Download Challenge of Weather and Climate

GCSE Geography Specification A
Detailed Scheme of Work
Physical Geography Unit 3
Challenge of Weather and Climate
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AQA Specification A Physical Geography
Key Idea
(Scale)
The
characteristics
of the UK
climate can
be explained
by its global
position.(N/R)
Specification
Content
The
characteristics
of the UK
climate –
monthly
temperatures,
precipitation,
sunshine
hours.
Reasons for
the climate and
variations
within the UK
with reference
to latitude,
altitude,
pressure,
winds and
distance from
the sea.
Unit 3
Challenge of Weather and Climate
Starters
Main Activities
Plenaries
1. Why is weather so important
that people measure it
constantly around the world?
1. Show maps of January and July isotherms, and
average annual precipitation across the UK. Students
describe the patterns of temperature and precipitation,
then explain why the north is cooler than the south in
summer, the south west is mildest in winter and the
north east coolest, and why precipitation is heaviest on
the high land in the west but lower in the east.
1. Produce a spider diagram showing
how different factors affect climate.
Annotate the diagram
2. Why is weather such a
popular topic of conversation in
the UK?
3. Suggest some types of jobs
that depend on the weather?
4. What is the difference
between weather and climate?
5. Show images of different
weather conditions experienced
in the UK. Invite students to
describe and compare
6. In the UK we have a
temperate marine (maritime or
oceanic) climate. What does this
mean?
7. Name a country that is
generally warmer than the UK.
Name another that is generally
cooler. Can you explain why?
(Latitude)
8. Ask: What is the weather like
today? Warm or cold, wet or dry,
clear or overcast, good or poor
2. Provide temperature and precipitation data for places
in 4 parts of the UK. In groups, students produce climatic
graphs, ideally using ICT. (Add a separate graph for
sunshine hours). What do the different graphs show
about the climate of the UK? See Geog.GCSE p110 for
examples. How do latitude, altitude and ocean currents
explain why the west is mild in winter compared with the
east, and why the south is warmer than the north in
summer? For graphs and data on climatic stations in the
UK use the Weather online site at
http://www.weatheronline.co.uk/weather/maps/forecastm
aps?LANG=en&CONT=ukuk&UP=0&R=160&LAND=NO
R&MAPS=over&CEL=C
3. Use the met office website
http://www.metoffice.gov.uk/climate/uk/averages/ukmap
avge.html to obtain a series of maps showing long term
climatic averages over the UK, including max and min
temperatures, sunshine hours, days of rain, total
precipitation, number of days with snow etc. Students
could work in groups and focus on different months or
climatic variables. The site also has information about
weather extremes, regional climates within the UK and
explanations of variation.
2. Make up 10 statements about the
climate of the UK, some true, some
false. Students hold up true/false
cards. E.g. In summer the south is
generally warmer than the north. The
east is generally wetter than the west.
Highest sunshine hours are recorded
over Snowdonia. There is generally
more sunshine in the east than the
west. The North Atlantic Drift has a
warming effect in winter. The prevailing
winds blow from the east. Built up
areas such as London produce a heat
island effect. Upland areas tend to
record lower amounts of precipitation.
High temperatures may trigger
convectional rainfall in summer.
Climate is the average weather
conditions recorded over at least 30
years. Britain’s weather rarely
changes. Cromer, in Norfolk, has less
total rainfall than Aberystwyth in
Wales.
3. With an atlas open, answer some
questions about UK climate: e.g. Why
is Plymouth warmer than London in
winter? Why is London warmer than
Plymouth in summer? Why is always
visibility, windy or calm etc?
Perhaps record outside
temperature, wind speed,
direction. Now find climate maps
and graphs for the UK in an
atlas. Discuss what they show.
Then discuss how today’s
weather compares with climate
data for this time of year.
9. Write 7 daily temperatures on
the board and ask students to
calculate the average. That is
how climatic data is calculated,
but using figures for 30 years.
Why such a long time period?
10. Give students 5 minutes to
write down all the things that
may affect the climate of the UK.
Work in pairs or groups. Then
summarise on the board as a
tally chart or spider map
11. Watch the video clip about
the difference between weather
and climate on the BBC website:
http://news.bbc.co.uk/weather/hi
/news/newsid_8630000/863055
1.stm
12 .Set a series of questions for
students to answer-many will be
guesses. Give answers
afterwards and compare with
student responses eg What is
the temperature outside today?
What is the temperature inside
4. Draw a sketch map of the British Isles and divide it
into 4 climate areas. Annotate the map with key
information about the climate. Include maximum
temperature, minimum temperature, range of
temperatures, total precipitation. Explain the differences
in climate patterns.
colder on Ben Nevis than in
Aberdeen? Why is London usually
warmer than Edinburgh? Why does
Swansea get more rainfall than
London? Why is weather quite mild all
year round on the Isles of Scilly?
5. Read BBC Bitesize on the factors affecting climate at
http://www.bbc.co.uk/schools/gcsebitesize/geography/w
eather/climaterev3.shtml Outline the 5 main factors,
describe the temperature and rainfall patterns in the UK
(screen 4), then attempt the testbite at the end of the
unit
4. Attempt this interactive game on
weather and climate:
http://www.sharegeography.co.uk/weat
hergrade.html . Another similar game
of teacher invaders is at
http://www.sharegeography.co.uk/clim
atereview.html
6. Draw annotated diagrams to show the impact of each
of the factors affecting UK climate – e.g. see p 45 in
Understanding GCSE Geography (Bowen and Pallister)
. Perhaps give a sheet of A3 paper to students in
groups. They are required to produce a
diagram/map/image which explains the importance of
each of the climatic factors: latitude, altitude, ocean
currents, air pressure, winds, distance from the sea
7. Find climatic data for a nearby town or city at
http://www.worldweather.org/010/m010.htm . Plot the
data as a climatic graph and compare this information
with the weather forecast data. Contrast with other cities
in the UK
8. As well as major global influences there are also more
local ones. Pose these questions for students to
answer.How does temperature and precipitation change
with altitude? As altitude increases the air pressure
decreases and the temperature falls. As air cools, more
water vapour condenses as cloud droplets and
precipitation forms. .
What effect does the way a slope is facing (aspect) have
on the climate? In the northern hemisphere north and
5. Give examples of meteorological
events. Are they describing weather or
climate? E.g. Snow blizzard closed the
motorway, November is usually the
wettest month in Plymouth. London is
usually warmest in July and August. It
rained heavily all afternoon.
In September a terrible storm carried
Richard’s garden shed away.
A heavy fog on the motorway reduced
visibility to less than a metre last night.
January is a good time to head to
Florida to catch some winter sun.
6. Produce a mnemonic to remember
the main factors affecting climate in the
UK eg LOWERN (Latitude, ocean
currents, winds, elevation, relief, near
water)
7. Weather anagram half a minute
game at
http://www.games4geog.com/cg/weath
erhalfamin.swf
the classroom? What is the
temperature on a cold winter’s
day?
What is the temperature on a
warm summer’s day? What is
the highest (shade) temperature
ever recorded in the
world?(58C) How much rainfall
(in mm) occurs in this area each
year? At what time of year does
most rainfall take place? How
much rainfall might occur in a
heavy storm?
What is the highest rainfall ever
recorded anywhere in a single
year? (25500) Where in Britain
does the heaviest rain take
place? What is the highest wind
speed recorded in the UK?
(278kph) How many cm of snow
when melted is one cm of rain?
(8-12) Estimate the size of the
largest recorded hailstone.(20
cm) On average, how many
days of rain do we have in this
area per year? How many days
of snow do we have in this area
each year? Estimate the lowest
temperature ever recorded
anywhere in the world (-88C)
13. Look at the climatic maps of
the UK. Where is the best place
to live and why?
east facing slopes are cooler than south and west facing
ones. In the southern hemisphere north facing slopes
are warmer and south facing slopes are cooler.
What is the effect of the distance from the sea on the
climate of a place? Generally land warms up more
quickly than the sea and cools down more quickly.
Places that are in the centre of large land masses have
more extremes of temperature (continentality)
What is the effect of a large urban area? Urban areas
tend to be warmer and more polluted than rural ones,
because of the different materials covering the surface,
the amount of heat released and the complex threedimensional structure of the environment. The urban
climate can also have different amounts of cloud cover
and rain to the surrounding countryside..
What happens to the climate of a place if forests are cut
down over a large area of land? Forests hold moisture
and absorb carbon dioxide. Their destruction on a large
scale can affect the amount of water vapour in the
atmosphere and contribute to an increase in greenhouse
gasses
Depressions
and
anticyclones
have an
important and
contrasting
influence on
UK
weather.(N/R)
The sequence
of weather
associated
with the
passage of a
depression
and the
reasons for it.
The weather
that
accompanies
an anticyclone.
Summer and
winter
contrasts and
reasons for the
differences.
1. Use a simple way to
demonstrate that air blows from
high pressure to low, as wind
e.g. using a balloon.
2.Download the most recent
satellite image of the UK from
the met office www.meto.gov.uk
Stick on a larger sheet of paper.
Annotate it showing the weather
in different places. Then
compare with the TV weather
report, and what can be
observed. Alternatively
download a series of images for
the last 24 hours. Annotate with
details of changing cloud
patterns, fronts etc. then attempt
to predict what the weather in
the UK will be like tomorrow.
3. Show images of different
cloud patterns. Students
describe and compare. Classify
them into groups, and say how
they affect the weather.
Compare with the cloud patterns
observed outside
4. Ask a series of questions
about clouds e.g. Why do clouds
float across the sky? Can you
have rain without clouds? Why
do clouds sometimes bring
snow? Why do some clouds
look grey or black? Why are
some clouds of considerable
height? What are the features of
rain bearing clouds?
1. The BBC Weather website contains an animation of
the life cycle of a depression which helps to convey to
students the dynamic nature of weather systems.
www.bbc.co.uk/weather/weatherwise/
factfiles/basics/weathersys_fronts.shtml Describe the
changes in cloud patterns, rainfall, temperature,
pressure, visibility and wind direction and speed
2. GeoActive 342 (Weather Patterns Associated With
Depressions) provides weather data relating to the
passage of a depression which students can graph and
then annotate with the key points of the depression e.g.
passing of the cold front.
GeoActive Online 342 (2006)
Series 17
3. The Essential Map work Skills text contains a useful
chapter (21) on depressions in which students are
presented with data response questions based on
synoptic charts and satellite images. Ross (2002) (pp
79–81)
4. GeoActive 289 (Weather Associated with
Anticyclones) provides clear and concise information on
the contrasting weather patterns for winter and summer.
There are a range of associated questions based on
synoptic charts. Describe and explain why anticyclones
vary between winter and summer
GeoActive Online 289 (2003)
Series 14
5. The Weatherwise section of the BBC Weather
website contains detailed information on forecasting
(traditional and modern methods).
The latest synoptic charts are available from the
Meteorological Office website. The Meteorological
Office has produced a lesson plan and activity sheets to
1.Odd One Out: Challenge of Weather
and Climate
Odd One Out
Depr
essio
n
War
m
front
Cum
ulus
Cont
our
Typh
oons
Ozon
e
deple
tion
Altitu
de
Ane
mom
eter
War
m
front
Conv
ectio
n
Antic
yclon
e
Relie
f
rainf
all
Fog
Isoba
r
Cycl
ones
Glob
al
warm
ing
Thun
derst
orm
Tem
perat
ure
War
m
secto
r
Prev
ailing
wind
Stratus
cloud
Cold
front
Cirrus
Isother
m
Tornad
oes
Green
house
effect
Latitud
e
Precipi
tation
Low
pressu
re
Relief
2. Show a satellite image of Western
Europe including Britain. Ask a student
5. Provide students with satellite
images from a depression
moving across the British Isles.
Annotate them to explain what is
happening. The met office has
regularly updated weather
charts and images at
www.metoffice.gov.uk
6. Show students flash cards of
weather symbols and ask them
to say what they are in a quick
fire quiz.
7. Use the interactive weather
maps at
http://www.xcweather.co.uk to
show the weather conditions
over the UK today. What is the
variation in wind speed,
temperature, cloud and rainfall
etc?
8.Show the formation and
development of a depression,
using a sequence of maps eg
see p 57 in Nelson Thornes text.
Develop the second map to
show wind directions, areas of
precipitation, areas of strongest
wind, direction of movement,
different types of cloud etc.
9. A useful animation of warm
and cold fronts is at
http://www.teachersdomain.org/
ext/mck05_int_fronts/index.html
help students understand synoptic charts. After
completing the activities, students will be able to:
 understand isobars and their relationship with wind
speed;
 identify various pressure systems and fronts on a
weather chart; and
 interpret and produce plotted weather symbols.
www.bbc.co.uk/weather/weatherwise/ factfiles/
www.metoffice.gov.uk/education/curriculum/lesson_plan
s/weathercharts/index.html
6.Visit the website Environmental change network at
http://www.ecn.ac.uk/Education/index.html for a series
of tutorials on weather features and processes. The
Tutorial leads the student through numerous interactive
pages, explaining in detail the key ideas behind a
principle. When the student nears the end of the tutorial,
they are given the option to explore other sources of
data, and put their understanding of the 'key idea' to the
test. This data is collected from both ECN data, and
external sources such as the internet.
7. Use the website http://www.ngflcymru.org.uk/vtc/depression_and_fronts/eng/Introductio
n/default.htm to explain how the weather over the British
Isles varies according to air masses and pressure
systems, how a mid-latitude depression and weather
fronts are formed, the characteristics of a depression
and the contrasting weather associated with a
depression and its associated fronts
8. These web resources incorporate text, diagrams,
animations, computer simulations, audio and video to
introduce fundamental concepts relating to frontal
systems and other weather phenomena.
http://ww2010.atmos.uiuc.edu/(Gh)/home.rxml
9. Radical geography
http://www.radicalgeography.co.uk/weatherandclimate.ht
to read a weather report for the same
date.What links can be seen between
the satellite image and weather
report ?
3. Weather forecasters don’t find it
easy to predict the weather for more
than 5 days in advance. Why is this ?
Why is it often easier to predict the
weather during an anticyclone than
during a depression ?
4. Who needs weather forecasts ?.
Pupils make a graffiti wall of people
who may find forecasts useful eg
farmers, restaurants with outdoor
dining areas etc. For whom is an
accurate forecast essential ?
5. Each student chooses a folded
piece of paper from a box with a
number on. Call out any number. Give
the pupil a weather description eg high
pressure in summer, low pressure in
winter etc. The student should give a
sentence to match eg cars could crash
on an icy road, it will be cold and
windy, youll be able to see the stars at
night.
6. Try a memory map exercise based
on the details of a depression. (Cross
section). Students have a few seconds
to look at the image, then return to the
group and draw part of the cross
section. Then the next person in the
group follows. An example is found on
page 59 in AQA Geograsphy Nelson
Thornes text
ml has 2 useful sets of resources on depressions and
anticyclones:
a. “Postman Pat” illustrates the concept of depressions.
This includes a video file of 'Pat does Depressions',
Depressions introductory teaching PowerPoint, 'Pat
does Depressions' follow-up PowerPoint, 'Pat does
Depressions' worksheet and a Pat Plenary
b. Anticyclones- A video introducing the weather
conditions associated with anticyclonic weather, a
teaching PowerPoint and a video about how anticyclonic conditions may have contributed to the Hemel
oil depot disaster.
7. Put statements in the correct
sequence to describe the weather in a
depression e.g. cold and showery with
altocumulus cloud, short period of
heavy rain and gusty wind, cloud
gradually thickens and the sky
becomes hazy, warm and cloudy with
light patchy rain, prolonged period of
steady rain from stratus cloud. State
the section of the depression being
described e.g. warm front, cold sector
10. Draw up a table to summarise the differences
between depressions and anticyclones using these
headings: typical pressure (mb), wind speed, wind
direction, cloud type, precipitation, weather in summer,
weather in winter, visibility etc.
8. Log the progression of an actual
depression as it moves across the UK.
Use the met office website and take
readings in school to compare with the
forecast. Use TV and newspaper
forecasts.
11. Use synoptic charts to illustrate the characteristics of
frontal depressions and anticyclones (winter and
summer) e.g. Understanding GCSE Geography p49 and
51. Comment on pressure in the centre of each system,
wind speed and wind direction, variations in
temperature, cloud cover in oktas, belts of rain and
other precipitation
12. Draw a cross section through a typical depression
showing changing weather conditions. Under the
diagram divide the depression into 5 sections i.e. ahead
of warm front, passage of warm front, warm sector,
passage of cold front, cold sector. Describe in each zone
the pressure, temperature, cloud cover, wind speed and
direction, and precipitation See Geog .GCSE p115
15. Use a synoptic chart showing a depression
approaching from the west, accompanied by a satellite
image. Produce a tv or radio weather forecast for
9. Describe the weather associated
with the passage of a depression to
your neighbour. Ask him/her to correct
any mistakes/ add detail, using
textbook information
10. Show synoptic charts and pose a
number of questions e.g. Where are
wind speeds greatest and why? Where
is the temperature highest and why?
Describe and explain the pattern of
precipitation. Describe the cloud
patterns and explain their location.
Which weather systems are shown on
the chart? Describe the weather
experienced in SE England etc.
Birmingham for the next 24 hours. Make reference to
each part of the depression. Do a similar exercise for a
typical anticyclone
16 A number of Slideshare powerpoint presentations
show the characteristics of depressions and
anticyclones.
http://www.slideshare.net/jacksonthree/introduction-togcse-weather includes synoptic charts, satellite images,
notes and questions.
http://www.slideshare.net/tudorgeog/3-anticyclones has
explanations and AQA questions from the 2004 and
2009 (legacy) papers with mark schemes
http://www.slideshare.net/tudorgeog/2-depressions has
a similar set of slides and questions relating to
depressions, including mark schemes for levelled
response questions
http://www.slideshare.net/jstrachan/depressionanimations-1219857 includes animations and a drag and
drop exercise
http://www.slideshare.net/radgeog/depression-126545
shows the features of depressions in maps and
diagrams
UK weather is
becoming
more
extreme. This
has an impact
on human
activity which
may be
positive or
negative.(N/L)
Evidence that
weather is
becoming
more extreme.
Weather
events from
the last 10
years – a
consideration
of evidence
that weather is
becoming
more extreme.
The impact of
1.Print out and read the news
reports at
http://weatherevents.co.uk/categ
ory/uk-weather . Which ones
show that the UK climate is
changing rapidly?
2. People affected by the
weather include farmers,
fishermen, airline pilots,
cricketers, skiers and owners of
beach shops. For each of these,
explain what is good and bad
weather.
1. The Met Office site:
http://www.metoffice.gov.uk/climate/uk/interesting has
details of weather events over the past 10 years.
Students could work in groups, looking at the events of a
particular year. E.g. 2010, low temperatures and snow in
January-Feb, and Nov –Dec, flooding in November etc.
What evidence is there that weather is becoming more
extreme?. Study the document about long term changes
at
http://www.metoffice.gov.uk/climate/uk/about/lta_uk.pdf .
There are also some good case studies of extreme
weather events in the UK at
http://www.metoffice.gov.uk/education/teens including
the Boscastle floods, 2004.and Bodmin snowfall 2005.
1. Crossword about weather events of
2007 at
http://www.games4geog.com/summer
weather2007.pdf and wordsearch at
http://www.games4geog.com/summer
weatherwordsearch.pdf
2 Show images of severe weather
events in the YK. Ask students to state
what they show, what causes them,
the likely impact on the economy, the
effects on the environment, the social
impact and the immediate and long
term responses. Ask them to give
this on
people’s
homes and
lives,
agriculture,
health,
transport –
benefits and
costs and
issues raised –
need for
adequate
warning,
preparation,
plans to deal
with impacts.
3.Students make a list of
extreme weather in the UK. E.g.
long cold snap, heatwave in
summer, heavy storm leading to
flash flood, droughts, gales and
storm force winds, snow
blizzards, thick fog. Research
and find visual images of one
example of each of these
events. What are the problems
for people of each of these
events? Why is SE England
most likely to be affected by
drought? Why is the western
part of Britain most likely to
experience strong winds and
heavy rain?
4. Which extreme weather
events are caused by
depressions and which are
associated with anticyclones?
5.
http://www.ltscotland.org.uk/wea
therandclimatechange/resource
bank/videos/video_tcm4598388.
asp is a brief introduction to
severe weather. A longer
version is at
http://www.ltscotland.org.uk/wea
therandclimatechange/resource
bank/videos/video_tcm4598378.
asp
6.
http://www.geographyteachingto
day.org.uk/ks3-
Use the website http://www.wiseweather.co.uk/id43.html
to find out details of weather events over the past 10
years. Students could produce a timeline for one year
e.g. 2007 and locate the events on a map of the UK.
Detailed monthly records are also available at
http://www.climate-uk.com/page3.html with
accompanying graphs
2. Prepare a factfile of an extreme weather event in the
UK using these headings: causes, areas affected and
damage caused, economic impacts, social impacts,
economic impacts, immediate responses, longer term
responses. E.g. the summer floods of 2007 (See
Understanding GCSE geography p53) or the Boscastle
flood in 2004 ( See AQA Geography A Nelson Thornes
p63-65)
3.Students research specific weather events over the
past 10 years, then produce a powerpoint presentation
in groups, covering the causes, weather conditions,
effects and responses. Examples might include the
floods in 2000, the heatwave of 2003, the Boscastle
floods of 2004, the floods of 2007 in Sheffield,
Tewkesbury, Gloucester etc., the 2008 and 2010 floods,
the extended cold spells of 2011 etc.
examples of locations and/or dates
when they might have occurred.
3.Show satellite images and /or
synoptic charts of a deep depression
and a blocking anticyclone. Students
suggest the extreme weather events
that might occur e.g. depression –
gales, torrential rain, floods.
Anticyclone- thick fog, frost, drought,
heatwave etc.
There is a
debate about
the evidence
for and
causes of
global climate
change.(G/N)
The evidence
for and against
global climate
change. The
possible
causes of
global
warming.
World and UK
temperatures
for the last 100
and 1000
years.
resources/resource/changingclimates/weather-or-climate
includes some images of
extreme weather conditions.
Students can identify these and
say what effects they might have
economically and socially
1.Watch the video about climate
change at
http://news.bbc.co.uk/weather/hi
/climate/newsid_8339000/83390
33.stm
2. Read the guide to climate
change at
http://news.bbc.co.uk/1/shared/s
pl/hi/sci_nat/04/climate_change/
html/greenhouse.stm including
the animated sequences on the
greenhouse effect
3. Listen to the radio broadcast
about the rate of global warming
at
http://news.bbc.co.uk/today/hi/to
day/newsid_9231000/9231192.s
tm
4. Pupils can calculate their own
contribution to rising CO levels
2
by visiting
www.carbondetectives.org.uk or
www.esd.rgs.org/ A wealth of
additional graphics can be
accessed at
http://www.grida.no/publications/
vg/
A short Defra film, the Carbon
1. Graph some of the indicators at
http://www.ecn.ac.uk/Education/indicators_of_climate_c
hange.htm showing evidence of climate change.
Comment on the trends. Precede this with the tutorial on
climate change at
http://www.ecn.ac.uk/Education/climate_change.htm
2. Show this slide presentation about global warming. It
includes a transcript of the presentation. It is also suited
to the next key idea on effects
http://www.slideshare.net/kevin0o0/global-warming77689 . Another presentation produced by students is at
http://www.slideshare.net/sevenhavenz/geographyproject-global-warming-presentation Again it includes
coverage of causes and likely implications.
This more complex presentation will need to be used
selectively but contains some useful graphs and
statistical data
http://www.slideshare.net/Philazine/global-warming-andclimate-change-presentation
This comprehensive set of slides is visually impressive.
It presents the evidence for climate change
http://www.slideshare.net/AndersLindgren4u/whatswrong-with-a-little-climate-change-2026882
This presentation may be useful as a summary of the
causes of climate change (fairly complex)
http://www.slideshare.net/mrcornish/what-are-thecauses-of-climate-change
3. www.ncdc.noaa.gov/ol/climate/globalwarming.html
contains a number of frequently asked questions on
climate change. Students research some of the
1. Ask a series of questions relating to
the causes of climate change. These
can be answered in groups,
researched or done as a test. E.g.
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.
Q Is there any doubt that increasing
levels of man-made CO and other
2
greenhouse gases are the main
contributor to global warming?
A: There is a strong scientific
consensus that man-made emissions
of CO are the main driver behind
2
rising global temperatures as reflected
in the recent report by the
Intergovernmental Panel on Climate
Change (IPCC) www.ipcc.ch .
Q: Does the hole in the ozone layer
cause global warming?
A: No, but 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
Cycle animation may
additionally help pupils
understand why carbon levels
can change over varying timescales.
5. This two minute film is
designed to illustrate why
climate change is happening
and what it will mean
http://wn.com/Defra_climate_ch
ange_short_film
6. Scenes 18, 26 & 27 of
Inconvenient Truth can be
shown sequentially to highlight
the uncertainties that surround
climate change.
7. Brainstorm about global
warming
a .Students brainstorm their
knowledge and ideas about
global
warming. Record these on a
whiteboard.
b. Ask students to classify their
ideas
into:
• Definite facts
• Possible facts
• Theories or explanations.
8. Categorise the following
statements as to whether or not
they are high carbon producing
activities or low carbon
producing activities. Then
categorise them as to whether
questions in groups and present findings to the rest of
the class eg What is the greenhouse effect, and is it
affecting our climate? Are greenhouse gases
increasing? Is the climate warming? Are El Niños related
to Global Warming? Is the hydrological cycle
(evaporation and precipitation) changing? Is the
atmospheric/oceanic circulation changing? Is the climate
becoming more variable or extreme? How important are
these changes in a longer-term context? Is sea level
rising? Can the observed changes be explained by
natural variability?
4. In 2007 ‘The Great Global Warming Swindle’ was
shown on Channel 4. The impact of the programme
provides a good opportunity to explore alternative views
on climate change, the role of the media and reaction of
the wider scientific community. Visit
www.greatglobalwarmingswindle.co.uk .
Alternative theories on the causes of climate change,
such as those set out in the CH4 documentary, are not
accepted by the vast majority of the scientific
community. An analysis of these alternative theories is
included on the Royal Society website:, visit
www.royalsoc.ac.uk/page.asp?id=6229&gclid=CNH6k_
OPzIsCFQ3olAodd1UHAw
5. Create a five-minute PowerPoint presentation about
the causes of climate change.
Work in pairs and use the facts, figures, graphs,
diagrams and photos in graphics from various websites
to explain the following:
1. What is climate change?
2. What does it mean? How is our climate changing?
3. What are the natural causes of climate change (e.g.
changes in the Sun’s energy)? What is the
greenhouse effect? (Mention that it is an important
natural phenomenon and without it, the Earth would
part of long term temperature
variations?
A: Partly, but the degree and rate at
which both CO concentrations are
2
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 CO
2
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 CO is enhancing the
2
greenhouse effect so that even less
heat energy can radiate into space
they are affected by location,
wealth or knowledge about the
effect of carbon dioxide
emissions.
1. People living in colder
climates use energy to heat
their homes
2. People install solar panels
3. People living in hot climates
use air conditioning
4. People insulate their homes
5. Some of the poorest
countries are located in
tropical climates and people
are too poor to afford air
conditioning. They have to
find alternative ways to cool
their houses.
6. People go on holiday abroad
and travel by plane
7. People go on holiday in their
own country and travel by
train
8. People do not go on holiday
9. People drive large four
wheel cars
10. People drive small hybrid
cars
11. People do not own cars
12. People buy new goods
13. People buy second hand
goods
9. Read about the evidence for
climate change at
http://www.yourclimateyourlife.or
g.uk/1_evidence.html Study the
be too cold to support human life.) How has the
greenhouse effect changed over time? (Mention that
levels of greenhouses gases in the atmosphere have
increased, trapping in more heat and leading to
global warming).
4. How are people contributing to it?
5. What are people doing to increase the amount of
greenhouse gases in the atmosphere? (For
example, burning more fossil fuels such as coal or
gas which emit CO2) What evidence do you have to
prove this?
6. Ask students a series of questions about climate
change and the evidence for it. Discuss the issues which
arise, correcting misconceptions
CLIMATE QUIZ
True or False?
1. Without the natural Greenhouse Effect, our planet
would be much warmer than it is now.(T)
2. The greenhouse gases which absorb heat coming
from the earth’s surface are mainly methane and
ozone.(F)
3. Over the last 50 years, global warming has been
caused by changes in the sun’s energy.(F)
4. Dark surfaces absorb more of the Sun’s energy than
light surfaces.(T)
5. Climate is the day-to-day condition of our
atmosphere, for example how warm, cold, dry or wet
each day is.(F)
6. High clouds tend to warm the climate, low clouds
tend to cool the climate.(T)
7. Since the 1970’s global warming has been greater
over the oceans than over the land.(F)
8. Global temperatures are likely to rise 2-4°Cby the
end of the 21st century.(T)
9. Global warming means that every country will get
hotter and drier.(F)
from the Earth. The molecules of
certain gases, including CO have a
2
greater ability to absorb infrared
radiation (the way the Earth transfers
heat energy away from itself) and so
the increasing CO concentration leads
2
to increasing temperature.
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 electromagnetic
radiation. This can penetrate the
atmosphere and warm the surface of
the Earth. The Earth re-radiates longer
wavelength infrared 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
map and statistics of carbon
emissions. Comment on the
location of high emission
countries.
10. Try the Armstrong and Miller
clip on climate change at
http://sharegeography.co.uk/cat
egory/starters
11. Show graphs which illustrate
trends in global temperature e.g.
p66 and 67 in Nelson Thornes
text. State the long term trends
and the changes over the past
50 years. Draw a sketch graph
with annotations to show the
main features e.g. Little Ice age,
medieval warm period, recent
increase. Show correlation with
CO2 concentrations
12. Show students a Flash
animation (found at the U.S.
Environmental Protection
Agency's Web site:
http://www.epa.gov/globalwarmi
ng/kids/global_warming_version
2.html) that accurately describes
the greenhouse effect and how it
likely contributes to global
warming. You might ask
students to take turns reading
the dialogue balloons for the
characters shown on the site.
Alternatively, the EPA Web site
provides a simple diagram with
text explanation of the
10. Over the past 150 years global temperatures have
fallen.(F)
11. Changes in the concentration of greenhouse gas in
the atmosphere is the main reason for global
warming in the past 50 years.(T)
12. The only way to predict the climate for the next 100
years is to use very complex mathematical
models. (T)
13. A sustained rise in local temperatures of about 6°C
would melt the Greenland Ice Sheet.(F)
14. Temperatures over the ocean are likely to rise twice
as fast as temperatures over the land.(F)
15. If we stop emitting greenhouse gases now, the
climate will stop warming.(F)
7.Students summarise the evidence for global warming,
under headings such as retreat of alpine glaciers,
melting of polar ice, scientific study of deep ice cores,
data from thermometer readings, seasonal shifts and
early springs etc. See Nelson Thornes text p66-68 for
more details
8.
http://www.sciencecourseware.com/eec/GlobalWarming
enables students to explore human and naturally
induced climate change as well as discussions for the
future
land ice is actually growing owing to
increased precipitation (the latter
caused by global warming www.antarctica.ac.uk/Key_Topics/Clim
ate_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 sealevel 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.
2. This a climate change gap fill
exercise:
http://www.games4geog.com/hp/climat
echaos.htm
3. Discuss the quote from
Bangladeshi Environment Minister;
“For you in the west, it is a lifestyle
change, for us it is a matter of life and
death.”
greenhouse effect at:
http://www.epa.gov/globalwarmi
ng/kids/greenhouse.html.
Another version is available at
http://earthguide.ucsd.edu/earth
guide/diagrams/greenhouse/ind
ex.html
13. This interactive shows
temperature change over 1000
years
http://www.geographyteachingto
day.org.uk/images/activities/tem
peratures.html
The
consequence
s of global
climate
change will be
significant and
change the
way we
live.(G/N)
Economic,
social,
environmental
and political
consequences
of global
climate change
for the world
and the UK.
1. Watch excerpts from the BBC
programme on the effects of
climate change on Britain at
http://www.bbc.co.uk/sn/climate
experiment/whattheymean/theuk
.shtml Study the global effects at
http://www.bbc.co.uk/sn/climate
experiment/theresult/globalconte
xt.shtml
2. Climate Change Starter
Sort these statements into facts,
opinions and fiction
1. Carbon dioxide is the
main greenhouse gas
and is partly responsible
for global warming
2. Extra melted gas from
glaciers will only add a
few centimetres to
global sea levels
3. Global warming will lead
to a sea level rise of 80
1. GeoActive Online 395 ‘Global warming – its impact on
European ski-resorts’ provides a range of case studies.
2. The following WideWorld article and reference in
Ross (2002) provide details on the impact of global
warming on the Maldives Islands, an LEDC case study.
(WideWorld November 2007
Drowning Maldives
Ross (2002) (pp 84–85))
There are many sources of information about extreme
weather conditions.
http://www.rgs.org/NR/rdonlyres/32634944-D055-4B949C89-1686645C794D/0/Bangladeshfloods.pdf is a case
study of flooding in Bangladesh and the measures taken
to try to minimize the effects of future flooding
3. The BP Carbon Footprint Toolkit contains four
interactive activities for students:
1. How climate change could affect earth over the
next 100 years.
2. Test your knowledge of the Greenhouse Effect
(seven questions with feedback and explanatory
animations)
1. Try this global warming mystery.
Why might Bath become a coastal
resort by 2050?
1. The
River
Avon flows
through
Bath to the
Severn
Estuary.
14. Sea
levels are
expected
to rise
30cm in
the next 30
years.
2. The
local
Council is
installing
air
conditionin
g in all its
offices.
15.
Loggers in
the rain
forest see
profits
soaring.
3. Bath is
approximat
16. ARK
predict sea
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
metres in the next 50
years
Global warming will
cause increased levels
of rainfall
Heavily taxing owners of
4x4 vehicles will lead to
fewer of these cars on
the road
Many species of
animals and plants will
become extinct due to
global warming
Temperatures in the
Antarctic have
increased by 2 degrees
C over the past 50 years
Wind farms will solve
the problems of global
climate change
The ice sheets are
thinning at an average
rate of 10cm per year
The USA and China are
the largest producers of
carbon dioxide in the
world
The USA has not kept to
the Kyoto protocol
aimed at reducing
carbon dioxide
emissions
The US hurricane
season is longer and
more intense, due
entirely to global
warming
Global temperatures will
increase by over 5
3. Carbonica Sea Level Alert – an activity designed
to make students think about human
contributions to climate change.
4. Arbonica Deforestation Alert – a decision
making exercise to explore the implications of
deforestation on climate.
The Campaign Direct website contains a Carbon
footprint calculator. Students need to have certain
household details to complete this online exercise.
Information at
http://actonco2.direct.gov.uk/home/campaigns.html
4. Do a card sort exercise with headings such as causes
(of global warming) effects, possible remedies e.g.
The burning of fossil fuels A warmer climate may
for
energy
releases mean an increase in
carbon dioxide into the tourism for the UK.
atmosphere.
A warmer climate will The volume of the sea
mean the ice caps will will
increase
with
melt.
warming temperatures.
Carbon dioxide is a Other greenhouse gases
greenhouse gas.
include sulphur dioxide,
carbon monoxide, CFC’s,
nitrogen oxides and soot!
Heating bills will be less Use more renewable
because
it
will
be energy.
warmer; this means less
fossil fuels will be used.
Raise taxes on
fossil Conserve the remaining
fuels.
rainforests
and
encourage the planting of
more trees.
Permanently
frozen Warmer climates will
areas of the world such mean a decrease in fresh
as Siberia and Antarctica water supplies. Countries
will begin to melt, this may go to the war over
ely 15
miles from
England’s
West
coast.
levels
could rise
7.5 metres
by 2030
sinking
Bristol and
Cardiff
under
water.
4. Mrs
Groves
walked to
school
when she
was a
child.
17.
Greenhous
e gases
absorb the
sun’s heat.
As a result
the Earth’s
temperatur
e
increases.
5. Rapid
melting of
the
Antarctic
ice sheet
has been
discovered
by the
British
Antarctic
Survey.
Giant
icebergs
are
breaking
away.
18. The
Departmen
t of Trade
and
Industry
have
released
figures
showing
that car
traffic
releases
37 million
tonnes of
carbon
dioxide
each year.
14.
15.
16.
17.
18.
19.
20.
degrees C in the next
100 years
Global warming is
caused by a hole in the
ozone layer
Low lying parts of the
world are at risk of
flooding due to climate
change
The Sahara desert will
spread north into
southern Europe
The tundra will become
warmer and support
crop growth
Nitrous oxide is a
greenhouse gas
produced by vehicle
exhausts and in power
stations
Global temperatures
have increased by over
5 degrees C over the
past 20 years
Vines, oranges and
peaches will be grown
across many parts of
Britain in the future
3. Scenes 7, 11, 12, 14, 16, 19,
20 and 21 of the film
“Inconvenient Truth” can be
played sequentially (total
duration: 24-minutes) to provide
students with an overview of the
main observed and predicted
impacts of climate change.
4. Students are asked to
means new farming land
and perhaps access to
mineral resources.
Low lying areas of the UK
such as London will be at
increased risk of flooding.
Money would have to be
spent to protect these
areas.
Increases
in
world
temperatures will result in
the increased risk of
desertification in semiarid regions such as the
Sahel.
Develop more energy
efficient
homes
and
vehicles.
Sometimes forests are
burnt to make way for
farmland.
There will be increased
spending on fuel and
clothes to keep out the
cold.
Infrastructure in the UK
won’t
be
able
to
withstand the changing
climate
conditions.
Blocked roads with snow,
buckled rail tracks with
the heat. This will lead to
disruption and a loss of
money for the economy.
Improve public transport.
water.
A more Mediterranean
climate may bring with it
a more relaxed approach
to life in the UK.
Increasingly the weather
will
become
unpredictable.
A warmer climate will
mean an increase in
tropical
insects
and
diseases.
New plants and animals
will make their home in
the UK. Dolphins will be
seen off the coast of the
UK.
The greenhouse effect
helps the warming of the
earth; this is called global
warming.
Countries will provide
armed escorts for their
fishing fleets to protect
fish stocks that are
declining due to changing
sea temperatures.
A warming climate will
6. Burning
fuels
releases
carbon
dioxide.
19. Ice
creams
cost £1 on
the coast.
7. Swarms
of insects
destroy
Farmer
John
Jones’
crops
20. James
and Sam
Groves are
pleased
with their
new DVD
player,
even if it
means
using more
electricity.
8. Mrs
Groves has
just bought
a new
mahogany
table.
21.
Deforestati
on
contributes
up to 20%
of all
human
global
carbon
dioxide
emissions.
9. Carbon
dioxide is
one of the
greenhous
e gases.
22. Kyoto
Protocol
1997
demands
pollution
reductions
worldwide.
suggest the likely consequences
of climate change .The impacts
could be physical but they might
also explore the concept of
interdependence. What products
may no longer be sold in local
shops due to changes occurring
in the regions where these
products were made / grown?
How might the holiday
destinations of local people,
family and friends change?
Might more refugees need to
come and live here if their own
countries become
uninhabitable? In what ways
might climate change cause
other types of connections with
the wider world to start to
change in our own
neighbourhoods?
Each group should be given an
OS map of the area around the
school to help them identify
areas or activities they think
could be particularly at risk.
5. An interactive activity can be
found at
http://www.geographyteachingto
day.org.uk/images/activities/seal
evelriserisk.html which shows
the areas of the world which are
most at risk from rising sea
levels.
6. An animation showing the
breakup of ice sheets can be
found at
Food will become more
expensive in the UK as
farmers struggle to cope
with the changing climate
conditions.
Greenhouse gases stop
heat escaping from the
earth; they keep heat
from the earth trapped
between the earth and
the atmosphere. This is
called the greenhouse
effect.
Install carbon dioxide
scrubbers in all power
stations.
There will be increases in
insurance payments to
protect against flooding
and damage from freak
weather.
Native species to the UK
will decline, as they can’t
cope with the changing
conditions.
mean less spending on
clothes.
Introduce a greenhouse
gas tax on industry.
There will be the massmigration of people away
from areas affected by
natural disaster.
The gulf stream may
change
direction
or
disappear causing the UK
to have a Siberian
climate.
Freeze
dry
carbon
dioxide
produced
by
industry and drop these
ice blocks into the bottom
of the sea. This is
expensive and can be
dangerous!
Limit cars to one per
home!
5.Classify the impacts of climate change into the
following categories: Coastal systems, Water resources,
Ecosystems, Food supplies, Health, Industry and society
10. In the
past, large
areas
around
Bath were
marshland.
They were
drained to
create
farmland.
23. Mrs.
Driscoll
explains to
her science
class that
trees and
other
plants take
in carbon
dioxide and
give out
oxygen.
11. Bath
varies in
altitude
and relief.
Parts of the
town are
on steep
slopes
24. Mrs
Smith
drives the
children to
school in
her new
2.8L 4x4.
12. Since
1930 the
average
world
temperatur
e has
increased
by 0.3°
25. Total
emissions
of carbon
in the UK
amounts to
155 million
tonnes
each year.
13. Bath is
just off the
M4
motorway.
26. Most
electricity
in the UK is
generated
in power
http://www.passporttothepoles.o
rg/about.php?content=polar_futu
res
Loss of ice in the Arctic will:
Open up the north west passage
for shipping; Affect the lifestyles
of the indigenous people living in
the Arctic; Allow greater access
to mineral deposits; Affect the
migration patterns of birds and
animals. More information on
the effects of climate change
can be found at
www.discoveringthearctic.org.uk
Interactives and information
about climate feedbacks can be
found at
http://www.discoveringthearctic.
org.uk/6_sensitive_arctic.html
7.You live in the UK but the date
is 2030. How has the climate
changed? What is the winter
like? What is it like in summer?
Is it cooler, colder, wetter or
drier than now? How does that
affect the way you live and what
you do?
8. Ask students to hypothesise
about how the world's climate
could change over the next 100
years if humans do nothing to
limit the levels of their
greenhouse gas emissions.
Make predictions about the
effects such climate changes
could have on humans. Working
in pairs, small groups, or as a
class, students should












Through the 21st century, glaciers and snow cover
will decline, reducing water availability in regions
supplied by melt water from major mountain ranges.
Coasts will be exposed to increasing risks, including
erosion and sea level rise. These effects will
increase in densely populated areas.
The spatial distribution of some infectious diseases
will change. For example, malaria will become a
problem in more parts of Africa and Asia.
Approximately 20-30% of plant and animal species
are likely to face extinction if global average
temperature increases exceed 1.5 to 2.5oC.
Increases in the frequency of droughts and floods
will have a negative effect on crop and livestock
production, especially at low latitudes.
Poor communities will be especially vulnerable,
especially those in high-risk areas. They tend to
have fewer resources to adapt to the changing
weather and are more dependent on climatesensitive resources such as local water and food
supplies.
Globally, timber productivity is expected to rise.
Coral reefs are vulnerable to increased
temperatures. This can lead to coral bleaching,
causing widespread disease.
There will be increased deaths, disease and injury
due to heat waves, floods, storms, fires and
droughts.
Many millions more people will be flooded every year
due to sea level rise by the 2080s. Densely
populated and low lying areas which face other
challenges such as tropical storms or local coastal
subsidence are especially at risk.
The most vulnerable industries and settlements are
those in coastal and river flood plains, in areas prone
to extreme weather events, and where rapid
urbanisation is occurring.
More people are expected to suffer from cardio-
stations
using fossil
fuels.
28. Farmer
Jones has
removed 2
miles of
hedgerow
and three
small
copses on
his land.
27. The
Groves
have just
bought a
new fridge
and were
annoyed to
find they
would have
to pay to
dispose of
the old
one.
29.
Warmer
water
expands
and takes
up more
space.
30. It is
predicted
that global
warming
will make
the UK
wetter.
2. Small islands are likely to be
affected by climate change.
What will be the effect of rising sea
levels on small islands?
Why are islands affected more by
storm surges and cyclones?
How will the economy be affected by
the erosion of coral reefs and
beaches?
How will reduced rainfall affect
islands?
What might happen to their
brainstorm a list of their ideas
related to these questions. Each
student should record a copy of
the list in order to refer back to it
later in the lesson.
respiratory diseases due to higher concentrations of
ground-level ozone related to climate change.
ecosystems?
3. What are the positive effects of
more extreme weather conditions?
6. Produce annotated world maps to show the impact of
climatic change on different parts of the world. The class These could be labelled on a map of
the UK e.g. Mediterranean summers,
could work in groups, each group working on a different
9. For a good visual
region. Different regions are more likely to be affected by plants and shrubs able to grow further
representation of the potential
north, length of growing season
some of the projected climate change impacts than
dangers of global warming,
increases, more deciduous trees at
others. For example:
show students the interactive
higher levels, areas and yields of
Sub-Saharan
Africa
is
more
likely
to
be
affected
by
map from the Intergovernmental
cereals increase, maize, vines and
water
stress
and
a
reduction
in
crops
Panel on Climate Change
oranges to be grown in S England etc.
Asian
mega-deltas
are
more
likely
to
be
affected
by
(IPCC), located at:
What are the negative effects? Add
flooding
http://www.climatehotmap.org/in
further details to the map e.g. valuable
The Arctic is more likely to be affected by ice sheet loss
dex.html. As a class, discuss
farmland in the fens and east Anglia
what the various markers on the and changes to the ecosystems
might be lost, Thames barrier becomes
map indicate. View the map as a Small islands are more likely to be affected by coastal
ineffectual, many coastal ports flooded,
erosion and inundation. Similar maps could show the
whole. Then, click on the U.S.
more pests and diseases will exist due
potential
impacts
on
the
UK.
See
and selected other regions to
to mild winters, insufficient snow for
http://uk.climate4classrooms.org/module/module-4-howillustrate the widespread
winter sports in places like Aviemore,
do-we-predict-future
for
more
details.
warning signs of global warming.
Arctic plants face extinction, higher
Take time to go to the link
frequency of extreme weather such as
focusing on New Points
(http://www.climatehotmap.org/n 7. Begin by discussing the fact that not everyone agrees gales and torrential rain, huge cost of
sea defences, more forest fires,
about global warming and climate change. Use content
ewpoints.html) and discuss the
greater risk of drought in the SE. See
number of additions made since from three NOW broadcasts to illustrate some of the
also page 70 in the Nelson Thornes
controversy surrounding global warming.
the map was first constructed a
text
The Heat Over Global Warming
few years ago.
http://www.pbs.org/now/shows/304/
10.
4. Discuss the effects of greenhouse
http://www.geographyteachingto Climate Change and the Media Senate Hearings
gases on the overall health of people
http://www.pbs.org/now/shows/249/climate-change.html
day.org.uk/ks3worldwide. Address questions such as:
God and Global Warming
resources/resource/changingWhat types of illnesses/diseases can
http://www.pbs.org/now/shows/343/index.html
climates/hello-from-2050 has a
be attributed to greenhouse gas
Pose the following question: In your opinion, has human
number of activities relating to
emissions?
future climate change, including activity caused the world's climate to change over the
How can changes in the world climate
details of changes in each of the past 100 years? What are the arguments in favour and
increase health risks for people
those against?
continents.
worldwide?
http://www.geographyteachingto
day.org.uk/images/activities/seal
5. 8.Students select one of the
evelriserisk.html shows the
areas most at risk from sea level
change
following mini projects and report back
to class-possibly a suitable homework
task:
Create a game to help other students
learn more about global warming.
Conduct an experiment or make a
scientific display illustrating the effects
of greenhouse gasses.
Create an advertising campaign to
promote awareness of what causes
global warming and what people can
do to prevent the release of
greenhouse gases.
Write a fictional story or play illustrating
the future effects of global
warming/climate change.
Create a large diagram or 3-D model
of how your county or country might be
changed as a result of climate changes
brought on by global warming.
Create a futuristic map of the world
showing the effects of global
warming/climate change on the
physical features of the land, the
earth’s productivity, and the types of
plant/animal life it can support.
Create a food web showing how global
climate changes affect the food
chain/ecosystems.
Profile an alternative form of energy
and teach other students in the class
how renewable energy sources can be
used (e.g., profile solar energy and
how the average citizen can
incorporate this into their everyday
use) by creating a display or working
model of this energy source.
Create a timeline or series of graphs or
charts that show the varying climates
the world has experienced since the
Ice Age.
Write a persuasive speech in favour or
against the idea that global warming is
damaging the planet
Create a series of charts or graphs
showing the financial cost of enforcing
global warming legislation such as the
Kyoto Protocol.
Create a display showing the cost of
developing and using alternative
energy sources (e.g., solar energy can
be used in homes, but there is an initial
cost of being able to do this as well as
backup plans needed if the source
becomes unavailable).
Research what scientists who do not
support conventional global warming
theories say about changes in the
earth’s climate and weather patterns
and present these findings by creating
a magazine-type story, a public service
announcement, or a mini documentary
about your findings.
There must
be an
international/n
ational/ local,
united
response to
the threat of
global climate
change.(G/N/
L)
Responses to
the threat of
global climate
change: global
response,
reducing
carbon
emission; the
Kyoto Protocol,
carbon credits.
Local
1.This short film shows how
energy use in your home
creates CO2 emissions, and
how we can all reduce our
emissions to help tackle climate
change
http://www.direct.gov.uk/en/Envi
ronmentandgreenerliving/DG_06
8559 A longer film at
http://www.sustainwales.com/ho
me/en/campaigns_climate_film.
aspx discusses solutions from a
1.The Carbon Crisis game available at the BP website is
based on a concept created by the Carbon Mitigation
Initiative and is an interactive means of showing
students the range of carbon reduction methods
currently available. Users choose the methods they
would like to implement and can investigate the social
and economic consequences in a stimulating and
interactive way. Teachers’ notes and factsheets are
available to download.
www.bp.com/bpes/cft
(follow link to Carbon Crisis)
1.Ask pupils to identify who they think
should be taking the lead to tackle
climate change. What are the different
options available for change?
2. Produce a table which summarises
various terms and their importance to
climate change e.g.
Term
Permafrost
Hurricane
responses:
transport
strategies,
taxation,
congestion
charging,
conserving
energy,
recycling.
Welsh perspective, with
emphasis on local solutions.
2. Even if there were to be no
more emissions from now on
what is already in the
atmosphere will cause changes
to the climate until 2050, so
people plants and animals will
have to adapt to their changing
environments.
Study the statements below and
think of ways in which people
could adapt to changing climate
Rice, which needs a lot of water
to grow, is grown in southern
California an area with a low
precipitation.
More cyclones and tropical
storms are likely in some areas
of the world.
Seasonal precipitation means
that there are some periods of
the year when there is a lot of
rain and some periods when
there is little.
Extreme weather events are
more likely.
As plants and animals adapt to
the changes these will have an
impact on people too, for
example changing migration
patterns of animals in the Arctic
will affect the indigenous people
who live there because they will
not be able to follow their
traditional hunting routes.
Think of ways in which you
2. The Carbon Positive website contains bulletins for
Carbon Offset Projects, including short videos which you
can download.
www.carbonpositive.net/default.aspx
3. GeoActive 378 gives an update (with relevant
activities) on the Kyoto Protocol – identifying the
challenge of getting Australia and the USA to ratify the
Protocol. Why have the benefits of the Kyoto proposals
been limited?
4. Actions can be taken to mitigate (reduce the severity)
of the changes to climate through global warming by
reducing emissions and increasing the amount of solar
radiation reflected back into space.
Ocean fertilization
Adding huge quantities of iron and other nutrients to
encourage the growth of algae and phytoplankton which
then absorb carbon dioxide.
Artificial trees
A machine like a tree which can act as a 'carbon
scrubber' to capture carbon dioxide from the air.
Increasing cloud reflectivity
Building a fleet of specially designed wind-powered
ships that would spray sea water particles into the
atmosphere to create clouds to reflect rather than
absorb the sun’s energy.
Increasing reflectivity
Rooftops and pavements could be painted paler colours
to reflect rather than absorb more of the sun's energy
and increase the surface albedo.
Sulphur screens
Adding sulphur particles to the stratospheric upper
atmosphere in high latitude areas like the Arctic.
Carbon Capture Storage (CCS)
A technique for capturing carbon dioxide as it is emitted
from large producers, compressing it into a liquid and
transporting it to a suitable storage site where it is
injected into the ground.
Global warming
CO
2
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
Congestion charging
Carbon credits
Recycling
3. Why is international action needed
to reduce global warming? How can
individuals help? Will it ever be
possible to stop global warming from
increasing? Explain your views. Public
awareness is greater than ever, but
what will make people change their
lifestyles? What is meant by the slogan
“Think globally, act locally”?
4. Students list all the ways individuals
can make a contribution to the
reduction of global warming. E.g.
reducing energy consumption, sharing
transport, using public transport etc.
What can Governments do?
might have to adapt your
lifestyle to the changes the
climate where you live.
Living roofs
Green roofs, living roofs and brown roofs are and will be
an increasingly important technology. The ecosystems
services that are provided by them will be especially
important in regard a reduction in the Urban Heat Island.
Alternative energy sources
Renewable energy which does not involve burning fossil
fuels are increasingly being developed. Sources such as
wind power, hydro-electricity and solar energy are
becoming increasingly important.
Encouraging forestation and preventing deforestation
Trees absorb carbon dioxide, when they are cut down
less carbon dioxide is absorbed and if they are burnt as
fuel more carbon goes into the atmosphere.
However, each of these measures has its positive and
negative aspects, some may not be cost effective, they
may use too much energy in their building.
For each of the actions described above research their
1.
2.
3.
4.
5.
cost effectiveness
effectiveness
positive effects
negative effects
how easy they are to put into practice
Write the words in bold on a piece of paper and sort the
pieces according to the effectiveness of the mitigation in
the shape of a diamond. The one at the top is the most
effective, taking into account your findings in the activity
above, then put the next two effective measures below
the first, then three, then two less effective and the least
effective at the bottom you should have used all nine
pieces.
See
http://www.21stcenturychallenges.org/challenges/engine
ering-our-climate/60-seconds/ for more details about
each method.
5. Do an alphabet run from A-Z, with a
word or phrase to do with weather and
climate, including climate change for
each letter.
6.
http://www.geographyteachingtoday.or
g.uk/images/activities/who_what.html
is an interactive about what can be
done to develop sustainably, with
choices about local, national and
international decisions
Try this short interactive activity:
http://www.yourclimateyourlife.org.uk/flash/houses/hous
es.html .
5.Produce a table outlining the local, national and
international responses to global warming. Local to
include conserving energy at home, recycling schemes,
buying organic food, paying carbon offsets, use of public
transport, insulation of homes, congestion charging in
city centres. National strategies to include higher road
taxes on highly polluting vehicles, bus lanes, cycleways,
filters on power station chimneys, renewable energy,
energy conservation schemes. International to include
carbon credits, reduction in carbon emissions, Kyoto
protocol. See p 72-73 in Nelson Thornes text.
6. Use these case studies of sustainable development
http://www.geographyteachingtoday.org.uk/ks3resources/resource/changing-climates/what-can-we-doto-develop-sustainably/main-activity210 Rank these
locations in order of most to least impacts
Tropical
revolving
storms are a
major climatic
hazard. The
effects of and
responses to
tropical
revolving
storms vary
between
areas of
contrasting
levels of
Cause of
tropical
revolving
storms
(hurricanes/
typhoons/cyclo
nes/willy
willies) – the
sequence of
events leading
to their
formation. The
structure and
characteristics
of a hurricane.
1. Scene 12 of the film
Inconvenient Truth supports the
possible link between warming
waters and increasing hurricane
frequency and severity (“look at
that hurricane’s eye!”). Pupils
could discuss whether individual
events such as Hurricane
Katrina provide reliable evidence
of climate change (linking back
to previous key idea). Do global
patterns of extreme weather
events provide evidence for
climate change?
1. At
http://weathereye.kgan.com/lounge/plans/hurricane.html
Students take the role of mayor of the city of Pensacola
Beach, Florida. Hurricane Opal is
developing/approaching in the Gulf of Mexico. The
students must decide whether or not to order a forced
evacuation of the city. Students read actual news reports
about the storm. They then read "memos" from city staff
members, taking various positions on the evacuation.
The students review basic information about hurricanes.
Finally, students "announce" their evacuation decision
by filling out a "press release."
2. Students define a hurricane and elements needed to
create a hurricane. They log on to the following Web site
1. Produce a poster or pamphlet to
warn residents of the arrival of an
impending hurricane.
E.g. Disaster prevention includes
having the supplies on hand to
weather a storm or evacuation. Make
sure your Disaster Supply Kit includes
the following:
Water - at least 1 gallon daily per
person for 3 to 7 days, Food - at least
enough for 3 to 7 days, foods for
infants or the elderly, non-electric can
opener, cooking tools / fuel, Blankets /
Pillows, etc., Clothing - seasonal / rain
gear / sturdy shoes, First Aid Kit /
wealth.(R/L)
A case study
of such storms
in a rich part of
the world and
one from a
poorer area.
Social,
economic and
environmental
effects and
short and long
term
responses
(monitoring,
prediction,
protection and
preparation).
2. Download useful hurricane
images from
www.geographyinthenews.rgs.or
g/news/article/?id=450 . Free
resources that relate to
hurricanes, weather and climate
can be ordered from
www.metoffice.gov.uk/education
/resources/index.html . Show
images of hurricanes. Identify
different parts of the hurricane
structure
3. Show the 2010 hurricane
season in one minute at
http://www.teachingvideos.co.uk
/index.php/find-videos-bysubjecttopic/geography/viewvideo/1533
/weather/2010-hurricaneseason-in-1-minute
4. Several good starters at
Lessons on Hurricanes from the
Miami Museum of Science
http://www.miamisci.org/hurrican
e/toc.html
to find out the definition of a hurricane and elements that
create hurricanes. Listen to the video on how wind shear
plays a role in hurricane development.
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/grow
/home.rxml
Discuss with students that some hurricanes are stronger
than others. Go to the following site to learn about
hurricane intensities and how they are categorized
according to wind speed.
http://www.nhc.noaa.gov/aboutsshs.html
Explore past hurricanes in the Atlantic Ocean. Log on
the following web site and explore past hurricanes and
their paths.
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/hurtr
ack/index.html
Track hurricanes through the hurricane season using a
hurricane tracking map. Tracking map and hurricane
information can be found from the following web site.
(Map is found at the bottom of web page)
http://www.nhc.noaa.gov/
3. Draw a cross section through a hurricane. Details at
http://www.teachervision.fen.com/tv/printables/TCR/074
3936671_039-040.pdf Students can track an individual
hurricane using the worksheet available at
http://www.teachervision.fen.com/tv/printables/TCR/074
3936671_042-045.pdf
5. Learn about the phenomena,
the effects, and the science of
hurricanes in this animated
website from National
Geographic. Includes a video
showing how hurricanes form
http://www.nationalgeographic.c
om/eye/hurricanes/hurrintro.html
4. At
http://www.cotf.edu/ete/modules/sevweath/sevweath.ht
ml students work in teams to review the action of
Hurricane Andrew (1992) in preparation for tracking,
analyzing, and predicting the course of a new hurricane
that may threaten North America this year. See also
http://www.math.montana.edu/~nmp/materials/ess/atmo
sphere/inter/activities/hurricane/index.html for further
details of Hurricane Andrew
6. Ask a number of questions
5. Using news articles such as "Hurricane Katrina
Medicines, Special Items - for babies
and the elderly
Toiletries / Hygiene items / Moisture
wipes, Flashlight / Batteries, Radio Battery operated and NOAA weather
radio, Cash - Banks and ATMs may
not be open or available for extended
periods. Important documents - in a
waterproof container — insurance,
medical records, bank account
numbers, Social Security card, etc.
Tools - keep a set with you during the
storm. Vehicle fuel tanks filled
Read more on Teacher Vision:
http://www.teachervision.fen.com/natur
al-disasters/crisisintervention/34248.html#ixzz1IEArkaji
2. There are 4 videos about the growth
and effects of hurricanes at
http://dsc.discovery.com/news/video/h
urricanegallery.html (Discovery
Channel) Similarly there are 14 videos
at
http://video.nationalgeographic.com/vid
eo/player/environment/environmentnatural-disasters/hurricanes These
are suitable as plenaries but can be
used as starters as well
3. Try these interactive hot potato
exercises about cyclone Sidr:
http://www.games4geog.com/hp/index.
htm
This is an interactive game about
hurricanes:
http://www.sharegeography.co.uk/hurri
canepen.html
about hurricanes e.g. What
conditions are necessary to
create a hurricane? Where do
hurricanes occur? When is
hurricane season in the USA?
What is the difference between
a tropical cyclone and a
hurricane? How is the strength
of a hurricane measured?
Where do hurricanes get their
names? What are the main parts
of a hurricane? Why do
hurricanes eventually lose
speed and energy?
7. View
http://www.usatoday.com/weath
er/default.htm for up to date
information on hurricanes in the
USA
8. Show slideshare
presentations on hurricanes at
http://www.slideshare.net/mosart
/hurricanes , also
http://www.slideshare.net/armstr
ong/the-phenomenon-oftropical-cyclone ,
http://www.slideshare.net/davge
n/hurricanebook ,
http://www.slideshare.net/vishaa
/hurricanes-presentation-905205
and
http://www.slideshare.net/MrElm
s/tropical-storms-revision-guide
Some of the above contain
excellent images, case studies
Carves Path of Death and Destruction" available at
http://www.pbs.org/newshour/updates/katrina_08-3005.html or CNN's "Katrina Timeline" available at
http://www.cnn.com/ (see Special Report: Katrina
Timeline,) discuss the facts surrounding Hurricane
Katrina including when and where it hit, the major
communities and areas affected, the approximate
number of people affected, the effects of the storm on
various industries, and the type of destruction caused by
the storm. See a full lesson plan at
http://www.pbs.org/now/classroom/katrina.html Some
good images and data at
http://www.ncdc.noaa.gov/oa/reports/tech-report200501z.pdf For a map of hurricanes in the US go to
http://www1.ncdc.noaa.gov/pub/data/images/2010Landfalling-Hurricanes-11x17.pdf Video footage at
http://www.msnbc.msn.com/id/9269453
http://www.nola.com/katrina/graphics/flashflood.swf is an
interactive graphic which shows how and why hurricane
Katrina was so devastating to New Orleans. An
interactive map shows the direction of the floods as well
as the locations of the levees.
6.Use http://whyfiles.org/073hurricane/index.html to
research the impact of hurricanes.
http://www.aoml.noaa.gov/hrd/tcfaq/tcfaqHED.html has
answers to FAQs relating to hurricanes. Use this site for
further detail
http://kids.mtpe.hq.nasa.gov/archive/hurricane/index.htm
l
7. Using Understanding GCSE Geography (Bowen and
Pallister), p56-57,
a.Describe the world distribution of tropical revolving
storms
b.Draw a cross section through a typical tropical storm
c.Draw a sketch of the main features of hurricane Wilma
d.List the factors which encourage the development of
Hoopshoot game at
http://www.games4geog.com/cg/cyclon
esidr.swf
4. Read the start of a news report of
the impact of a hurricane. Ask the
students to continue with and finish the
story.
5. Why do so many people live in
areas prone to tropical storms? (e.g.
employment in tourism, environmental
attractiveness of the coastline,
opportunities to live affluently and
develop businesses, settlements for
retirement, fishing and ports, trade
connections, lowland agricultural
environments,)
6. How can prediction save lives when
hurricanes occur? E.g. advances in
satellite technology, hurricane hunters
who fly into the storm to collect data,
evacuation warnings etc.
7. Study a satellite image of a tropical
storm. Draw a plan view and a cross
section to show its main features.
Include labels such as thick cloud, eye,
vortex, bands of torrential rain,
anticlockwise winds, height up to 15
km, rapidly rising air.
8 .An animated guide summarising the
formation of hurricanes is available at
the BBC website
http://news.bbc.co.uk/1/hi/sci/tech/458
8149.stm
A similar animation is at
and details of causes, effects
and responses.
Which countries are affected by
tropical storms? How can
prediction help? Why is
forecasting much less reliable in
some countries? What can be
done if a storm is approaching?
Show photos of New Orleans
before and after Hurricane
Katrina struck in 2005. What
damage was caused? What
happened to the people of new
Orleans? How was the disaster
managed. Show similar photos
for cyclone Sidr or more recent
event. Why is less attention
given in the media to tropical
storms in poor countries?
2005 had 27 named storms, of
which 3 became category 5
hurricanes. What made the 2005
hurricane season so
dangerous? With a recordbreaking year, scientists are
looking at air pressure, ocean
temperatures, category strength,
and wind speed to prevent and
forecast future hurricanes with
details at
http://learners.gsfc.nasa.gov/me
diaviewer/27storms
tropical storms
e. Describe the sequence of weather events as a storm
passes over
f. Describe the impact of tropical storms. Include
reference to environmental, social, economic and
political effects.
g. Explain why the consequences of tropical storms are
very different in richer countries than in poorer countries
h. What are the short and long term responses to
tropical storms?
g. Compare and contrast the effects of 2 tropical storms,
one in the rich world and the other in the poor world
A comparison between Hurricane Katrina and Cyclone
Nargis is in the Nelson Thornes text on p 77
8. Use some of these interactive resources on Hurricane
Katrina at
http://www.radicalgeography.co.uk/weatherhazards.html
Includes a hurricane penalty shoot out, simple diagram
explaining the formation of the hurricane, mapping
exercise considering the impact of Katrina, a step by
step PowerPoint to produce a pop-up hurricane, a
PowerPoint presentation and two worksheets etc.
As a contrast, use the resources about cyclone Sidr
which affected Bangladesh. These include an
introduction with rationale for studying the event.
A PowerPoint with linked video and embedded
animation explaining the formation of the cyclone and an
overview of the impacts. Student worksheet about the
formation of the cyclone plus several other worksheets
and powerpoints
http://www.usatoday.com/weather/grap
hics/hurricane/hurricane_explainer/flas
h.htm and another at
http://learners.gsfc.nasa.gov/mediavie
wer/sat_super
9
.http://www.nhc.noaa.gov/HAW2/englis
h/kids/movncane.swf This interactive
video site shows how hurricanes are
influenced by winds. Named “Aim a
Hurricane”, manipulation of hurricane
location and high and low pressure
systems teaches the forecast
techniques used by scientists to
determine landfall locations.
10.
http://nasa.ibiblio.org/video/NASAConn
ect/NASAConnectAheadAboveTheClouds/mpeg1/NASA
AATC-HurricaneHunters.mpg
Hurricane Hunters and Storm Chasers
are the focus of this introduction to the
people who search for the clues to
hurricane formation
Nelson Thornes Kerboodle resources on the theme comprise the following:
Interactive activity - Cross-section of a depression
Interactive activity - Weather and climate terms
Simulation - What’s the weather like here?
Animation - Hurricane Katrina
Text and image case study (slide show) - Understanding global warming
Image analysis - Studying the development of a depression
WebQuests - Dennis the Menace: tracking a hurricane (Two forms of this interactive activity, one for each tier)
Video - Hurricane Katrina
Powerpoint presentation - The impact of weather: living with the UK’s variable climate
Worksheet (higher tier) - What will be the impact of climate change on food supply?
Worksheets (one for each tier) on an aspect of the topic
Case study – Extreme weather in the UK: winter 2008-9
Fieldwork investigation - an example of a controlled assessment task that might be set for the weather and climate option
‘Test yourself’ - two interactive multiple-choice quizzes (one for each tier)
‘On your marks’ - an example of an AQA examination question on the topic, with detailed advice from an examiner on how to analyse the question and plan
the answer, and examiner commentary on a sample answer
General websites
Radical Geography has a number of interactive exercises, games and short movies about meteorology at
http://www.radicalgeography.co.uk/weatherandclimate.html
Share geography at http://sharegeography.co.uk/tag/weather includes a number of starters on climate change, hurricanes and UK weather
Use this series of lessons when teaching about climate change (RGS) http://uk.climate4classrooms.org/teaching-resources Students learn about the science
of climate change, investigate possible global and national futures and explore global and local solutions. Each module has clear learning outcomes, activity
plans and student activity sheets
Over 80,000 climate and historical weather records for over 20,000 weather stations worldwide at http://www.worldclimate.com
http://www.world.org/weo/climate has a list of the 100 top climate change websites (American based)
http://news.bbc.co.uk/weather/hi/climate The BBC website on climate change
http://www.ukcip.org.uk The UK Climate Impacts Programme (UKCIP) helps organisations to adapt to inevitable climate change.
http://www.greenpeace.org/international Greenpeace has a section on climate change
http://weather.about.com has a wide range of teaching ideas, videos and animations relating to weather and climate
http://www.nhc.noaa.gov is the national hurricane Centre website (US)
http://uk.weather.com provides local UK weather reports, radar, and maps along with world weather forecasts.
http://www.metcheck.com/V40/UK/HOME gives latest UK Weather Forecasts from 48 hours to 300 days ahead plus live data.
http://www.ltscotland.org.uk/weatherandclimatechange is a Scottish based site with clear explanations of weather types and climate change. It include several
short videos
http://www.accuweather.com/ukie/index.asp is another site with details of weather in the UK
http://www.rmets.org/index.php is the website for the Royal Meteorological Society
http://www.weatheronline.co.uk This site includes latest weather news and worldwide forecasts
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/af/home.rxml Air masses and fronts are explained clearly at this site
http://www.weatherwizkids.com/weather-hurricane.htm deals with all aspects of hurricanes
http://www.geographyteachingtoday.org.uk/ks3-resources/resource/changing-climates is a complete set of lessons and resources about climate change
Steve Durman March 2011