Download teachers notes climate change 2

Teachers Notes G1 Investigating Climate Change
Spec
stateme
nt
1.1.
What are
the
world's
major
climates
and how
do they
relate to
biomes?
subdivisio
n of spec
statement
1.1.1The
relationship
between
weather
and climate
NGfL Cymru resources
Suggested activity
The relationship between
weather and climate provides a
climate graph, weather forecast
and links to BBC/S4C web sites
with today's/this week's weather
and further activities.
Users are asked to identify
the relationship from the two
sets of data.
The graph initially has no
heading or key to allow
revision discussion. e.g. What
type of graph? What do the
lines represent? Why bars for
precipitation? Describe the
climate shown. What region is
represented here?
1.1.3 An
overview of
climate/bio
me
relationship
An overview of climate/biome
relationship provides direct links
to videos of 5 major world
biomes.
1.2 What
are the
temporal
patterns
of
climate
change?
1.2.1Short
term
climate
change
Short term climate change
1 Global
An animation of running means
on a bar graph of the global
temperature 1870-2007.
2 Wales.
8 sets of data show changes in
different aspects of climate and
climatic indicators over 40 years
Users are asked to make
observational notes on a
printable table which has 2
columns
[1.flora, fauna, soils
2.climate].
Students are asked to use
these observational notes to
discuss and write about the
relationship between the two
columns.
Users are invited to draw in
the running means on the
whiteboard. An animation
gives the correct answer
1.3 What
are the
causes
of
climate
change?
1.3.1 The
evidence
for climate
change
1.3.2The
atmospheri
c processes
The evidence for climate change
is a graph which indicates when
the highest UK temperatures
have been recorded.
Temperature ranges are given by
a bar. The graph ranks UK
temperature difference relative to
1961-1990 and colours indicate
dates.
The ? button gives a link to a
transcript of a radio interview
about ice core evidence.
The processes that result in
climate change is two interactive
animations.
Users are invited to answer
questions on the data given.
Users are asked to describe
the evidence for climate
change shown by the graph
and evidence from ice cores.
Users are asked to complete
annotations on the whiteboard
animation
that result
in climate
change
The first is atmospheric
processes where an animation
shows the processes.
The correct labels can be shown
on request.
The second animation indicates
the influence of human and
environmental factors. The
contrast between the two sets of
processes can be made.
The correct labels can be shown
on request.
1.3.3 The
relative role
of
environmen
tal and
human
factors in
recent
climate
change
Users are again asked to
complete annotations on the
whiteboard animation to
contrast the processes
involved.
The relative role of environmental
and human factors in recent
climate change is the same
animation as above but contains
the human influences on the
system.
The correct labels are shown on
request.
Users are asked to complete
annotations on the whiteboard
animation.
Global Patterns of CO2 emissions.
is a graphical map of the world. It
is developed to stimulate
discussion. The title is not
immediately seen so that the first
Q - what do you think this is? may
be asked. A sequence of buttons
displays increasing amounts of
information.
1. small emitters
2. bigger emitters
3. all emissions
4. predicted emissions USA
v China
5. global predictions
This provides an introduction to
the issues developed by the
Copenhagen Climate Change
Conference - in 1.5
Climate change controversies
Discussion of graphical
technique, who is currently
emitting CO2 ,the contrasting
contribution of China and USA
currently and in the future, the
location of problem areas of
the future.
A series of contrasting quotes
given at the time of the
Copenhagen Conference Dec
2009 are given on the
whiteboard. A printable table
helps students to analyse the
quotes in terms of
convinced/sceptic; basis of
The activity analyses different
quotes to determine different
opinions on Climate Change.
opinion; suggested action.
1.4
What are
the
issues
resulting
from
climate
change?
1.4.1
Increasing
levels of
extreme
weather
and the
impacts on
human
activities
A further resource provides a
word file contrasting 'Alternative
views on climate change 2007'
With details of Live Earth concert,
Al Gore's support and David
Bellamy's rejection of
anthropomorphic Climate
Change.
Increasing levels of extreme
weather and the impacts on
human activities
A separate set of teachers notes
and a second on answers, is
found within this section.
There are three sets of data
1. Caribbean Hurricanes
2. Case study Katrina, USA
3. Case study Stan, Guatemala
Students could investigate both,
individually or as a group.
Alternatively two groups could
investigate one each and report
back to the whole class
1.4.2 Rising
SLs and
their impact
on people
1.4.3 The
impacts of
climate
change on
society
Data on the relationship of
hurricane frequency to climate
change is given.
Rising sea levels and their impact
on people is a case study of
Kiribati in the Pacific.
Maps, photographs, video, fact
file and web site provide
secondary data for an
investigation.
The impacts of climate change on
society concentrates on
Environmental Migration caused
by climate change.
An information sheet on
Environmental Migration is given.
Small case studies around the
world indicate different physical
effects of climate change. These
are found on an interactive world
map with hot spots. The pop ups
allow students to discuss differing
specific regional impacts of
Users are asked to contrast
the aims of the Live Earth
concert with the views of
climate change sceptics.
The suggested activities form
the basis of an individual or
group student secondary
investigation. into Which
hurricanes had the greatest
impact in the Caribbean?
The activities include skills of
atlas/maps, drawing graphs,
describing/interpreting
information from tables,
researching for information,
decision making.
Data is available to
investigate two contrasting
hurricanes and their impact on
two contrasting landfalls.
Users are guided through an
investigation into the physical
characteristics of atolls, the
impacts of rising SL on the
community and strategies
employed by the government
to adapt and to migrate.
This gives a more global view
of the varying impacts of
climate change and their
effects on society by
investigating regional causes
of population migration linked
to different climate change
effects.
The interactive whiteboard
activity takes the user through
hot spots around the world.
Users are asked to suggest
and write the impacts of
climate change and strategies to
reduce population migration.
They can evaluate the different
strategies. The Himalaya is
completed to indicate the type of
answer required.
climate change in each
region, strategies that might
reduce the resulting
population migration, and to
evaluate the strategies
Actual impacts, strategies and
evaluations can be revealed.
1.5 What
strategie
s can be
used to
address
climate
change
1.5.1
internationa
l level
1.6 How
successf
ul have
these
strategie
s been in
tackling
climate
change?
Copenhagen Conference
[COP15] Dec 2009 case study
resources investigate:
the build up;
the challenges associated with;
and evaluation of
this international strategy.
1. Who was at Copenhagen?
provides a world map with hot
spots illustrating differencing
opinions to Climate Change
policies. This helps with an
interactive activity on negotiating
blocs within such a large
conference.
2. Evaluation of COP15 develops
an interactive evaluation activity,
[adaptable to other strategies]
which firstly evaluates COP15
against 5 criteria. This is followed
by an evaluative comparison
against 3 previous International
Conferences, Rio, Kyoto and Bali.
1.5.2
Governmen
t action
Government strategies to address
climate change.
This is a paper Decision Making
Activity.
The resources give a summary of
summer 2007 press cuttings
relating to Agriculture,
Biodiversity and Transport. These
Students are asked to
investigate how 192 countries
negotiate their position in an
international conference.
Students are asked to
imagine they are the
representative of a country at
COP15. Internet research is
needed to write the speech
given to the conference. This
could culminate in a role play
of an International Climate
Change Conference
Students are asked to read a
summary of the Accord
produced at the end of the
COP15 Conference. They
evaluate the conference by
clicking an arrow to its
appropriate position for each
of the evaluation criteria. Each
arrow has a 'traffic light'
system.
This activity is repeated for 3
previous International
Conference agreements and
an evaluative comparison of
the level of success of
Copenhagen v previous
Conferences made.
Students are invited to take
part in a role play activity.
They are to imagine they are
the minister in charge of
Agriculture, Biodiversity and
Transport
They use the information in
the cuttings to:
1. evaluate the different
have been chosen to show
policies have both positive and
negative effects.
The role play activity is for
students to create policies
relating to these issues. This may
all be completed by individuals, or
three groups who argue their
stance in a 'parliamentary'
situation.
1.5.4
individuals
strategies
2. research other
strategies since 2007
3. outline in no more than
200 words what your
policy would be and
what measures it
would include.
4. Create no more than 5
bullet points that you
could use to justify
your policy in an
argument in
parliament.
Individual strategies to address
climate change
The resource is a mind map of
individual strategies
Students are asked to
evaluate these strategies