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GCSE Geography Specification A Detailed Scheme of Work Physical Geography Unit 3 Challenge of Weather and Climate AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX. 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