community. Q: Does the hole in the ozone layer cause global warming? A: No. There is understandable confusion because of the relationship between the hole in the ozone layer and the risk of sunburn and melanoma. Temperature (an important variable in global warming) and sunburn are easily merged into one issue. However, CFCs � the main cause of the ozone depletion do act as greenhouse gases. So a link is that the same air pollutant that causes the hole in the ozone layer also contribute (in a relatively minor way) to global warming. Q: Is current global warming merely a part of long term temperature variations? A: Partly, but the degree and rate at which both CO2 concentrations are increasing and the temperature are increasing exceed the natural variations which the Earth has experienced during geological history. Q: Does a record hot day count as evidence for global warming? A: On its own, no. However the frequency of record temperatures is increasing and this is evidence of a long term pattern or trend. Q: Does global warming mean less rain? A: No. This is an understandable confusion because higher temperatures and dryer conditions are associated with summer. However global warming means there will be more evaporation from surface waters and therefore more rainfall. However, the pattern of rainfall is likely to be much more erratic leading to more droughts and more floods. Q: What does it mean to say that CO2 acts as a greenhouse gas? A: The Earth�s atmosphere of gases, such as carbon dioxide and water vapour are vital to life both in terms of its chemical composition (oxygen etc) and its `greenhouse� role in maintaining habitable temperatures. The problem is that increasing concentration of CO2 is enhancing the greenhouse effect so that even less heat energy can radiate into space from the Earth. The molecules of certain gases, including CO2 have a greater ability to absorb infrared radiation (the way the Earth transfers heat energy away from itself) and so the increasing CO2 concentration leads to increasing temperature. Q: Is it true that electric vehicles do not contribute to the greenhouse effect? A: Not necessarily. If the vehicle charges its battery from a source of electricity that depends on the burning of fossil fuels, then the greenhouse gas emissions are displaced from the vehicle to the power station. The manufacture of any type of
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vehicle requires the use of energy so the total carbon footprint is dependent not only on the operation but the materials etc from which it is made. Q: Does hydrogen as a fuel contribute to the greenhouse effect? If hydrogen is made industrially from methane, then carbon dioxide is a by-product of the process. If not all this CO2 is used for other purposes, then there is a contribution to the greenhouse effect. Hydrogen itself also contributes to the greenhouse effect in an indirect way as it reacts in the atmosphere to increase methane and ozone, both of which are greenhouse gases. However, this contribution should be compared with the greater impact presented by fossil fuels, which release CO2. Q: Is the white `smoke� seen coming out of cooling towers or the smoke from power station chimneys carbon dioxide? A: No. Cooling towers emit water vapour and the smoke from chimneys is other particulate matter. Carbon dioxide is colourless. Q: Why can heat get in through the atmosphere, but not out through it? A: The Sun�s energy reaches the Earth in the form of visible light and other short wavelength electro magnetic radiation. This can penetrate the atmosphere and warm the surface of the Earth. The Earth re-radiates longer wavelength infra red radiation which is more easily absorbed by the greenhouse gases in the atmosphere. Q: Is the ice in the Arctic and Antarctic growing? A: No � there may be some seasonal changes but the overall trend is for melting. Arctic ice is shrinking significantly (by 20% in area and 40% in thickness since around the mid 1970s - http://nsidc.org/sotc/sea_ice.html), but Antarctic ice is actually increasing. Antarctic sea ice is showing no significant change, whereas Antarctic land ice is actually growing owing to increased precipitation (the latter caused by global warming - www.antarctica.ac.uk/Key_Topics/Climate_Change/ccps.html). Q: What will cause sea- levels to rise? A: The main cause of rise in sea-levels is thermal expansion of water. This applies now and in the future. At the moment, the main contributor to sea-level from melting of land based ice is from glaciers, but in the future, if Greenland and Antarctica melt, they will be larger contributors to sea-level rise than glaciers. For geographers looking at the UK, the tectonic bounce is also a factor. The NW of the UK is getting higher while the SE is sinking partly due to the retreat of glaciers at the end of the last ice-age, though this is a slow process. Q: How does recycling reduce global warming? A: Many products need a lot of energy to produce them from raw materials. In particular, glass and aluminium need high temperatures and aluminium requires electricity. Recycling reduces the need to use burn fuel or use electricity and so reduces greenhouse gas emissions. Q: How does conserving water reduce global warming? A: It takes a lot of energy to move water from where it is found to where we need it. Pumps use a lot of energy and, in addition, energy is used to make the chemicals needed to make water drinkable. Reducing the amount we use therefore reduces the energy needed to treat and transport it.
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Q: Do we need China and India to act combat climate change? A: Some people argue that we need rapidly developing economies such as India and China to reduce CO2 emissions if we are going to reduce the impact of climate change. However, individuals in North America and Europe are still greater contributors to global warming than individuals in China and India. As such, it can be argued that as our relative prosperity is based on an industrial system that has mainly caused the current situation, we have a moral responsibility to lead in tackling the problem. AIT illustrates the significant potential effects of relatively small measures. Q: Is it is too late to repair the damage? A: No. The technology and approaches are available to slow down and then reverse the trends. Q: Can global warming be a good thing? A: A list of temporary benefits and longer term problems could be produced to illustrate the overwhelming balance against global warming having benefits. For example, there is evidence to suggest that in the short term some areas will produce higher crop yields. However, in the long term evidence suggests that overall crop yields on a global scale will be reduced. Q: Does carbon offsetting remove the risk of global warming? A: Measures such as tree planting or manufacture of wind turbines and solar cells to offset the amount of carbon dioxide produced by air travel or other human activity contributes to the reduction of carbon dioxide. However, CO2 emission cuts would make the biggest difference to removing the risk of global warming. Additionally, in the short-term Carbon Sequestration may help, further details are available at www.tyndall.ac.uk/publications/fact_sheets/t2_21.shtml. Q: How can we tell if a product has produced a lot or a little greenhouse gas before we buy it? A: With difficulty � factors such as transport miles, whether forest clearance has played a part, packaging and the input of heat and other energy into the manufacture are all part of the picture. Locally-sourced products with less packaging are likely to have fewer �food miles�. Further information about misconceptions can be found at: www.climatechallenge.gov.uk/understand/myths.html#one www.metoffice.gov.uk/corporate/pressoffice/myths/index.html
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6. Further Resources Sustainable Schools: www.teachernet.gov.uk/sustainableschools/yearofaction The climate change film pack for secondary schools forms one of a number of materials produced as part of the Year of Action on Sustainable Schools. Visit the Year of Action page to download or order additional resources. Assembly plans are available to download based on the 8 doorways of the Sustainable Schools National Framework. The series provides suggestions for headteachers and school leaders on how to profile sustainability within school assemblies. Assembly 9 is 'Climate Chaos' and could form part a 'Climate Change day'. Carbon detective kit: www.carbondetectives.org.uk An online interactive site for Key Stage 2 and 3 pupils to help them investigate the sustainability performance of their own school and develop practical suggestions for staff and governors on moving forward. Climate Challenge www.climatechallenge.gov.uk Initiative led by Defra in partnership with the Energy Savings Trust, the Carbon Trust, the DTI, the Environment Agency, the UK Climate Impacts Programme and the Department for Transport. Met Office : www.metoffice.gov.uk Links to FAQs, myths, data and explanations around climate change. The site also includes links to use of models for predictions. A range of free resources on weather and climate are available for schools at www.metoffice.gov.uk/education/resources/index.html. These include 'Life in a Changing Climate' - an interactive multimedia learning resource for GCSE and AS/A2-level studies of climate change and its impacts. From mid-May 2007, free climate change posters for science and geography will also be available. Hadley Centre: www.metoffice.gov.uk/research/hadleycentre/index.html UK AIT website: www.aninconvenienttruth.co.uk US AIT website: www.climatecrisis.net Australian AIT: www.aninconvenienttruth.com.au/truth/guide.htm Association for Science Education Science - UPD8: www.upd8.org A free web-based resource providing materials (downloadable teaching notes and pupil materials) for lessons based on current issues. The searchable list includes activities linked to many areas of the KS3 and KS4 science curriculum. Association for Science Education - Science Across the World: www.scienceacross.org A free web-based resource providing the opportunity for pupils in one country to collaborate on a science investigation with pupils in another country. There are downloadable teacher and student materials available in several languages. The topics provided for the projects include:
• Renewable energy • Drinking water • Climate change (Making the News)
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• Global warming The climate change project enables pupils to upload project work to the website for viewing and reviewing by other pupils whilst the other projects involve the sharing of results from investigations. BBC Climate Change www.bbc.co.uk/climate Wide range of information and topics: evidence, impacts, phenology etc. Climate Outreach and Info Network: http://coinet.org.uk/ Wide range of information including discussion boards and response to `The Great Global Warming Swindle� Geographical Association: www.geography.org.uk/resources/themes Further ideas about how An Inconvenient Truth can be used in geography lessons. Green Facts: www.greenfacts.org/en/climate-change-ar4/index.htm Questions and answers with a range of detail and depth. Polar Bear Study: http://www.mms.gov/alaska/ess/Poster%20Presentations/MarineMammalConference-Dec2005.pdf "Potential effects of diminished sea ice on open-water swimming, mortality, and distribution of polar bears during fall in the Alaskan Beaufort Sea". It is by Charles Monnett, Jeffrey S. Gleeson and Lisa M Rotterman from the Minerals Management Service, Alaska. Nature Detectives (Woodland Trust): www.naturedetectives.org.uk Opportunity for pupils to contribute to national phenology project � identifying the impacts of global warming on seasonal patterns of animal and plant life. Practical Action (formerly Intermediate Technology Development Group): www.climatechoices.org.uk Education site aimed at upper KS2 � some materials suitable for lower KS3. Information and perspectives from a range of countries. Royal Geographical Society (& BAS) Antarctica website: www.discoveringantarctica.org.uk Royal Geographical Society (& Defra) climate change website: www.yourclimateyourlife.org.uk A website linking climate change to the geography curriculum. The Royal Society: "Climate Change Controversies - A Simple Guide": www.royalsoc.ac.uk/page.asp?id=6229&gclid=CNH6k_OPzIsCFQ3olAodd1UHAw. A useful site exploring alternative views on climate change. Royal Society of Chemistry: www.chemsoc.org Climate change and sustainable energy www.rsc.org/Chemsoc/ImportanceOfChemicalSciences/ClimateChange.asp Climate Change resources www.chemsoc.org/networks/learnnet/climate.htm Science Learning Centres: www.sciencelearningcentres.org.uk Teaching staff can find professional development opportunities on climate change at
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the Regional and National Science Learning Centres. A range of teaching and learning resources for all ages and key stages are also available. Visit the website for the latest news, courses and opportunities. UK Climate Impacts Programme: www.ukcip.org.uk/climate_change Some data, predictions and information � links to IPCC information United Nations Environment Programme: Vital Climate Graphics: www.vitalgraphics.net/climate2.cfm Graphs, charts, diagrams on climate change. West Midlands Regional Broadband Consortium: www.wmnet.org.uk Links to Climate Change in the Curriculum project with information and opportunities to contribute to the project.
© Crown Copyright 2007 Published by the Department for Children, Schools and Families Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged. For any other use please contact [email protected] Geography in the News - http://www.geographyinthenews.rgs.org/
